Dissertations / Theses: 'Mis-Education'

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Perez, Sonja Zepeda. "Mis(s) Education: Narrative Construction and Closure in American Girl." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556826.

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While American Girl markets itself as a brand that teaches girls about our nation’s history and empowers girls to "stand tall, reach high, and dream big," this dissertation, "Mis(s) Education: Narrative Construction and Closure in American Girl" challenges this widely held belief. The American Girl Historical Character Series (hereafter AGHC series) is a textual site that writes a history that relies more on national myths of freedom, independence, and the pursuit of the American Dream through struggle. To dig deeper into this book series, I analyze how intersections of power in particular, nation, gender, race, and consumerism are constructed within the pages of the AGHC series. I assert that these books create a narrative construction and closure within the series. In place of a dialogic history that allows the reader to question historical and/or contemporary issues of power, a dominant narrative of history-one that relies on national myths prevails. While AG prides itself as a brand that first and foremost celebrates and empowers girls to become their very best, the historical series also imposes traditional gender roles for girls. It is this "rhetoric of empowerment" that this dissertation uncovers. Such an imagined empowerment is infused with ambivalence. AGHC series readers are also constructed as consumers who are being taught to celebrate consumerism and the Almighty Dollar.

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Meier, Lori T. "The New Colonizers: Elementary Teacher (Mis)Education in Mandated Times." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5912.

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This paper will consider the complex challenges to current elementary undergraduate teacher education through the lens of recent (and intrusive) teacher education mandates at the higher education level and discuss the missing opportunities for faculty inclined towards critical pedagogy, curriculum studies, and foundations.

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Gulab, Nalisha. "Mis-education : subversion of female roles in Catholic religious depictions." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8025.

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Birmingham, Amanda. "Mis(s) education locating female subjectivity and resistance in the Spanish university /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1459866.

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Thesis (M.A.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed January 5, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 127-133).

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Mamand, Abdilkarim. "How do management information systems (MIS) support learning in further education colleges (FE)?" Thesis, University of Greenwich, 2012. http://gala.gre.ac.uk/11985/.

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This research investigated the ways in which Management Information Systems (MIS) support learning in FE colleges, based on an analysis of data deriving from respondents in three colleges. The study has adopted Weick’s (1995) theory of Interpretive Sensemaking (SM) as an underpinning theory to explore teacher and managerial responses to discourses of using data to inform decisions. The study is qualitative in nature and uses interviews, documents, and participant observation data, to understand and explain social phenomena. A case study methodology is used in this study as it provides an opportunity for in depth analysis of the role of MIS using various sources and methods of investigation. Two methods of data collection are used. The first data collection method used in this study is documentary collation and analysis. The document sources include sets of policy and procedure texts. The documentary analysis also includes the internal reports generated by MIS software or provided by MIS staff on schedule. The second method of data collection employed in the study is interviews. The interviews data collected are from one to one semi structured interviews and focus groups. In total 60 members of staff were interviewed from which 20 participants were interviewed in focus groups. The study suggests that the main providers of data come from MIS services in colleges. MIS provide tools to make the data available for practitioners to use on a daily basis to support learning. The study suggests that there are some barriers which do not help practitioners to use the data effectively in order to improve learning in FE colleges. This study reveals a number of recommendations for FE colleges to embrace to improve the use of data in decision making and learning: easy access to data, data integration, good communication, professional development, collaboration, motivation to use data, available support in place, purpose to use data, data quality, useful and user friendly software tools, and ownership of data. Additionally two original frameworks have been evolved, a framework for effective MIS in FE colleges and a framework for steps to improve the effective use of data in support of education and learning. Both frameworks can be adopted and implemented easily in FE colleges and can enable educators to support learning and monitor success and achievements effectively.

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De, Loera Yolanda Stephanie. "Entre Mis Mundos Me Encontre| First-Generation Chicanas/Latinas' Experiences in Higher Education." Thesis, University of Redlands, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425779.

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Existing research illustrates that although Latinos make up the largest ethnic minority group in the country, Latinos continue to have the lowest college degree attainment rates (Ramirez, 2014). Despite the increasing rates of high school graduation rates, there remains a large educational achievement gap between Latinos and their white and Asian counterparts (Pérez Huber, Malagon, Ramirez, Camargo Gonzalez, Jimenez, & Vélez, 2015). As we see the increase of the Latino population, it is important to highlight the disparities between Latina and Latino students. Although female students over exceed in enrollment and retention numbers across K-12 and higher education over their male counterparts, they continue to graduate and attain degrees at a lower rate (Pérez Huber, Vélez, & Solórzano, 2014).

This study serves to highlight the experiences first-generation Chicanas/Latinas have within higher education, their navigation and negotiation within academia, their personal sectors as that of self-wellness and family, and the barriers they face within higher education and their personal identities. The research used a qualitative counter-narrative case study inquiry approach to interview, observe, and analyze the experiences of first-generation Chicanas/Latinas in higher education. Latino Critical Race (LaCrit) (Solórzano & Yosso, 2001), Chicana Feminist Theory (Moraga & Anzaldúa, 1983; Delgado Bernal & Elenes, 2011), and Critical Consciousness (Freire, 2007) guide the theoretical framework of this study. Therefore, this study will add to the existing literature by conducting counter-narrative testimonios of five muxeres who illustrated their pathways in higher education while maintaining their various identities.

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Nkenge, Nefertari A. "Educate to Liberate| Exploring Educator Narratives to Examine the Mis-education of Black Students." Thesis, Concordia University (Oregon), 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747779.

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It is not known why the chronic mis-education of Black students has neither been adequately investigated nor treated as the most significant, widespread phenomenon of twenty-first century pedagogy. To attempt to understand this quandary, it was urgent to ask: How do Black educators understand the education of Black students? Are they able to incorporate the tensions and varied experiences they have had as students into their professional repertoire? This study described how Black educators’ unique cultural perspectives might enable increased insight into the problem of mis-education. Critical race theory framed this study with an emphasis on narrative inquiry and transformative learning. I interweaved narrative/counter-narrative and critical event research methods as both theoretical and methodological frameworks. I engaged in multi-part interviews and observations of 5 educators to explore their unique biographical narratives and analyze how their lives and teaching practices might better inform the success of Black students. Findings indicated (a) educators uniquely experienced the vestiges of mis-education as they faced insidious forms of racism during the course of their academic journey, (b) educators sought to interrupt the racism that their White teachers’ and peers exhibited, (c) educators encouraged students to use their voices and various platforms to effectively counteract their oppression, and (d) educators engaged transformative pedagogies in overt and covert ways depending on both the social and the teaching context(s). Based on the findings of this study, a liberation-based pedagogy is recommended to ensure the empowerment, increased performance, and well-rounded education of Black students.

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Rasheed, Lawrence A. "The Constructed Souls of the (Mis-Schooled) Black Males: Rediscovering and Exposing Greatness within Black Males." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/43.

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Black males’ quality of life indicators are at a crisis level. This has been the perception of Black males for many years. The purpose of this study is to understand how exposure to positive prototypes of Black maleness impacts other Black males’ initial perception of their own collegiate academic experiences. This study addresses the following overarching research question: How does the exposure to positive images of prototypes of Black maleness influence fellow Black males’ initial perceptions of their own collegiate academic experiences? This study employs the conceptual framework that is a hybrid of Africana Critical Theory (ACT) and Critical Race Theory (CRT). I used the methods of historicizing of knowledge and the CRT tenets of permanence of racism and counter-narrative accounts. The symbiotic use of the conceptual framework, methods, and research design assists the inquiry into how exposure to positive prototypes of Black maleness may impact academic experiences. The research around Black males has conveyed pejorative findings for over 30 years. The study findings were interesting. The three participants were positively impacted by exposure to positive prototypes of Black maleness. They all conveyed that associations with positive prototypes of Black maleness are necessary; however, the academic impact that these prototypes have is still very much undetermined. A longer span of research might determine how impactful the positive prototypes of Black maleness are to other Black males. One finding was very apparent among the three participants- Black males do like to learn affirmative history about other Black males.

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Joseph, Darel. "The Adversity Pop Culture Has Posed." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1877.

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I am a collage artist working with multiple mediums such as paint, photography, video, audio, and performance. As a New Orleans’ native, I have a unique history that is unflattering, for my history echoes that of America’s historical misdeeds. I make sociopolitical art because I am of a historically oppressed people. I make art that celebrates my diverse culture that is a collage of Native American, African, and New Orleans’ French Creole.

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Newton, James E. "Correlates to antecedent mis-educative learning experiences among adults in postsecondary introductory economics courses /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945015618449.

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James, Stephen N. "Match or mis-match : a longitudinal study to investigate the risk of drop-out by pupils receiving tuition on a musical instrument." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261279.

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Byard, Shani. "Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/243.

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Since the slave trade, African Americans have been the most media-stereotyped race of people. From that time, multiple forms of media have been used to convince Blacks of their inevitable servitude and Whites of their supremacy (Burrell, 2010), as a means of transferring physical slavery to mental slavery (Akbar, 1998). Additionally, African Americans have been the victims of a Eurocentric educational system essentially designed to “mis-educate” (Woodson, 1933)—to further oppress and devalue African and African American contributions to our global history. This qualitative research study aimed to analyze an existing curricular model known as Rise Above the Noise, which combines two educational pedagogies, African-centered (Murrell, 2002) and critical media (Morrell, 2008; Thoman, 2003a), and is designed to appropriately educate and mentally liberate African Americans whose ancestors were displaced by slavery. I adopted a critical race methodology (Delgado, 1995a;Yosso, 2006), utilizing video interviews, counterstorytelling, journaling, and a focus group as data collection tools, and analyzed data according to Banks’s (1982) model for appropriately educating the miseducated (as cited and summarized by Akbar, 1998), known as D-R-C (deconstructionist—reconstructionist—constructionist). Using a convenience sample of five African American young adults (ages 18-30) from Los Angeles, CA who were considered socioeconomically disadvantaged, I attempted to discover how the implementation of a combined African-centered/critical media literacy pedagogy could impel participants to transform their current life circumstances.

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Andrada, Myrian. "Les effets du choix de l'école selon la nature du dispositif mis en œuvre : une approche comparative en terme d'équité." Phd thesis, Université de Bourgogne, 2007. http://tel.archives-ouvertes.fr/tel-00538852.

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Cette thèse analyse les implications découlant des régulations et de la mise en œuvre d'une formule de choix de l'école au niveau de la redistribution du bien social éducation - liberté des parents de choisir les écoles pour leurs enfants, accroissement du contrôle des citoyens sur la manière dont les écoles éduquent, maximisation des options éducatives pour les enfants, égalisation des chances scolaires, satisfaction des préférences, éducation à la démocratie, à la tolérance et à l'autonomie des enfants. Dans ce but, nous effectuons une évaluation systématique de quatre formules de choix de l'école (Londres, Amsterdam, Paris et Buenos Aires) à l'aide d'un ensemble d'outils méthodologiques. D'une part, un modèle théorique des effets du choix sur l'équité est construit à partir des principes de justice égalitariste-libérale en éducation et des recherches empiriques. D'autre part, une description très détaillée de l'évolution des espaces scolaires est effectuée du point de vue de l'équité à partir d'un ensemble d'outils méthodologiques - typologie de dispositifs de choix, conceptualisation de système et de formule de choix, typologie de modes théoriques de distribution du bien social éducation. L'analyse montre que l'élargissement des possibilités de choix de l'école peut favoriser l'équité, en incluant, et la liberté de parents comme valeur instrumentale, et des mécanismes de compensation fondée sur l'allocation ressources éducatives efficaces. Cependant, les variations locales de la mise en œuvre d'une politique éducative et le manque de diversité, ou l'absence, d'écoles alternatives dans certaines régions ou zones démontrent qu'un modèle unique de formule de choix de l'école n'est pas valable

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Uzun, Júlia Rany Campos 1985. "¡A mis lectorcitos, la nación! : a construção das memórias mexicanas através dos manuais escolares durante o governo de Porfírio Díaz (1876-1911)." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/278744.

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Orientador: Leandro Karnal
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
Made available in DSpace on 2018-08-22T10:24:42Z (GMT). No. of bitstreams: 1 Uzun_JuliaRanyCampos_M.pdf: 2898744 bytes, checksum: 87f5034c66717aa10c3055f160d6781a (MD5) Previous issue date: 2013
Resumo: Esta pesquisa procurou discutir como a produção de manuais escolares do México, durante o governo de Porfirio Díaz (1876-1911), auxiliou a construir a representação do passado do país. Dada a diversidade étnica, linguística e histórica do período, a investigação buscou compreender como a educação, especialmente através dos manuais escolares, auxiliou a construir uma memória comum e assentar as bases de um projeto de cidadania para o México, na virada do século XIX para o XX. Foram analisados seis manuais escolares que faziam parte de um projeto unificador, fruto da Reforma Educativa ocorrida no período. A escolha desses manuais deveu-se à sua importância no período, à sua repercussão em anos posteriores e ao papel social de seus autores. A pesquisa, dentro do campo da História Cultural, pretendeu discutir qual era o cidadão mexicano tido como "ideal" a partir desta Reforma Educativa, quais heróis foram eleitores como símbolos mexicanos (e quais deveriam ser calados), quais os usos políticos e simbólicos dessas figuras e como elas representavam o México que o intelectuais porfiristas pretenderam construir
Abstract: This research attemped to discuss how the production of Mexican scholars' books, during Porfirio Díaz government (1876-1911), helped to contructed the past representation of the country. Given the ethnic, linguistic and historical diversity in this period, the investigation tried to understand how the education, specially through the scholars' books, helped to develop a commom memory and lay the foundations os a citizenship project to Mexico, at the turn of nineteenth to the twentieth. There were analysed six scholars' books that were part os an unifying project, fruit of the Educative Reform ocurried in this period. The choice of these textbooks was due to its importance in this period, its repercussion in later years and the social role of its authors. The research, inside the camp of Cultural History, intended to discuss which was the Mexican citizen thought like "ideal" as from this Educative Reform, which heroes were elected like Mexican symbols (and which others should be silent), which were the political and symbolical uses of there figures and how they represented the Mexico that the Porifian intelectuals intended to construct
Mestrado
Historia Cultural
Mestra em História

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Soria, Estrada Ana Adelia. "Evaluación exploratoria de la participación en el programa “Mis Emociones y yo” de niños de 6 - 9 años en los talleres de vacaciones útiles de una ONG de Lima." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652204.

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El objetivo de la investigación fue evaluar la participación de los niños que asisten a los talleres de vacaciones de una ONG. Se trabajó con el modelo teórico de Bisquerra (2013), quien realizó estudios relacionados a la emoción y la educación emocional. En referencia al método utilizado es cualitativa y se definió un estudio de caso. La población estuvo conformada por 15 niños, cuyas edades oscilan de 6 a 9 años de un curso de vacaciones organizado por una ONG. El instrumento utilizado fue la observación y registros antes y después del taller “Mis emociones y yo”. Los resultados que se obtuvieron, muestran que los participantes al culminar el programa presencian cambios con respecto a su educación emocional, logrando un reconocimiento y aceptación de ellos. Por lo tanto, se llegó a la conclusión de que el taller favorece en el desarrollo de la Inteligencia Emocional de los niños, que así obtienen competencias que se relacionen en la percepción, apreciación y discernimiento de sus emociones.
The objective of the research was to evaluate the participation of children who attend NGO holiday workshops. We worked with the theoretical model of Bisquerra (2013), who carried out studies related to emotion and emotional education. In reference to the method used, it is qualitative and a case study was defined. The population consisted of 15 children, whose ages range from 6 to 9 years of a vacation course organized by an NGO. The instrument used was observation and records before and after the "My Emotions and Me" workshop. The results obtained show that the participants at the end of the program witness changes regarding their emotional education, achieving recognition and acceptance of them. Therefore, it was concluded that the workshop favors the development of the Emotional Intelligence of children, who thus obtain competences that are related in the perception, appreciation and discernment of their emotions.
Trabajo de investigación

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Wang, Tse-Fu, and 王則夫. "Do MIS education let MIS students know business managemnt problems." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/jzex3w.

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碩士
國立中央大學
資訊管理研究所
99
Overconfident is a kind of cognition bias, the reason is because human’s ignorant. Because information management students have IT professional knowledge, this knowledge maybe cause overconfident to IT manager, if this phenomenon is very serious, then after information management students graduated from school, maybe they will overestimate the functions of IT, and they will not find really problems in business management. 　　This research also hypothesize someone who has work experience, he can find really problems in business management. And information education can help students have metacognition, it means students can understand what knowledge they have, and how they can use it. Management education can help students evaluate his management ability, so it can reduce overconfident. 　　The four kinds of samples of this research are university’s MIS graduate students, MIS Graduate School professional studies program designed for working professional students, executive master of business administration (EMBA) students and university of science and technology graduate students. 　The results of this research are students have work experience can find really problems in business management, students have IT professional knowledge will overestimate the functions of IT, MIS education can reduce students overconfident phenomenon. The management education of MIS education let students know business really problems.

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Wozniak, Jason Thomas. "The Mis-Education of the Indebted Student." Thesis, 2017. https://doi.org/10.7916/D8GQ792W.

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In the contemporary global neoliberal economy financial debt shapes indebted subjectivity. It also drastically alters education philosophy, policy and practice. This dissertation analyzes in an interdisciplinary fashion the impacts of financial debt on subjectivity and educational experience. As a work of philosophy of education, it also examines the ways in which education can be a practice that liberates subjectivity from debt’s delimiting force. Emancipatory education theory and practice play an important role in current and future struggles for debt jubilee.

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Lai, Chung-Chun, and 賴中淳. "A Review on Taiwan MIS Education form the Job Satisfaction of Its Graduates." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/00806061061087609840.

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碩士
元智大學
資訊管理研究所
93
In recent years, the increase of information management specialty students, and the main topic of the is research is to find that is there a relationship between the MIS education and the job satisfaction of the MIS specialty students. This research used network questionnaire, with the ' professional ability ', ' personal self- managerial ability ', ' colony's relation ability ', and ‘the concept building ability’ to measure the MIS education. Shown by the result of this research, it is having the apparent one that relationship between of job Satisfaction in professional ability, personal self- managerial ability and colony's relation ability. But there is no evidence show that there is a relationship whit the concept building ability Personal factor part, there is not apparent difference between personal factor and personal job satisfaction, and there are apparent differences in the MIS education in the sex, academic credentials and job position. In part that satisfaction analyses, MIS graduates show that for on sale throughout business, post, human resources of part have higher satisfaction. Engaged in financial circles and trader in charge of interviewee of retail business in charge of education and training have better job satisfaction to MIS education with career development. This result of study can be made MIS graduates to plan reference on in student's career after graduating, and make and plan for the future possible duty margin while choosing the work and post, show in this research , besides scientific and technological industry of information , finance and trader are in charge of advisor's industry, the information management graduates students have a very good career to develop the situation too. In addition, find too under study for action that the MIS educating and training student's foreign language ability , there is space strengthened in the training planning ability in professional authentication , legal accomplishment , the ability to lead and special project

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Yearwood, Gabby M. H. "Between practice and the classroom : the making of masculinity and race in the mis-education of Black male student-athletes on a college campus." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5399.

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This project argues that American college sports involving Black male athletes (primarily football and men’s basketball) at Gulf Coast State University (GCSU) actively construct and impact local knowledge about Black masculinity in relation to white, male, hetero-normative systems of authority. These sports, in turn, then impact policy, administrative decisions, and teaching approaches as they relate to young Black men on a college campus. In other words, Black male college athletes on a white college campus offer the opportunity for a reinforcement of systems of authority through the pattern of de-stabilizing their subjectivity (as nothing more than physical entities) in order to provide a revenue-generating resource for the university. I posit that the positioning of Black males in this space as athletes and as students is strategic and intentional, when one takes into account the ongoing dynamic of the hegemonic positioning of white, male, hetero-normative value systems as the unmarked standard of social norms. That these contested meanings become significant within the realm of sport situates sport itself as another, often underutilized, space for social inquiry. I further argue that this categorization is heightened in the context of a predominantly white institution. Through ethnographic fieldwork, I explored the sport (mainly football and men’s basketball) and academic community at GCSU with the goal of understanding how high-profile and high-revenue sports and their participants become central to the understanding and expression of normalized ideas about race, gender, and sexuality. I reason that the predominantly white demography of GCSU, added to the uneven ratio of Black to white males on the football and basketball teams, creates perceptions about race and masculinity that factor into people’s everyday understanding of the term “student-athlete”. The term “student-athlete” becomes racialized and gendered in ways that continually make reference to Black male athletes differently than other students and student-athletes at the university. I believe these effects on the term then impacts the structural mechanisms that affect the daily lives of these Black male athletes both on and off the field, both inside and outside the classroom.
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Williams, Shawyn O. "The mis-education of the Negro continues : the connection between the beginning reading instruction delivered to three high-performing Black girls and the instruction delivered within schools designed to colonize /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3270050.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2880. Adviser: Arlette Willis. Includes bibliographical references (leaves 229-241) Available on microfilm from Pro Quest Information and Learning.

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Visser, Margaretha Maria. "A methodology for the evaluation of management information systems at public technical and vocational education and training colleges in South Africa." Thesis, 2017. http://hdl.handle.net/10500/23836.

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The support and promotion of public Technical and Vocational Education and Training (TVET) Colleges is fundamental in addressing South Africa’s intermediate-level and artisanal skills as shortages in these areas contribute to considerable unemployment in South Africa. These institutions have been earmarked by the South African government for extensive growth. Therefore, efficient and effective management and accurate decision-making within these institutions are essential. The evaluation of the management information systems (MISs) within these institutions, which provide data and information to inform institutional short-term and long-term management decision-making and day-to-day operations, should take place on a regular basis to so enhance the reliability and accuracy of the data and information. The problem is that no evidence of a methodology (artefact) for the evaluation of MISs at public TVET Colleges in South Africa could be found in the literature. Therefore, the rationale for this study is to develop a methodology for the evaluation of MISs at public TVET Colleges in South Africa. Hence the main research question for the study was formulated as: What are the components that constitute a methodology for the evaluation of a MIS at a public TVET College in South Africa? The study was conducted according to a design science paradigm. Design science is underpinned by a pragmatic philosophical paradigm which considers thought as a tool for prediction, problem solving and action. The Design Science Research Process (DSRP) model informed the research process utilised to develop the artefact for this problem centred initiated study. The iterated activities of the DSRP model which include: design, demonstrate, evaluate and and communicate, contributed to the refinement of the methodology (artefact). The artefact mainly underwent experimental evaluation to demonstrate its applicability. The methodology (artefact) was empirically evaluated at three cluster-random selected public TVET Colleges after all colleges, with similar MIS maturity levels, were clustered into groups.The study contributed to the extant knowledge base of: theory building, on different levels. The main theoretical contribution is the final evaluated methodology (DSR artefact) which enables IT practitioners and MIS managers at public TVET Colleges in South Africa to evaluate their MISs on a regular basis. The methodology (artefact) presents a theory for design and action which satisfies the conditions of importance, parsimony and novelty on a micro-level. The study furthermore contributed to the extant literature on the theory of MIS success evaluation by contributing to theory on the measurement of MIS success constructs and measuring of the relationships between the constructs. Another theoretical contribution is the innovative evidence-based method by which the public TVET Colleges were clustered. The clustering method was used to ensure a more rigorous sample selection technique than purposive or convenient sample selection of cases and is generalisable to other knowledge domain contexts. The research study furthermore produced results of interest to both technology-focused and management-focused audiences. For technology-focused audiences the processes by which the artefact was constructed and evaluated are described, thus establishing repeatability of the study and building the knowledge base for further research extensions by future design science researchers. The rigour of the artefact design process was complemented by a thorough presentation of the experimental design of the artefact’s field test in three public TVET College environments which provides sufficient detail for management audiences to determine if sufficient organisational resources exist for utilisation of the artefact.
Information Science
Ph. D. (Information Systems)

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Hendrick, Jenna. "Welcome back to caveman times: social consequences of (mis)representations of the Paleolithic." Thesis, 2021. http://hdl.handle.net/1828/12911.

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Among the American population, there is a general misunderstanding of human evolution and human life in the Paleolithic. Beyond the mechanics of biological evolution, there is confusion over what sorts of modern-day behaviors are vestiges from humans’ evolutionary past. My master’s thesis explores what kind of misconceptions about Paleo-life and human evolution circulate in popular discourse and where these misconceptions stem from. Drawing on the experiences of community members in upstate New York, I conducted a multimodal discourse analysis via surveys, interviews, and a reflexive media analysis to triangulate my findings. Through these two discourses – that of the everyday understanding of human evolution and Paleo-life versus what kinds of messages popular media portrays on these same issues – I determined that popular media constitutes a large resource of information gathering for the general public. Furthermore, the media highlighted by my research participants to exhibit themes of human evolution had clear messages on race, gender, and violence that research participants largely believe to be successful modes of “survival of the fittest” and thus cultural “survivals” from when we were evolving to our modern form. Participant and media messages regarding race, gender, and violence mirror the logics behind white American Exceptionalism; though these everyday epistemologies are argued by my participants to be biological in nature, they merely reflect today’s values and are logics used to successfully participate in American society. That is to say, the repetitive, naturalizing messages portrayed by popular media on human evolution and paleo-life both construct and reify the popular understanding that modern concepts of race, gender and violence are biological and have led to the success of our species. With these findings, I offer science educators recommendations on how to best utilize edutainment to correct these outdated narratives.
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Dissertations / Theses on the topic 'Mis-Education'

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