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Dawood, Zainab A. H. "Reading Baghdad’s Modernization University Campuses from 1920–1968." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563874973655723.
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Чорненька, Жанетта Анатоліївна, Мар'яна Іванівна Грицюк, and Анжела Степанівна Бідучак. "Modernization of the introduction of the competence approach in higher medical education." Thesis, Актуальні питання вищої медичної освіти в Україні (з дистанційним під’єднанням ВМ(Ф)НЗ України за допомогою відеоконференц-зв’язку): матеріали XV Всеукр. наук.-практ. конф. з міжнар. участю (Тернопіль, 17–18 трав. 2018 р.) / Терноп. держ. мед. ун-т імені І. Я. Горбачевського. – Тернопіль : ТДМУ, 2018, 2019. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/14743.
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Чорненька, Жанетта Анатоліївна, Мар'яна Іванівна Грицюк, and Анжела Степанівна Бідучак. "Modernization of the introduction of the competence approach in higher medical education." Thesis, Актуальні питання вищої медичної освіти в Україні (з дистанційним під’єднанням ВМ(Ф)НЗ України за допомогою відеоконференц-зв’язку): матеріали XV Всеукр. наук.-практ. конф. з міжнар. участю (Тернопіль, 17–18 трав. 2018 р, 2018. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/14748.
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Мирчев, А. Б. "Международное сотрудничество университета имени профессора доктора Асена Златарова (г. Бургас) и технического университета г. Варны с университетами стран дунайского региона как фактор модернизации высшего образования." Thesis, ТОВ «ДД «Папірус», 2013. http://essuir.sumdu.edu.ua/handle/123456789/37449.
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Модернизация высшего образования в современном мире осуществляется, главным образом, под воздействием следующих факторов: становления общества, основанного на знаниях; информационно-коммуникационной революции и глобализации.
Два ведущих государственных университета Болгарии: Технический университет города Варны и Университет имени проф. д-ра Асена Златарова города Бургаса являются активными участниками процесса модернизации высшых образовательных институций в Республике Болгария.
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Сірик, Антоніна Євгенівна, Антонина Евгеньевна Серик, Antonina Yevhenivna Siryk, Оксана Робертівна Гладченко, Оксана Робертовна Гладченко, and Oksana Robertivna Hladchenko. "Informatization of physical education in Ukraine." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65157.
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Modernisation of higher physical education is being carried out through the introduction of new quality content, forms, methods of training, development of professionally significant qualities of a future specialist and meeting the requirements of modern informational society. Informatization of higher physical education is a factor that contributes a lot to the quality of training.
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Скирда, Тетяна Сергіївна. "Критеріальні характеристики готовності до міжнародної академічної мобільності." Thesis, Національний авіаційний університет, 2019. http://er.nau.edu.ua/handle/NAU/42818.
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Міжнародну академічну мобільність розглядають як важливу складову процесу інтеграції вищих навчальних закладів у міжнародний освітній простір та, як період навчання студента в країні, громадянином якої він не є.
Аналізуючи поняття готовності як очікуваного результату підготовки можна виявити різні складові, компоненти, що зумовленні досвідом навчання і діяльностіInternational academic mobility is seen as an important component of the process of integrating higher education institutions into the international educational space and as a period of student learning in a country of which a student is not a citizen.
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Café, Neto Adalberto Bertulino. "Expansão e “democratização” do ensino superior ante a modernização conservadora vivenciada no Brasil." Universidade Federal de Alagoas, 2016. http://www.repositorio.ufal.br/handle/riufal/3477.
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This paper deals with the process of “democratization” of higher education at the conservative modernization experience by Brazil in the current context. It aims to discuss the details given by the socio-economic situation and policy at the times of implementation of affirmative policies in Brazil, presenting them as access facilitation mechanisms that do not absorb the demand built historically. To this end, through perception analysis environment through the content contained in the 2004 Multi-Year Plan to 2007 and from 2008 to 2011 becomes important precisely because they present themselves as strategic mechanisms of the state to promove the development of the nation that moves thought the very process of democratization of access, be it done thought the HEIs (Higher Education Institutions) public or private. The idea, therefore, is to discuss the access according to the situation evidenced by the conservative modernization. Using the content analysis method comes to the conclusion , from the data collected from the Multi-annual plans and their evaluation reports, that the process of Access and expansion of higher education at the conservative modernization did not include democratic and unrestricted manner making , therefore , through the partnership arrangements between the public and private sectors. In this, insertion policies through the public sphere are ultimately limiting access while the type of cut constructed to have the right to student finance through private higher education institutions not build prejudiced aspect that the quots themselves can represent.O presente trabalho versa sobre o processo de “democratização” do ensino superior ante a modernização conservadora vivenciada pelo Brasil no contexto atual. Ele tem como objetivo principal discutir os pormenores apresentados pela conjuntura socioeconômica e política à época da implantação das políticas afirmativas no Brasil, apresentando-as como mecanismos de facilitação do acesso que não absorvem a demanda construída historicamente. Para tanto, a percepção através da análise da conjuntura através do conteúdo contido nos Planos Plurianuais de 2004 a 2007 e de 2008 a 2011 torna-se importante justamente porque eles se apresentam como mecanismos estratégicos de Estado para promover o desenvolvimento da nação que perpassa pelo próprio processo de democratização do acesso, seja ele feito através das IES (Instituições de Ensino Superior) públicas ou privadas. A ideia, portanto, é discutir o acesso de acordo com a conjuntura evidenciada pela modernização conservadora. Utilizando-se do método de análise de conteúdo chega à conclusão, a partir dos dados coletados dos Planos Plurianuais e seus relatórios de avaliação, de que o processo de acesso e expansão do ensino superior ante a modernização conservadora não fez incluir de forma democrática e irrestrita, fazendo-se, portanto, através do regime de parceria entre os setores público e privado. Nisso, as políticas de inserção através da esfera pública terminam sendo limitadoras do acesso enquanto que o tipo de recorte construído para ter o direito ao financiamento estudantil através das instituições de ensino superior privadas não constrói o aspecto preconceituoso que as cotas em si podem representar.
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Баран, М. П. "Модернізація вищої освіти України: механізми інституційного регулювання." Thesis, Івано-Франківський національний технічний університет нафти і газу, 2011. http://elar.nung.edu.ua/handle/123456789/1925.
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У дисертації висвітлено теоретичні та організаційно-правові засади модернізації вищої освіти України на початку XXI століття. Актуалізовано питання інституційного регулювання модернізації вищої освіти. Здійснено аналіз впливу чинників інституційного середовища на вищу освіту України та механізми інституційного регулювання модернізації вищої освіти. Охарактеризовано зміни механізмів інституційного регулювання вищої освіти у Польщі та Росії. Проведено науково-практичне обґрунтування виділення освіти як пріоритетної сфери інституційного регулювання. Опрацьовано результати опитування за методикою ЕТОМ-аналізу, відповідно до яких запропоновано шляхи удосконалення механізмів інституційного регулювання вищої освіти України.The thesis analyses theoretical, procedural and institutional aspects of modernizing higher education in Ukraine and brings the issue of its institutional regulation into focus. The study shows how different factors of institutional environment influence higher education in Ukraine and the mechanisms of institutional regulation of its modernization. The thesis characterizes transformations in mechanisms of institutional regulation of higher education systems in Poland and the Russian Federation. The author suggests scientific and practical grounds to define education as a top-priority field of institutional regulation. The thesis also interprets the results of ETOM-analysis poll and offers methods to improve the mechanisms of institutional regulation of higher education in Ukraine.
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Улановська, Анна Сергіївна, and Anna Serhiivna Ulanovska. "Організаційно-педагогічні засади діяльності Європейського студентського союзу як суб’єкта Болонського процесу." Thesis, СумДПУ імені А. С. Макаренка, 2017. http://repository.sspu.sumy.ua/handle/123456789/1990.
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Дисертацію присвячено з’ясуванню організаційно-педагогічних засад діяльності Європейського студентського союзу як суб’єкта Болонського процесу задля виявлення можливостей використання елементів продуктивного європейського досвіду в аспекті досліджуваної проблеми в Україні. Схарактеризовано поняттєво-термінологічний апарат дослідження й концептуальні засади залучення студентства до модернізації вищої освіти. Визначено основоположні чинники євроінтеграційних процесів у сфері вищої освіти та виокремлено етапи розвитку Європейського студентського союзу як суб’єкта Болонського процесу. Окреслено організаційні, змістові й процесуальні засади діяльності Європейського студентського союзу як суб’єкта Болонського процесу; здійснено порівняльну характеристику особливостей діяльності національних студентських союзів (членів ЄСС) у контексті Болонського процесу. Обґрунтовано можливості використання у вітчизняному освітньому контексті елементів продуктивного досвіду діяльності ЄСС та найвпливовіших НСС як суб’єктів Болонського процесу. Розроблено модель залучення студентства до модернізації вищої освіти України.This thesis is devoted to the organizational and pedagogical foundations of the European Students’ Union (ESU) activity as a subject of the Bologna process (BP) and outlining opportunities for the creative use of elements of the progressive European experience in terms of the higher education modernization in Ukraine. The research provides, firstly, a thorough analysis of the concepts and terminology, identifies the major determinants of the European higher education integration. Modernization is proved to be the concept which reflects the whole range of quality changes in the European higher education and presupposes the engagement of different subjects (society, Ministers responsible for higher education, universities, the business community and students) into the process of decision-making. Secondly, the thesis clarifies theoretical foundations of student engagement into the process of higher education modernization, identifying three major aspects of studying this notion: socio-political, academic and administrative. Thirdly, it defines four stages of the development of the ESU as a subject of the BP and highlights the structural, procedural and content foundations of the organization’s activity. Besides, it characterizes the peculiarities of the biggest and most influential National students’ unions (NUSes), members of the ESU. Finally, it summarizes productive experience of student engagement on the European and national levels, outlining the opportunities to be used in the aspect of the studied problem in Ukraine. The scientific novelty and theoretical significance of the obtained results of the research are the following: for the first time in Ukrainian Pedagogy a comprehensive study of the European Students’ Union as a subject of the Bologna process was held; the conceptual foundations of student engagement into higher education governance were characterized. The stages of the ESU’s development as a supranational subject of the Bologna process were defined. The organizational foundations of the ESU’s activities in the context of the Bologna Process were outlined (objectives, priorities, the organizational structure, policy, basic principles, mechanisms of cooperation with other supranational organizations). The main areas of the ESU’s engagement were analyzed (quality assurance, financing of higher education, student-centered paradigm, students’ unions development and engagement into the higher education modernization process, graduates’ employability). Forms and means of the ESU’s influence on the decision-making process in higher education were highlighted. The case study of the largest NUSes helped analyze the progressive aspects of student engagement, which can be used in the context of higher education modernization in Ukraine. On the basis of the ESU’s achievements the model of student engagement into the higher education modernization in Ukraine was developed. The practical significance of the results of the research lies in the fact that main findings and conclusions can be used by politicians, university administrative staff and student leaders in the course of student engagement system development in Ukraine. The prognostic potential of the researches increases the possibility of using the results for further studies on higher education governance and improving the mechanisms of engaging all actors into this process.
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Schütz, Katrin. "Die Auswirkungen der Studienstrukturreform auf die Beschäftigungsfähigkeit der Geistes- und Sozialwissenschaftler/innen." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17486.
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In dieser Dissertation werden die Themen Studienstrukturreform, Beschäftigungsfähigkeit und die besondere Situation der Absolventinnen und Absolventen der Geistes- und Sozialwissenschaften untersucht. Im Theorieteil wird entlang der Modernisierungstheorie nach Ulrich Beck eine Analyse des gesellschaftlichen Wandels der Teilbereiche Arbeit und Bildung vorgenommen. Die Modernisierung, die als multidimensionaler Vorgang beschrieben wird, ist als Ursache und Motor für die Bologna-Reform zu verstehen, so die Grundthese der Arbeit. Beschäftigungsfähigkeit stellt ein zentrales Ziel der Bologna-Reform dar. Im Rahmen der Untersuchung wird entlang eines Diskurses um den Begriff und dessen Verwendung untersucht, welche Fähigkeiten, Kompetenzen und Kenntnisse Studierende der Geistes- und Sozialwissenschaften vermittelt bekommen sollen, damit sie Beschäftigungsfähigkeit erwerben. Ein dritter Schwerpunkt des theoretischen Abschnitts kennzeichnet die Beschreibung der Bologna-Reform. Im Rahmen des empirischen Teils wurden die an der Bologna-Reform beteiligten Akteure unter Verwendung von quantitativen und qualitativen Methoden der empirischen Sozialforschung untersucht. So brachte die Dokumentenanalyse relevanter Bologna-Dokumente hervor, dass auf allen Ebenen der Hochschulpolitik Beschäftigungsfähigkeit thematisiert wird. Ein weiteres zentrales Ergebnis der empirischen Untersuchung ist, dass sowohl die befragten Absolvent/innen der Philosophischen Fakultäten der Humboldt-Universität zu Berlin als auch die Arbeitgeber/innen die Integration von praxisrelevanten Elementen ins Hochschulstudium begrüßen. An der praktischen Umsetzung wird jedoch Kritik geübt. Trotz Thematisierung der Beschäftigungsfähigkeit und Einführung praxisrelevanter Elemente in die Curricula bleibt die Akzeptanz des Bachelorabschlusses insbesondere in den Geistes- und Sozialwissenschaften auf dem Arbeitsmarkt eher gering.This graduate thesis is analysing the reform of structur regarding to studies, employability as well as particular circumstances of graduates in humanities and social sciences. Regarding to the theory of modernization according to Ulrich Beck the social change with its parts of labor and education is analysed it the theoretical part. You need to understand modernisation - which is described as multidimensional event - as cause and influential force of the (educational) so called Bologna reform, so the main thesis of this paper. Employability is a chief aim of Bologna reform. To analyse how students of humanities and social sciences are getting skills, expertise and knowledge so they’ll acquire employability there is a discourse about the term and its utilisation (of employability). The third focus within the theoretical part is the description of the Bologna reform. In the context of the empirical part involved parties of the Bologna reform has been analysed based on quantitative and qualitative methods of empirical social research. To impart employability is an aim that you can find within discussions at the European Higher Education Area via higher education policy in Germany to the point of practical study regulations at HU Berlin. On the one hand both the polled graduates of the faculty of philosophy at HU Berlin and the employer are acclaiming/welcoming the integration of practical oriented units into university studies; on the other hand they are finding fault with the implementation. Even though employability is picked out as a central theme as well as practical oriented units are integrated into curricula the acceptance of a bachelor degree on labour market is still on a low level in particular within humanities and social sciences.
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Vaičiūnienė, Vilhelmina. "Information literacy in modernization of university education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20071109_154354-04112.
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Innovations and changes in higher education paradigm are related to the idea of lifelong learning and application of information communication technologies in learning process. Information literacy is a phenomenon conditioned by modern life realia, related to the newest technologies and abundance of information. It appears to be one of the means of modernization of university education. The issue of information literacy at the university level in Lithuania has not been researched in more depth so far. Integration of information literacy into the curriculum of higher education is a key question closely related to the shift in the idea of the university mission and to the transformations of being and functioning in the knowledge-based society.
The dissertation addresses the issue of information literacy integration into the curriculum of higher education. The integration of information literacy into university curriculum creates preconditions for quality improvement in teaching and learning processes. The research reveals the topicality of standardization of information literacy at university education as the way to modernize it. The dissertation presents a phenomenographic research into students’ information literacy conception. The expert study results reveal university teachers and librarians’ attitude towards information literacy and its need at university. The comparative analysis based on the mode of study and gender reflects differences in students’ information literacy... [to full text]Universiteto struktūra, strategija, mokymo tikslai ir mokymo(si) metodai keičiasi drauge su visuomenėje vykstančia pažanga, kai šalia kitų funkcijų universitetui patikėta mokymosi visą gyvenimą misija. Plačios ir sparčios kaitos kontekste naujas ugdymo turinys skatina naujai pažvelgti į studijų procesą, ieškoti būdų ir priemonių kaip jį tobulinti. Siekį keisti studijų paradigmą lemia: a) išoriniai (globalizacija, informacinių technologijų plitimas) ir b) vidiniai (noras tobulėti, kelti kvalifikaciją, siekti žinių) veiksniai. Lietuvos tyrėjai, analizavę universitetinių studijų procesą, skiria didelį dėmesį kompetencijų apibrėžčiai, jų sandarai, kuri glaudžiai siejama su mokymo ir mokymosi strategijomis universitetinėse studijose, universitetinių studijų kokybe ir jos vertinimu, inovacinių mokymosi metodų taikymu universitetinėse studijose, suaugusiųjų mokymosi ir mokymosi visą gyvenimą dimensijomis, mokymosi ir universitetinių studijų santykiu. Šie klausimai neabejotinai yra glaudžiai tarpusavyje susiję, papildo vienas kitą, sudarydami visuminį šiandieninio mokymosi universitete paveikslą. Lietuvoje informacinio raštingumo problematika universitetinėse studijose mažai tyrinėta. Informacinio raštingumo integravimas į aukštojo mokslo turinį yra aktuali problema, glaudžiai susijusi su kintančia universiteto misijos samprata, bei pakitusiais visuomenės, grindžiamos žiniomis, funkcionavimo principais. Užsienio patirtis rodo, kad informacinio raštingumo gebėjimų įgijimas turi... [toliau žr. visą tekstą]
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Ibarra, Roberto. "Modernization through education the answer for combating terrorism." Thesis, Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/5683.
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Approved for public release; distribution is unlimited.in combating terrorism. A comparative analysis in this thesisillustrates that education by itself does not prevent terrorism. Other causal factors must be considered when addressing individuals who do commit terrorist acts. This thesis will use the cases of the Liberation Tamil Tigers of Eelam (LTTE) in Sri Lanka and eleven profiles of educated individuals who were involved in terrorist acts as counterexamples to the education-only theory. It will also discuss present U.S. operations in Afghanistan that focus on education, and present proposals to improve the social and economic conditions that are necessary aspects of reforms being neglected.
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Essex, Malinda Wiard. "The DIalectic of Modernization: Implications for Music Teacher Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274451516.
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Sakun, A. V., F. M. Prodanyuk, and N. V. Griebiennikova. "Modernization of education: the challenges of the modern society." Thesis, Izdevniecība "Baltija Publishing", 2020. https://er.knutd.edu.ua/handle/123456789/15539.
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Magalh?es, Wallace Lucas. "A ?Lei do boi? como estrat?gia da burguesia rural: o caso da Universidade Federal Rural do Rio de Janeiro (1968-1985)." Universidade Federal Rural do Rio de Janeiro, 2015. https://tede.ufrrj.br/jspui/handle/jspui/1770.
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This research focuses on Law n? 5.465, of July 3rd, 1968, popularly known as ?lei do boi?. Elaborated by deputy Ultimo de Carvalho (PSD/ARENA-MG), such law established reservation of vacanciesin technical and high-education schoolskept by the Union in the courses of Agronomy and Veterinary Medicine, for applicants who proved to be related to agriculture and cattle raising. This relation was complexdue to the fact that it involved many possibilitiessuch as the use, possession or ownership of rural real estates, the residence in areas defined as rural and also syndication. Regarding the access to high-education schools, the privilege was given to high-school graduate studentsfrom agriculturaltechnical schools, keeping a relation of continuity with the teaching of agriculture and cattle raising. The law, enacted during the intensification of capitalist relations in agriculture, had its justification based on keeping man in the countryside,duly qualified,in turn, upon education, becoming a fundamental element for the increase of productivity in such sector, widely inducted by the government upon Law n? 4.504, of November 30th, 1964, the Land Statute, and the credit granting, which consolidated financial capital in the agricultural sector and enlarged the trench between large and small rural owners and workers. This research aims, based on the study of ?lei do boi? at Rural Federal University of Rio de Janeiro (UFRRJ - Universidade Federal Rural do Rio de Janeiro),to identify the lawnot only as a privilege to agriculture and cattle raisingrelated groups, but also as a maintenance strategy to certain prerogatives in connection with the agrarian dominant class, by analysingthe gatheringof social forces involved with ?lei do boi?, both in its proposal and approvaland in its utilization. In such scenario, the transfer, in 1967, of the institutions in connection with area ofagrarian sciences of theMinistry ofAgricultureto the Ministry of Education and Culture (MEC - Minist?rio de Educa??o e Cultura), and the uncertainties deriving from it, the university reformwhose impact in UFRRJ must be taken into account and the opening of new courses and vacancies arising from the pressure of groups that supported the Coup of 1964, the modernization process of the agricultural sector and the retakeof social conflicts over the possession of land are fundamental. From the analysis of the entrant students in UFRRJ,that made use of the lawand its relations to the sector, it is discussed the effectivity of the strategy developed by the law, by identifying to whom ?lei do boi? has been advantageous during its 17 years of enforcement
O foco desta pesquisa ? a Lei n? 5.465, de 3 de julho de 1968, conhecida popularmente como ?lei do boi?. Elaborada pelo deputado Ultimo de Carvalho (PSD/ARENA-MG), a lei estabelecia reserva de vagas nas escolas t?cnicas e superiores mantidas pela Uni?o nos cursos de Agronomia e Medicina Veterin?ria, para candidatos que comprovassem rela??o com a agropecu?ria. Esta rela??o era complexa, pois envolvia um conjunto de possibilidades, como o uso, posse ou propriedade de im?veis rurais, a resid?ncia em ?reas definidas como rurais e tamb?m a sindicaliza??o. No caso de acesso ?s escolas superiores, o privil?gio era estendido aos concluintes do ensino m?dio de escolas t?cnicas agr?colas, mantendo uma rela??o de continuidade com o ensino da agropecu?ria. Promulgada durante a intensifica??o das rela??es capitalistas na agricultura, a lei tinha como justificativa a manuten??o do homem no campo, por sua vez devidamente qualificado atrav?s da educa??o, tornando-se um elemento fundamental para o aumento da produtividade do setor, amplamente induzido pelo governo atrav?s de diversos mecanismos, como a Lei n? 4.504, de 30 de novembro de 1964, o Estatuto da Terra, e a concess?o de cr?dito, o que consolidou o capital financeiro no setor agr?cola e ampliou o fosso entre grandes e pequenos propriet?rios e trabalhadores rurais. Esta pesquisa buscou, a partir do estudo da ?lei do boi? na Universidade Federal Rural do Rio de Janeiro (UFRRJ,) identificar a lei n?o apenas como um privil?gio para grupos relacionados ? agropecu?ria, mas como uma estrat?gia de manuten??o de certas prerrogativas ligadas ? classe dominante agr?ria, analisando o conjunto de for?as sociais envolvidas na ?lei do boi?, tanto em sua proposta e aprova??o, como em sua utiliza??o. Neste cen?rio, a transfer?ncia, em 1967, das institui??es ligadas ? ?rea das ci?ncias agr?rias do Minist?rio da Agricultura para o Minist?rio de Educa??o e Cultura (MEC), e as incertezas dela decorrentes torna-se fundamental. Destaca-se ainda a reforma universit?ria, cujo impacto na UFRRJ deve ser considerado principalmente pela abertura de novos cursos e vagas, bem como o processo de moderniza??o do setor agr?cola e a retomada dos conflitos sociais pela posse da terra. A partir da an?lise dos ingressantes na UFRRJ que fizeram uso da lei e de suas rela??es com o setor, discute-se a efetividade da estrat?gia desenvolvida pela lei, identificando a quem a ?lei do boi? favoreceu ao longo dos seus 17 anos de vig?ncia
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Shawa, Lester Brian. "Can higher education policy frameworks engender quality higher education in Malawian universities?" Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.
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Thesis (MEd)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this thesis examines the potential of higher education policy frameworks to engender quality university education in Malawian universities. Pertinent to the fast-growing higher education sector in Malawi is the connection between higher education policy frameworks and quality delivery of university education. Education policy frameworks in Malawi are mainly a response to the government’s broad policy of poverty alleviation. Thus this thesis argues that quality university education ought to contribute to poverty alleviation especially by assisting the country to achieve its Millennium Development Goals (MDGs) and to implement the initiatives of the New Economic Partnership for Africa’s Development (NEPAD). To engender quality university education that could help to alleviate poverty in Malawi, this thesis through Habermasian critical inquiry proposes that quality ought to be the corollary of defensible higher education policy frameworks, policy documents need to delineate quality parameters, access to university education needs to be increased and, inevitably, discursive or deliberative higher education policy making ought to be given primacy.
AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde onderhoude, ondersoek hierdie tesis die potensiaal van hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese universiteite teweeg te bring. Van besondere belang vir die snelgroeiende hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke en die lewering van gehalte universiteitsonderrig. Malawiese onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel. Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees, dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling onafwendbaar voorrang behoort te geniet.
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Oktik, Nurgun. "Restructuring Turkish higher education : the 1981 Higher Education Law and its effects." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1037/.
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Magoula, Angeliki-Elen Myers Christopher S. "Cost in higher education." Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FMagoula%5FMBA.pdf.
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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, June 2007."Advisor(s): Euske, Kenneth ; Gates, Bill. "June 2007." "MBA professional report"--Cover. Description based on title screen as viewed on August 15, 2007. Includes bibliographical references (p. 65-67). Also available in print.
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Kummer, Christian. "Wikis in higher education." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-138370.
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For many years universities communicated generic graduate attributes (e.g. global citizenship) their students have acquired after studying. Graduate attributes are skills and competencies that are relevant for both employability and other aspects of life (Barrie, 2004). Over the past years and due to the Bologna Process, the focus on competencies has also found its way into universities' curricula. As a consequence, curricula were adapted in order to convey students both in-depth knowledge of a particular area as well as generic competences (Bologna Working Group on Qualifications Framework, 2005, Appendix 8). For example, students with a Master's degree should be able to “communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously” (p. 196). This shift has been supported by the demand of the labour market for students that have achieved social and personal competencies, in addition to in-depth knowledge (Heidenreich, 2011).
On course level, this placed emphasis on collaborative learning, which had led to “greater autonomy for the learner, but also to greater emphasis on active learning, with creation, communication and participation” (Downes, 2005). The shift to collaborative learning has been supported by existing learning theories and models (Brown et al., 1989; Lave and Wenger, 1991; Vygotsky, 1978), which could explain the educational advantages. For example, collaborative learning has proved to promote critical thinking and communications skills (Johnson and Johnson, 1994; Laal and Ghodsi, 2012). As Haythornthwaite (2006) advocates: “collaborative learning holds the promise of active construction of knowledge, enhanced problem articulation, and benefits exploring and sharing information and knowledge gained from peer-to-peer communication” (p. 10). The term collaboration defies clear definition (Dillenbourg, 1999). In this article, cooperation is seen as the division of labour in tasks, which allows group members to work independently, whereas collaboration needs continuous synchronisation and coordination of labour (Dillenbourg et al., 1996; Haythornthwaite, 2006). Therefore, cooperation allows students to subdivide task assignments, work relatively independent, and to piece the results together to one final product. In contrast, collaboration is seen as a synchronous and coordinated effort of all students to accomplish their task assignment resulting in a final product where “no single hand is visible” (Haythornthwaite, 2006, p. 12).
Due to the debate about digital natives (Prensky, 2001) and “students' heavy use of technology” in private life (Luo, 2010, p. 32), teachers have started to explore possible applications of modern technology in teaching and learning. Especially wikis have become popular and gained reasonable attention in higher education. Wikis have been used to support collaborative learning (e.g. Cress and Kimmerle, 2008), collaborative writing (e.g. Naismith et al., 2011), and student engagement (e.g. Neumann and Hood, 2009). A wiki is a “freely expandable collection of interlinked Web ‘pages’, a hypertext system for storing and modifying information - a database, where each page is easily editable by any user” (Leuf and Cunningham, 2001, p. 14; italics in original). Thereby, wikis enable the collaborative construction of knowledge (Alexander, 2006).
With the intention to take advantage of the benefits connected with collaborative learning, this doctoral thesis focuses on the facilitation of collaboration in wikis to leverage collaborative learning.
The doctoral thesis was founded on a constructivist understanding of reality. The research is associated with three different research areas: adoption of IT, computer-supported collaborative learning, and learning analytics. After reviewing existing literature, three focal points were identified that correspond to the research gaps in these research areas: factors influencing students' use of wikis, assessment of collaborative learning, and monitoring of collaboration. The aims of this doctoral thesis were (1) to investigate students' intentions to adopt and barriers to use wikis in higher education, (2) to develop and evaluate a method for assessing computer-supported collaborative learning, and (3) to map educational objectives onto learning-related data in order to establish indicators for collaboration. Based on the research aims, four studies were carried out. Each study raised unique research questions that has been addressed by different methods. Thereby, this doctoral thesis presents findings covering the complete process of the use of wikis to support collaboration and thus provides a holistic view on the use of wikis in higher education.
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Magoula, Angeliki-Elen, and Christopher S. Myers. "Cost in higher education." Monterey California. Naval Postgraduate School, 2007. http://hdl.handle.net/10945/10222.
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MBA Professional ReportState and Federal legislature require that standard data on education-related expenditures be provided by universities and colleges in order to standardize methodology and accountability used nationwide by institutions of higher education. The aim is to review existing cost criteria and procedures for determining costs. Accounting structures vary by institution, and by school. This variability across schools makes decision making a difficult task. The objective of this research is to look into the cost structure used presently by two institutions of higher education, namely the Naval Postgraduate School (NPS) and California State University of Monterey Bay (CSUMB). The financial data that determines the consistency of the cost metrics in the decision making process of these institutions is considered. An analysis of the cost information used to make and support decisions is presented. The variety of the cost structures within the researched institutions is analyzed and compared, in order to identify the factors that generate the differences. The research concluded that both institutions should continue to develop the cost structure to have a comparative view across schools for more efficient planning and the tracing and updating of estimates.
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Smith, Shannon Tucker Fulton-Calkins Patsy. "Megatrends in higher education." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9028.
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Quinn, Lynn. "Teaching in higher education." Routledge, 2014. http://hdl.handle.net/10962/66557.
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publisher versionAs Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.
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Smith, Shannon Tucker. "Megatrends in Higher Education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9028/.
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Utilizing the theory of John Naisbitt's 1982 Megatrends, this study identifies eight trends for the future of higher education using content analysis of generalized print media reports for three bell-wether states. For the period of 2001-2005, generalized reporting for three newspapers, the Los Angeles Times from Los Angeles, CA, the Miami Herald from Miami, FL, and the Denver Post from Denver, CO, included over four thousand articles and covered 21 primary topics and over 200 secondary topics. Eight trends emerge from the content analysis. Trend 1, from the ivory tower to the public domain, identifies increasingly critical public scrutiny of higher education standards and curricula. Fight or flight, Trend 2, reveals more consistent no-tolerance policies for student behavior. Trend 3, scholar to celebrity, reveals an increasingly public role for university presidents. Academic freedom to academic flexibility, Trend 4, identifies a tightening of academic freedom policies for university staff and faculty. Trend 5, pay now, learn later, focuses on increased popularity of pre-paid and tax free plans for saving college tuition. Fraternity party to fraternity accountability, Trend 6, identifies increased scrutiny of Greek organizations and Greek life within the university environment. Trend 7, tenure to temporary, reflects the growing trend of hiring more part-time faculty rather than hiring faculty for tenure track positions or full-time instructor jobs. Lastly, campus to cyberspace, Trend 8, identifies the continued success of online instruction at the university level.
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Komljenovič, Janja. "Making higher education markets." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702882.
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Drew, Simon. "Dyscalculia in higher education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21472.
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This research study provides an insight into the experiences of dyscalculic students in higher education (HE). It explores the nature of dyscalculia from the student perspective, adopting a theoretical framework of the social model of disability combined with socio-cultural theory. This study was not aimed at understanding the neurological reasons for dyscalculia, but focussed on the social effects of being dyscalculic and how society can help support dyscalculic students within an HE context. The study s primary data collection method was 14 semi-structured interviews with officially identified dyscalculic students who were currently, or had been recently, studying in higher education in the UK. A participant selection method was utilised using a network of national learning support practitioners due to the limited number of participants available. A secondary data collection method involved reflective learning support sessions with two students. Data were collected across four research areas: the identification process, HE mathematics, learning support and categorisations of dyscalculia. A fifth area of fitness to practise could not be examined in any depth due to the lack of relevant participants, but the emerging data clearly pinpointed this as a significant area of political importance and identified a need for further research. A framework of five categories of dyscalculic HE student was used for data analysis. Participants who aligned with these categories tended to describe differing experiences or coping behaviours within each of the research areas. The main findings of the study were the importance of learning support practitioners in tackling mathematical anxiety, the categorisations of dyscalculic higher education students, the differing learning styles of dyscalculic and dyslexic students, and the emergence of four under-researched dyscalculic characteristics: iconicity, time perception, comprehension of the existence of numbers that are not whole and dyscalculic students understanding of non-cardinal numbers.
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Gorlatova, O. "Higher education in Germany." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16664.
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Dovhopol, H. "Internationalization of higher education." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16677.
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Dovhopol, H. "Trends in higher education." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18525.
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Yung, Man-sing. "Education and the labour market : the implications of higher education expansion in Hong Kong in the 1990s /." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18916107.
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Ragadu, Suzette C., and Suzette C. Minnaar. "Transformation in higher education : receptions of female academics at a distance education institution of higher education." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2809.
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Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007.Females in academia remain concentrated in lower level positions, with limited and often no decision-making power. However, this is not only a South African phenomenon but it is also evident in the position of female academics in the United Kingdom, the United States and New Zealand. Within the South African context, higher education institutions are in a process of transformation and change in order to integrate with social transformation and change. Therefore, the Department of Education mandated certain higher education institutions to transform and merge, with implications for their human resource management. Universities are regarded as complex organisations and this complicates the management and leadership of such institutions. Moreover, South Africa has passed legislation (e.g. the Higher Education Act) that impacts its human resource management and the manner in which higher education institutions are transformed and managed. Higher education institutions employ the principles of corporate management and therefore the distinction between management and leadership is highlighted. Communication is discussed as a tool thereof and the differences of males and females in this regard are emphasised. The status of female academics in South Africa is discussed and the perceptions of female academics with regard to the dimensions used in the empirical inquiry are highlighted. The empirical inquiry gauged how females occupying academic positions at a South African distance education university perceived the management process of institutional transformation. The perceptions of female academics with regard to five dimensions: management and leadership; communication; diversity and employment equity; and transformation and change were gauged and compared to the perceptions of male academics and that of female professional/administrative personnel. It was found that female and male academics were relatively positive with only one significant difference: their perceptions of communication at the institution. There were also significant differences in the perceptions of white and of black female academics. Furthermore, when female academics were compared to female professional/administrative personnel, there were significant differences: female academics held generally more positive perceptions than those of female professional/administrative personnel. In addition, there was evidence of an ageing workforce.
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Vlasin, A. "Mission education in Romanian Evangelical Higher Education." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517588.
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Soepatini. "Entrepreneurship education in Indonesian higher education institutions." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.
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For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.
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Young, Yih-Jin. "Modernization and equality of educational opportunity in Thailand : 1970-1990 /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/8929.
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Mertova, Patricie. "Quality in higher education: stories of English and Czech academics and higher education leaders." Monash University. Faculty of Law, 2008. http://arrow.monash.edu.au/hdl/1959.1/53585.
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The subject of quality has been a pervasive issue on the agenda in higher education around the world for more than a decade. A greater focus on quality in higher education resulted from a range of competing factors, among the most prominent were: political control over higher education (exerted particularly by national governments), the growth in the number of students in higher education (including general changes in the student population and their expectations) and financial control on the part of national governments (frequently related to the previous two factors). Quality monitoring has become a mechanism for governments worldwide to tackle these competing factors. However, at the same time, it can be argued that it was frequently employed to disguise the dominant focus on accountability in higher education rather than on enhancement. Many of the quality assurance models and systems applied to higher education originated in the business and manufacturing sectors. They have often been found unsuitable or only partially suitable for the higher education sector, because they largely disregarded the nature of higher education and its employees, in particular the academics. It may be argued that the quality movement has driven higher education more towards greater uniformity, which may be detrimental to what was understood as the “real” quality in higher education. For instance, innovation was regarded as an important aspect of academic work. Nevertheless, the present quality development drive seems to be working against the nature of academic work. Given this background, it is alarming that the academic voice seems to have had little impact to date on the development of quality systems in higher education. Therefore, the present thesis attempted to investigate the academic voice concerning higher education quality. Overall, this thesis had two main objectives. First, based on the analysis of stories of academics and higher education leaders, the thesis endeavoured to construct a framework of significant quality issues for the potential use in future policy development in higher education in the two countries investigated in this research (the Czech Republic and England), and prospectively in other higher education systems around the world. In particular, it aimed to introduce more human-centred measures into the area of higher education quality. Second, in terms of developing a methodology, the thesis attempted to illustrate the way in which a critical event narrative inquiry study of heterogeneous and complex environments, such as higher education, could be undertaken. Employing such a critical event narrative inquiry approach, the researcher endeavoured to highlight important aspects of higher education quality, which have been largely overlooked in the area, and thus assist the improvement of the practice of quality development in higher education. The study utilised face-to-face interviews with academics and higher education leaders concerning their perceptions of the issue of higher education quality. The researcher anticipated that eliciting of “critical events” through interviews with individuals involved in the area of quality in higher education (academics and higher education leaders) would uncover some important aspects in higher education quality which would not be revealed using other more traditional empirical methods of inquiry, particularly quantitative research methods. To investigate the area of higher education quality, the researcher elected to look into the English and Czech higher education systems. The choice of the English higher education system was influenced by the knowledge that England, and more generally the UK, was among the first countries in the world, and certainly the first in Europe, to introduce a formal quality assurance system into higher education. Australia followed this trend soon after it was introduced in the UK. The researcher elected the Czech higher education system, as a culturally different educational system, distinctive from the Anglo-Saxon educational tradition, and which is uniquely placed on the divide between Western and Eastern Europe. In this respect, the critical event narrative inquiry method was proposed as a suitable method for the investigation of significant aspects of cultural difference. Employing the critical event narrative inquiry method, the researcher uncovered a number of significant issues. Some of these issues were identified by English and Czech academics and higher education leaders as not featuring strongly in their countries’ current higher education quality enhancement practices, and yet they were regarded as important by the academics. Some of the issues uncovered in this research, on the other hand, were highlighted as impacting negatively on the quality enhancement processes in their respective higher education systems. There were a number of issues which were identified as common to both the English and Czech higher education systems. These issues might have been an indication of potential wider relevance of such trends among a broader range of higher education systems worldwide. This thesis proposed a framework for a human-centred approach to quality enhancement in higher education based on issues which were common to both English and Czech higher education systems. This framework featured: • Regard for the academic voice in higher education quality policy development; • Attention to human-centred aspects of higher education quality; • Need for a collegial approach and reflection on the purposes of quality evaluation processes; • Equal value afforded to teaching and research; and • Focus on innovation and change. There were also some culture-specific issues uncovered, particularly in relation to the Czech higher education system. These culture-specific issues may be relevant to certain common trends and features in other higher education systems in Central and Eastern European regions. In this respect, the thesis proposed a framework for a human-centred approach to quality enhancement with regard to culture-specific issues. The framework focused specifically on Czech higher education and may be of potential relevance to other Central and Eastern European higher education systems. This framework included: • The significance of transparency in educational processes; • The need for a fundamental change in the style of pedagogy in higher education institutions; to focus more on thinking processes and reasoning; • The need for a more systematic move towards a student-centred approach across the whole higher education system; • The need to address the factor of pressure on Czech academics to publish mainly in English in order to receive international recognition; and • The need for education of Czech academic staff to enable a broader and better understanding of the concept of higher education quality in the context of the Czech higher education system. Investigation of the academic voice in English higher education did not reveal any culture-specific issues. In other words, the English academics and higher education leaders did not identify any issues in higher education quality that were distinctively different from the general issues highlighted also by Czech academics and higher education leaders. Some of the issues pointed out in the English context occurred on a more advanced level due to the different historical, political and socio-economic context of the UK higher education. It appears that quality in higher education is here to stay. As such, it is essential for the future of higher education that quality enhancement be based on education-focused approaches. Overall, this thesis proposed a human-centred approach to quality enhancement as one way of attaining educational focus.
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Burkum, Kurt Richard Hendrickson Robert M. "The role of state higher education governance structures in state-level higher education lobbying." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.
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Ali, Nimo-ilhan. "The growth of higher education in Somaliland : implications to the higher education-development nexus." Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23789/.
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Liu, Huacong. "Internationalizing Chinese higher education institutions." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39968.
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In this qualitative case study, I explored how internationalization is interpreted at a higher education institution in Shanghai, China. By using a theoretical framework containing Knight’s (2004) model, Marginson and Rhoades’ (2002) concept of ‘Glo-na-cal’, and Tierney’s (1998) academic culture, I attempted to answer three main research questions: How is internationalization interpreted at the national level, in terms of strategies, approaches, and rationales? How is internationalization interpreted at the institutional level, in terms of activities and rationales? At the core of the internationalization of higher education in China lies potential academic cultural clashes. How is this clash manifested, and how is this clash addressed at the institutional level?
This study took place at School of Economics, Pacific University in China. Data collection took place from late March through mid-April 2011 using a strategic sample of participants including domestically trained scholars, returnee scholars, and senior administrators in the school. Data collection consisted of semi-structured interviews and document collection. Interviews were conducted in Mandarin and were digitally recorded and subsequently transcribed, coded, and analyzed thematically.
The findings of this study suggest that internationalization of higher education has taken a narrow and pragmatic approach in China’s national policy level: internationalization is treated as a means to achieve national goals in technology innovation and creativity, and economic competitiveness through building world-class universities. However, there is a lack of well-articulated strategies of how to achieve the world-class university status. The absence of concrete strategies imposed from the national level does make room for suitable strategies and activities at the institutional level internationalization process. The case study institution has developed a set of strategies for internationalization, including overseas recruiting and strengthening academic environment, curriculum reform and strengthening teaching quality, emphasis on research and intensifying academic exchange. Nevertheless, true internationalization does not come easily. A lack of collegial academic culture is shown at the case study institution between the domestically trained faculty and returnee scholars. From a macro perspective, this study also indicates a frequent interaction among the local, national, and global levels during the process of internationalizing a Chinese higher education institution.
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Daukšienė, Estela. "Virtual Mobility in Higher Education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20131220_085909-84407.
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Higher education institutions are not fully prepared for virtual mobility (further VM) implementation – there is no common framework, methodology of preparation, and the set of competences to possess in order to implement VM efficiently, and to be acquired during VM. With the aim to conceptualize the virtual mobility phenomenon in higher education, analyzing its main components and revealing their relationships, the following research questions were raised: how is virtual mobility in higher education defined? Why is it necessary to implement VM in HE? How can teachers and institutions prepare for and implement VM? The first part of the dissertation focuses on the VM concept analysis, differences between VM and similar concepts, and the key VM components. The second part reveals the empirical research methodology by connecting the research questions with the chosen research methods. The third part discusses empirical research findings, which verify the complexity of the phenomenon, the interrelationships of the components, and the VM dimensions permeating VM implementation in HE.Aukštojo mokslo institucijos dar nėra pilnai pasirengę virtualaus mobilumo (toliau VM) įgyvendinimui - nėra priimti visuotinai suderinti sprendimai kaip institucija, studentai ir dėstytojai turėtų pasiruošti VM, neaišku, kokių kompetencijų reikia dėstytojams, siekiant efektyviai organizuoti VM bei kokias galima įgyti studijuojant VM būdu. Siekiant konceptualizuoti VM fenomeną aukštajame moksle, išanalizuojant pagrindinius jo komponentus ir atskleidžiant jų tarpusavio sąsajas, darbe keliami šie pagrindiniai tyrimo klausimai - kaip virtualus mobilumas apibrėžiamas aukštajame moksle? Ar reikalingas VM aukštojo mokslo institucijoms ir kodėl? Kaip dėstytojai ir institucijos gali pasirengti ir įgyvendinti VM aukštojo mokslo institucijose? Pirmojoje disertacinio darbo dalyje nagrinėjama VM sąvoka, aptariami VM ir panašių terminų skirtumai, atskleidžiami pagrindiniai VM fenomeno aukštajame moksle komponentai. Antrojoje dalyje detalizuojama empirinio tyrimo metodologiją. Trečiojoje - aptariami empirinių tyrimų rezultatai, patvirtinantys fenomeno kompleksiškumą, VM komponentų tarpusavio priklausomybę bei VM dimensijas, pagrindžiančias VM įgyvendinimą aukštajame moksle.
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Marchand-Stenhoff, Sandra Marie. "Academic incivility in higher education." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386703.
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Thesis (Ph.D.)--Indiana University, Dept. of Higher Education Administration, 2009.Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4595. Adviser: John P. Bean.
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Briks, Hilda. "Global citizenship and higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27608.pdf.
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Wilcox, Susan. "Educational development in higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/NQ28081.pdf.
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Cook, Bradley James. "Egyptian higher education : inconsistent cognitions." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310074.
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Graham-Matheson, Lynne. "Mature students in higher education." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322841.
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Moogan, Yvonne Joyce. "Buyer behaviour in higher education." Thesis, Manchester Metropolitan University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392834.
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Serumola, Patrick Abednico. "Improving performance in higher education." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
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Zoghi, Cynthia Erfanian. "Labor markets in higher education /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992955.
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Ortega, Janet L. "Strategic partnerships in higher education." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606831.
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The purpose of this study was to investigate the impacts of strategic partnerships between community colleges and key stakeholders; to specifically examine strategic partnerships; leadership decision-making; criteria to evaluate strategic partnerships that added value to the institution, value to the students, faculty, staff, and the local communities; and that furthered the community college mission. One-hundred and twenty-five higher education administrators from thirty seven states and one U.S. territory participated.
The literature defined strategic partnerships in higher education (Alfred, 2006; Gajda, 2004) and highlighted the theoretical constructs of strategic management (Alfred, 2006; Myran & Howdyshell, 1994; Stahl & Grigsby 1992), leadership decision-making (Bogart, 1994; Eaton, 1988; Strauss, 1978), collaboration theory (Gray, 1989; Schroeder, 1999), negotiation theory (Faberman, 1978; Strauss, 1978), and resource dependency theory (Nienhüser, 2008; Strauss, 1982, Schwalb et al., 2011). The literature review established a basis for successful strategic partnerships.
A web-based survey was created by the author based on the literature and was reviewed by an expert panel. The sample included community college administrators, primarily College Presidents (n = 66). Data collection utilized SurveyMonkey. Data analysis was descriptive on seven research questions.
The recommendations abridged from the research study were: • Reevaluate strategic partnerships to meet the current goals outlined in the existing community college mission statements. • Modify the community college missions in the United States to be reflective of the federal mandates of accountability and degree completion. • Provide greater inquiry by community college administrators over the costs and benefits of strategic partnerships to improve selections that ratify the missions with focused emphasis on accountability and degree attainment. • Strengthen strategic partnerships that foster K-12 transitions, greater attainment of two-year degrees, and matriculation toward higher level degrees to be reflective of the higher expectations placed upon community colleges to meet the needs of diverse student populations. • Advance and strengthen models of strategic partnerships, particularly with the university, to improve the effectiveness and increase successful transfer rates and higher rates of degree completion.
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Hoover, Natalie Renee, and Samantha Coyne Martinez. "FOSTER YOUTH AND HIGHER EDUCATION." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/505.
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In this study, 10 former/current foster youth were interviewed about their foster care experiences by examining factors that contributed them from pursuing higher education and factors that may have influenced them from not pursuing higher education. Data collection occurred throughout Riverside and San Bernardino Counties. The results of the study found that there were four themes, which presented to be factors that are influential in foster youth pursuing or not pursuing higher education. These themes are centered on the environment, support factors, the foster youths drive and types of services that they received while in foster care. The results of the study imply that there are significant barriers to foster youth pursuing higher education and there are influential factors that foster youth experience in pursuing higher education. This study recommends that there should be an expansion of the research conducted to continue to access which areas can influence foster youth to pursue higher education.
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Andersen, Camey Lei. "Improving Mentoring in Higher Education." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8288.
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As universities and institutions of higher education seek to improve retention, persistence, well-being, and overall college experience satisfaction for their students, there is an increased emphasis on mentoring in higher education. Improving mentoring in higher education--the specific tools, training, and practices that develop effective mentors--remains an often-elusive goal for college administrators and university mentoring programs and in research. This research examined available research on effective mentoring and provided recommendations for how to create successful mentors and mentoring programs in higher education. This dissertation is a three-article format presentation of information about mentoring in higher education. The first article is a literature review of mentoring and higher education literature analyzing what makes an effective mentor and implications for practice. The review of 34 articles examined themes of impact of mentoring, role of mentor, and mentoring programs, as well as implications for practice for each theme. The review showed that more research is needed on mentoring and higher education, mentor training, and the perspective of mentors. The second article investigated mentoring in online learning environments. The survey research study analyzed responses from 143 online mentors from around the world in a global higher education initiative. Four mentoring domains were used for analysis. Online mentors reported they were most effective at providing emotional and psychological support for students. Study results showed mentor support for individual students outside the virtual classroom, strategies for student goal setting, characteristics of online role modeling, and mentor confidence in technology skills. The study also contributed findings to the literature about online mentoring benefits for nontraditional students, technology challenges, and online mentoring role adoption. The third article examined ongoing mentoring training. The qualitative study analyzed interview responses from 20 international in-person mentors in a global higher education initiative to discover how ongoing training affects mentors' abilities to assist higher education students in achieving their educational goals. Study results showed the benefits from ongoing mentoring training, the importance of volunteer mentoring needs in ongoing mentoring training, and the effects of mentoring training creativity. The study also showed that ongoing training positively impacts mentors, volunteers may need more training, and that ongoing training advanced effective mentoring practices. Successful mentoring can make a meaningful difference in students' lives. This research showed the impact of mentoring and its potential benefits in in-person and online learning environments. This research also showed the significance of effective mentoring programs and ongoing mentor training in mentoring.
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Pike, Tiffani L. "Leadership and Higher Education Administration." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1536053893669972.
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