To see the other types of publications on this topic, follow the link: Higher education in Cameroon.
Dissertations / Theses on the topic 'Higher education in Cameroon'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Higher education in Cameroon.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Ondja'a, Bertin. "University Social Responsibility: Achieving Human and Social Development in Cameroon." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504792020919084.
Full text
2
Fongwa, Neba Samuel. "The Contribution of Higher Education to Regional Socioeconomic Development : The University of Buea, Cameroon, as a Growth Pole." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2060.
Full textAbstract:
Magister Educationis - MEd<br>This research investigates how higher education institutions contribute to regional development, using the University of Buea in the Fako region as a case study. Policy documents reviewed and interviews with major stakeholders in the region, present a significant 'delink' or disjuncture between university policy and regional development efforts. This, from the policy perspective, has been strongly attributed to the national rather than to the regional mandate around which the university was established. However, data from the economic and social indicators investigated, reveal that the University of Buea by its very presence has been a significant agent in the development of the municipality.<br>South Africa
3
Tchoumbou, Ngantchop Michel Auguste. "" ... Nothing's lost. Or else, all is translation. And every bit of us is lost in it ..." : informal collaborative learning amongst university students in Cameroon : a case study." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/69035/.
Full textAbstract:
Cameroon university students are drawn to informal small group talks as a highly valued learning strategy, particularly in relation to assessment. This research investigates this practice in-depth as an ‘instance in action,' with academic, social and cultural implications in the life of the average university learner in Cameroon. Showing the methodological limitations of current discourses on student group talks in higher education teaching and learning, the study draws from bakhtinian ‘dialogism' to underpin analysis of students' talks and interactions. Data were collected through extended observation of several small groups in three different universities in Cameroon, across several disciplinary fields, levels of undergraduate learning, linguistic and social boundaries. Findings suggest that in the process of talking and interacting informally, that is, outside of the formal structure of the classroom, learners strategically position themselves in ways that allow their individual and collective voices to emerge. Sustained in the context of discourse, emerging voices create the dialogic space within which learners con-struct their understandings of disciplinary knowledge. For it is within the dialogic space that learners, through their voices, best relate to assessment demands, to expected learning outcomes and to the social and cultural contexts of learning in Cameroon. This work contributes to knowledge by underlining the importance of learning spaces in higher education, particularly in relation to learners' voices and expected active engagement with learning. As such, it highlights the potentials of informal collaborative learning to enhance the learning experience in Cameroon universities, particularly in relation to assessment and critical thinking. Hence, it provides grounds for claims that Cameroonian students, and generally learners in other similar contexts, are usually more independent thinkers. This offers reasonable basis for questioning existing presumptions around ‘academic inferiority' of ‘foreign' students in some institutions abroad; presumptions that have continued to widen existing gaps between western universities and competing institutions in developing contexts. In addition, it foregrounds subsequent inquiries on learners' identities in Cameroon universities. Methodological innovations in investigating unconventional learning practices, particularly with the use of information technology, are also highlighted.
4
Morillas, Cindy. "Individualisation versus Démocratisation ? : conditions et formes du militantisme étudiant en situation autoritaire (Cameroun, 1962-2014)." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0491.
Full textAbstract:
Dans les situations démocratiques, « militer » et « mobiliser » tendent à être quasi synonymes de« contester ». L’analyse des militantismes étudiants en situation autoritaire au Cameroun remet cettereprésentation en cause. En nous appuyant sur l’opposition entre mobilisations contestataires etconservatrices et sur une approche sociohistorique de militantismes étudiants en situation autoritaire surcinquante années, nous distinguons deux types d’associations étudiantes. Les associations étudiantes« autonomes » sont initiées par des étudiants tandis que celles « institutionnelles » le sont par desautorités universitaires. Au sein des rares associations étudiantes autonomes, le militantisme« autonome » promeut la négociation de compromis avec les autorités malgré la diversité des dispositifsde contrôle. Ce type de militantisme tend à remettre en question les autorités lesquelles réagissent enlabellisant de « contestataires » ou de « subversifs » les militants et organisations autonomes. Au sein desplus fréquentes associations étudiantes institutionnelles, le militantisme « institutionnel » entretient descompromissions avec les autorités lesquelles peuvent favoriser un minimum d’ascension sociale et/oupolitique. Est ainsi assurée la reproduction politique et sociale du pouvoir en place. Contrairement à l’idéereçue selon laquelle les processus d’individualisation − en tant qu’affaiblissement des dispositifstraditionnels d’assignation des identités communautaires − favoriseraient la démocratisation, le régimeautoritaire camerounais trouve les ressources de sa pérennité dans des pratiques militantes opportunistesliées à des processus d’individualisation plus égoïste que morale. L’analyse de quarante-sept récits de viede leaders étudiants nous amène à distinguer trois types de carrière militante selon le degré de fidélité àl’un ou l’autre type d’association étudiante : le « leader fidèle », le « leader reconverti » et le « leadersyncrétique ». Les leaders fidèles autonomes et des leaders syncrétiques au sein d'associationsinstitutionnelles, plus résistants aux dispositifs de contrôle, élargissent le champ des possibles politiques,tant en termes de représentations que de pratiques<br>In democratic situations, "activism" and "mobilization" tend to be almost synonymous with "challenging".The analysis of student militancy in authoritarian situation in Cameroon calls that into question. Buildingon the contrast between protesters / conservative mobilizations and on a socio-historical approach ofstudent militancy for fifty years period, we distinguish two types of student associations in authoritariansituation: those "autonomous" are initiated by students while "institutional" associations are initiated byuniversity authorities. In the few independent student organizations, "autonomous" activism promotes thenegotiation with the authorities despite the variety of control devices. This type of activism tends toquestion authorities who react by labeling "protestor" or "subversive" autonomous organizations andactivists. Among the most common institutional student associations, the "institutional" activismmaintains cooperation with the authorities who can later promote their social, economic and / or policalmobility. This ensures political and social reproduction of power. Contrary to the common belief that theprocess of individualization - weakening of “traditional” modus operandi of community as a collectiveidentity - would promote democratization, Cameroon's authoritarian regime find resources of itssustainability in opportunistic militant practices related to process of individualization which are moreselfish than moral. The analysis of forty-seven life stories of student leaders allows us to distinguish threetypes of militant career by the degree of loyalty to one or the other type of student association: the“faithful leader”, the “(re)converted leader” and the “syncretic leader”. The autonomous faithful leadersand syncretic leaders are more resistant to control devices. Thus, they extend the political field ofpossibilities, both in terms of representations and practices
5
Ekane, Duone. "Female education and Fertility Desires in Cameroon." Thesis, Stockholms universitet, Sociologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-134957.
Full textAbstract:
AbstractSocio-economic changes have been identified to alter demographic behaviour, most especially fertility desires. Cameroon just like most Sub Saharan African countries started experiencing decline in its fertility rates not too long ago. A couple of factors have been identified to influence women’s childbearing. Education has been pinpointed as one of the pivotal factors that play a role in influencing female fertility desire. Discussion on education in this paper is made in reference to educational attainment. This research had the aim of examining whether education level attainment (i.e. primary, secondary and university) influences women’s desire to have another child in Cameroon. The target group of the study was women who had at least one child, and their ages ranged from 15 to 45 years. To be able to conduct the study the 2011 demographic health survey (DHS) was used. The demographic theory and demand for children concept were used to provide theoretical framework on the topic. The study was based on the contention that the higher the education level of women, the lesser the desire to have children. From the logistic regression performed, the results portrayed that educational level does influence women’s decision to have another child especially for women with primary and secondary education. Women with no education are more likely to want to have another child than women with education. Women with primary and secondary education are significantly less likely to want another child than those with higher education. This result tends to be fall in line to what was expected. The results showed that although education shapes fertility desires, the number of living children, husband employment and household status tend to play more significant role in women’s desire to have another child in Cameroon. Keywords; fertility, Cameroon, female education, demographic health survey, logistic regression
6
Ngomba, Peter Njoh. "The developmental impact of public investment in education, science and technology in Cameroon, 1960-1980 /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75784.
Full textAbstract:
Linking education, science and technology with national development is a subject of increasing concern in many developing countries. In this dissertation, we have studied empirically the contribution, or lack of it, which public investment in education, science and technology has made to the attainment of development objectives in Cameroon since 1960. Using a small computable macroeconometric model of Cameroon incorporating some major relevant quantitative aspects of the knowledge sector, we have investigated the effects on that sector and on the overall economic system of increased education- and research-service resources. We have also analyzed some of the major qualitative factors that are important in this sector.<br>Our results suggest that, given existing patterns of education, science and technology in Cameroon, the contribution of public investment in this sector may be small compared to the potential contribution suggested in the literature. The implications of these results are examined for policy-making and planning at the national level.
7
Badang, Germain Guehoada. "Perspectives on Teacher Decision-Making on Social Studies in Cameroon." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374231198.
Full text
8
Ashu, F. (Felix). "The role of parents in early childhood education in Cameroon." Master's thesis, University of Oulu, 2012. http://jultika.oulu.fi/Record/nbnfioulu-201212041083.
Full textAbstract:
Abstract. This research aims to provide some suggestions for the role of parents in early childhood education in Cameroon. It also tries to create an awareness of the current state of educational structures and institutions that are available for early childhood education and to identify gaps where urgent attention is needed. Data for this study was collected through interview with the use of Skype. A stratified random sampling method was used and the focus groups were parents who live both in cities and the countryside. Analysis was carried out through content analysis, based on the perceptions from those interviews and the results are presented in terms of percentages. Based on the findings, the level of education of parents, their income levels and cultural awareness have a great impact on early childhood education. Those in the rural areas had more challenges than those in the urban areas and this affects on child performance. The availability of education and resources for learning is in limited supply. Despite these challenges, parental involvement in early childhood education has an overall positive effect and helps to build capacity for future development.
9
Enyong, Laetitia Ako Kima. "Linkages among research, education, extension, and farmers in the Republic of Cameroon." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10022007-144530/.
Full text
10
Fonyuy, Kelen Ernesta [Verfasser]. "Ethnolects of Cameroon English : Pronunciation, Education, and Evolution / Kelen Ernesta Fonyuy." Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2013. http://d-nb.info/1049882857/34.
Full text
11
Tosam, Ful John. "Implementing educational change in Cameroon : two case studies in primary education." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019696/.
Full textAbstract:
Since the Cameroon nation came into being in 1961, it has been engaged in efforts towards harmonizing two distinctly different educational traditions it inherited from the colonial era, the one, French-oriented, and the other, British-oriented, while at the same time, working towards better quality schools. However, the main thrust towards meeting these objectives thus far, has been in primary education where two main separate and on-going attempts at educational change are being undertaken in both educational traditions in the country. This research is based on case studies of these two experiences, and attempts to provide a holistic appraisal of the strategies adopted thus far, towards implementing change in Cameroon primary education. The one experience, the Institut de P6dagogie Appliquee sa vocation Rurale (IPAR) began in 1969, and is embodied in two projects (IPAR-Yaounde and IPAR-Buea) which aim at the harmonization and reform of Cameroon primary education, while the other, the Support to Primary Education Project (SPEP), began in 1984, and aims at improvements in the training and support system for primary school teachers in four of the country's ten provinces (one anglophone, and three francophone). The IPAR projects have not yet been implemented in schools, and by design the SPEP does not directly involve schools. The appraisal of these experiences comprises an analysis of their significance in Cameroon primary educational change, and their organization, management and accomplishments thus far. Three broad perspectives of the concept of institutional development or institutional analysis viz, the intra-, inter-, and extra-institutional analytical perspectives, have been adopted as the analytical framework for appraising the performance of these projects, using an essentially illuminative methodology. In this thesis, the concept of "institution" is used broadly to refer to governmentwide administrative functions including such entities as project management units, while "institutional development" or "institutional analysis" concerns the organisation and management of the various project systems, and the significance of these experiences in Cameroon primary educational change. The intra-institutional development perspective provides an analysis of the resource allocation (personnel and material) and management of the project unit, the inter-institutional development perspective provides an examination of the influence of other institutions in the administrative bureaucracy on the performance of these projects, while the extra-institutional development perspective provides an analysis of the pertinence of project ideologies in relation to the broader aims of harmonizing and reforming Cameroon primary education. In conclusion, problems of implementing Cameroon educational change epitomized by the two projects are highlighted and discussed, and suggestions made towards thinking about existing and alternative strategies in Cameroon educational change, in general.
12
Ebot, Ashu Frederick. "Effectiveness of school leadership and management development in Cameroon." Thesis, University of Birmingham, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607330.
Full textAbstract:
In both developed and developing countries poor performance of head teachers is detrimental to school effectiveness, with consequent economic costs amounting to billions of dollars every year. These costs are perhaps particularly keenly felt in developing countries, where demand for a workforce that is proficient in globally relevant competencies is especially acute, but where the effective school leadership that can help to deliver this educated workforce is especially patchy. One of the contributing factors to this poor performance is a lack of structured leadership development programmes. This study, therefore, explores the factors pertinent to effective school leadership development programmes in a resource poor education system, taking Cameroon as its example. The study combines a review of the academic literature with field document analysis evidence, structured interviews with head teachers and teachers, and a Leadership and Management Development Questionnaire (LMDQ) study. The results in particular indicate that the central educational agencies, schools and school leaders recognized the importance of ensuring that central policies and support, schools’ internal policies, and their in-service development opportunities for aspiring head teachers, are closely aligned with international best practice, particularly through the establishment of a structured leadership development programme targeted at aspiring head teachers, and aimed at combining governance skills with a more global outlook.
13
Kim, Moon-Jeong. "Let there be voice: engaging adolescent girls in participatory research in Cameroon." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119472.
Full textAbstract:
This study explores the perspectives and experiences of eleven adolescent girls in Cameroon on the meanings, purposes and barriers to education. Arts-based and visual methodologies are used to engage the girls in critical dialogue. A participatory approach gives value to the knowledge of local people as expertise and insight, which is often unknown to outsiders (NGOs, researchers, policy makers), in identifying issues specific to their own communities. With limited research done with girls, as opposed to on girls, this study seeks to hear the voices of girls, in-school and out-of-school, and make those voices heard in offering their inside-stories and lived-experiences. A new light is shed on their common everyday-life as they take part in the processes of working collectively, and collaboratively in exploring themes around education through drawings and picture taking. As a result, these processes lead to opportunities of knowledge creation and reflection on the realities that they face daily. Issues around identity, 'who they were' and 'who they could be', and sacrifice among the important themes.<br>Cette étude explore les perspectives et les expériences d'onze adolescentes au Cameroun sur les significations, les buts et les obstacles liées à l'éducation. Les méthodologies visuelles et basées sur l'art sont utilisées afin d'engager les filles dans des dialogues critiques. L'approche participatoire donne la valeur aux connaissances des gens locaux comme étant des expertises lors de l'identification des problèmes particulières à leur communauté. Ces connaissances donnent un aperçu particulier et souvent, elles ne sont pas connues par les étrangers. Ayant un nombre limité d'études faites avec les filles et non au sujet des filles, cette étude cherche à écouter les voix des filles et de faire en sorte que ces voix sont entendues en offrant leurs histoires personnelles et expériences vécues. En explorant les thèmes sur l'éducation à travers les dessins et la photographie, une nouvelle lumière est éclairée sur leur vie courante de tous les jours. En résultat, ces processus mènent à la création des connaissances et à la réflexion sur les réalités auxquelles les filles font face tous les jours.
14
Shawa, Lester Brian. "Can higher education policy frameworks engender quality higher education in Malawian universities?" Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch, 2007.<br>ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this
thesis examines the potential of higher education policy frameworks to engender
quality university education in Malawian universities. Pertinent to the fast-growing
higher education sector in Malawi is the connection between higher education policy
frameworks and quality delivery of university education. Education policy
frameworks in Malawi are mainly a response to the government’s broad policy of
poverty alleviation. Thus this thesis argues that quality university education ought to
contribute to poverty alleviation especially by assisting the country to achieve its
Millennium Development Goals (MDGs) and to implement the initiatives of the New
Economic Partnership for Africa’s Development (NEPAD).
To engender quality university education that could help to alleviate poverty in
Malawi, this thesis through Habermasian critical inquiry proposes that quality ought
to be the corollary of defensible higher education policy frameworks, policy
documents need to delineate quality parameters, access to university education needs
to be increased and, inevitably, discursive or deliberative higher education policy
making ought to be given primacy.<br>AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde
onderhoude, ondersoek hierdie tesis die potensiaal van
hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese
universiteite teweeg te bring. Van besondere belang vir die snelgroeiende
hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke
en die lewering van gehalte universiteitsonderrig. Malawiese
onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende
armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte
universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te
help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe
van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel.
Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan
help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat
gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees,
dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig
verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling
onafwendbaar voorrang behoort te geniet.
15
Oktik, Nurgun. "Restructuring Turkish higher education : the 1981 Higher Education Law and its effects." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1037/.
Full text
16
Jum, Joseph. "Catholic schools in English speaking Cameroon and their educational outcomes." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/191697/.
Full textAbstract:
Whilst the main purpose of education is a matter for political debate, there is broad consensus that it is about the acquisition of knowledge and understanding, the development of responsible attitudes and the preparation of young people for later life and wider society (Bigger and Brown, 1999). Thus, schools, as the places where the majority of young people are formally educated (McGilchrist et al., 2004), are concerned with more than just the acquisition of knowledge. Their ultimate objective in a democratic society must be to facilitate the social, academic and identity development of young people (Verma and Pumfrey, 1988) while contributing to their personal and collective happiness (Noddings, 2003). Using a cross-sectional, mixed-methods approach with 10 secondary schools from three main school types, this study investigates how well Catholic schools in English speaking Cameroon are achieving these educational outcomes for their students. The results show that even though Catholic schools have had a longstanding reputation for achieving the highest overall academic attainment, Presbyterian schools have recently performed better on this measure. The cluster of Catholic schools which have consistently produced outstanding results have perhaps perpetuated theperception that Catholic schools are still the highest performing. Catholic schools appear to fare better than ‘government’ and ‘lay private’ schools at promoting non-academic outcomes such as nurturing the spiritual development of pupils, preparing pupils for life after school, promoting the common good of society and promoting community cohesion, but appear to fail to provide to the same extent upward social mobility for poor pupils, which is an important claim for Catholic education in the literature. This research, the first of its kind in Cameroon, should enable the Church and state authorities to engage in a properly informed way in a national debate about the contribution of Catholic schools to the education system and to society. In addition, contrary to the negative literature about faith schools generally, this study shows Catholic education to be fertile ground for cultivating the democratic potential of schools (Parker, 2008) which can only be welcome news in a country enmeshed in corruption and splintered along tribal, cultural and religious lines
17
Drew, Simon. "Dyscalculia in higher education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21472.
Full textAbstract:
This research study provides an insight into the experiences of dyscalculic students in higher education (HE). It explores the nature of dyscalculia from the student perspective, adopting a theoretical framework of the social model of disability combined with socio-cultural theory. This study was not aimed at understanding the neurological reasons for dyscalculia, but focussed on the social effects of being dyscalculic and how society can help support dyscalculic students within an HE context. The study s primary data collection method was 14 semi-structured interviews with officially identified dyscalculic students who were currently, or had been recently, studying in higher education in the UK. A participant selection method was utilised using a network of national learning support practitioners due to the limited number of participants available. A secondary data collection method involved reflective learning support sessions with two students. Data were collected across four research areas: the identification process, HE mathematics, learning support and categorisations of dyscalculia. A fifth area of fitness to practise could not be examined in any depth due to the lack of relevant participants, but the emerging data clearly pinpointed this as a significant area of political importance and identified a need for further research. A framework of five categories of dyscalculic HE student was used for data analysis. Participants who aligned with these categories tended to describe differing experiences or coping behaviours within each of the research areas. The main findings of the study were the importance of learning support practitioners in tackling mathematical anxiety, the categorisations of dyscalculic higher education students, the differing learning styles of dyscalculic and dyslexic students, and the emergence of four under-researched dyscalculic characteristics: iconicity, time perception, comprehension of the existence of numbers that are not whole and dyscalculic students understanding of non-cardinal numbers.
18
Magoula, Angeliki-Elen Myers Christopher S. "Cost in higher education." Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FMagoula%5FMBA.pdf.
Full textAbstract:
"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, June 2007."<br>Advisor(s): Euske, Kenneth ; Gates, Bill. "June 2007." "MBA professional report"--Cover. Description based on title screen as viewed on August 15, 2007. Includes bibliographical references (p. 65-67). Also available in print.
19
Kummer, Christian. "Wikis in higher education." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-138370.
Full textAbstract:
For many years universities communicated generic graduate attributes (e.g. global citizenship) their students have acquired after studying. Graduate attributes are skills and competencies that are relevant for both employability and other aspects of life (Barrie, 2004). Over the past years and due to the Bologna Process, the focus on competencies has also found its way into universities' curricula. As a consequence, curricula were adapted in order to convey students both in-depth knowledge of a particular area as well as generic competences (Bologna Working Group on Qualifications Framework, 2005, Appendix 8). For example, students with a Master's degree should be able to “communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously” (p. 196). This shift has been supported by the demand of the labour market for students that have achieved social and personal competencies, in addition to in-depth knowledge (Heidenreich, 2011).
On course level, this placed emphasis on collaborative learning, which had led to “greater autonomy for the learner, but also to greater emphasis on active learning, with creation, communication and participation” (Downes, 2005). The shift to collaborative learning has been supported by existing learning theories and models (Brown et al., 1989; Lave and Wenger, 1991; Vygotsky, 1978), which could explain the educational advantages. For example, collaborative learning has proved to promote critical thinking and communications skills (Johnson and Johnson, 1994; Laal and Ghodsi, 2012). As Haythornthwaite (2006) advocates: “collaborative learning holds the promise of active construction of knowledge, enhanced problem articulation, and benefits exploring and sharing information and knowledge gained from peer-to-peer communication” (p. 10). The term collaboration defies clear definition (Dillenbourg, 1999). In this article, cooperation is seen as the division of labour in tasks, which allows group members to work independently, whereas collaboration needs continuous synchronisation and coordination of labour (Dillenbourg et al., 1996; Haythornthwaite, 2006). Therefore, cooperation allows students to subdivide task assignments, work relatively independent, and to piece the results together to one final product. In contrast, collaboration is seen as a synchronous and coordinated effort of all students to accomplish their task assignment resulting in a final product where “no single hand is visible” (Haythornthwaite, 2006, p. 12).
Due to the debate about digital natives (Prensky, 2001) and “students' heavy use of technology” in private life (Luo, 2010, p. 32), teachers have started to explore possible applications of modern technology in teaching and learning. Especially wikis have become popular and gained reasonable attention in higher education. Wikis have been used to support collaborative learning (e.g. Cress and Kimmerle, 2008), collaborative writing (e.g. Naismith et al., 2011), and student engagement (e.g. Neumann and Hood, 2009). A wiki is a “freely expandable collection of interlinked Web ‘pages’, a hypertext system for storing and modifying information - a database, where each page is easily editable by any user” (Leuf and Cunningham, 2001, p. 14; italics in original). Thereby, wikis enable the collaborative construction of knowledge (Alexander, 2006).
With the intention to take advantage of the benefits connected with collaborative learning, this doctoral thesis focuses on the facilitation of collaboration in wikis to leverage collaborative learning.
The doctoral thesis was founded on a constructivist understanding of reality. The research is associated with three different research areas: adoption of IT, computer-supported collaborative learning, and learning analytics. After reviewing existing literature, three focal points were identified that correspond to the research gaps in these research areas: factors influencing students' use of wikis, assessment of collaborative learning, and monitoring of collaboration. The aims of this doctoral thesis were (1) to investigate students' intentions to adopt and barriers to use wikis in higher education, (2) to develop and evaluate a method for assessing computer-supported collaborative learning, and (3) to map educational objectives onto learning-related data in order to establish indicators for collaboration. Based on the research aims, four studies were carried out. Each study raised unique research questions that has been addressed by different methods. Thereby, this doctoral thesis presents findings covering the complete process of the use of wikis to support collaboration and thus provides a holistic view on the use of wikis in higher education.
20
Magoula, Angeliki-Elen, and Christopher S. Myers. "Cost in higher education." Monterey California. Naval Postgraduate School, 2007. http://hdl.handle.net/10945/10222.
Full textAbstract:
MBA Professional Report<br>State and Federal legislature require that standard data on education-related expenditures be provided by universities and colleges in order to standardize methodology and accountability used nationwide by institutions of higher education. The aim is to review existing cost criteria and procedures for determining costs. Accounting structures vary by institution, and by school. This variability across schools makes decision making a difficult task. The objective of this research is to look into the cost structure used presently by two institutions of higher education, namely the Naval Postgraduate School (NPS) and California State University of Monterey Bay (CSUMB). The financial data that determines the consistency of the cost metrics in the decision making process of these institutions is considered. An analysis of the cost information used to make and support decisions is presented. The variety of the cost structures within the researched institutions is analyzed and compared, in order to identify the factors that generate the differences. The research concluded that both institutions should continue to develop the cost structure to have a comparative view across schools for more efficient planning and the tracing and updating of estimates.
21
Gorlatova, O. "Higher education in Germany." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16664.
Full text
22
Dovhopol, H. "Internationalization of higher education." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16677.
Full text
23
Dovhopol, H. "Trends in higher education." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18525.
Full text
24
Smith, Shannon Tucker. "Megatrends in Higher Education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9028/.
Full textAbstract:
Utilizing the theory of John Naisbitt's 1982 Megatrends, this study identifies eight trends for the future of higher education using content analysis of generalized print media reports for three bell-wether states. For the period of 2001-2005, generalized reporting for three newspapers, the Los Angeles Times from Los Angeles, CA, the Miami Herald from Miami, FL, and the Denver Post from Denver, CO, included over four thousand articles and covered 21 primary topics and over 200 secondary topics. Eight trends emerge from the content analysis. Trend 1, from the ivory tower to the public domain, identifies increasingly critical public scrutiny of higher education standards and curricula. Fight or flight, Trend 2, reveals more consistent no-tolerance policies for student behavior. Trend 3, scholar to celebrity, reveals an increasingly public role for university presidents. Academic freedom to academic flexibility, Trend 4, identifies a tightening of academic freedom policies for university staff and faculty. Trend 5, pay now, learn later, focuses on increased popularity of pre-paid and tax free plans for saving college tuition. Fraternity party to fraternity accountability, Trend 6, identifies increased scrutiny of Greek organizations and Greek life within the university environment. Trend 7, tenure to temporary, reflects the growing trend of hiring more part-time faculty rather than hiring faculty for tenure track positions or full-time instructor jobs. Lastly, campus to cyberspace, Trend 8, identifies the continued success of online instruction at the university level.
25
Komljenovič, Janja. "Making higher education markets." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702882.
Full text
26
Smith, Shannon Tucker Fulton-Calkins Patsy. "Megatrends in higher education." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9028.
Full text
27
Quinn, Lynn. "Teaching in higher education." Routledge, 2014. http://hdl.handle.net/10962/66557.
Full textAbstract:
publisher version<br>As Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.
28
Azunie, Naomi Chuiwo. "An Integrated Approach to Malaria Prevention and Control in Rural Cameroon." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3971.
Full textAbstract:
Malaria is a life-threatening parasitic disease spread to humans through bites of an infected mosquito. In rural Cameroon, malaria is one of the major causes of morbidity and mortality. Several studies have examined the use of various malaria preventive tools; however, there is insufficient literature available on use of an integrated approach to prevent and control malaria in rural Cameroon. The aim of this study was to provide information necessary for bridging the gap in understanding the proper use of insecticide treated nets (ITNs) and antimalarial drugs and the roles of education and socioeconomic status in malaria prevention and control efforts in rural Cameroon. This quantitative cross-sectional study was guided by the socioecological framework. Secondary data from the 2011 Cameroon Demographic and Health Survey (sample size of 216) was used in this study. The Chi-Square, binary logistic, and multinomial logistic regressions were used to analyze the data. The result revealed that there was a significant association (p < 0.05) between proper use of ITNs and malaria prevalence among children under 5 years old, education and proper use of antimalarial drugs, and socioeconomic status and health seeking behavior. There was also a significant association between healthcare preference and malaria treatment outcomes among children under 5 and pregnant women. These findings may contribute to social change by helping public health officials in Cameron to continue to prioritize local needs and enforce the proper use of available malaria tools in rural communities through an integrated approach to prevent and control malaria in rural Cameroon, especially for children under 5 years old and pregnant women, which would lead to improved quality of life.
29
Njuakom, Irin. "Assessing Community Leadership Collaboration in Bringing About Sanitation in Njinikom, Cameroon." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4242.
Full textAbstract:
The lack of access to improved toilet sanitation remains a major health and environmental hazard in developing nations in the world. Despite global leadership efforts at the level of the United Nations and nongovernmental organizations around the world, diarrhea-related diseases disproportionately affect children. Evidence from the literature suggests that competent and sustained leadership is central to resolving the problem. From a historical perspective, leadership advocacy and engagement prompted the sanitary revolution in the West in the 18th and 19th century that led to the eradication of preventable infectious diseases such as cholera. Integrated leadership that made use of sanitation and water institutions at the national, state, and local levels and structured, skilled, and financial capability helped create an enabling environment for better and sustainable hygiene sanitation in the West. A qualitative approach was used to explore the role of collaborative leadership in enhancing the demand for toilet hygiene in rural Njinikom and the community's perception of the state of sanitation. One-on-one interviews were conducted with 25 adults aged 18 years and above with knowledge and exposure to poor toilet sanitation. Content analysis was used to develop themes and patterns from the data. The findings revealed barriers such as inefficient leadership and limited financial resources that impede adequate feces disposal and motivating factors for better sanitation. The results provided support for a partnership approach that is inclusive, relevant, useful, and sustainable. The implication of the study includes renewed interest in improving toilet sanitation and health and increase understanding of the importance of adequate feces disposal in preventing and eliminating associated fecal-oral diseases.
30
Yung, Man-sing. "Education and the labour market : the implications of higher education expansion in Hong Kong in the 1990s /." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18916107.
Full text
31
Chen, Ching-Huei. "Marketing International Higher Education in Taiwan International Higher Education: Reaching the Taiwanese Market." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366786.
Full textAbstract:
The Theory of Planned Behaviour (TPB) was used for the first time to examine Taiwanese consumer behaviour regarding the selection of overseas English-language universities for fkther higher education. Taiwanese students intending to study overseas at universities in Australia, the UK and the USA were interviewed to confirm literature reports of the salient factors influencing the decision making process. The 23 salient factors influencing decision-making were organised into four categories: 'Attitudes towards the behaviour of overseas study'; 'Subjective norms', 'Perceived control over study intentions' and the 'Role of information'. These categories formed the basis of a survey questionnaire administered to Taiwanese students (n=518) intending to study at a university in Australia, the UK or the USA. The questions in the survey were structured and organised so as to form global and specific measures fo~ each factor.
The TPB was demonstrated, through factor analysis and multiple regression analyses, to be a reliable model to predict the intention of Taiwanese students to study overseas generally and in the three target countries. Each of the three global measures was significant predictors of the intention to study overseas: 'Attitudes towards the behaviour of overseas study' (Rz0.549, p less than 0.001, P=0.285); 'Subjective norms' (R=0.549, p less than 0.001, fk0.239) and 'Perceived control over study intentions' (R=0.549, p less than 0.001, P=0.185). At the level of specific measures only 'Role of information' (p up to 0.5) was not a significant predictor of intention to study overseas. The specific measure 'Attitudes towards the behaviour of overseas study' was a slightly more important predictor of Taiwanese students' intention to study overseas. Regarding study in individual countries 'ttitudes towards the behaviour of overseas study' was the most important predictor of Taiwanese students' intention to study in Australia (R=0.613, p less than 0.05, P=0.326) and the UK (R = 0.504, p less than 0.05). The most important predictor of intention to study in the USA was 'Subjective norms' (R = 0.538, p less than 0.01).
On the basis of this research suggestions are proposed for marketing practitioners. Suggestions include shaping students cognition about the country through the media in Taiwan; the greater use of campus newspapers published by Taiwanese universities or colleges, and the development of multiple language websites by Western universities.<br>Thesis (Professional Doctorate)<br>Doctor of Education (EdD)<br>School of Cognition, Language and Special Education<br>Faculty of Education<br>Full Text
32
Ragadu, Suzette C., and Suzette C. Minnaar. "Transformation in higher education : receptions of female academics at a distance education institution of higher education." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2809.
Full textAbstract:
Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007.<br>Females in academia remain concentrated in lower level positions, with limited and
often no decision-making power. However, this is not only a South African
phenomenon but it is also evident in the position of female academics in the United
Kingdom, the United States and New Zealand. Within the South African context,
higher education institutions are in a process of transformation and change in order
to integrate with social transformation and change. Therefore, the Department of
Education mandated certain higher education institutions to transform and merge,
with implications for their human resource management. Universities are regarded
as complex organisations and this complicates the management and leadership of
such institutions. Moreover, South Africa has passed legislation (e.g. the Higher
Education Act) that impacts its human resource management and the manner in
which higher education institutions are transformed and managed. Higher education
institutions employ the principles of corporate management and therefore the
distinction between management and leadership is highlighted. Communication is
discussed as a tool thereof and the differences of males and females in this regard
are emphasised. The status of female academics in South Africa is discussed and
the perceptions of female academics with regard to the dimensions used in the
empirical inquiry are highlighted.
The empirical inquiry gauged how females occupying academic positions at a South
African distance education university perceived the management process of
institutional transformation. The perceptions of female academics with regard to five
dimensions: management and leadership; communication; diversity and employment
equity; and transformation and change were gauged and compared to the
perceptions of male academics and that of female professional/administrative
personnel. It was found that female and male academics were relatively positive with
only one significant difference: their perceptions of communication at the institution.
There were also significant differences in the perceptions of white and of black
female academics. Furthermore, when female academics were compared to female
professional/administrative personnel, there were significant differences: female
academics held generally more positive perceptions than those of female
professional/administrative personnel. In addition, there was evidence of an ageing
workforce.
33
Vlasin, A. "Mission education in Romanian Evangelical Higher Education." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517588.
Full text
34
Soepatini. "Entrepreneurship education in Indonesian higher education institutions." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.
Full textAbstract:
For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.
35
Nangue, Calvain Raoul. "Guidelines for the successful integration of ICT in schools in Cameroon." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1311.
Full textAbstract:
ICT integration in secondary schools in Sub-Saharan Africa is still at an early stage and already faces several setbacks that may undermine the various initiatives undertaken by governments and the private sector to promote the use of computers in schools. Based on literature and other research, this may be attributed to the fact that no guidelines for proper ICT adoption in secondary schools exist; and furthermore, most integration cases were done haphazardly with no systematic approach based on the existing frameworks or tailored towards the real context in the schools concerned. The present study aimed to provide guidelines for the successful integration of ICT into schools in Cameroon. A review of some existing frameworks for ICT integrations in schools, as well as the innovative pathways that some developing countries have taken to ensure the successful integration of ICT into schools were explored through a literature review, revealing the trends and challenges of ICT integration in schools in Sub-Saharan Africa. The current status of ICT in schools in Cameroon being at an introductory stage was established from the available literature. This led to the use of a single case study from the Western Region of Cameroon, where four secondary schools were selected from the most advanced schools in terms of ICT integration. Participants consisting of principals, ICT co-ordinators, teachers, and students were interviewed, in order to establish the current status of ICT in each school, as well as those factors affecting or promoting the adoption of ICT. Teachers’ and students’ surveys, as well as existing documentation were used to triangulate the data gathered from interviews with school principals and ICT co-ordinators. Data were descriptively analysed – and the findings revealed that ICT is at the introductory stage of integration in the Fluck’s Model of ICT development in schools. At school level, the lack of infrastructure and an ICT adoption plan were found to be the key opposing factors to ICT integration, whereas several enablers were identified, such as the positive attitude of teachers towards ICT, the existence of a minimum recurring budget for ICT adoption through parents’ funding, as well as the continually decreasing cost of ICT infrastructure in the market. Based on the findings and experiences from successfully proven projects, a set of guidelines were derived for schools’ decision-makers. It is critical to put in place a well-structured policy for ICT in the school and to recognise all the ICT-related costs.
36
Ngujede, Ahone Esther-Alice. "Experience with Social Support Systems Among Women Exposed to Intimate Partner Violence in Cameroon." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2326.
Full textAbstract:
The southwest and northwest regions of Cameroon have experienced high rates of intimate partner violence (IPV). Limited information is available about IPV victims' experiences with social support systems. This phenomenological study was aimed at investigating IPV victims' lived experiences with social support systems in Cameroon. Some of these systems are the judicial system, police officers, hospitals and clinics, and domestic violence agencies. The Health Belief Model (HBM) and the Transtheoretical Model of Change (TTM) were used to understand how 8 self-identified victims of IPV were able to discuss their lived experiences with social support systems. The research questions addressed women's experiences with social support systems as victims of intimate partner violence. The study also addressed participants' willingness to use social support systems again if the systems were made available to them. Data were gathered through face-to-face interviews using a purposeful-criterion sample that discussed the themes developed after the interview. The participants were selected with the help of 2 local domestic violence organizations based in the northwest and southwest regions of Cameroon. Study findings, which were generated via inductive analyses, indicated that victims sought the help of social support systems at least 3 times in hopes of changing their situation but were not satisfied with these systems. The study conveys social change by encouraging the need to educate social support systems in implementing and developing culturally-sensitive programs to eradicate IPV in Cameroon.
37
Mertova, Patricie. "Quality in higher education: stories of English and Czech academics and higher education leaders." Monash University. Faculty of Law, 2008. http://arrow.monash.edu.au/hdl/1959.1/53585.
Full textAbstract:
The subject of quality has been a pervasive issue on the agenda in higher education around the world for more than a decade. A greater focus on quality in higher education resulted from a range of competing factors, among the most prominent were: political control over higher education (exerted particularly by national governments), the growth in the number of students in higher education (including general changes in the student population and their expectations) and financial control on the part of national governments (frequently related to the previous two factors). Quality monitoring has become a mechanism for governments worldwide to tackle these competing factors. However, at the same time, it can be argued that it was frequently employed to disguise the dominant focus on accountability in higher education rather than on enhancement. Many of the quality assurance models and systems applied to higher education originated in the business and manufacturing sectors. They have often been found unsuitable or only partially suitable for the higher education sector, because they largely disregarded the nature of higher education and its employees, in particular the academics. It may be argued that the quality movement has driven higher education more towards greater uniformity, which may be detrimental to what was understood as the “real” quality in higher education. For instance, innovation was regarded as an important aspect of academic work. Nevertheless, the present quality development drive seems to be working against the nature of academic work. Given this background, it is alarming that the academic voice seems to have had little impact to date on the development of quality systems in higher education. Therefore, the present thesis attempted to investigate the academic voice concerning higher education quality. Overall, this thesis had two main objectives. First, based on the analysis of stories of academics and higher education leaders, the thesis endeavoured to construct a framework of significant quality issues for the potential use in future policy development in higher education in the two countries investigated in this research (the Czech Republic and England), and prospectively in other higher education systems around the world. In particular, it aimed to introduce more human-centred measures into the area of higher education quality. Second, in terms of developing a methodology, the thesis attempted to illustrate the way in which a critical event narrative inquiry study of heterogeneous and complex environments, such as higher education, could be undertaken. Employing such a critical event narrative inquiry approach, the researcher endeavoured to highlight important aspects of higher education quality, which have been largely overlooked in the area, and thus assist the improvement of the practice of quality development in higher education. The study utilised face-to-face interviews with academics and higher education leaders concerning their perceptions of the issue of higher education quality. The researcher anticipated that eliciting of “critical events” through interviews with individuals involved in the area of quality in higher education (academics and higher education leaders) would uncover some important aspects in higher education quality which would not be revealed using other more traditional empirical methods of inquiry, particularly quantitative research methods. To investigate the area of higher education quality, the researcher elected to look into the English and Czech higher education systems. The choice of the English higher education system was influenced by the knowledge that England, and more generally the UK, was among the first countries in the world, and certainly the first in Europe, to introduce a formal quality assurance system into higher education. Australia followed this trend soon after it was introduced in the UK. The researcher elected the Czech higher education system, as a culturally different educational system, distinctive from the Anglo-Saxon educational tradition, and which is uniquely placed on the divide between Western and Eastern Europe. In this respect, the critical event narrative inquiry method was proposed as a suitable method for the investigation of significant aspects of cultural difference. Employing the critical event narrative inquiry method, the researcher uncovered a number of significant issues. Some of these issues were identified by English and Czech academics and higher education leaders as not featuring strongly in their countries’ current higher education quality enhancement practices, and yet they were regarded as important by the academics. Some of the issues uncovered in this research, on the other hand, were highlighted as impacting negatively on the quality enhancement processes in their respective higher education systems. There were a number of issues which were identified as common to both the English and Czech higher education systems. These issues might have been an indication of potential wider relevance of such trends among a broader range of higher education systems worldwide. This thesis proposed a framework for a human-centred approach to quality enhancement in higher education based on issues which were common to both English and Czech higher education systems. This framework featured: • Regard for the academic voice in higher education quality policy development; • Attention to human-centred aspects of higher education quality; • Need for a collegial approach and reflection on the purposes of quality evaluation processes; • Equal value afforded to teaching and research; and • Focus on innovation and change. There were also some culture-specific issues uncovered, particularly in relation to the Czech higher education system. These culture-specific issues may be relevant to certain common trends and features in other higher education systems in Central and Eastern European regions. In this respect, the thesis proposed a framework for a human-centred approach to quality enhancement with regard to culture-specific issues. The framework focused specifically on Czech higher education and may be of potential relevance to other Central and Eastern European higher education systems. This framework included: • The significance of transparency in educational processes; • The need for a fundamental change in the style of pedagogy in higher education institutions; to focus more on thinking processes and reasoning; • The need for a more systematic move towards a student-centred approach across the whole higher education system; • The need to address the factor of pressure on Czech academics to publish mainly in English in order to receive international recognition; and • The need for education of Czech academic staff to enable a broader and better understanding of the concept of higher education quality in the context of the Czech higher education system. Investigation of the academic voice in English higher education did not reveal any culture-specific issues. In other words, the English academics and higher education leaders did not identify any issues in higher education quality that were distinctively different from the general issues highlighted also by Czech academics and higher education leaders. Some of the issues pointed out in the English context occurred on a more advanced level due to the different historical, political and socio-economic context of the UK higher education. It appears that quality in higher education is here to stay. As such, it is essential for the future of higher education that quality enhancement be based on education-focused approaches. Overall, this thesis proposed a human-centred approach to quality enhancement as one way of attaining educational focus.
38
Ali, Nimo-ilhan. "The growth of higher education in Somaliland : implications to the higher education-development nexus." Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23789/.
Full text
39
Burkum, Kurt Richard Hendrickson Robert M. "The role of state higher education governance structures in state-level higher education lobbying." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.
Full text
40
Namgung, Sang Un. "Returning scholars in Korean higher education : a case study of internationalisation of higher education." Phd thesis, Faculty of Education and Social Work, 2009. http://hdl.handle.net/2123/9393.
Full text
41
Do, Thi Hoai Thu. "Curriculum planning management in higher education in Vietnam: The perspective of higher education institutions." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/1769.
Full textAbstract:
This study examined the extent to which the views, beliefs and attitudes of Vietnamese educators in the higher education sector are reflected in the practices associated with the current approach to curriculum planning management. The mixed-methods study, which focused on three universities in Vietnam, obtained data from documents, written questionnaires and semi-structured interviews. Findings from the study indicate a need to improve institutional autonomy and accountability in order to promote the effectiveness of curriculum planning management.
42
Marchand-Stenhoff, Sandra Marie. "Academic incivility in higher education." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386703.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Higher Education Administration, 2009.<br>Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4595. Adviser: John P. Bean.
43
Peach, Sam. "Understanding curriculum in higher education." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439139.
Full text
44
Karkoulian, Silva. "Performance appraisal in higher education." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31001.
Full textAbstract:
The proper implementation of an appraisal system in an educational institution could enhance the growth and development of its faculty members, which will positively reflect on the whole institution. This study aims at laying the ground for a better appraisal practice at the Lebanese American University (LAU). The study also attempts to identify trends and areas for further development, and to provide consolidated practical advice for universities in Lebanon. 80 faculty members filled semi-structured questionnaires at the Lebanese American University. Furthermore, 40 faculty members were interviewed using purposive sampling. The response rate was low (36.86%), for 80 out of the 217 responded to the distributed questionnaire. The interviews with faculty members acknowledged the importance of mentoring and professional development at LAU. The results showed that no formal appraisal scheme was implemented at LAU. The majority of the respondents acknowledged that 360-degree appraisal is the most comprehensive appraisal practice. Based on the literature review and the suggestions of interviewed faculty members, a communication model for the performance appraisal scheme was developed to be further tested and adopted by the university, if it yielded satisfactory results. The researcher finally recommended the formal adoption of a performance appraisal process at LAU.
45
Briks, Hilda. "Global citizenship and higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27608.pdf.
Full text
46
Wilcox, Susan. "Educational development in higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/NQ28081.pdf.
Full text
47
Liu, Huacong. "Internationalizing Chinese higher education institutions." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39968.
Full textAbstract:
In this qualitative case study, I explored how internationalization is interpreted at a higher education institution in Shanghai, China. By using a theoretical framework containing Knight’s (2004) model, Marginson and Rhoades’ (2002) concept of ‘Glo-na-cal’, and Tierney’s (1998) academic culture, I attempted to answer three main research questions: How is internationalization interpreted at the national level, in terms of strategies, approaches, and rationales? How is internationalization interpreted at the institutional level, in terms of activities and rationales? At the core of the internationalization of higher education in China lies potential academic cultural clashes. How is this clash manifested, and how is this clash addressed at the institutional level?
This study took place at School of Economics, Pacific University in China. Data collection took place from late March through mid-April 2011 using a strategic sample of participants including domestically trained scholars, returnee scholars, and senior administrators in the school. Data collection consisted of semi-structured interviews and document collection. Interviews were conducted in Mandarin and were digitally recorded and subsequently transcribed, coded, and analyzed thematically.
The findings of this study suggest that internationalization of higher education has taken a narrow and pragmatic approach in China’s national policy level: internationalization is treated as a means to achieve national goals in technology innovation and creativity, and economic competitiveness through building world-class universities. However, there is a lack of well-articulated strategies of how to achieve the world-class university status. The absence of concrete strategies imposed from the national level does make room for suitable strategies and activities at the institutional level internationalization process. The case study institution has developed a set of strategies for internationalization, including overseas recruiting and strengthening academic environment, curriculum reform and strengthening teaching quality, emphasis on research and intensifying academic exchange. Nevertheless, true internationalization does not come easily. A lack of collegial academic culture is shown at the case study institution between the domestically trained faculty and returnee scholars. From a macro perspective, this study also indicates a frequent interaction among the local, national, and global levels during the process of internationalizing a Chinese higher education institution.
48
Daukšienė, Estela. "Virtual Mobility in Higher Education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20131220_085909-84407.
Full textAbstract:
Higher education institutions are not fully prepared for virtual mobility (further VM) implementation – there is no common framework, methodology of preparation, and the set of competences to possess in order to implement VM efficiently, and to be acquired during VM. With the aim to conceptualize the virtual mobility phenomenon in higher education, analyzing its main components and revealing their relationships, the following research questions were raised: how is virtual mobility in higher education defined? Why is it necessary to implement VM in HE? How can teachers and institutions prepare for and implement VM? The first part of the dissertation focuses on the VM concept analysis, differences between VM and similar concepts, and the key VM components. The second part reveals the empirical research methodology by connecting the research questions with the chosen research methods. The third part discusses empirical research findings, which verify the complexity of the phenomenon, the interrelationships of the components, and the VM dimensions permeating VM implementation in HE.<br>Aukštojo mokslo institucijos dar nėra pilnai pasirengę virtualaus mobilumo (toliau VM) įgyvendinimui - nėra priimti visuotinai suderinti sprendimai kaip institucija, studentai ir dėstytojai turėtų pasiruošti VM, neaišku, kokių kompetencijų reikia dėstytojams, siekiant efektyviai organizuoti VM bei kokias galima įgyti studijuojant VM būdu. Siekiant konceptualizuoti VM fenomeną aukštajame moksle, išanalizuojant pagrindinius jo komponentus ir atskleidžiant jų tarpusavio sąsajas, darbe keliami šie pagrindiniai tyrimo klausimai - kaip virtualus mobilumas apibrėžiamas aukštajame moksle? Ar reikalingas VM aukštojo mokslo institucijoms ir kodėl? Kaip dėstytojai ir institucijos gali pasirengti ir įgyvendinti VM aukštojo mokslo institucijose? Pirmojoje disertacinio darbo dalyje nagrinėjama VM sąvoka, aptariami VM ir panašių terminų skirtumai, atskleidžiami pagrindiniai VM fenomeno aukštajame moksle komponentai. Antrojoje dalyje detalizuojama empirinio tyrimo metodologiją. Trečiojoje - aptariami empirinių tyrimų rezultatai, patvirtinantys fenomeno kompleksiškumą, VM komponentų tarpusavio priklausomybę bei VM dimensijas, pagrindžiančias VM įgyvendinimą aukštajame moksle.
49
Cook, Bradley James. "Egyptian higher education : inconsistent cognitions." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310074.
Full text
50
Graham-Matheson, Lynne. "Mature students in higher education." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322841.
Full text