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Dissertations / Theses on the topic 'Master's degree student'

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Published: 4 June 2025

Last updated: 15 July 2025

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1

Doyle, Lucas W. "Professionalism and the audiology student : characteristics of Master's versus Doctoral degree students." Diss., NSUWorks, 2000. https://nsuworks.nova.edu/hpd_aud_stuetd/4.

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Professional Research Project Proposal Presented to the Au.D. and SLP.D. Programs in Communication Sciences and Disorders in Partial Fulfillment of the Requirements for the Degree of Doctor of Audiology.

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Kurf, Paul John. "Teaching student leadership as a practicum option in a Student Affairs Administration master's degree program." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Dept. of Educational Administration, 2008.<br>Title from PDF t.p. (viewed on July 6, 2009) Includes bibliographical references (p. 140-143). Also issued in print.

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3

Farrell, Cornelia A. "Experiences of First-Year Master's Degree Counseling Students: A Grounded Theory." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1156276730.

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4

Lenio, James. "Investigating Employer Support as a Predictor of Online Master's Student Retention." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7551.

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Enrollment in master level programs has been increasing nationwide, particularly in online programs which tend to enroll older and more ethnically diverse students who are likely to be balancing work, finances, and family responsibilities with their educational pursuits. The challenges related to this balance has resulted in higher attrition rates and lower completion rates. In this quantitative study, the relationship between employer support and first-year retention for master's students enrolled in online programs at a for-profit university was examined. Bean and Metzner's model of nontraditional student attrition was used as the theoretical foundation. Archival data from the online institution were examined to determine the extent that 1st year retention is predicted by employer support when controlling for demographics, student background, external factors, integration/socialization, and intent to graduate. Findings from the logistic regression analysis showed 4 variables that significantly predict 1st year retention, employer support, household income, overall satisfaction, and importance of graduating from the institution. Students who received employer support were almost 2 times more likely to be retained at 1-year. Positive social change can result from having educational institutions encourage students to seek employee educational benefits. Having students seek these employer benefits may lead to higher graduation rates, higher pay, and job satisfaction for employees.

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Maliwesky, Martin J. "Post-baccalaureate Enrollment Patterns: Exploring the Relationship between Undergraduate Student Loan Borrowing Level and Timing of Initial Entry to Master's Degree or First Professional Degree Programs." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1335811270.

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6

Naparstek, Laurie Schwartz. "Comparing instructor self-perception versus student perceptions using the same teaching evaluation instrument: a study of computer science courses in an urban master's degree program." Thesis, Boston University, 2005. https://hdl.handle.net/2144/31989.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This study compares instructor self-perceptions with student perceptions of teaching quality using the same 16-item evaluation instrument. Three hypotheses were investigated: (1) Instructors' self-evaluations will be higher than those of their respective students; (2) The more similar student-instructor perceptions, the more likely instructors will receive a higher score compared to when student-instructor perceptions are more divergent; and (3) Students taking a course as a major requirement will be more critical of the instructor than those students taking the course as distribution requirement or an elective. A total of 1,524 individuals (1,452 graduate students and 72 instructors) in a part-time evening computer science program participated in the study of 79 courses over the spring and fall semesters of 1996. Overall, instructors generally perceived themselves more positively than their students, although statistically significant differences were observed for only three relevant items (involving grading fairness, presentation clarity and instructor enthusiasm) of the 16 items evaluated. Instructors whose perceptions were more similar to their students were generally rated higher than those instructors whose perceptions were more divergent from their students; however, the difference was not significant. Finally, contrary to the third hypothesis, the reason for taking a course did not have a significant effect on student ratings of the instructor.<br>2031-01-02

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Lopez, Kathryn T. "Promoting and enhancing the graduate student transition experience : an exploratory study of Kansas State University." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/15789.

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Master of Science<br>Department of Journalism and Mass Communications<br>William Adams<br>This is an exploratory study on the existing transition efforts of the Kansas State University Graduate School for master’s degree students. There are a variety of graduate students at Kansas State University with many different graduate program experiences. This study identifies the current status of incoming master’s degree students outreach and details experiences of transitioning graduate students to make suggestions on future strategies. It is vital to identify if, and which, programs are catering to the different needs of these students during their socialization into their graduate program. The study has three main objectives: (1) determine the level of personal contact and emphasis on relationship-building during a master’s degree student’s transition, (2) identify the general efforts and practices of specific master’s degree programs and the Kansas State University Graduate School, and (3) to document the needs of students as they transition into graduate school at Kansas State University. The research was conducted through use of confidential one-on-one in-depth interviews with nine Kansas State University graduate program directors and two Graduate School administrators. Ten newly admitted to the Kansas State University graduate program in the spring of 2013 were interviewed. The qualitative approach to this study enabled the researcher to get detailed testimonials and experience-based knowledge from all of these key stakeholders. Overall, the study revealed that graduate students value face-to-face and personal interaction and showed that student-to-student contact is a preferred component to a successful socialization of graduate students. The needs of transitioning graduate students included assistance with course scheduling, assistantship responsibilities, advisor selection, and an overall understanding that graduate school is different from undergraduate school. Future graduate program strategies that would assist in the successful socialization of graduate students include: orientations, meeting with graduate program directors, social and networking opportunities, and workshops. Involvement in student organizations and utilization of on-campus resources are also a part of most of the graduate programs, and graduate school transition outreach. Based on the findings of this study, the researcher offers suggestions to the Graduate School, graduate programs, and incoming students in order to help enhance the transition experience of master’s degree students into graduate school at Kansas State University.

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Polito, Giorgia <1996&gt. "Teaching Leadership in Master's Degree Students - Empirical research on the effects of a leadership course to master's students in Management." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/19911.

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Mai come nell’era contemporanea, caratterizzata da incertezza e alta competitività, le aziende e organizzazioni di tutto il mondo necessitano di leader capaci di guidare le persone e le sfide in modo efficiente. Studiosi di ogni ambito disciplinare hanno indagato per anni lo sviluppo della leadership, testando principalmente tale competenza e insegnamento su lavoratori che frequentano programmi executive. Al contrario, lo scopo di questa tesi è di favorire e valorizzare l’insegnamento della leadership a studenti di laurea magistrale, in quanto considerati il giusto bilanciamento tra adeguato livello di maturità e necessaria disponibilità di tempo e dedizione. Dopo una prima parte di revisione e analisi, sia delle teorie principali, che delle tecniche e programmi tipiche di insegnamento leadership, abbiamo testato l’efficacia dell’insegnamento di un corso di Leadership a degli studenti di laurea magistrale in Management, presso l’Università Ca’ Foscari di Venezia. Per fare ciò, è stato realizzato uno studio quasi-sperimentale con metodologia pre- e post- test e gruppo di controllo non randomizzato.

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Stephenson, Sandra Lisa. "Master's Degree studies at Rhodes University : access and postgraduate readiness." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011783.

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This mixed method, grounded theory study aimed to explore access to Master's level study at Rhodes University, a small, traditional South African university established in 1904, over the ten year period 1999-2008. It also sought to capture the essence of 'postgraduate readiness': the generic (non-certificated) attributes which academics expect graduates to possess in order to undertake Master's degree study. While the majority of students enter Master's level via the formal route (which at Rhodes is an Honours or 4-year bachelor's degree), a significant number are admitted based on the recognition of prior learning (RPL), a practice which is encouraged in South African higher education national policy as a means of widening access and also of acknowledging that learning can take place in ways other than 'formally'. The findings show that while RPL is well defined nationally at the undergraduate level, the concept of RPL at the postgraduate level is vague and largely left to institutional discretion. No national, and few institutional, guidelines are available on which to base the assessment of potential Master's degree students who do not have Honours degrees. Interviews with Deans, supervisors and policy makers at Rhodes indicated that while there is institutional support for admitting alternative access candidates, there is a general perception of deficit compared to those entering the Master's with formal qualifications. However, the statistical findings showed no significant difference in success rates or time taken to completion between students with and without Honours degrees. In addition, comments from supervisors with extensive experience of alternative access students praised the diversity and rich life experience which such students brought to their studies and their peers. The study concludes that an institutional culture characterized by resistance to change, risk and externally imposed regulations at Rhodes has resulted in weak implementation of the University's RPL policy, little marketing or publicizing of alternative access routes to postgraduate study, and low numbers of RPL enrolments at the Master's level. A framework for the assessment of potential Master's candidates - both RPL and formal admissions - for use at Rhodes University and potentially also at other higher education institutions, is proposed in conclusion.

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Bruce, Victoria. "A degree for a job? : understanding the value of a UK masters degree for the international student." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14962/.

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This thesis examines the educational experiences of international students from Russia and Palestine who studied for Masters degrees in the UK. I investigate how these students value their UK Masters degrees and how this valuing is reflected in their shifting identities. I identify an entrepreneurial discourse of international education in the UK and in the national brand for UK education marketing overseas, Education UK, and I suggest that this discourse constructs students as entrepreneurial beings and frames students' value judgments and identities during their educational trajectories. My theoretical framework draws from theories of discourse and identity to establish this entrepreneurial identity and to analyse how students' value judgments and identities shift and become more multi-faceted during their educational trajectories. The empirical work for this study consisted of interviews with 28 graduates of taught Masters degrees from UK higher education institutions several years after these individuals had returned home to Russia and Palestine. My analysis of students' value judgments and identities is based on their recollections of the three stages of their educational trajectories: their experiences pre-study, in-study and post-study. My research findings suggest that these students embark on their international education with highly entrepreneurial motives that reflect the discourse of international education. However, as their educational trajectories proceed, and students narrated their in-study and post-study experiences, there are subtle shifts in their va1ue judgments and identities as they go beyond this discourse and as personal and trans formative aspects of this international experience become more significant. In conclusion, I argue that the emphasis on the economic benefits of international education on the part of policy makers and marketers of international education risks ignoring the more complex outcomes and value of international education and could potentially impact the UK's long-term success in the international education market.

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Schoonaert, Kelly J. "Worldviews of master's degree students in the healthcare and business fields : implications for wellness initiatives and practice." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272428.

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Funk, Kelly Louise. "Becoming "One of Us": The Assistantship Experience and Professional Identity Formation of Master's Degree Students." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391587677.

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13

Chhim, Putsalun. "Students' Assets and Strategies via the Erasmus Mundus Scholarship Program : A Case of Cambodia's Master Degree Students." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-392075.

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This study analyzes, the structure of the Erasmus Mundus scholarship program by utilizing mixed methods, and is being analyzed within the contextualized framework of the Cambodia’s Higher Education system as well as its relationship with the Erasmus Mundus scholarship program. Mixed approach has been employed for this study, combining both quantitative data to construct the social space, which acts as a backbone for interpretation, and qualitative data from interviewing the scholarship program coordinator and scholarship holders in order to investigate the recruitment process and the students’ perception respectively, presenting the macro-micro relationship that makes up the entirety of the scholarship program. Collectively inspected, the findings reveal a new contextualized result that contributes not only to the development of the Cambodia’s Higher Education, but also to its position and its students within the space of the scholarship program of Erasmus Mundus. Through the close inspection using interview method, the underlying complexity of the recruitment process of the scholarship program is illustrated, indicating a multi-layer hierarchy and multiple decision-making processes. There are also implications of oppositions between the properties of the students, signaling the diversified student body in the scholarship program. Prominent theme of the opposition in the space appears to be related to the colonial past of the Cambodia’s system as well as the differences between local and international experiences that the students possess. Students interviewed in the study, furthermore, reveal how they prepared themselves to apply for the scholarship program and to be successful candidate, which depicts their assets and strategies that can be derived from the constructed space. Unanimously the students show strong confidence and great insight of information which can be understood as the compatibilities between the recruiter of the scholarship program and the students’ assets. Finally, overall findings give a new perspective of the profile of the scholarship program within the Erasmus Mundus mobility scheme. It shows that while students are required to possess certain objectively set requirements, there are also exception cases that students who possessed lower amount of capitals can also be successful, provided that the conditions like the credentials of their degree from Cambodia, as well as minimum requirements to pass the university admission have been met, and their “motivation letter” is exceptionally well-written which shows the subjective side of the recruitment process.

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14

Meier, Lori T. "“Isn’t That for Grad Students?” Exploring Curriculum Studies with Elementary Undergraduates at a Regional University." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5906.

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15

Hu, Jie. "An investigation into designing online language learning materials to support the academic reading of international Masters degree students." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3911/.

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This thesis provides a case study of a new approach to courseware design described as a mixed approach. This mixed approach is based on orientation to a problem (or opportunity) and rounds of design, implementation and evaluation. The mixed approach is informed by principles of being iterative, understanding the perspective of users, listening to feedback, being stakeholders, and involving users from the commencement and draws on an understanding of instructional design, user-centred design and participatory design. The context in which the study took place is the support of international students with English as a second or foreign language following Masters degree programmes at an Institute of Education within a local university. Courseware was developed which aimed to develop students’ reading skills and fluency in reading academic texts. The context is a topical issue, with increasing numbers of international students coming to study in universities in the UK. In the orientation phase of the courseware development, the nature and scope of the problem were explored through interviews with students and tutors. A wider orientation to the problem was then achieved through a review of learning theory (general orientation), reading and language issues (linguistic orientation) and the main ICT themes (applied orientation). Drawing together the orientation enabled the design and development of the first version of the courseware 2006-2007. This was evaluated through mixed methods: interviews with users (n=6), observations and computer test scores. Interviews, however, were the primary source. Data was coded and aggregated, then compared and contrasted. It was found that students reported positively on their use of the courseware product (titled CAR 1), however suggestions for improvement were made including providing more guidance and more explicit reading skills support. The courseware was adapted in line with this feedback and further evaluated (2007-2008). The revised product (CAR 2) was more positively received. A key difference between the two versions was the adoption of an explanation, practice, feedback model in CAR 2. Issues relating to the design of courseware are discussed. Two models of courseware development are provided. The first is a prescriptive framework set out the steps to be undertaken when following the mixed model. The second is a holistic model developed after the study which sets out the various factors which came together to shape the design and implementation of the courseware. It was found that the design is not ‘value free’ but shaped by the context and by the designer’s past experiences and tacit beliefs about teaching and learning. Issues relating to the development of reading skills are discussed throughout the thesis, though it is stressed that the trials were too short and the methodology was not appropriate for identifiable gains in reading fluency to be evidenced. The mix of cultural and social problems, language processing problems, L2 acquisition and training background problems, support problems which students faced are, however, described. The research showed that there were particular features of academic texts which students should not be assumed to understand. It was also found that some tutors felt that the language demands were too intense for some students. As regards the courseware, students felt that it was useful in supporting the development of reading skills. They valued the explicit teaching of skills and strategies and modelling of strategies such as skimming, scanning and speed reading. Useful features, or affordances, within the courseware were interactive feedback, easy access to several authentic texts, repeated practice, and links to opportunities for further study. However, the courseware needed to be integrated more fully into the course programme, and there needed better branching so that users could follow personal routes to and through material. Context remained important and online support might only mitigate the structural difficulties which international students’ face. Recommendations are made towards better support for international students.

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Loubser, Helena Wilhelmina. "Factors influencing the throughput of master degree nursing students at a university in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80113.

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Thesis (MCurr)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Scientific evidence based practices are essential to efficient health service delivery. Continuous education to Master’s Degree level is the springboard to future research projects, but the throughput of Master’s Degree students is however a concern. The poor attainment rate of Master’s Degree in nursing delays improvement in evidence based nursing practices and impedes the availability of academia. This study aimed to identify factors that influence the throughput of Master’s Degree nursing students in a distance education programme at a university in South Africa. The objective was to identify influencing factors related to • the individual • the Higher Education Institution • the employer A non-experimental, descriptive research design was applied with a quantitative approach. The target population was all the enrolled Master’s Degree Nursing students between 2004 and 2010 at the university under study. A structured electronic questionnaire was implemented for data collection. The questionnaire was presented to (n = 201) with a response rate of (n = 46/23%). Ethical approval was obtained from Stellenbosch University to conduct this study. Permission was obtained from the university under study to utilize the contact details on the data base of the target population. Reliability and validity was assured by two pilot studies to test the instrument and the use of experts in nursing research, methodology and statistics. The electronic instrument allowed automatic data capturing. The collected data was archived in the accessed controlled electronic data surveys pool of Stellenbosch University. Data analysis was done with the support of a statistician and was expressed as frequencies and in tables. Descriptive statistics and tests for statistical associations were also performed. The individual related outcomes showed that respondents had a mean age of 42 years and (n = 22/48%) had 21 to 40 years experience as a professional nurse. The majority of respondents were female (n = 45/98%) and married (n = 30/54%). Results indicated that the management of family and studies was not easy (n = 30/65%), but respondents experienced their family as an effective support (n = 37/80%) during their studies. Respondents who left their studies indicated the main reason to be a lack of a supporting network (n = 7/19%). Impeding factor results from the Higher Education Institution showed that WebCT was not an effective communication instrument (n = 19/42%) and (n = 22/48%) respondents had difficulty to access their supervisors. Enhancing factors related to study outcomes that were easy to comprehend (n = 39/85%) and efficiency of face-to-face workshops (n = 21/88%) provided support. All the respondents were employed at the time of study (n = 46/100%). Results showed that service demands were the reason why (n = 4/11%) non-completing respondents left their studies. Employers required from (n = 22/48%) respondents to do overtime during their studies. Employer demands influenced the studies of (n = 16/65%) respondents. In conclusion, this study showed specific factors that influence the throughput of Master’s Degree in Nursing students at the university under study. Recommendations were made to influence policy makers and stakeholders to reconsider their present practices regarding continuous education and support to their clients.<br>AFRIKAANSE OPSOMMING: Wetenskaplikgefundeerde uitkomsgebaseerde praktyke is noodsaakik vir doeltreffende gesondheidsdienslewering. Voortgesette onderrig tot die vlak van ’n Magistergraad is die vertrekpunt vir toekomstige navorsingsprojekte, maar die voltooiing van Magistergrade is egter ‘n bekommernis. Die gebrekkige verwerwing van Meestersgrade in Verpleegkunde het nie net ’n sleureffek op die verbetering van uitkomsgebaseerde verpleegpraktyke nie, dit strem ook die beskikbaarheid van akademici. Die studie het ten doel gehad om faktore te identifiseer wat die voltooiing van die Magistergraad in Verpleegkunde vir studente van die afstandsonderrigprogram, aan ‘n universiteit in Suid-Afrika, beïnvloed. Die doelwit behels die identifisering van faktore wat te make het met • die individu • die Hoëronderwys Instansie • die werkgewer ’n Nie–eksperimentele, beskrywende navorsingsontwerp met ’n kwantitatiewe benadering is gevolg. Die teikengroep is al die ingeskrewe Magisterstudente in Verpleegkunde tussen 2004 en 2010 aan die teiken-universiteit. ’n Gestruktureerde elektroniese-vraelys is gebruik vir dataversameling. Die vraelys is aangebied aan (n = 201) kandidate en ‘n (n = 46/23%) voltooiingrespons is verkry. Etiese goedkeuring om die studie te doen is van die Universiteit Stellenbosch verkry. Toestemming is ook van die teiken-universiteit verkry om die kontakbesonderhede van die teikenbevolking vanuit die databasis te benut. Betroubaarheid en geldigheid is deur twee loodsstudies verseker en vakkundiges in verpleegnavorsing, metodologie en statistiek is betrek by die studie. Die elektroniese instrument het voorsiening gemaak vir outomatiese datavaslegging met voltooiing. Die versamelde data is in die toegangsbeheerde elektroniese-navorsingsdatabank van die Universiteit Stellenbosch geberg. Die data is ontleed met die hulp van ‘n statistikus en is as frekwensies en tabelle weergegee. Beskrywende statistiek en toetse vir statistiese verhoudings is ook uitgevoer. Die bevindings rakende die individu dui daarop die gemiddelde ouderdom van deelnemers 42 jaar was en dat (n = 22/45%) tussen 21 en 40 jaar ervaring as professionele verpleegkundiges het. Die meeste van die deelnemers was vroulik (n = 45/98%) en getroud (n = 30/54%). Bevindings toon dat die hantering van familie en studies nie maklik was nie (n = 30/65%), maar deelnemers het egter hul familie as goeie ondersteuning (n = 37/80%) gedurende hul studies beleef. Deelnemers wat hul studies gestaak het, het as die hoofrede ’n gebrek aan ‘n ondersteuningsnetwerk aangevoer (n = 7/19%). Bevindings wat verwys na stremmende faktore van die Hoëronderwysinstelling hou verband met WebCT wat ondoeltreffend was as kommunikasie-instrument (n = 19/42%) en studieleiers wat moeilik deur deelnemers bereik kon word (n = 22/48%). Versterkende faktore was verwant aan studiedoelwitte wat maklik verstaanbaar was (n = 39/85%) en die ondersteuningsukses van aangesig tot aangesig werkswinkels (n = 21/88%). Al die deelnemers was in diens tydens hul studie (n = 46/100%). Bevindings toon dat diensverwagtinge die rede was waarom (n = 4/11%) deelnemers hul studies gestaak het. Werkgewers het van (n = 22/48%) deelnemers verwag om oortyd te werk tydens hul studies terwyl (n = 16/65%) deelnemers aangedui het dat hul studies beïnvloed was deur hul werkgewer se eise. Ten slotte, hierdie studie het getoon dat spesifieke faktore die voltooiing van Magisterstudies in Verpleegkunde aan die teiken-universiteit beïnvloed. Aanbevelings is gemaak om beleidmakers en belangegroepe te beïnvloed om hul bestaande praktyke rakende voortgesette onderrig en ondersteuning aan hul kliënte te heroorweeg.

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Brant, Jamie L. "WHEN CLIENTS CRY IN SESSION: EXPERIENCES OF STUDENTS ENROLLED IN A CACREP ACCREDITED CLINICAL MENTAL HEALTH COUNSELING MASTER’S DEGREE PROGRAM." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1587994436642005.

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18

Kennedy, Robin Brewster. "Factors which contribute to the pursuit of a master's degree in social work and the projected professional goals of MSW students /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008364.

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Wang, Yan Toll Cathy Ann. "International students' educational experience in an American graduate school." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064527.

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Thesis (Ed. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 14, 2006. Dissertation Committee: Cathy A. Toll (chair), Beatrice B. Smith, Thomas P. Crumpler. Includes bibliographical references (leaves 137-146) and abstract. Also available in print.

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Yang, Hsiao-Pei. "The information search of Taiwanese students within the decision-making of business Master's degrees in Taiwan and in the UK." Thesis, Bournemouth University, 2008. http://eprints.bournemouth.ac.uk/10465/.

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This study investigated Taiwanese students' information search regarding their application choices for business Master's degees in Taiwan). Taiwanese students studying) in Taiwan and Taiwanese students studying in the UK in this study were used to contrast the similarities and differences between the information search of home-based and international students. In the literature review, previous studies on information search were discussed, and a conceptual framework was presented to indicate the stages of students' decision-making and possible external information sources that students might use. As the majority of research was conducted amongst Western English-speaking home-based students, the importance of investigating how information sources could be used differently by Taiwanese applicants was emphasised. The study employed qualitative data collection of focus group discussions, observations and interviews to investigate how participants used information sources to find the information they needed in making Master's choices. Different types of universities in Taiwan and in the UK were sampled to explore students' choice criteria. Template Analysis was used to analyse the data. The findings suggested that the TW group had more internal information which reduced the level of their external search. On the other hand, the UK group as international students needed more external information as a result of lacking internal information. This study also found Bulletin Board Systems (BBS) and educational agents were influential to Taiwanese participants' Master's decision-making. Also, middle range universities are often selected by the UK group, while parental influences were limited to both the TW and the UK group. As current students and alumni were found in this study to be particularly influential regarding applicants' Master's choices, higher education institutions (HEI) should also look after current students when trying to market courses to potential students.

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Kritzinger, J. J. "The effective scheduling of electives in order to maximize student satisfaction." Thesis, Stellenbosch : Stellenbosch University, 1999. http://hdl.handle.net/10019.1/85175.

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Thesis (MBA)--Stellenbosch University, 1999.<br>ENGLISH ABSTRACT: Few lecturers – my mentor is an excellent example of those few – treasure the joy and satisfaction of their students. In order to maximize the joy associated with elective subjects (this should be one of the highlights of the MBA course), a procedure was developed that will schedule electives in such a way that the maximum number of students will be satisfied completely. This procedure harnesses the power of the modern computer and solves the problem with brute force. The computing part of the process takes less than 10 minutes. A very high level of student satisfaction (the highest level possible) is guaranteed with the correct use of this procedure.<br>AFRIKAANSE OPSOMMING: Weinig dosente – my mentor is ‘n uitstekende voorbeeld van daardie enkeles – stel die vreugde en bevrediging van hul studente eerste. Ten einde die vreugde uit keusevakke te maksimeer (dit behoort een van die hoogtepunte van die MBA kursus te wees), is ‘n prosedure ontwikkel wat keusevakke so skeduleer dat die maksimum aantal studente daardeur bevredig word. Hierdie prosedure span die krag van die moderne rekenaar in deur die probleem met brute krag op te los (akademiese kragtoerjie??). Die verwerking van die probleem deur die rekenaar duur minder as 10 minute. ‘n Hoë vlak van studentebevrediging (die hoogste vlak haalbaar) word gewaarborg deur die korrekte gebruik van hierdie prosedure.

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22

Qin, Can. "The social practices of Chinese international students at Auckland University of Technology this dissertation (thesis) submitted to the Auckland University of Technology in partial fulfilment of the degree of Master of Arts (Social Sciences), 2004 /." Full thesis. Abstract, 2004. http://puka2.aut.ac.nz/ait/theses/QinC.pdf.

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23

McDonald, Charles L. Jr. "Factors Affecting Student enrollment and Retention in the Master of Science in Management Information Systems Degree Offered by Nova Southeastern University." NSUWorks, 1996. http://nsuworks.nova.edu/gscis_etd/713.

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A study was performed to identify factors affecting student enrollment and retention in the Master of Science in management information systems degree offered by Nova Southeastern University. In its early years, this university distinguished itself through unique program offerings in both the traditional and nontraditional formats. Competition for student enrollments among higher education institutions has become fierce and programs offered in flexible formats are no longer unique to this university. Research was performed and a survey instrument was developed to measure levels of student satisfaction with the program. Enrolled students representing the traditional on-campus format and the nontraditional online format formed the two independent test groups. The survey was administered and statistically analyzed to measure the student's level of satisfaction with the program. Study findings included: (I) more than 65 percent of the responses from the total sample agreed or strongly agreed with all of the statements in the instrument; (2) the online and on-campus means for total sample were nearly identical; (3) more than 50 percent of the respondents had completed less than 4 classes; (4) less than 10 percent of the respondents had completed 9 or more classes; (5) about 51 percent of the respondents were more than 36 years old. Results revealed that in all measurements of student satisfaction in this study, no significant differences between the online and on-campus groups were found. Nova Southeastern University has not only pioneered unique models of delivery but the results of this study indicate their students were satisfied. In an era when most higher education institutions are reporting more than 32 percent student attrition this program has maintained an attrition rate of less than 10 percent. It appears that Nova Southeastern University has created a desirable model that other institutions may want to study and emulate.

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24

Jeurissen, Maree Jayne. "Silence speaks volumes a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts (Applied Language Studies), Auckland University of Technology, 2005." Full thesis. Abstract, 2005.

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25

Ang, Tania. "Balancing work and life among students a dissertation submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Business (MBus), June 2008." Abstract Full dissertation, 2008.

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26

Qin, Xiaomei. "A comparison between media representation of Asian international students and their own accounts of experience in New Zealand a thesis presented in partial fulfillment of the degree of Masters of Arts (Communication Studies) at the Auckland University of Technology (AUT), 2003 /." Full thesis. Abstract, 2003. http://puka2.aut.ac.nz/ait/theses/QinX.pdf.

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27

Howard-Tripp, Wendy. "The congruence of students' expectations and a lecturer's objectives within a South African MBA curriculum." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52496.

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Thesis (MBA)--Stellenbosch University, 2001.<br>Some digitised pages may appear cut off due to the condition of the original hard copy.<br>ENGLISH ABSTRACT: The world of 'business learning' is changing dramatically and business sc'iools therefore need to respond differently to the demands of the market place, not only to survive, but to grow as well. To achieve this objective, feedback from students with regards to a course and lecturer form a part of the effective management and delivery of educational instruction, as evaluation of performance provides an important instrument in clarifying goals and standards and enhancing future performance. The focus of this study is, therefore, to determine firstly differences in the perceptions of students with regards to the teaching of Industrial and Social Relations within the MBA programme at the USB. The relevance of the research is that differences between students following the four programmes, namely full-time, part-time, modular English and modular Afrikaans, may affect their commitment to the subject, which in turn may affect the quality of the programme. Secondly, it is also necessary to compare the lecturer's objectives pertaining to his particular approach and course content, to the perceptions of the students and to establish the degree of congruence between these. To test the consistency of the evaluation process, a brief comparison of the four MBA classes of 2000 as a whole is made with the first class of 2001 completed at the time of writing. The sample groups were comprised of students who had completed the course evaluation questionnaire. This was voluntary in nature. The data collected was interpreted in terms of the Wilcoxan Rank Sum Test within a framework of fifty-six hypotheses. The hypotheses were formulated from theories relating to the course and students. There are however, a number of limitations contained in this study. The pertinent ones are that the course evaluation questionnaire used is the same for every course within the MBA programme. No distinction is made between the different subjects. The validity of the instrument may, therefore, be impaired and the results not entirely conclusive of students' views. The questionnaires were also completed unaided and it is possible that students did not interpret the questions correctly. This notwithstanding, the research within the parameters of this study points to some minor differences between the students of the four MBA programmes. More importantly, however, it identifies a very strong degree of congruence between the students' perceptions and the lecturer's objectives in the teaching of Industrial and Social Relations. These results have given the lecturer, apart from some general 'pointers' on how to improve the course, the assurance to continue with his present approach to the 'teaching' of Industrial and Social Relations within the MBA programme at the USB. This study should be seen merely as a preliminary trial, and all constraints notwithstanding, it should serve as a starting point for future research.<br>AFRIKAANSE OPSOMMING: Die wêreld van sakeonderrig verander dramaties en daarom is dit noodsaaklik dat bestuurskole anders begin optree teenoor die vereistes van die markplek, nie net om te oorleef nie, maar ook om te groei. Daarom is die terugvoering van studente met betrekking tot In program en die dosent In deel van die effektiewe bestuur en aanbieding van opvoedkundige opleiding. Die evalueringsproses is dus In belangrike instrument om doelstellings en standaarde te bepaal, en om toekomstige optrede te verbeter. Eerstens fokus die studie daarop om verskille in die persepsies van studente te bepaal ten opsigte van die opleiding van Arbeidsbetrekkinge en Sosiale Verhoudinge in die MBA-program van die USB. Die belangrikheid van dié navorsing is dat die verskillende studente van die vier MBA-programme, naamlik Voltyds, Deeltyds, Modulêr (Engels) en Modulêr (tweetalig), en hul toewyding tot die MBA-program daartoe aanleiding kan gee dat die kwaliteit van die program beïnvloed word. Tweedens is dit ook van belang om In vergelyking te tref tussen die doelwitte met betrekking tot die dosent se benadering en die programinhoud teenoor die persepsies van die studente, om In graad van analogie tussen dié twee te bevestig. Om die betroubaarheid van die evalueringsproses te bevestig, is In kort vergelyking getref tussen die MBA-klasse van 2000 in sy geheel, met dié van die eerste voltooide MBA-klas van 2001. Die vier groepe is saamgestel deur studente wie vrywillig die programevalueringsvraestel beantwoord het. Die inligting wat ingewin is, is volgens die Wilcoxan Rank Sum Test in In raamwerk van 56 hipoteses geïnterpreteer. Die hipotese is geformuleer uit teorieë wat op die program en die studente betrekking het. Daar is egter 'n aantal beperkings in die studie. Die belangrikste is die evalueringsvraestel, wat dieselfde is vir elke kursus wat in die MBA-program aangebied word. Geen onderskeiding is gemaak tussen die verskillende kursusse nie, en daarom is dit moontlik dat die validiteit van die instrument nie optimaal is en die resultate nie 'n korrekte aanduiding van studente se persepsies is nie. Die studente het die vraestelook sonder enige bystand voltooi, wat moontlik die korrekte interpretasie van vrae kon beïnvloed. Alhoewel die navorsing op klein verskille tussen die studente van die onderskeie MBA-programme dui, identifiseer dit 'n sterk graad van analogie tussen studente se persepsies en die dosent se doelwitte in die onderrig van Arbeidsbetrekkinge en Sosiale Verhoudinge. Hierdie resultate gee die dosent nie net algemene riglyne om die program te verbeter nie, maar ook die nodige versekering om voort te gaan met sy huidige benadering tot die onderrig van Arbeidsbetrekkinge en Sosiale Verhoudinge op die MBA-program van die USB. Hierdie studie moet gesien word as primêre navorsing. Hopelik sal dit as 'n beginpunt vir toekomstige navorsing dien.

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Hall, Melinda Jean. "Preparing Chinese students for the New Zealand academic environment : the Foundation Studies programme : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in Chinese /." ResearchArchive @Victoria, 2009. http://hdl.handle.net/10063/1074.

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29

Huang, Chunying. "The classroom as a learning community? voices from postgraduate students at a New Zealand university : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education, AUT University, 2008 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/394.

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30

Johns, Susan. "Being constrained and enabled a study of pre-registration nursing students ethical practice : a thesis presented in partial fulfillment of the requirements for the degree of Master in Health Science, Auckland University of Technology, 2004." Full thesis. Abstract, 2004.

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31

Jiao, Xiaomin. "Factors influencing students' approaches to learning a case study of postgraduate students at a New Zealand university : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education, Auckland University of Technology 2005." Full thesis. Abstract, 2005.

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32

Boyd-Bell, Susan. "Experiential learning in journalism education a New Zealand case study : a thesis submitted to AUT University in partial fulfilment of the requirements for the degree of Master of Education (MEd), 2007." Click here to access this resource online, 2007. http://repositoryaut.lconz.ac.nz/theses/1381/.

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Thesis (MEd) -- AUT University, 2007.<br>Primary supervisor: Sue Stover. Includes bibliographical references. Also held in print (125 leaves : col. ill. ; 30 cm.) in City Campus Theses Collection (T 070.4071193 BOY)

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33

Power, Nicola. "To touch or not to touch. Male teachers' experiences of touch a hermeneutic phenomenological study : a thesis submitted to AUT University in partial fulfilment of the requirements for the degree of Master of Health Science (MHSc), 2009." Click here to access this resource online, 2008. http://hdl.handle.net/10292/664.

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34

Johnson, Timothy W. "Determine if UW Stout masters degree students in Training and Human Resource Development possess the necessary skills to design and develop training materials using current authoring related software." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002johnsont.pdf.

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35

Bitchener, John. "An investigation into potential mismatches between teacher intention and learner interpretation of task a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Arts (MA), 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/717.

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Thesis (MA, Applied Language Studies) -- AUT University, 2009.<br>Includes bibliographical references. Also held in print (1 v. (various pagings) ; 30 cm.) in the Archive at the City Campus (T 418.0071 BIT)

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36

Williams, Lynda Ann. "Students first : a trans-disciplinary team approach to the education of a student with Battens disease : a dissertation submitted in partial fulfilment of the requirements for the degree of Master of Teaching and Learning in the University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2647.

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This New Zealand case study explored how ten members in one trans-disciplinary team perceive and meet the educational needs of a student with Batten’s disease in an inclusive school setting and uses qualitative methodology. This report details the results of ten semi-structured interviews that were conducted with the trans-disciplinary team members. There were three themes that emerged from this research. Firstly, all the team members were in agreement that the student’s happiness was of paramount importance and they wanted her to be included with her peers. Secondly, the family’s goals and aspirations for the student’s education had become a driving force and academic goals were conspicuous by their absence. Thirdly, the team had a holistic trans-disciplinary approach to the student’s education and valued the opportunity to share information and discuss issues. Also the IEP process was adapted to support the trans-disciplinary team members as well as the planning process for a student with deteriorating physical and cognitive skills.

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37

Corby, Megan. "Music performance anxiety in adolescent student singers : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Music [in Performance]." New Zealand School of Music, 2008. http://hdl.handle.net/10179/1112.

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This project seeks to sidestep the debilitating effects of music performance anxiety by cross-referencing knowledge from the areas of adolescent psychology with literature on MPA in singers in general in order to target adolescent singers early in their training. As well as considering the causes, symptoms and treatment of music performance anxiety, the project examines the role of the natural anxieties of adolescence in triggering music performance anxiety and seeks to chart a way through. Its intended readership is the classical singing teacher.

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38

Pibulsilp, Thanawadee. "An investigation of cultural influence on academic library usage and experience of international medical students from Asian countries a case study of students at the Christchurch School of Medicine, University of Otago, Christchurch : submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2010. http://hdl.handle.net/10063/1273.

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39

Tito, Janie. "Māori language use in New Zealand secondary schools : what are the issues for teachers and students? : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts in Māori Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/544.

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40

Roggendorf, Nadine. "How New Zealand universities present themselves to the public an analysis of communication strategies : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements of the degree of Masters of Arts (MA), 2008 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/472.

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This thesis investigates how the eight state-funded New Zealand universities present themselves in the prospectuses they publish yearly. The background for this research is the fact that the universities now have to compete for students and funding monies because the government has linked the amount of funding to the number of students and the universities’ success in research (McKenzie, 1996). Additionally, student fees and private sources increasingly contribute to the universities’ budget. The entry of competition into the tertiary education sector is a result of recent policy changes that led the education sector from an egalitarian scholarly system with a tradition of open and free access for all citizens to a market-oriented education industry, which contributes considerably to the national economy. This restructuring of the tertiary education sector is part of the major social, political and economic changes that New Zealand went through – and is still going through – beginning with the Fourth Labour Government's second term of office from 1987 to 1990 (Holland & Boston, 1990). The historical background of this thesis focuses on these policy changes that influenced all areas of the public life in New Zealand in the last 25 years. The literature review established that these reforms resulted in processes of commodification of education, competitive marketisation and corporatisation of the universities (Butterworth & Tarling, 1994). The purpose of this thesis is to find evidence of these three tendencies within the language and visual presentation of the university prospectuses. The prospectuses have been chosen as the data corpus because they provide a comprehensive overview of the institutions. Moreover, they represent a hybrid genre of an advertorial text type, being partly informational, partly promotional. The data has been analysed by applying textually-oriented discourse analysis (Fairclough, 1992). Discourse analysis has been proven to be a suitable methodology as it links linguistic analysis to the broader social context. The premise of this approach was that social changes leave traces within the discourse. The data analysis confirmed the intended outcome that the tendencies of commodification, marketisation and corporatisation are visible in the present material. This concludes that the order of discourse of business has colonised the order of discourse of tertiary education.

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Bosman, Jeremy Maurice. "NMMU business school alumni satisfaction factors with the MBA program." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14686.

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In a fast-paced dynamic world, the key to success lies in the ability to accept change and to rapidly respond to demands placed by ever increasing competitive environments. In business, the impact of products and services in meeting or exceeding customer’s expectations in such environments is measured by customer satisfaction and the importance thereof cannot be downplayed, thus providing management with a metric that guides and augments change. Subsequently, these dynamic competitive forces are pushing sectors such as Higher Education into the realm of service industries, where stakeholders such as students and alumni are viewed as customers. Correspondingly, measuring their satisfaction has become important as this provides strategic insight, whilst enhancing academic programmes and the student experience. The purpose of this research study was to identify the factors that determined satisfaction with the MBA programme as viewed by students and the alumni of the Nelson Mandela Metropolitan University Business School. Furthermore, it advanced the field of stakeholder theory by identifying alumni as a key stakeholder in business schools. Consequently, the research was exploratory and consisted of quantitative and literature components where hypotheses were developed and relationships between factors analysed, in addition to the literature reviewed. The literature introduced key concepts to this study, such as alumni as stakeholder, alumni satisfaction, satisfaction with the MBA programme, measuring alumni satisfaction, MBA alumni networks and alumni communication. The factors that determined alumni satisfaction were identified by means of a statistical analysis of the data collected by the research instruments. Correspondingly, the findings indicate various factors determine satisfaction with the independent variables highlighted in this study, which are the Facilities, the MBA Programme, the Social Experience, the NMMU Business School Alumni Chapter, the NMMU Business School brand and Communication. Furthermore, it was established that there is a significant link between Social Experience, the NMMU Business School Alumni Chapter, the NMMU Business School Brand, Communication and Alumni Satisfaction.As services industries such as Higher Educational Institutions get exposed to competitive pressure, customer satisfaction comes to the fore and there are certain factors that need to be addressed to enhance satisfaction. Subsequently, this study highlights this pressure and satisfaction levels can certainly be improved by the institution across all the independent variables identified, especially in areas such as the NMMU Business School Alumni Chapter and Communication. Consequently, the NMMU Business School, for the first time have metrics to identify the factors that determine satisfaction with the MBA programme as viewed by their alumni and resultantly can strategically benefit by taking the views of their most important stakeholder into account.

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42

Kim, Jung Hee (Ginny). "Career expectations and requirements of undergraduate hospitality students and the hospitality industry an analysis of differences : a thesis submitted to AUT University in partial fulfilment of the requirements for the degree of Master of International Hospitality Management (MIHM), 2008 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/477.

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The hospitality industry has seen rapid growth through the last three decades. The hospitality industry in New Zealand is still growing steadily. According to the Ministry of Tourism (2008, para. 3), “Visitor expenditure is forecast (from 2008 to 2014) to increase from $13.73 billion to $19.05 billion per annum, an increase of 41.4%” (Ministry of tourism, 2008b). Therefore, in response to the needs of the industry, training providers have established a number of hospitality, leisure, travel and tourism degrees (O'Mahony & Sillitoe, 2001). However, previous studies have identified that hospitality management degrees tend to lack importance in the actual world (Harkison, 2004a, 2004b; Steele; 2003). Hospitality management students seem to rate the value of their degrees higher than do employees in the industry (Collins, 2002; Raybould & Wilkins, 2005). Therefore, there are gaps between the expectations and assumptions of students and those of hospitality professionals, which have led to problems in the hospitality industry. This study has taken three steps to identify: 1) how career expectations, assumptions and requirements differ between undergraduate hospitality management students and management employees in the hospitality industry; 2) The working histories of managerial employees and their perceptions of the industry’s needs; 3) Establish the perceived value of hospitality management degrees amongst hospitality management undergraduate students and the hospitality industry. To do so, a comprehensive literature review was undertaken, and questionnaires were collected from 137 undergraduates enrolled in a Bachelor of International Hospitality Management degree at AUT University and 74 managerial employees in the hotel industry. After an analysis of the data, the researcher examined and compared the results of both groups’ data with relation to the findings of the literature review. The following key points emerged from the research: most students expected that they would work in the hospitality industry after completing their course and supposed that their first work field would be in a Food and Beverage department at a management trainee level. The results of the survey show a match between students’ long-term career expectations and the working history of employees. Students also seem to understand the environment of the hospitality industry well. These results show that students organise well, planning for their future careers, and these results were similar with those of some previous studies (Brien, 2004; Harkison, 2004b; Jenkins, 2001). The results of this study identified similarities and differences of perceptions between undergraduate students and managerial employees in the hotel industry. Similarities of students’ perceptions and managerial employees’ perceptions are; • Commitment is rated as the most important factor in determining success, while personality is rated the most important attribute for an employee in the hospitality industry. • A degree in hospitality management is not recognised as an important qualification by students or employee respondents. Working experience is more important than a bachelor degree of hospitality management for a prospective employee. • Students and managerial employees believe that the hospitality educators know the industry well, although educators and employees have different understandings of career expectations. • Both parties believe that internship might help hospitality students’ careers in the industry. Differences of perceptions between undergraduate students and managerial employees are; • Students believe that knowledge of the industry and experience are the most significant factors for a new employee in the hospitality industry but employees indicate personality. • Employees believe that using initiative skills are the most important factor for an employee’s career development, whereas students answer communication skills. • Students believe that a hospitality management bachelor degree will contribute more to the hotel business but employees believe that having three years’ experience will contribute more. • Students consider that an employee with a bachelor’s degree in hospitality will receive higher starting salaries than someone without, but employees disagree. • Students suggest that a bachelor of hospitality management degree will affect opportunities for promotion, but employees do not share that opinion. This study found that even if students and managerial employees share some common opinions, many gaps still exist between them. Therefore, the researcher suggests recommendations relating to students’ expectations and assumptions of their job entry level, the working environment in the hospitality industry, the needs of the hospitality industry, and the value of a bachelors degree of hospitality management. Furthermore, the researcher identifies some limitations of this study and areas for further research.

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43

Parsonson, Katrina. "Exploring cyber-bullying : a retrospective study of first year university student : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1250.

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44

Andersen, Rachel Joy. "A new model of students' perceptions of the primary school classroom emotional environment : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1017.

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94 items was developed that encapsulate what children notice in their classrooms as affecting the emotional environment and the language they use to describe it. Study 3 had 63 adults use a modified decision task to sort the 94 items into groups of their selection of similarity and dissimilarity. The analysis of these data revealed 11 clusters of items and 3 underlying dimensions - Teacher Affect, Teacher Expectations and Style, and Classroom Dynamics. Each dimension has two opposing ends, and each of the 94 items can be viewed on a three dimensional map showing their relationship to each of the other 93 items along these 3 underlying dimensions. The visual graphic makes these dimensions easy to interpret for those who are likely to be organising classroom environments. This research shows that when given a chance to talk about their experiences in classrooms, students can explain what they value in a classroom, what they will remember about school, and what influences them and their learning.

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45

Li, Chun. "SMS-based vocabulary learning for ESL students a dissertation submitted to Auckland University of Technology in partial fulfillment of the requirements for the degree of Master of Computer and Information Sciences (MCIS), 2009 /." Click here to access resource online, 2009. http://aut.researchgateway.ac.nz/handle/10292/746.

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Dissertation (MCIS - Computer and Information Sciences) -- AUT University, 2009.<br>Includes bibliographical references. Also held in print ( ix,139 leaves : ill., charts. ; 30 cm.) in the Archive at the City Campus (T 371.33 LI)

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46

Harison, Rosemary. ""It's my think" exploring critical literacy with low level EAL students : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Arts in Applied Language Studies, 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/737.

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47

Savaiinaea, Chelsea Makere. "Challenges in communication : a critical analysis of a student music therapist's techniques in working with special needs children : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Masters of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1082.

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48

Clark, Margaret Ann. "A program of instruction in braille music for teachers of visually impaired students : a project presented to the Faculty of Education, the University of Western Sydney, Nepean in partial fulfilment for the degree of Master of Education /." View thesis, 1992. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030625.085753/index.html.

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49

Tutty, Chris. "A shackled heart teacher aides' experience of supporting students with high needs in regular classes : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Health Science at Auckland University of Technology, December 2003." Full thesis. Abstract, 2003.

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Thesis (MHSc--Health Science) -- Auckland University of Technology, 2003.<br>Appendices A, B and C not included in e-thesis. Also held in print (173 leaves, 30 cm.) in Akoranga Theses Collection (T 317.14124 TUT)

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50

Fraser, Niccy. "Students' stories of self case study while learning cognitive therapy a New Zealand narrative study : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Health and Environmental Science at Auckland University of Technology, 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/451.

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Thesis (MHSc--Health Science) -- AUT University, 2008.<br>Includes bibliographical references. Also held in print (viii, 200 leaves : ill. ; 30 cm.) in the Archive at the City Campus (T 616.89142500711 FRA)

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