Dissertations / Theses: 'Muslim University'

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Mellor, Jody. "Parallel lives? : working-class Muslim and non-Muslim women at university." Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/11030/.

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Bahiss, Zainab. "Lifting the Veil: Muslim women's adjustment to a New Zealand university." The University of Waikato, 2008. http://hdl.handle.net/10289/2493.

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Abstract Due to a decline in the number of domestic students in many New Zealand and other foreign Western countries' universities, there is more recruitment of international students. In New Zealand universities, beside the increase in the number of other foreign international students, the number of Muslim international students and especially Muslim women students has increased in the past few years. This is due to internationalisation of New Zealand education and the economic benefits which international students provide to New Zealand economy. The reason for undertaking this study is because as a Muslim women and a student myself, I wanted to investigate the adjustment problems of the increased number of Muslim women international students at the University of Waikato. This is because, it would provide information to researchers, theoreticians and policy developers regarding adjustment issues that might be specific to Muslim women. Unfortunately, this area is under researched; hence this study could assist in filling the vacuum in this area. The literature so far has discussed the adjustment issues of international students in general and from the literature there seems to be two main dominant areas where international students suffer adjustment problems. These two areas are the academic environment of the university and the socio-cultural environment of the university. The academic environment has many elements to which many international students are believed to face adjustment problems such as adjusting to the 'study shock'. On the other hand, in the socio-cultural environment, students are believed to face adjustment problem to the culture shock. However, there are many flaws in the existing literature which results in its weakness and hence the need for this study. In order to discuss the adjustment issues of Muslim women international students' one has to examine the educational background of these students. It is important to also examine the religious and cultural backgrounds of these students because religious beliefs and practices combined with their cultural background have an impact on their adjustment into the foreign academic and socio-cultural iii environment. Islam strongly encourages the acquisition of education for women. Looking at the history of Muslim women, one can find great scholars who achieved enormously from their right to education. However today there is great tension in the Islamic world regarding women's education which makes this issue very complex. This is due to the different interpretations of the Islamic scholars of the verses of the Quran, and Muslim people cultural and tribal codes. Therefore, many Islamic countries have taken different approaches to the education of their female population that is from very conservative to liberal ones. The qualitative approach used in this chapter helped in understanding the perspectives and world views of the respondents which would have not been possible otherwise. The confidentiality and anonymity of the respondents was catered for before conducting the interviews and pseudo names are used in this study to refer to the respondents of this study. This study is however limited in that the time constrain did not allow me to do a longitudinal study in order to discover the many un answered questions or ambiguous sentences. This study has revealed four major themes which were identified through this research as being specifically important to the adjustment of Muslim women international students. These women did not view their adjustment as a huge shift instead for them it required more of gentle shift in their adjustment. The similarities in the academic environment of the international students and that of New Zealand universities made the adjustment to the academic environment even smoother. There are also other positive adjustments these international students make while in New Zealand universities. They are more independent and are able to communicate in English language which for most international students seems to be main reason for coming to Western universities. There is need for the staff and students to understand the religious and cultural beliefs of these international students so that they can help them in the adjustment process. There is also increased need for the universities and policy developers to provide help and support for the international students. iv There are many issues that seemed to need further exploration which this study has not managed to find out. The research needs to be done to discuss the huge emotional or psychological impact on the international students' due to teachers' and local students' lack of knowledge of their religious and cultural beliefs. The researchers also need to investigate how this change in the personality and thinking of women impacts on them when they go back to their home countries. In theorisation, there is need to theorise the adjustments of students who belong to other religious and cultural groups and how it might impact their adjustment process. For the practitioners, there is need to investigate the role of the staff and institutes to clearly identify to the role of staff in how they could make international students transaction to the university smoother.

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Onay, Ahmet. "Religious attitudes and Muslim identity, with reference to Turkish university students." Thesis, University of Leeds, 2000. http://etheses.whiterose.ac.uk/532/.

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The thesis explores religious attitudes and Muslim identity in Turkey from a social psychological perspective with reference to university students. Religious attitudes are explored in relation to three components: cognitive, behavioural and affective religious attitudes, whereas Muslim identity is examined through macro and micro levels, and observations. In order to investigate these issues, qualitative and quantitative methods are employed. Research hypotheses are developed on the basis of a review of secondary materials related to Islam in the Turkish context, Muslim identity and the measurement of religious attitudes. Primary data for this study are gathered through standardised questionnaires, such as the Religious Attitude Scale, in-depth interviews and observations. The techniques of psychometrics are employed for the fieldwork of this study, carried out among 1149 students in two universities in Turkey. Using sophisticated statistical analyses, test variables are operationalised and research hypotheses are tested. In doing this, a number of demographic and contextual variations, namely gender, age, family incomes, social and educational backgrounds, supplementary religious education and orientations towards both the Diyanet and cemaats, are taken into account as independent variables. Conclusions are drawn on the basis of the results of statistical analyses, as well as using qualitative inferences from in-depth interviews. The thesis also investigates the predictors of religious attitudes. Using a stepwise multiple regression analysis, between about 55% and 75% of variance in religious attitudes of Turkish university students are explained. The greatest amount of variance in religious attitudes is explained by orientation towards the Diyanet, the formal religious institution in Turkey.

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Lamont, Sarah. "Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346.

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Abukhattala, Ibrahim. "Educational and cultural adjustment of ten Arab Muslim students in Canadian university classrooms." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84872.

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Arab Canadians are a heterogeneous and frequently misunderstood group whose educational background and cultural heritage have received little attention in the scholarly literature. In multicultural Canada, educators, curriculum developers, textbook authors and policy makers rely on available literature to inform their decision-making processes. Mainstream media, as a source of information and insight, do not fill this need.
In this inquiry, I examine the cross cultural and educational experiences of ten Arab undergraduate students in two English-language universities in Montreal. Participants were from Libya, Tunisia, Algeria, and Morocco and have been in Canada for three to seven years.
Classic qualitative methodological tools of in-depth interviews, participant observation and document analysis were employed to record, analyze and interpret the experiences of these students. In order to give voice to these students' insights and experiences, a narrative approach is used in presenting and interpreting the data.
Seven themes identified as educational issues emerged from the analysis: Student-Teacher Relationship; Teaching Methodology; Democratic dialogue in the classroom; Teaching and learning foreign languages; Examinations; Research and Library Facilities; and Problems encountered in interactive classroom. Two themes, identified as cultural issues, emerged: Canadians' Perceptions of Arabs and Muslims from the perspectives of the participants; Islamic dress (hijab) and Sex-segregated relationships.
The analysis revealed differences in culture, language, and social and educational systems between these students' countries of origin and Canada as the major sources of these students' positive and negative experiences. The study concludes that Canadian educators can assist these students by becoming aware of their home culture, different learning styles, frustrations in adjusting to school life and in overcoming cultural shock; and by helping them adjust to Canadian educational system and learn about the Canadian culture.

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Zubair, Maria. "Pakistani, Muslim and British : Family influence and the negotiation of different worlds at university." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500555.

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Ariyanto, Amarina. "Intergroup biases in the reporting and perceiving of Muslim-Christian conflict in Indonesia /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18403.pdf.

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Afreen, Tanjeem. "Experiences and Adaptations of Muslim Students on the Campus of California State University, Long Beach." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10978040.

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Based on ethnographic research conducted at California State University Long Beach, this thesis examines the adaptations that Muslim students make in both their eating habits and their forming of social connections in order to meet their specific religious requirements while attending university. The findings of this research are adaptation in eating halal according to student perception, limited halal food options on campus; religious reasons for maintaining a strict halal diet; varying student perceptions of the meaning of halal; the high price of halal food off-campus; students’ mixed feelings about eating non-halal food; and the effects of religion on making friendships and forming social connections with both Muslims and non-Muslims. This research explores adaptive strategies that the Muslim students employ, as well as these students’ attitudes regarding eating non-halal food on campus. This research provides valuable insight into how the university can best serve the needs of an under-served specific minority group on campus, and by extension, the needs of other potentially-underserved groups.

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Kholifah, Dwi Rubiyanti Pimpawun Boonmongkon. "Contesting discourses on sexuality and sexual subjectivity among single young women in pesantren (Muslim Boarding School), West Java, Indonesia /." Abstract Full Text (Mahidol member only), 2005. http://10.24.101.3/e-thesis/2548/cd377/4637972.pdf.

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Albrecht, Milde. "The relationship of values and identity in female Muslim students’ dress practices at the University of Pretoria." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/41184.

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Western and Eastern societies are known to vary in terms of their important values, identities and dress practices. The Muslim culture is a typical Eastern culture, in which the veil is the most visible symbol of a woman’s Islamic identity. Today many Muslims live in Western societies. The non-Muslim cultural context has resulted in Muslim women becoming acculturated to the new context and thereby having adopted new patterns of dress. South Africa is generally considered to be a Western society. South African Muslim women follow a variety of dress practices, and take part in the acculturation process to different degrees in order to adapt to the cultural context. Islam is the fastest growing religion in the world, but in South Africa Muslims are a minority group. While various international studies have focused on the values and identities that influence Muslim women’s dress practices, very few studies have analysed these aspects within a South African context. This research study fills an important contextual gap in existing knowledge on the behaviour of Muslim women in terms of their dress practices, as related to their values and identity. The study makes a contribution to the fields of culture and apparel behaviour research. e fields of culture and apparel behaviour research. Female Muslim students attending a university in Pretoria follow varied dress practices. While some individuals wear traditional Islamic garments, others follow Western fashion trends. These differences in dress can be attributed to the acculturation process. The campus environment is a multicultural context. Female Muslim students must decide to what extent they are willing to adopt the new values, identities and dress practices that surround them. The aim of this study is to explore and describe the relationship between values and identity in the dress practices of female Muslim students attending a university in Pretoria. The study’s literature review includes explanations of different value typologies, identity types and acculturation strategies. All of these concepts are related to dress. A cultural perspective served as the theoretical framework for the study. This perspective recognises the relationship between the material and non-material aspects of culture and provides a framework to determine how abstract concepts manifest in dress over time. The sample consisted of 200 female Muslim students enrolled at the University of Pretoria. Participants were all between 17 and 25 years of age. Non-probability sampling methods were used, including purposive and snowball sampling. Participants were asked to complete a self-administered questionnaire. An exploratory survey research design was followed with a quantitative approach to collect data. The results of the study revealed that participants could not be divided into three groups according to the different acculturation strategies, but rather into two groups, based on less modest and more modest dress practices. Only slight differences in values and identity were identified between the two groups. While the group who followed less modest dress practices placed more importance on social values, the group following more modest dress practices placed more importance on religious values and found a Muslim identity to be more predominant. All other values and identities were rated as being equally significant to both groups and were also ranked in the same order of importance.
Dissertation (MConsumer Science)--University of Pretoria, 2012.
gm2014
Consumer Science
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Alsudis, Mona Saleh A. "How Saudi women researchers perceive their role at Princess Nora Bint Abdul Rahman University." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40232.

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This study discusses the way in which Saudi academic women perceive their role as academic researchers at Princess Nora Bint Abdul Rahman University in Riyadh, Saudi Arabia. My aim is to illustrate and explain the role of women academics who live in a conservative religious culture in Saudi Arabia, and how they fulfil their research obligations. Moreover, I aim to clarify and understand the challenges they face throughout their academic journeys. I have used the method of narrative inquiry in order to understand the perceptions of and career complexities faced by the participants in this study. This thesis discusses the improvement of education in Saudi Arabia and how women in the country have gained rights in terms of education. This study is built on discovering the effects of the conservative religious identity of a Saudi academic woman and how she copes with the various challenges that she faces throughout her academic journey to become a researcher. The four academic researchers involved in this study incorporate their identities and beliefs into their daily tasks. Three themes emerged from the findings and the interpretation of the data, which served as a guide to answering the research questions. These three themes are:  Family and cultural role: a fine line between support and control  Challenges through the academic journey  The Saudi identity I conclude the study by discussing the major finding that these Saudi academic women’s conservative religious identities have shaped them not only as women of faith, but also as academic researchers.
Thesis (PhD)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
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Al-Aulaqi, Nader. "Arab-Muslim views, images and stereotypes in United States." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2275.

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Wonder, Terri K. "Re-Islamization in Higher Education from Above and Below: The University of South Florida and Its Global Contexts." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002323.

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Ok, U. "Challenges of studying religion at university level : Â an inquiry into stress experienced by Turkish Muslim theology students in their thinking about religion." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497566.

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Nabi, Shaida Raffat. "How is Islamophobia institutionalised? : racialised governmentality and the case of Muslim students in British universities." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/how-is-islamophobia-institutionalised-racialised-governmentality-and-the-case-of-muslim-students-in-british-universities(faa43fe6-a4af-47cf-893f-05dc1a2bb13a).html.

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This thesis explores how Islamophobia is institutionalised in British universities. Focussing on Muslim students, this question is largely explored through empirical research using two case study universities. Each university was examined through key university functions; namely, 'ethnic' monitoring data under the Race Amendment (2000), union politics and welfare/observance provisions. The research involved semi-structured interviews with Muslim students who were in some way 'active' on campus, as well as university/union staff between 2004 and 2006. It also included some document analysis. It is argued that Islamophobia is institutionalised through its govermentalising function and is reflected in three key modes of 'managing' Muslim students; 'absence' (invisibility), 'presence' (hyper-visibility) and 'inclusion' (liberal multiculturalism). 'Absence' refers to the absence of Muslim students as a recognised collectivity within the formal structures of the university. Thus, it is argued, Muslim student concerns about racism fail to be formally registered and remain trivialised at anecdotal levels. 'Presence' refers to the hyper-visibility of Muslim students as a troublesome 'fundamentalist'/'extremist' cohort. This is exemplified through numerous historical and contemporary sector and state interventions, but also in student union politics. 'Inclusion' refers to liberal multicultural practices that regulate Muslim students. This is observed in equality practices (e.g. university provisions) in the university and the way they function to minoritise rather than equalise the status of Muslim students. What these modes of governance emphasise is the way Muslim students are the subject of and subjected to processes of racialised management, that is, regulation, discipline and normalisation. Each of these modes are explored through interviewee accounts/documents, and (in)formed by a recursive engagement with theories of racialised governmentality. It is argued that together, these modes of racialised governmentality signify the transgressive status of Muslims. They are also seen to reflect the broader political (in)visibility of Muslims in Britain and their awkward place within British multiculturalism. Influenced by 'de-colonial' thinking and activist-based research, the thesis has sought to develop a critique of dominant and racialised discourses about Muslim students in universities. This has involved the selective use of discursive techniques and a reflexive awareness of my own positioning with research. It has also involved cognizance of the way Muslim students and Muslim communities generally, have been perceived as 'suspect' and subject to increased securitisation. In the main however, the thesis has troubled the equality practices of universities and highlighted the way they are part of, not separate from, the problem of Islamophobia.

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McKenzie, Kathleen Bell. "On Becoming Women: Adolescent Female Muslim Refugees Negotiating Their Identities in the United States." UNF Digital Commons, 2004. http://digitalcommons.unf.edu/etd/276.

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The United States is becoming more diverse; numerous immigrants and refugees enter every year. Among the newer groups are those practicing the Muslim religion. This qualitative research focused on the identity formation process of six adolescent female Muslim refugees from Afghanistan. Based on Erikson's paradigm of psycho-social development and Marcia's modifications to that theory, I used semi-structured interviews to understand how the participants negotiated their identities in the context of their families, the public school, and the community. This cohort appeared to exist within a circumscribed Afghan community, retaining significant parts of their culture, traditions, and roles. The exception to that retention occurred in the Educational/Vocational Domain. Economic necessity impelled them to assume new roles and to plan for post-secondary education and vocations, for which they were inadequately prepared, and for which their parents could provide little guidance. These young women needed assistance in educational and career planning and counseling programs to facilitate their entry into post-secondary education and to develop their job skills. It seems fair to generalize that this deficit exists for most foreign-born and limited-English students. Addressing this deficit is a daunting, but important, task for the educational system and for resettlement programs.

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Jones, Pamela Nicolette Louise. "Secularising the veil : a study of legal and cultural issues arising from the wearing of the Islamic headscarf in the Affaire Du Foulard in France /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18268.pdf.

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Marlita, Tita. ""Ways of knowing" : Islamic customs of polygamy, veiling and seclusion in the autobiographical writings of Huda Shaarawi and Kartini /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ47428.pdf.

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Aharbach, Fouzia, and Jenny Ehn. "Ser mitt huvud smart ut i den här? : en studie om sjalbärande kvinnors upplevelser av bemötande inom högskolan." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58883.

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Denna studies syfte är att beskriva några sjalbärande kvinnors upplevelser avbemötande inom högskole/universitetsmiljö. Studien undersöker dels bemötande frånlärare och dels bemötande från studiekamrater. För att undersöka detta användskvalitativa intervjuer. Intervjuundersökningens resultat visade på att respondenterna harmycket skilda upplevelser. Några av respondenterna har mycket negativa erfarenheterav bemötande från lärare, andra framhåller att lärarna är ett stort stöd. När det gällerstudiekamrater beskriver några av intervjupersonerna att det till en början funnits enviss distans och exempel på annorlunda behandling i bemötande från dem, men att detoftast blev bättre med tiden. En respondent är idel positiv kring sina upplevelser. Istudien dras slutsatsen att det i dessa kvinnors upplevelser finns både positiva ochnegativa exempel på bemötande från andra.
This study aims to describe the experiences of social treatment of a few women, whowear a head scarf, within the college/university environment. The study examines socialtreatment from teachers as well as from fellow students. To examine this, the study usesqualitative interviews. The results of the interviews showed that the respondents havevery different experiences. A few of the respondents have very negative experiencesconcerning treatment from teachers, others describe the teachers as supportive.Concerning fellow students some of the respondents described how, in the beginning,they were treated with some distance. This however changed, in most cases, as timewent on. One respondent is undividedly positive about her experience. The studyconcludes that there are examples of both positive and negative social treatment in thewomen's experiences.

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Secleter, John Robert. "Duke University Museum of Art." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52237.

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Caro, Cocotle Brenda Judith. "University museums : border-crossing territories? : the institutional boundary between university and university museum as complex territories." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38283.

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The present research examines the conflicted position of university museums as part of an overarching institutional structure - the university -, but yet are also characterized, as a result of a wide range of uniquely museological traits, as peculiar institutions in their own right. The objective is to understand what university and university museums enunciate about their institutional rationality. The notion of territory and territorial action offer the possibility to develop a flexible but tight research frame for analyzing the relationship between both institutions. The research explores a case study: the relationship between the Universidad Nacional Autónoma de México (UNAM, National Autonomous University of Mexico} and the Museo Universitario Arte Contemporánea (MUAC, Contemporary Art University Museum). The thesis is divided in 7 chapters and 2 appendices. Chapter one is the introduction, chapter two presents a panorama of research field about university museums, chapter three looks towards Mexican context, and how university has been a key agent to the develepment of museological context in Mexico, chapter four delivers the theoretical framework that has being used, chapter five addresses MUAC origins, chapter six delivers the core analysis of the study case, chapter seven presents key findings and conclusions; appendix 1 offers an example of discourse analysis, and appendix 2 delivers the transcriptions of the interviews held with MUAC's staff.

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Bergkvist, Moa, and Pernilla Lönner. ""Vi är ju inget museum!" En undersökning av Uppsala studentnationers kulturarvshantering." Thesis, Uppsala universitet, Institutionen för ABM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-164026.

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The thesis investigates how Uppsala University student nations steward their cultural heritage. The survey targets how student nations manage their cultural heritage, what financial priority they give it, their attitude towards it, and their awareness of it.A qualitative study of semi-structured interviews with representatives from 11 out of 13 student nations in Uppsala was implemented. The theoretical framework is based on the theory of David Lowenthal on the importance of cultural heritage, Susan Pearce’s theory on collecting, and Pierre Bourdieu’s theory on cultural capital. To investigate the importance of cultural objects theories by Ivo Maroević, Annette Weiner, and Igor Kopytoff was applied.The survey shows that stewardship of cultural heritage at Uppsala student nations is poor and in need of reform. The survey also shows that the status of the nations’ antiquarians and other responsible officers is low and that antiquarians feel neglected in the priorities of the nation's financial plans. The thesis suggests collaboration between the student nations and Uppsala University as a solution to these problems. This two years master’s thesis could serve as a point of departure for such an initiative.

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Rothermel, Barbara Ann. "The university art museum and interdisciplinary faculty collaboration." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28026.

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The university art museum can make a significant contribution to the academic and cultural life of the parent institution. While there are many roles of art museums within institutions of higher education, there is a common thread -- the conviction that interdisciplinary exhibitions and programs expand the relevance of the art museum within the academic community. In this study, I examine interdisciplinary collaborations between the university art museum and faculty from diverse academic disciplines at American institutions of higher education. What relationships, if any, exist between academic programs and art museums at universities? What institutional structures are keys and barriers to successful collaboration between the university art museum and academic programs? What factors determine the success of interdisciplinary collaboration between the university art museum and diverse academic programs? In order to fully explore the possibilities of interdisciplinary collaboration, qualitative analysis of current initiatives at university art museums throughout the United States was necessary. The conceptual framework of interdisciplinary exhibitions and programs is thus established. Secondly, case studies examine the organizational culture of the institutions and challenges of interdisciplinary collaboration at the University of Virginia Art Museum, the Joel and Lila Harnett Museum of Art of Art at the University of Richmond, and the Philip and Muriel Berman Museum of Art at Ursinus College. As well, my professional experience, through a retrospective account of projects at the Daura Gallery at Lynchburg College, provides insights into both the potential and process of interdisciplinary collaboration. While I am mindful that this informs my conviction that interdisciplinarity and collaborative practice is essential to the university art museum, the partiality that existed at the onset of the study was recognized and subjected to a rigorous research and methodology that imparts validity and authenticity to this inquiry. While the “publish or perish” convention of the academy supports discipline-specific research and individual publication, I contend that the university art museum must engage in interdisciplinary dialogue through which perceptions are changed and new meanings are unveiled while respecting the integrity of the disciplines involved. This study of institution-wide interdisciplinary collaboration between university art museums and the academic institutions of which they are part reveals what is being done through innovative exhibitions and programming to promote the interconnectedness of ideas and issues. Collaboration with diverse academic disciplines reaffirms the traditional expectations of the museum of investigation, inquiry, and intellectual challenge. Purposive exhibitions grounded in collaboration between academic disciplines can generate debate, critique, and conversation. In doing so, the university art museum is an indispensable component of the university’s mission and asserts its relevance to the institution and its role in the educational experience through collaboration between the university’s academic programs and the university art museum.

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Grand, Anna Maria. "University of New Orleans [Solomon R. Guggenheim Museum]." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/aa_rpts/106.

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From mid-May 2009 to mid-August 2009, I served as an intern in the Marketing department of the Solomon R. Guggenheim Museum. As an intern at this museum, I examined its daily operations, organizational structure, and program planning through the lens of a graduate student in the program of Arts Administration at the University New Orleans. Based on my internship at the Guggenheim, I have written a comprehensive report outlining my experiences and observations at the internationally renowned arts organization. The following report includes a brief history of the organization and description of its mission and organizational structure; details of the projects and tasks I was assigned as an intern; an analysis of the organizationâ€™s strengths, weaknesses, opportunities, and threats; best practices for the industry and competitor analysis; and a description of my contribution to the Museum.

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TANAKA, Kyoko, and 京子田中. "留学生支援事業 : 画像入り資料の冊子化『ムスリムの学生生活～共に学ぶ教職員と学生のために～』 : Project of Booklet Publishing : Life of Muslim Students in Nagoya University: An Introduction for their Advisors and Peers." 名古屋大学留学生センター, 2013. http://hdl.handle.net/2237/18770.

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Polydorou, Nikoletta. "Exploring approaches to teaching music history at university." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/exploring-approaches-to-teaching-music-history-at-university(0a7d95fa-5623-421d-a890-b2fd16bce397).html.

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Music history is a core requirement for most undergraduate music degrees. The purpose of this study is to investigate the status of music history teaching in music degrees in Higher Education (HE) in four different countries (Cyprus, the Czech Republic, Greece and England). It also aims to evaluate a new music history teaching model that was developed for a university in Cyprus. The new model consists of approaches focused on a student-centred learning method that introduces the use of primary sources and cooperative learning. Three studies were conducted: a qualitative study (Study 1), a mixed methods study (Study 2) and a qualitative evaluation study (Study 3). In Study 1, music history teachers (N=6) were recruited from universities in Cyprus. Study 1 employed Interpretative Phenomenological Analysis (IPA) using the data from semi-structured interviews. In Study 2, music history teachers (N=11) were recruited from the Czech Republic, Greece and England to participate in a qualitative study, and their thinking was compared to a further sample of undergraduate music students (N=86) who were recruited from the Czech Republic, Greece and England. Study 3 designed and tested an intervention in Cyprus evaluating a new approach to teaching music history. The study was evaluated through a pre-test and a post-test questionnaire. Engeström’s culturalhistorical activity theory was used to analyse the findings of all three studies. Results revealed that the most frequent teaching approaches used in music history courses are lectures, the use of audio and audiovisual materials and discussion. While teachers from the Czech Republic, Greece and Cyprus use a teacher-centred learning approach, most teachers from England apply student-centred learning approaches to music history courses. Students from the participating countries generally perceive music history as having relatively little value and they are not satisfied with the existing teaching approaches. A number of them further question traditional approaches to teaching music history. Upon completion of the qualitative evaluation study in Cyprus, students gained a more positive opinion of music history and approved of the new teaching approaches that were used.

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Hill, Laura Kerr Hill. "University Music Unit-Sponsored, Non-Music Major Orchestras in the United States." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149936290595039.

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LeFils, Gregory William Jr. "History of the Stetson University Concert Choir." Thesis, The Florida State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638022.

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The Concert Choir has been the flagship choral ensemble of Stetson University, a private, liberal arts university in DeLand, Florida, since 1935. The choir has traveled extensively throughout the southeast United States and twice abroad, serving as ambassadors for Stetson University. This study documents Stetson University's early history, the first few decades of choral activity at Stetson University, and the complete history of the Concert Choir through the tenure of Milburn Price. The study explores 1) the individuals, events, and institutions leading to the formation of the Concert Choir, 2) the philosophy and purpose of the Concert Choir, 3) the individuals, events and institutions that have shaped that philosophy and purpose, and 4) the ways in which the Spring Concert repertoire of the Concert Choir reflects the ensemble's philosophy and purpose.

The three major conductors of the Concert Choir, occupying 71 of the last 77 years, were Harold Giffin (1935-1972), Robert Rich (1972-1989), and Duncan Couch (1989-2006). Giffin was responsible for combining the separate glee clubs into one performing ensemble, performing Handel's Messiah annually for twenty-five years, and instituting an extensive touring schedule throughout the United States. The performances at the National Federation of Music Clubs (1939), New York City's Lincoln Center (1967), and the recording session that was broadcast coast-to-coast with NBC in Chicago (1953) were three of Giffin's tours that were most significant. Rich was the first alumnus of the Concert Choir to be hired as Director of Choral Activities and conducted the ensemble for their first ACDA convention performance in 1974. During his tenure, the High School Choral Clinic and Christmas Candlelight Concert, modeled after the English Lessons and Carols, were started and have continued annually throughout the scope of this study. Couch grew the popularity of both the clinic and the Candlelight Concert, took the Concert Choir on two European concert tours, and cultivated collaborations with many professional orchestras.

This study concludes that the Concert Choir is a choral organization influenced by the sacred a cappella choral traditions; however, it was not dominated by it. This study further identifies that the development of the annual Christmas Candlelight Concert and spring tour were foundational for the choir's activities each year. Documentation illustrates each director's willingness to accept this heritage and develop the Concert Choir accordingly throughout its history.

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Alhadi, Esameddin. "Transforming school museum partnership the case of the University of Flordia Harn Museum Teacher Institute /." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1214496613.

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Alhadi, Esameddin. "Transforming School Museum Partnership: The Case of the University of Florida Harn Museum Teacher Institute." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1214496613.

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Rome, Nicole Renee. "University Students in the Museum: A Program Evaluation of the Spencer Museum Student Advisory Board." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338065318.

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Myhr, Ingrid Breivik. "Feelings of identity and belonging amongst Australian born Muslims /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18748.pdf.

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Adams, Leslie Elizabeth. "Music despite everything." Master's thesis, Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04042008-131845.

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Kabir, Nahid Afrose. "The Muslims in Australia : an historical and sociological analysis, 1860-2002 /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16997.pdf.

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Schottländer, Anna. "Universitetets normala museer : En undersökning om hbtq och Uppsala universitetsmuseer." Thesis, Uppsala universitet, Institutionen för ABM, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-296962.

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This master thesis in Museum and Cultural Heritage Studies is written as part of the final examination of the Master Program in Archive, Library and Museum and Cultural Heritage Studies at Uppsala university. The study is also done within the framework of the Kulturarvet som högskolepedagogisk resurs vid Uppsala universitet project at Uppsala university.The thesis focus on the university museums in Uppsala and their relationships to LGBTQ. The main theoretical framework consists of queer theory and critical cultural heritage theory. The qualitative methods used are interviews and close reading. The study aims to analyze the way the Uppsala university museum managers talk about museums and LGBTQ and study the legal framework and the political climate in Sweden in regards to LGBTQ-issues at university museums.A central conclusion is a problematic framework surrounding the university museums and LGBTQ. The university museums exist in a gray area between being museums and parts of the university. This means specific laws, regulations, recommendations and guidelines about LGBTQ-issues at museums and universities are hard to apply at the university museums. The Uppsala university museum managers give voice to a situation where the museums lack the recourses and the incentive to deal with the complex issue of LGBTQ representation and perspectives. The close relationship between specific academic fields and the university museums also reflects in the way the museums deal with LGBTQ. This affects the way the museums interact with the university and the public since the museums unintentionally reproduce old heteronormative narratives.
I takt med att föreställningar och attityder i samhället förändras händer även något med museers verksamhet. Både sett till vad museer väljer att fokusera på och vad samhället förväntar sig av verksamheterna. Hbtq har kommit att bli allt mer aktuellt för de svenska museerna under de senaste åren. Denna studie har tittat på hur Uppsala universitetsmuseer förhåller sig till hbtq-perspektiv och -frågor. Studien utgår från kvalitativa intervjuer med museichefer från de fyra universitetsmuseerna som finns i Uppsala. De berörda museerna är Evolutions-museet, Museum Gustavianum, Uppsala linneanska trädgårdar och Medicin-historiska museet. Vad museicheferna berättar och hur de resonerar kring hbtq i relation till sina respektive verksamheter studeras. Likaså omfattar studien en närläsning av Uppsala universitets policydokument och verksamhetsmål, relevant lagstiftning samt kultur- och utbildningspolitiska dokument. I grunden finns ett teoretiskt perspektiv som tar utgång ur queerteori och kritiska kulturarvsstudier. Ett återkommande tema är den komplexa kontexten universitetsmuseerna befinner sig i. Bristen på direktiv och applicerbar lagstiftning innebär att hbtq inte integrerats i universitetsmuseernas verksamhet. Trots att museicheferna visade intresse för frågorna gav de även uttryck för upplevda svårigheter med att integrera och arbeta med hbtq i verksamheterna, vilket återspeglas i avsaknaden av satsningar. Detta kan ses som ett resultat av bortprioritering av frågorna inom Uppsala universitetet bl.a. som följd av en heteronormativt syn inom akademiska fält. Problematiken i relation till detta är att det påverkar vad museerna förmedlar till allmänheten och studenter samt vilka möjligheter det finns att inkludera universitetsmuseer i Uppsala universitets undervisning och forskning.
Kulturarvet som högskolepedagogisk resurs på Uppsala universitet

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Minors, Brittany Lauren. "Revisioning history a rhetorical redesign of the Charleston Museum /." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1202499947/.

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Starita, Hedy Elise. "Impasto and Bucchero Pottery in the Nicholson Museum, University of Sydney." University of Sydney, 2008. http://hdl.handle.net/2123/5861.

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Master of Philosophy
The following paper will present a study of 76 impasto and bucchero ceramic artefacts that form part of the collection of the Nicholson Museum at the University of Sydney. These artefacts have not been previously studied in any detail and while some have been published, publication was limited to a brief description. The paper is divided into three sections: impasto, Caeretan stamped ware and bucchero. A preliminary discussion of the ceramic type is followed by a catalogue. The catalogue provides a detailed description, any provenance and publication details, parallels and provides a date and possible geographical context of each vessel.

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Morales, Arroyo Miguel Angel. "The Physiology of Collaboration: An Investigation of Library-Museum-University Partnerships." Thesis, Connect to this title online, 2003. http://www.library.unt.edu/theses/open/20032/morales%5Farroyo%5Fmiguel/index.htm.

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Barry, Kristin. "The new archaeological museum reuniting place and artifact /." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1212080498.

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Thesis (Master of Architecture)--University of Cincinnati, 2008.
Advisor: Elizabeth Riorden. Title from electronic thesis title page (viewed Feb. 22, 2010). Includes abstract. Keywords: museum; design; museology; interpretive center; archaeology; Ancient Troy; Troy. Includes bibliographic references.

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Barrowcliffe, Kelly D. "The knowledge of playing-related injuries among university music teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0003/MQ42049.pdf.

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Paradza, James Chikomborero. "Feminist themes in Beyoncé's music as perceived by university students." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/77306.

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This study explores the perceptions of fifteen students from the University of Pretoria’s School of the Arts about the feminist themes in Beyoncé’s music. Beyoncé is a self-proclaimed feminist who advocates for women through her music. An extensive literature review reveals how she can be considered a feminist icon within the popular music genre by considering the development of feminism, feminist theories and themes, and popular music as a locus of social change in popular culture. This feminist case study followed a qualitative research approach within an interpretivist framework. The music videos considered for the study were “If I Were a Boy” (2008), “Diva” (2009), “Run the World (Girls)” (2011), “Pretty Hurts” (2013), “Flawless” (2014) and “Grown Woman” (2014). The data was collected from semi-structured interviews and was analysed using reflexive thematic analysis. The themes revealed that these South African students perceived the feminist themes in Beyoncé’s music as empowering and relatable, but sometimes directed towards the male gaze.
Dissertation (MMus (Performing Art))--University of Pretoria, 2020.
Music
MMus (Performing Art)
Unrestricted

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Gerber, Casey Lynn. "Ear training and music reading methods used by Philip C. Hayden : music literacy through rhythm forms /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850417161&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279215869&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2008.
Typescript. Vita. "May 2008." Major professor: Alan L. Spurgeon Includes bibliographical references (leaves102-113). Also available online via ProQuest to authorized users.

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West, Susan, and susan west@anu edu au. "A new paradigm in music education : the Music Education Program at The Australian National University." The Australian National University. Centre for Educational Development and Academic Methods, 2007. http://thesis.anu.edu.au./public/adt-ANU20090816.132910.

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This thesis describes a qualitative action research process undertaken in the field over approximately eight years of the development of an alternative paradigm for music education. This new paradigm evolved from a simple, practical approach that was not, in the first instance, designed to be transformational, but which quickly showed itself to have potential for providing a different model for conceptualising musical engagement. ¶ It is argued that the standard and widely accepted approach to music education has aspects that does not encourage on-going music making. This study conceptualises that traditional Western approach in terms of a virtuosic mountain that prioritises and rewards technical achievement. The concept of the virtuosic mountain is developed in terms of three Ps: Perfection, Practice and Performance. The concept was developed by not just reviewing current literature but also by analysing that literature in light of the developing new paradigm as a means of comparing and contrasting the approaches. ¶ Called The Music Education Program, this new paradigm is based on a practical approach to the sharing of music making beyond institutional boundaries like the school gate. Children do not perform in the community but seek to engage others in making music with them without reference to age, disability or skill level. The focus is on the social outcomes that derive from music making rather than the improvement of skills, which develop as a natural part of community engagement. In this respect, the approach has roots in community enculturation processes that are no longer prominent in Western society. ¶ The new paradigm is presented with a contrasting set of three Is: Intent, Identity and Involvement, which are designed to illustrate how the community outreach of the Music Education Program provides a model for consciously reconceptualising our approach to music education through re-visiting what might be regarded as old practices in a new guise. The three Is are illustrated through a series of critical incidents that highlight the necessary change in theoretical underpinnings that the practical application of the Program demands. This includes a particular focus on the Intent behind our music making, rather than the quality in terms of technomusical outcomes; stress on the individual and group choices that develop musical Identity; and demonstration of the ways in which this paradigm may contribute to voluntary, rather than enforced, Involvement. ¶ The critical incident data is supplemented by some survey and evaluation data which supports the view that the social component of musical engagement provides an alternate focus to musical development than does an achievement paradigm. The range of data collected shows that classroom teachers can take a significant role in the encouragement of music making in the primary school without relying solely on the expertise of those with specific musical training; and that overcoming negative attitudes and experiences can transform not only the teachers relationship with music but produce a positive effect on her students. ¶ The model described here has evolved through a longitudinal process that constantly maintains the centrality of the practical operation of the program. In so doing, it moves away from theoretical constructs that often do not seem to relate directly to practitioners but, at the same time, it avoids prescriptive methodology. Theory is elucidated through practice in a way that encourages teachers to develop their own practices that are consistent with underlying principles. This model is transformative in nature, having first a transformative effect on the principal researcher and thence on those teachers engaging in professional development with the Program. ¶ Since the Music Education Program does not yet have students who have exited the school system, this study does not attempt to claim success in the long-term in terms of promoting ongoing engagement through life. Data suggest, however, that it has had an impact in encouraging teachers to reconnect with music making and enables them to share that music making with their students, thereby helping to develop more school-based musical engagement that is also affecting the broader community in the Australian Capital Territory.

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Branscome, Eric E. "Music Career Opportunities and Career Compatibility: Interviews with University Music Faculty Members and Professional Musicians." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28398/.

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This study used a semistructured interview schedule to identify the music career opportunities available to students who graduate with an undergraduate music degree, and the skills, interests, work values, and personal characteristics that may determine a person's suitability for these music careers. Six university faculty members from each of the 11 NASM-accredited undergraduate music degree fields participated in the study (n = 66). Fourteen professional musicians who were recommended by these faculty members also participated in the study. Concerning the musical and non-musical skills that may determine a person's suitability for a music career, participants consistently noted the importance of performance skills in their respective fields. Participants also consistently cited people skills, and noted that most musicians interact with people on a daily basis, and use people skills to build social networks that may lead to employment. When asked about the interests that may lead someone to a music career, participants commonly cited the importance of good high school ensemble experiences in students' music career decisions. Concerning the rewarding aspects of music careers, many participants noted that they were more rewarded by the ability to support themselves doing what they loved, than by fame or wealth. Concerning the personal characteristics that may determine music career compatibility, participants noted that tenacity is essential to contend with intense competition, extended periods of unemployment, and other common struggles of professional musicians. When asked about music career opportunities in their respective fields, participants reported numerous music careers, some of which were excluded from previous music career inventories. In addition, participants noted that there may be careers for non-musicians in some music career fields. Participants also noted that some music careers may be listed in more than one music career field, creating potential confusion for music career advisors. Finally, participants noted transitions in many music careers that may change the professional expectations of these careers.

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Fino, John R. "The effects of human/object interaction on museum visit experience satisfaction." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211390647/.

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Hankes, Bethany. "Loud and Clear| A Study of the Challenges and Successes in Marketing University Art Museums and their Programming to University Students." Thesis, Harvard University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600318.

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After years of courting public audiences, academic art museums have shifted their focus back to their campus constituents. These changes have meant putting a premium on attracting and engaging university students. Museums have been successful in doing so through classes. Yet, what about students as active constituents outside of class? Students' limited free time is one hurdle in engaging students outside of class, but students must know about their campus art museum and its programs before they can decide whether to attend or not. Therefore a study of the challenges, and successes, in marketing these museums and their programming to students was undertaken. Specifically, 29 campus art museums in the United States were surveyed on their relationship with students, current marketing strategies, what types of media are used, and how these forms of media are evaluated. Survey results revealed challenges of limited staff time and the lack of an analytical framework for some marketing materials. Successes in marketing to students were limited, but positive comments and feedback from respondents exhibit several best practices for marketing to students. These include enlisting the help of trusted resources around campus, creating positive word of mouth among the student body, and engaging students in both the creation and marketing of programs. Additionally, best practices from civic museums, and reports on marketing to student-aged individuals, were drawn on in order to offer prescriptive advice.

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Carfoot, Gavin Steven. "Deleuze and music : a creative approach to the study of music /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18365.pdf.

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Hanson-Dvoracek, Andrew. "Julius Eastman's 1980 residency at Northwestern University." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/1226.

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Post-minimalist American composer Julius Eastman's residency at Northwestern University in 1980 provides a rare opportunity to mitigate, if not eliminate, the problems involved in defining his compositional style. Eastman occupies a complex and unlikely position in late twentieth-century music as an openly gay, African-American composer of serious art music who both a member of the Creative Associates at SUNY Buffalo as well as participated in the diverse musical culture of Downtown New York. Eastman's surviving scores are notated in a fragmentary and idiosyncratic fashion and the composer's outrageous personality left few people with whom he worked closely or on a regular basis. However, scores of three of Eastman's works survive. Crazy Nigger, Evil Nigger, and Gay Guerilla were performed on January 16, 1980, as the culmination of Eastman's residency at Northwestern. Eastman's use of inflammatory was influenced by the political timeframe of their composition, particularly black cultural narratives and the state of gay rights conflict in the era between Stonewall and the AIDS crisis. Drawing upon newspaper reports, early scholarship on Eastman's biography, and interviews with concert participants, this thesis documents the rehearsal process and the controversy surrounding the titles of the works. For Members Only, the black student organization at Northwestern, protested advertisements of the concert in the midst of their own conflict with the student government. A viable analytical framework for Eastman's works draws from the techniques of earlier minimalist theorists, including John Roeder's adaptation of set theory. Crazy Nigger, the earliest and longest of the three works, provides to be the least complex example of Eastman's "vertically additive process." Whereas composer Philip Glass extends an original melodic kernel by adding notes horizontally, Eastman adds notes vertically to create increasingly dense textures. Evil Nigger's use of the process is more complicated, introducing additional elements such as ostinati and de-emphasizing the kind of sectional form found in Crazy Nigger. In Gay Guerilla, the last of the three works to be composed, Eastman totally obscured any salient perception of form by eliding several simultaneous occurrences of the vertically additive process and introducing a quotation of the Lutheran chorale "Ein feste Burg." With these three analysis, a more generalized concept of Eastman's compositional style thus consists of his vertically additive process, the introduction of modernist harmony into minimalist technique, the use of hendecachords (11-note sets), a gradual dissolution with the sectional form dominant in concert-length minimalist works, and a move away from post-modernity that Eastman termed "organic music."

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Gilbert, Christine M. "The Ogden Museum of Southern Art University of New Orleans development internship." ScholarWorks@UNO, 2002. http://scholarworks.uno.edu/aa_rpts/24.

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This detailed report of a development internship at The Ogden Museum of Southern Art, University of New Orleans, includes an organization profile, a description of the activities performed during the internship, an analysis of an organizational management challenge, a proposed resolution to the management challenge, and a discussion of the short and long range effects of the internship. The roles and responsibilities of a board of directors, and the qualities sought in board members, are important aspects of the analysis and resolution of the management challenge.

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Mehta, Archana. "STORAGE OF EIGHTEENTH-CENTURY WOMEN’S COSTUMES AT THE KENT STATE UNIVERSITY MUSEUM." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1185477321.

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Dissertations / Theses on the topic 'Muslim University'

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