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Relevant bibliographies by topics / LB2300 Higher Education ; NA Architecture / Dissertations / Theses

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Dissertations / Theses on the topic 'LB2300 Higher Education ; NA Architecture'

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Published: 4 June 2021

Last updated: 15 February 2022

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1

Veliz, Reyes Alejandro. "Augmented pedagogies." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2037819/.

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Traditional institutions of the architectural design studio such as the design critique or the design jury are at the core of studio pedagogy. Yet, they have shifted and evolved over time towards what can be hardly defined as the typical master-apprentice “atelier” praxis anymore. Design studio pedagogy, deeply rooted into our disciplinary ethos, is under pressure due to a series of factors such as new industry demands, ever-evolving technologies or the diversification of architecture’s collaborative contexts of practice. While the design studio comprises a series of cultural, social, technolo

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2

Wilson, H. K. "Perceptions of quality in higher education learning environments and the impact of personality types on satisfaction : the development of a practical framework." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/6704/.

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The design of the physical learning environment (PLE) in Higher Education facilities, has been found to influence students’ satisfaction (Hill & Epps, 2010, Riley, 2013, Yang & Mino, 2013). With the initiation of the Teaching Excellence Framework, the consideration of students’ satisfaction is becoming more prominent. Beckers et al. (2016a) concluded that further research should explore preferences of students to identify if preferences differed between groups of students. Features of the PLE were identified that required further examination as to the impact they can have on students’ satisfac

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3

Simpson, Yvonne. "The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England." Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/18096/.

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This thesis aims to investigate the effect of the Government’s Higher Education White Paper 2011 on the provision of vocational undergraduate degree provision within the UK. In particular the provision of quantity surveying education in the English Higher Education sector will be used as an exemplar. The intention of the study is to glean the potential impact and effects on professionally focused education in the 21st Century. There were two prongs to this study, one reflecting the experience of Australian quantity surveying provision to give some hindsight, the other reviewing the on-going de

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Hordern, James. "Higher education and higher skills : exploring the policy implementation process." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/17492/.

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The argument made by the Leitch report and subsequent government policy documents is that an improved supply of skills is central to national economic progress in the face of increasing competition amongst nation states for business investment. Over the period 2005-9 higher education institutions in England were encouraged by government departments and HEFCE to engage with an emerging higher skills policy, and commit to building their capacity to develop and deliver workforce development provision in collaboration with employers and Sector Skills Councils. This thesis explores the implementati

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Asghar, Amanda. "Developing student agency through the curriculum in higher education." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/34408/.

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This thesis critically examines the development of student agency and how it can be achieved in higher education through designing a curriculum underpinned by a relational pedagogy. Within the context of a higher education sector dominated by marketisation, performativity and competition, the publications qualitatively investigate the lived experiences of academics and students with reference to a range of pedagogic practices. These include peer coaching, service learning, formative assessment practices; and a collaborative staff and student engagement activity designed to evaluate the learnin

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6

Prichard, Craig. "Making managers in UK further and higher education." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/11254/.

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This PhD thesis is a critical investigation of the formation of managers in the UK further and higher education (FHE) sector. It explores the character and problematics that surround the development of senior FHE post-holders as managers in the first half of the 1990s. The work draws on interviews with more than 70 senior post-holders in four universities and four further education colleges and observation in one university and one college. It analyses the narratives and practices that make up the changing working lives of the respondents. These are discussed in relation to recent social theor

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Telford, Archibald Ronald. "The congruence of quality values in higher education." Thesis, Edinburgh Napier University, 2002. http://researchrepository.napier.ac.uk/Output/4279.

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Higher education and more specifically University education is being called to account more and more. It follows therefore that the Universities must present information on the quality of service which they provide as perceived by their customers and their supporters who supply their funding. In this thesisr esearchi s reported on the measuremenot f the quality valuesw hich Students, Lecturing Staff, and Senior Management display within the period of a leaming programme. The principal aim was to ascertain through hypothesis testing if the level of congruence of the value systems of these three

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8

Stokes, Michael. "Leadership in further education." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/36374/.

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This study is concerned with the leadership of the post-incorporation college of further education. The aim is to determine the leadership attributes and role of the principal/chief executive of the newly incorporated colleges and the influence of the corporation and external factors on this role. The 1992 Further and Higher Education Act gave a statutory duty to the principal to lead staff in the college; what it did not do was define that role. The Act was farreaching in its ramifications for the further education sector as it removed colleges from the management structure of the Local Educa

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9

Plockyn, Lynsey. "Widening participation : biographies of student transitions to Higher Education." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/382276/.

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10

De, Jonghe Anne-Marie. "Strategies in traditional higher education : lessons from a newcomer?" Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/369398/.

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This research project examines an institutional newcomer with a new organisational model for higher education, a virtual university, aspiring to be a “real university”. Carried out over the periods 2002-2003 and 2008-2009, the research process aimed to identify to what extent this virtual university is different and what traditional universities can learn. Based upon a qualitative study of a virtual university, a newcomer in the higher education system in Spain, compared over two different time periods, this project found ample evidence of institutional change, continuous introspection and inn

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11

Javadi, Seyed. "Performance management in higher education : a grounded theory study." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/378174/.

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This study seeks to explore and understand the phenomenon of performance management in a university in Iran from perspectives of the university staff’s participants. In other words, this research attempts to better understand and acquire empirical knowledge of how a state affiliated university measures, manages and reports its performance, and how its main stakeholders as well as other factors affect the University’s overall performance. By conducting a grounded theory methodology within a qualitative and interpretive research paradigm and through a non-probabilistic purposive sampling, a cros

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Ali, Hawedi Ragab. "Second language academic literacy development in Libyan higher education." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/26219/.

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Drawing on recent literacy studies, this thesis examines second language academic literacy development in Libyan higher education. A novel intervention programme focusing on academic writing through an action research approach was undertaken with a group of 30 undergraduate university students, majoring in English as a foreign language who were studying in a college of education at a university in the North West of Libya. The research was guided by five main aims: firstly, to explore Libyan higher education students’ perceptions regarding the influence of their socio-cultural and educational b

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Macleod, M. J. "A critical review of environmental education and its application to cross-curricular greening in higher education." Thesis, Liverpool John Moores University, 1997. http://researchonline.ljmu.ac.uk/4909/.

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14

Mackie, Diana Mary. "Computer-enhanced learning in tertiary education." Thesis, Edinburgh Napier University, 1991. http://researchrepository.napier.ac.uk/Output/7310.

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It is widely accepted that mathematics courses for science and engineering undergraduates should aim to develop an enquiring and creative approach to mathematics together with good communication skills. Due to their versatili ty, computatonal power and graphical capabilities, computers can play a significant role in developing these skills. A review of the development of computer-assisted learning of mathematics established that a new investigative approach could exploit the potential of the computer. For this project, two comprehensive computer-based learning packages were developed. The cont

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Lin, Chih-Cheng. "Analysis of the e-learning innovation process in higher education." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11788/.

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E-Learning perhaps is the exciting topic related to higher education in the current decade. Large numbers of researchers devote their enthusiasm to this area. The early days of E-Learning were product-driven, and the dialogue about E-Learning took place primarily among vendors who were heavily funded by investment capital. Most of the E-Learning vendors promoted their technology, but less attention was paid to the issues surrounding implementation or to the usage of E-Learning by the end users. However, the behaviour of end users or of the organizations which had introduced E-Learning should b

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Danvers, Emily. "Re-thinking criticality : undergraduate students, critical thinking and higher education." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/61114/.

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Critical thinking is closely aligned with the higher in higher education – as a core element of ‘graduateness' and a cornerstone of the mission of higher education institutions. Yet while critical thinking is very much ‘part of the furniture' in the teaching and learning landscape of higher education, I argue that behind this seemingly good, everyday intellectual value lies further complexity and this research re-thinks how critical thinking is a highly contextualised and embodied set of practices. My fieldwork involved qualitative research with first-year undergraduate students at a research-

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Liu, Jie. "The development of reading strategies : a longitudinal study on Chinese international Master's students." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/39629/.

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This longitudinal study explores how a Western university setting affects Chinese international students’ academic reading in terms of their strategy use during their master’s study. In order to explore the multifaceted nature of academic reading, reading strategies in this study are categorised into three types: textbase strategies (TBS); situation model construction strategies (SMS); and comprehension monitoring strategies (CMS). Furthermore, the study applies the concepts of trait and state to distinguish two types of strategy status: Chinese students’ general perception of what they normal

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Gregory, Jodi. "Integration experiences of international students : a situated case-study." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34783/.

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This thesis examines the integration experiences of a case-study group of international students undertaking postgraduate research degrees at a UK university. It places a deep focus on their individual stories, and situates these within the academic and policy discourses of integration, which are found to have a lack of consideration in terms of the integration of international students. The study uses key understandings of social capital to examine how the participants have mobilised the resources embedded within their social networks to enable their interaction and participation in society b

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Lamidi, Kafayat K. "An investigation into the determinants and characteristics of the entrepreneurial university : evidence from entrepreneurial universities in the UK." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34778/.

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My first major contribution to knowledge is that practically, I modified the European (EU) framework (2012) by introducing a 3x3 best practice model to advance policy and strategy of entrepreneurship in the higher education sectors. My second major contribution is that theoretically, I used evolutionary resource-based view (RBV) theory to analyse all-encompassing factors influencing how universities co-evolve with their external environment to become more entrepreneurial which has been predominantly utilised as an internal analysis only. An evolutionary view of resource-based theory argues tha

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Mahon, Dominic. "An investigation into the extent to which a transnational university partnership develops students in the manner predicted by the contributing institutions' graduate attributes." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/55444/.

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The aim of this research is to investigate student development in the context of a transnational higher education partnership to deliver a foundation program between a Russell group university in the UK and a recently established university in Kazakhstan. It is argued that there is a crisis in the higher education sector internationally whereby the value of a degree is decreasing while the cost of obtaining a degree is increasing and that communication by universities of the purpose and value of a degree is a contributing factor to this crisis. It is further argued that the context of this res

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Trotman, Wayne. "Teacher oral feedback on student writing : an action research approach towards teacher-student conferences on EFL academic essay writing in a higher education context in Turkey." Thesis, University of Warwick, 2019. http://wrap.warwick.ac.uk/113710/.

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Research on the effects of feedback on EFL writing is well documented (Ferris, 1997, Ferris 1999), although Hyland and Hyland (2006:186) state: 'Given how few studies have been carried out, little is known about the relationship between teacher and student discourse and teacher feedback in conferences and student revision'. The qualitative action research study outlined in this thesis addresses this imbalance. It concerns teacherconferencing on academic essays written in a higher education context in Turkey. Based on a model of interrelated practices for action research suggested by Burns (200

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Aldred, Elaine Mary. "The landscape of EdD programmes in England." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52445/.

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Professional Doctorates in Education (EdD) have been established in many universities in England over the last 25 years, but there is little empirical research on them. The studies that do exist are largely literature reviews comparing professional doctorates to traditional doctorates. The empirical work tends to be student-centred, dealing with issues such as motivation for undertaking a professional doctorate; how professional doctorates impact on professional identities; and, the type of critical skills required to engage successfully with a professional doctorate. There has been one empiri

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Gardner-McTaggart, Alexander Charles. "The International Baccalaureate and globalisation : implications for educational leadership." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/53671/.

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This thesis offers a rare insight into senior leadership in International Baccalaureate (IB) international schools. The IB international school profits from the perceived quality and consistency of the IB brand, however, international schools suffer from an endemic culture of change and reinterpretation. The International Baccalaureate Learner Profile (IBLP) offers scope for consistency and an overarching ethos, and previous research suggests that ‘buy-in’ to the IBLP, and modelling of it in all aspects of school life, are essential in achieving this. The IB itself promotes the IBLP as a valua

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Byrne, Gillian. "Engaging with learning within the UK HE context : a narrative inquiry of international student experience." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/34430/.

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Taking a narrative inquiry approach and using poetic forms of representation, this thesis details the journey of a group of international and UK Higher Education students as they developed the skills necessary to become independent learners and engage in a new educational context. In contrast to many studies which take international students as their focus, this study does not isolate one group and thus avoids a deficit approach to an understanding of the international student experience. The narrative inquiry methodology used combines elements of life story, life history, ethnography and auto

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Headington, Rita. "Journeys in feedback : undergraduate primary student teachers' uses of personal and professional social networks to gather and interpret feedback, and the extent to which feedback influenced their reflective practices." Thesis, University of Greenwich, 2016. http://gala.gre.ac.uk/18095/.

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This study explored how a cohort of undergraduate primary student teachers gathered, understood and interpreted feedback through their personal and professional social networks. It considered the extent to which feedback influenced their ‘reflective practice’: defined here as a ‘threshold concept’ (Meyer and Land, 2003) of Qualified Teacher Status in initial teacher education (DfE, 2011a). While the UK’s National Student Survey (NSS) (HEFCE, 2016) consistently identified ‘feedback’ in higher education as weaker than ‘assessment’, Evans (2013) noted that students’ ‘feedback landscapes’ went bey

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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 profess

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Gilliland, Alison. "Young teacher union activists' views and experiences of involvement, voice, and agency in their union and its influence on their concept of professionalism." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/48942/.

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This qualitative study, underpinned by the philosophical assumptions of con-structivism (Guba and Lincoln, 2005) uses semi-structured interviews to ex-plore the views and experiences of 15 young Republic of Ireland teacher union activists with regard to their union involvement and its influence on their con-cept of professionalism. In particular it explores how they became active in their union, the INTO, how they experience voice and agency and how they conceive teacher professionalism. Navarro’s (1992) concept of voice, Priestley et. al.’s (2013, 2015) framework for teacher agency and Steven

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Henderson, Holly. "Local students in higher education cold spots : placed possible selves and college-based higher education." Thesis, University of Birmingham, 2019. http://etheses.bham.ac.uk//id/eprint/8841/.

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This thesis explores experiences of college-based higher education (CBHE) in England, positioning this type of provision within the national and local geographies of English higher education. Focusing on institutions located in higher education 'cold spots', the thesis situates these institutions within local and policy narratives of both lack of and need for educational opportunity. The case study research design examines two case institutions, and involves documentary analysis and interviews with higher education directors, tutors and final year students on two degree courses in each college

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Jovanovic, Tanja. "Roma student access to higher education in Serbia : challenges and promises." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/80946/.

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Muthaya, Karthigaesu. "Future strategy for higher education with specific reference to Scottish universities." Thesis, Edinburgh Napier University, 2006. http://researchrepository.napier.ac.uk/Output/6197.

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The developed economies are now considered to be entering the growth phase of knowledge-based economic activity. The universities are increasingly seen as a critical vehicle for knowledge creation and knowledge transfer in order to produce educated citizens that will facilitate economic growth. The secondary data on the pressures facing universities suggest that the universities need to be more competitive, flexible and efficient. Empirical data was collected from a series of student expectations and satisfactions surveys at one of the Scottish universities. Analysis of these suggests that gen

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Tong, Kay. "The forgotten workforce : clerical and administrative staff within British Higher Education." Thesis, Keele University, 2014. http://eprints.keele.ac.uk/620/.

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This thesis examines the employment conditions for clerical and administrative staff within the British Higher Education Sector. For this analysis a national questionnaire was distributed and 747 responses were returned and analysed. In order to further enrich the qualitative research data, 30 interviews were also conducted, mainly with clerical and secretarial staff but also with management staff who had progressed from clerical grades. The main focus of the research was to examine inequalities within the higher education sector that impinge particularly on the clerical and administrative wor

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Hewitt, Desmond. "Excellence in critical condition : the current state of English higher education." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77135/.

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This thesis argues that excellence is emancipatory in the sense that it promotes individual and collective transformation and it traces this idealized concept back to Aristotle and the concept of eudaimonia (Aristotle: 2009). This is the idea that excellence promotes happiness and well-being; it enables human beings to flourish and live to their full potential. In short, the thesis is about the potential of higher education to transform lives, in particular those of young people. Thus the fundamental premise of the thesis is that a legitimating principle of English higher education is excellen

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Darking, Mary. "Integrating on-line learning technologies into higher education." Thesis, London School of Economics and Political Science (University of London), 2004. http://etheses.lse.ac.uk/259/.

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This dissertation presents an in-depth, qualitative case study that documents the efforts of two UK universities to integrate on-line learning technologies into their teaching practices and course design. It has been claimed that on-line learning technologies have the capacity to transform the provision of higher education. In order to address such claims, participant / observer research was conducted at two institutions, simultaneously, over a period of 18 months. Using ideas from the sociology of association, the organisational, pedagogic and technological activities surrounding the case stu

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Bordogna, Claudia. "How do the activities of faculty members affect relationships and partnership developments in transnational higher education contexts? : a study of two Sino-British transnational higher education partnerships." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/27934/.

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For too long, transnational higher education (TNE) has been linked to discourse predominately focused upon strategic implementation, quality assurance and pedagogy. Whilst these are important when designing and managing cross-border programmes, there is a lack of research which focuses on the way in which social interactions influence the pace, and development of TNE partnerships. How faculty members engage with each other across borders and interpret each other’s actions and associate meanings are arguably critical to the way international partnerships develop. The research presented aims to

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Öztabay, Ceren. "The formally stated, observed and perceived realities of research education in initial, university-based English language teacher education in North Cyprus : a case study." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77832/.

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Despite the growing volume of research on ‘teacher research’, little is known about student-teacher research engagement in academically oriented, pre-service English language teacher education (ELTE) programmes. Previous studies have focussed exclusively on student-teacher (ST) research tied to teaching practice (TP). Therefore, almost nothing is known about what forms ST research in ELTE may take prior to TP or when no arrangements are made for TP-related ST research. Reported here is a case study of pre-service STs’ research education (RE) provision at a university in North Cyprus which was

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Lee, Beverley. "The governance role and activity in colleges of further education." Thesis, University of Nottingham, 2000. http://eprints.nottingham.ac.uk/14416/.

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This thesis examines the role of the board of governors in colleges of further education (FE). Despite being a significant area of activity, comprising over 440 colleges, which were allocated a total of three billion pounds of public money in 1998, FE remains a notably under-researched sector. This thesis contributes to the knowledge and understanding of the governance activity in the sector by going beyond demographic data and using a case approach to examine the nature of the work undertaken by the board. This work is also important because it is able to utilise data gathered from observatio

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Li, Ruijing. "Critical thinking in Chinese higher education : a case study of knowledge transfer." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44035/.

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The issue of critical thinking (CT) amongst Chinese students has emerged as an important topic among educators. While there is some literature on CT and Chinese students’ performance, no study has tackled how this increasing focus on CT is impacting on higher education in China and what CT means to policy makers, teachers and students. This thesis sets out to fill this gap using insights from the theory of knowledge transfer. This theoretical framework was chosen in order to examine the ways in which Western CT theory and practice is gradually being imported to and integrated into Chinese cult

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Issa, Nauffal Diane. "Higher education in Lebanon : management cultures and their impact on performance outcomes." Thesis, University of Birmingham, 2005. http://etheses.bham.ac.uk//id/eprint/93/.

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This research study takes a close look at the higher education system in Lebanon. It attempts to identify the principal management cultures in seven institutes of higher education each adopting a different educational system – American, French, Egyptian and Lebanese. McNay’s quartet of collegium, bureaucracy, corporation and enterprise was used as a main reference, with positioning on the model determined by the two dimensions of policy definition and control over implementation each defined as either ‘loose’ or ‘tight’. The study describes and analyzes the organisational structures of the ins

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Edwards, David. "The managed learning environment in Scottish Higher Education : a socio-technical exploration." Thesis, Edinburgh Napier University, 2008. http://researchrepository.napier.ac.uk/Output/6425.

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This thesis presents a socio-technical account of the adoption and development of Managed Learning Environments (MLE) in three Universities in Scotland. The term 'development' is used here to refer to the way that MLE initiatives evolve over time as the MLE framework is introduced into the universities discussed here. MLE is a technology framework that has been advocated by Funding Agencies and the Joint Information Systems Committee (the government body responsible for developing information systems in UK Higher Education) as a way of creating an institutional technology platform through whic

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Alamolhodaei, Hassan. "A study in higher education calculus and students' learning styles." Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/1259/.

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This research is devoted to focussing on the influence of different learning style on the performance of undergraduate students in various parts of calculus. In carrying out the study, calculus materials were classified into four main categories (Z4,Z5,Z6,Cals) and, for the Iranian students, the results of their mathematical performance in the university entrance examination is labelled (En) to identify their grounding in high school mathematics at the beginning of the calculus course in higher education. Also, in the present study, students' performance (weakness) in the manipulation of mathe

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Alfahad, Khaled Fouzan. "Accounting in higher education : a grounded theory of accounting absence." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/369008/.

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To date, very few studies have investigated accounting absence in organisations, and only two of these have investigated the absence of accounting in higher education (HE). This has posed difficulties to the author of this thesis to identify a framework of accounting absence against which to conduct the research. To mitigate this, the Grounded Theory (GT) approach was applied and developed in this research to facilitate an in-depth explanation of the issue of accounting absence. Subsequently, the researcher extensively and intensively conducted semi-structured interviews in addition to reviewi

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Simelane, Salebona Sicelo. "Perceptions of funding higher education : a comparative study of Botswana, Lesotho and Swaziland." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/14563/.

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Inadequate funding of higher education in sub-Saharan Africa is a perennial problem. The inadequacy of financial resources is undermining the efforts of universities to produce educated citizens to engage in productive careers. Public universities' reliance on their governments for funding when there are many competing needs for public resources calls for attention. This thesis is an exploration of perceptions of university academics and administrators and government officials of current and future strategies for funding higher education in the small Commonwealth countries: Botswana, Lesotho a

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Edwards, Sarah. "Enhancing teaching and learning through distributed leadership : a case study in higher education." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/66060/.

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This thesis aims to identify how the Distributed Leadership approach may be evident in Higher Education and specifically how it may enhance the teaching and learning function in a specific Higher Education setting, for which the primary activity is teaching and learning. Whilst being atypical of many Higher Education Institutions, the case study institution is arguably facing the same challenges in terms of the need to enhance teaching and learning as other institutions in the sector. Uniquely the research aims to identify parallels of teacher leadership theory drawn from the schools sector wi

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Price, F. C. M. "Keeping students! : motivational drivers of trainee educational professionals in a further education college." Thesis, University of Worcester, 2013. http://eprints.worc.ac.uk/2738/.

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This thesis has the aim of defining the features of an effective learning environment. Success in higher education leads to advantages beyond the qualification; strategies that address the challenge of attrition may result in personal and community benefit. This thesis examines the extent to which belonging to a community of practice influences motivation and learning. Social constructivist philosophy requires a qualitative interpretive approach to data gathering to capture the lived and living learning experience. Respondents studied the Diploma in Teaching in the Lifelong Learning Sector and

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Lunt, Thomas James. "(Dis)engaging students : the role of digital literacy in Higher Education learning communities." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60587/.

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In this ethnographic case study I examine, as a participant observer, the subjectivities of students, staff and others outside the university in real and virtual spaces. The work is intended for the education research community in the field of digital literacy and teaching practitioners in Higher Education (HE) who are seeking to understand how digital literacy and student engagement policy can influence relationships in learning communities. I examine the literature relating to theoretical and policy discourses of digital literacy, student engagement, learning community and social capital. Ba

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Solanke, Oluwole. "Organizational effectiveness in higher education : a case study of selected polytechnics in Nigeria." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/367989/.

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This study compares perceived organisational effectiveness within polytechnic higher education in Nigeria. A qualitative methodology and an exploratory case study (Yin, 2003) enable an in-depth understanding of the term effectiveness as it affects polytechnic education in Nigeria. A comparative theoretical framework is applied, examining three polytechnic institutions representing Federal, State and Private structures under a variety of conditions. Data was based on triangulation comprising fifty-two (52) semi-structured interviews, one focus group, and documentary evidence. The participants i

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Humphries-Smith, Tania. "An examination into the attitudes of staff in Higher Education towards widening participation." Thesis, University of Southampton, 2004. https://eprints.soton.ac.uk/365586/.

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The expansion of Higher Education has a long history, however, the specific policy of widening participating in Higher Education to those who would not normally enter Higher Education, and in particular those from lower socio-economic groups, was emphasised by Dearing in his 1997 report. The policy and its implementation have produced much literature but little of this studies the perceptions of and responses to this policy This study does precisely that and seeks to determine the attitudes of a range of staff in Higher Education, not just academics, to the widening participation policy as it

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Aboajela, Samia Mohamed. "The influence of organisational culture on performance measurement systems in Libyan higher education." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/25431/.

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This research attempts to study the influence of organisational culture (OC) on the acceptance, importance and use of performance measurement systems (PMS) in Libyan higher education. To achieve the objectives of this research, a contingency theory is adopted. Organisational culture as a contingent variable was identified from the literature and appropriate statistical tests were undertaken to ascertain its influence. The organisational culture assessment instrument (OCAI) devised by Cameron & Quinn (2011) was chosen to be the conceptual model for determining the organisational culture type of

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Turner, Lynda. "An ethnographic study of transition in to Higher Education for undergraduate psychology students." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/18100/.

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There is a paucity of literature in transition to H.E. which examines transition through the context in which students learn. Much of the transition research is under theorised and draws upon a student deficit discourse. However, in recent years there has been a shift in the transition literature to consider socio-cultural influences. Such understandings demand ethnographic data to fully explore the interaction of person, process and context. The research utilised the ethnographic method to investigate the experiences of first year undergraduate psychology students making the transition in to

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Morrow, Lucy. "An innovative, disruptive & radical mission : leadership & change in Welsh higher education." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/72351/.

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Since the onset of Welsh devolution, the higher education (HE) sector in Wales has experienced a number of policy-led developments. One of these developments includes the strategic expansion of HE-level, Welsh-medium provision across Wales’ HE institutions. This development is being spearheaded by a new language promotion and planning agency, Y Coleg Cymraeg Cenedlaethol (the Coleg). If the Coleg implements this development successfully, then this development can play an important role in ensuring the lasting vibrancy of the Welsh language and the long-term success of the Welsh Government’s We

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