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1
Larson, Daniel Scott. "Academics and Athletics: The Academic Reform Policy in the NCAA." Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1114631788.
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Jung, Karen Elizabeth. "The social organization of power in the academy's disability policy, chronic illness, academic accommodation and equity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ52796.pdf.
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Clark, Crystal R. "Mothering Academics: Women’s Perception of the Intersectionality of Academic Leading and Rearing Underage Children in a Midwestern Urban Community College." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513309636205349.
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Burke, Matthew Ridgeway. "Stress Preparedness for Law Enforcement Officers via Academic Training." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6309.
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Most law enforcement officers experience a traumatic event within the first 3 years of duty but may not receive proper mental health training in the police academy to prepare them for a career in law enforcement, and little is understood about police academy training regarding mental health. Using secondary traumatic stress (STS) as a conceptual framework, the purpose of this qualitative study was to understand the perspective of law officers on the usefulness of academy training to prevent or manage mental health issues that may arise from law enforcement duty. Data were collected from 35 law enforcement officers in a Southern state through an online, qualitative survey. These data were inductively coded and subjected to a thematic analysis procedure. Findings indicate that both STS and post-traumatic stress disorder (PTSD) are shunned topics in the law enforcement community. Additionally, respondents perceived that reconstructing police academy training manuals to include personal stress management and increasing awareness of STS may better protect law enforcement officers and enhance community relations while providing a more sustainable police force. The positive social change implications of this study include recommendations to police academies to include mental health training and preparation as part of early academy training to promote better mental health among police officers and reduce the negative effects of STS and PTSD.
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Wells, David A. (David Andrew). "Police Academies at Community Colleges in Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331754/.
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The problem of this study was selected aspects of public community college non-credit law enforcement training programs in Texas. Purposes of the study were: (a) to examine the development of police academies at community colleges in Texas; (b) to provide normative data describing
the academies in terms of background, organization and administration, adequacy of facilities and equipment, personnel, student policies and practices, the program administrator's perceptions of internal and external support, involvement of outside forces and the extent of the program, and (c) to provide data which community colleges can use in organizing and developing police academies.
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Royle, Frances Elizabeth. "Benchmarking academic standards : a policy trajectory study." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445466.
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Hallenberg, Katja Marjatta. "Scholarly detectives : police professionalisation via academic education." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/scholarly-detectives-police-professionalisation-via-academic-education(e2fa75fe-b763-4b24-a8af-62767167d0c4).html.
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The thesis explores the role of academic education in police professionalisation. Due to its high complexity, specialisation and status, detective work is well-suited for illustrating these developments and the practical and symbolic benefits they can bring to the police and policing as a whole. The overall approach of thesis is iterative. Literature from police studies and sociology of professions provides the conceptual and theoretical framework for the empirical data of 24 semi-structured interviews conducted with 14 police national training coordinators and local police trainers. The increasing academisation of police training and the formalisation of the police-academia relationships suggest police professionalisation has reached a tipping point. This is seen in the current investigative skills training in England and Wales, which is characterised by growing centralisation, standardisation, and emphasis on formalising the professional knowledgebase of investigations and policing – a trend which the Professionalising Investigation Programme exemplifies. While the police (including the investigative specialism) can be shown to display many of the qualities of professions, it has lacked the level of instructional abstraction characterising other professions, typically provided by higher education and, crucially, leading to externally recognised qualifications. Developing academic police education is not without its challenges, chief among them the perceived epistemological and cultural divide between the ‘two worlds’ of police and academia. A successful transformation requires careful consideration of the content and format of the arrangements, investment, support, acceptance and engagement from police, academia and government, and a simultaneous change to cultural dispositions (habitus) and internal and external structures (field). This is worth the effort as a number of practical and symbolic benefits of police academic education can be identified. It has the potential to improve the quality of service by deepening police knowledge and understanding and facilitating community-oriented approaches. More importantly, academic education bestows a rich cultural capital, strengthens and legitimises police expertise, market monopoly, and status in the eyes of the public, other professions and the government. It enables the survival of the profession, giving it the tools to prevail in conflicts over competence and the right to define and interpret policing and its social context. In summary, police professionalisation via academic education can be explained in terms of agency and structure both; as a deliberate occupational upgrading spurred by social and economic aspirations and aimed to reconceptualise and relegitimise policing; and as an inevitable reaction to wider changes and a deeper ontological shift taking place in the society.
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Baker, Josiah R. "An analysis of economic and political reform in command economies : the Polish case." Honors in the Major Thesis, University of Central Florida, 1993. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/106.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Economics
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Moll, Monica M. "HOW FAR HAVE WE COME? THE STATE OF POLICE ETHICS TRAINING IN POLICE ACADEMIES IN THE U.S." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1461239418.
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Mosala, Nthabiseng N. "Developing a capacity building policy for academic libraries." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/7816.
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Bibliography: leaves 131-136.<br>This study was conducted in order to establish how to address the issue of capacity building in academic libraries. The libraries of the two Historically Disadvantaged Institutions (HDIs), the University of Western Cape (UWC) and Peninsula Technikon (Pentech), participating libraries in the Cape Libraries Cooperative (CALICO) were used as models to assess the extent to which skills attainment contributes towards capacity building. The study found that there is no policy that looks specifically at addressing capacity building in these two libraries. Training was found to be the core element towards attaining capacity building. Other approaches found to enhance capacity building were mentoring, coaching and exchanges.
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Werth, Eric Paul. "Problem-Based Learning in Police Academies adult learning principles utilized by police trainers /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Kline, James Jeffrey. "Star Academics: Do They Garner Increasing Returns?" PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2713.
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This study examines the criteria which help academics receive National Institute of Health funds (NIH). The study covers 3,092 NIH recipients and non-recipients in the same department or institute at twenty-four universities. The universities are drawn from those below the top twenty in terms of receipt of NIH funds. With regards to performance, non- recipients have lower performance than recipients. A key determinant of the receipt of NIH funds is individual performance, as measured by the number of articles published and average citations per article in the two years immediately prior to the grant application. Professors receive more NIH money than do associates and assistant professors. Other positive contributors are the field of study, whether the academic has both a PhD. and Medical degree, and has licensed an innovation, been involved in the start of a new business and patented an invention through the university. To the extent that individual performance criteria represent the quality of the research proposal, allocation of NIH funds is based on merit.
A Tobit model indicates that being highly cited does not guarantee increasing returns. Likewise, career citations have only a small statistically significant impact. In addition, a negative coefficient associated with the second derivatives of both articles published in 2006-07 and their associated citations indicate diminishing marginal returns.
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Jarrett, Matthew W. "Non-state actors in Jamaican economic policy." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4778.
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The relevance in understanding local dynamics or political culture is that as Neuman has pointed out, many traditional theories have not taken them into account and have thus failed in explaining political occurrences in the lesser developed world. For example as she has stated, "domestic factors" have not been considered into "systems theories". (Neuman, 1995, p.16) On this basis, it is necessary to point out these local factors, and furthermore, the role of non-state actors within the realm of internal dynamics, since international relations theory also aims to understand the formation and motivation behind economic policy. Therefore, to produce a proper understanding of Jamaican economic policy, specific areas are examined: the political culture of Jamaican politics and the role of non-state actors as they function within the Jamaican state. The two sets of non-state actors are defined as internal and external. The internal consists of two political parties: the People's National Party and the Jamaica Labour Party; and also one social class group: the urban poor. And also, the external consists of: the International Monetary Fund and World Bank. The relationships between these groups and their relationships with the state are examined in order to identify how they affect economic policy. The constructivist theory due to its flexibility in its units of analysis, and its emphasis on "culture", and "worldview" helps to provide a useful framework for the discussion.<br>ID: 031001354; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed April 26, 2013).; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 95-97).<br>M.A.<br>Masters<br>Political Science<br>Sciences<br>Political Science; International Studies Track
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Coelho, Thiago. "Citizens policing the police an evaluation of citizens recording police officer and wiretapping laws." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/833.
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The focus of this thesis is to explore the legality, the issues, and the remedy to a controversial statute in the State of Illinois. This thesis will explain how the First Amendment relates to the Illinois statute and its desire of a citizen is right to report information that is not being granted. Moreover, this paper will further go into a recent legislative bill to amend the Illinois statute, its failure, the media surrounding the issue, and the consequences of amending or not amending the statute. It will further review state law in regard to citizens recording police officers, and explain how some states deal with the statute.<br>B.S.<br>Bachelors<br>Health and Public Affairs<br>Legal Studies
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Foley, Virginia P. "Academic Program Review: Promises and Perils." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3061.
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Gaus, Nurdiana. "The Indonesian state university in flux : academics and the neo-liberal turn." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/the-indonesian-state-university-in-flux-academics-and-the-neoliberal-turn(61156cdd-4d61-47ca-b859-c817ab2ac6d4).html.
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This thesis aims to better understand the under life of Indonesian academics during implementation of major policy changes associated with the Higher Education Act 2012. More specifically the study sought to explore and analyse the principal changes as experienced by academics in Indonesian state universities, how academics responded to these changes and the impact of these changes upon the nature of academic work and organisations. The research undertaken was in the form of a multiple-embedded case study using semi-structured interviews, observations, and document analysis as instruments to collect data. Interviews were conducted with 30 academics in three state universities in Indonesia. The findings demonstrate how Indonesian academics' work is moving away from their traditional functions and roles towards new prescribed roles revealing tensions between maintaining their existing identities and pressures from the external environment to adapt. Using Scott's notion of 'weapons of the weak' the study reveals how Indonesian academics have resisted and accommodated policy reform in ways that have taken largely discursive and unobtrusive forms. It is anticipated that the study will both contribute to a better understanding of the dynamics of academics' work lives as they encounter large scale reform, and offer guidance for policy makers in the formulation and enactment of relevant policy.
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Sokolosky, Melanie. "A comparison of academic advising provided in a centralized, non-degree granting college and academic advising provided in decentralized, degree-granting colleges." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392914525.
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Dockery, Alfred Michael. "The evaluation of Australian labour market assistance policy /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20030116.162443.
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Court, Scott John. "Repositioning the student in higher education : policy, strategy and academic praxis." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618737.
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The thesis explores a series of interrogatory themes in relation to the repositioning of the student in four key policy areas, drawing on multiple methods of data collection and utilising practice theory to understand interpretations of and responses to policy at different levels of the 'implementation staircase' (Saunders 1986). By reconceptualising the implementation staircase model so that it synthesises the notion of praxis with the process of policy development, implementation and adaptation, I demonstrate how different groups of practitioners actively shape the process through their own distinctive agendas, meanings and values. The research illustrates that policy makers and university managers think of students as individuals who make a significant investment, in terms of both time and money, in their employability and future careers. The needs and expectations of students are therefore central considerations in both policy and strategy praxis. Quality assurance policy and strategy provide a regulatory framework which aims to boost market confidence in the quality of teaching in higher education, while quality enhancement is intertwined with wider debates about employability and student satisfaction. The publication of detailed information on student satisfaction serves as a form of normative power that provides insight into the outcomes of improvements in academic practice. Most notably, top-up fees have given added salience to the notion of the competitive market for fee paying students. Academics also think of students as individuals who make a significant investment in their employability and future careers. However, while the aims of student-focused policy and strategy are not in themselves perceived as a threat by academics, there are concerns among this group of practitioners about the loss of academic autonomy. The findings suggest that consumerist frameworks in higher education may deter innovation in teaching and assessment if fee paying students respond negatively to changes in academic practice. The publication of teaching quality information and student satisfaction data represents a threat to the reputations of individual academics and academic units, and student satisfaction policy presents a further challenge to the dominant role of academics in the relationship between expert and learner. Additionally, there is evidence that student recruitment policy has contributed to the intensification of working practices among academics, particularly when resources do not keep pace with increasing student numbers.
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Tachino, Tosh. "Academic research and public policy rhetorical lessons from the Sophonow Inquiry /." [Ames, Iowa : Iowa State University], 2008.
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Ramsey, Stefanie Celine. "The Relationship Between Participation in Football and GPA, Discipline, and Attendance of Urban Male High School Athletes Before and After the Introduction of the 2.0 GPA Play Policy in One School Division in Virginia." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73316.
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The educational plight of the urban student athlete is often associated with academic underachievement. This study researched the effects of minimum academic standards on athletes to increase their academic success, attendance rates, reduce discipline infractions and subsequently, increase graduation rates. Vidal- Fernandez (2011) conducted a study on the effect minimum academic requirements to participate in sports had on high school graduation. Students who were involved in a sport had significantly higher grade point averages during their sport season compared to their grade point averages when the students were not in season.
Schools invest large amounts of resources into sports activities under the well-supported assumption that these activities increase levels of student outcomes. If engagement in athletics significantly improves the likelihood of academic success, then school leaders should choose to target resources and efforts at increasing participation, especially for at-risk and failing students (Vidal-Fernandez, 2011).
In this quantitative study to determine what impact athletics have on the student's academic performance, the researcher collected existing data on the high school football teams for two semesters prior to a system wide 2.0 GPA policy to play and two semesters after the implementation of the 2.0 GPA play policy. Independent variables (attendance, discipline and GPA) and dependent variables (participation in football, academic coach or no academic coach, and athletic coach) were collected, and these variables were then measured and analyzed using relevant statistical procedures.
Many of the student athletes in this study increased their accountability for their academic achievement in order to achieve higher GPAs in order to participate in athletics. Although not statistically significant, the data showed there was an increase in the overall district GPA for football players in the division after the implementation of the 2.0 GPA rule. Another important finding, student mobility (transiency) was notable at each high school during the three-year span of the study. While the present study only analyzed a district sample of athletes, the results could assist parents, coaches, and school administrators in monitoring the academic success of the school system's athletes.<br>Ed. D.
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Doan, Dung Hue. "Foreign-trained academics and the development of Vietnamese higher education since doi moi." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312202.
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Lucas, Cheryl Burke. "Occupational Therapists of Color| Perceptions of the Academic Experience." Thesis, Johnson & Wales University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276527.
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<p> Despite the growth in the US population of persons of color and the need for allied health professionals to improve healthcare disparity, people of color make up only 20% of the total enrollment in professional occupational therapy education programs (American Occupational Therapy Association [AOTA], 2016a). Inequalities in the participation of people of color can lead to diminished educational experiences for all students, isolation for occupational therapy students and professionals of color, and decreased healthcare quality for minority clients. This five phase, qualitative interpretive/constructivist study explored the academic experiences of occupational therapists of color, guided by the following research questions: </p><p> 1. How do occupational therapy practitioners of color ascribe meaning to their educational experiences in their OT program? </p><p> 2. How do occupational therapy practitioners of color describe their perceived facilitators and barriers to educational success? </p><p> 3. In what ways do occupational therapy students/practitioners of color navigate their culture of origin and the majority White culture in order to succeed in occupational therapy educational programs and in professional practice? </p><p> AOTA (2016b) professionals (<i>N</i>=14) were solicited by email through their Multicultural, Diversity and Inclusion Network and participated in Phases I, II, and III. Participants completed demographic and interest questionnaires in Phase I; a reflective questionnaire regarding educational facilitators and barriers in Phase II; and depth interviews in Phase III. Using Colaizzi’s data analysis strategy (Colaizzi,1978), the results of the Phase III interviews were used to complete the Phase IV elite informant interviews with OT leaders (<i>N</i>=4). Phase V consisted of a document analysis of historical and current policy documents. </p><p> Six themes emerged from this study: 1) Decision to Enroll in an OT program, 2) Educational Program Culture, 3) Faculty Relationships, 4) Peer Relationships, 5) Student Resilience, and 6) Working Professionals.These results reveal participant persistence towards professional OT goals; however, academic and leadership success did not shield participants from marginalization or racism. These results may inform OT professionals regarding enrollment strategies for students of color and the imperative for student-centered program standards and zero- tolerance policies regarding discrimination within OT educational programs. </p><p>
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Dodd, Derek. "Lost in translation? : non-STEM academics in the 'entrepreneurial' university." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11831.
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This study set out to explore the ways in which non-STEM academics, working within UK universities that had positioned themselves publicly as ‘entrepreneurial’ institutions, interpret and negotiate the related concepts of the entrepreneurial academic and university. The entrepreneurial university concept has become a ubiquitous theme in higher education and policy literatures in recent decades, having been described variously as an ‘idea for its time’ (Shattock, 2010) and the ‘end-point of the evolution of the idea of the university’ (Barnett, 2010, p.i). This research set out to interrogate some of the key ways in which this institutional form, and the corresponding concept of the entrepreneurial academic, have been discursively constructed by advocates in the UK and beyond. Further to this, the study aimed to collect narratives of experience from non-STEM academics employed by self-described ‘entrepreneurial’ universities, both to enquire into how they interpreted the ‘entrepreneurial paradigm’, and to invite them to report on how they felt that their university’s assumption of an enterprise mission had, or had not, influenced its organisational ‘culture’ and their subjectively experienced academic work-lives. The researcher’s interest in the relationship between enterprise discourse and the organisational ‘culture’ of universities stemmed from the apparent consensus within the scholarly and policy literature about the need for universities to develop an integrated ‘entrepreneurial culture’ (Clark, 1998, p.7)(Gibb, 2006b, p.2)(Rae, Gee and Moon, 2009) by pursuing a policy of ‘organisational culture change’, with culture here denoting ‘the realm of ideas, beliefs, and asserted values’ (Kwiek, 2008, p.115) which inhere within institutions. To this end, a series of semi-structured, interpretive interviews were carried out with participants from a range of non-STEM disciplines, working in a variety of university types in the UK. The researcher then employed a discourse-analytic method to delineate some of the ‘discursive repertoires’ that participants used to account for their professional practices, and report on their experiences in - and understandings of - the entrepreneurial university. What emerged from this analysis was a complex picture of ‘enterprise discourse’ within the contemporary university setting, as well as a general tendency amongst participants to adopt a position of ontological scepticism where the issue of ‘university culture’ was concerned. Further to this, it was determined that the ‘inclusive’ interpretation of entrepreneurialism typically employed by advocates for the paradigm had not generally been taken up by participants, for whom it was, for the most part, a phenomenon associated variously with ‘managerialism’, ‘market values’, ‘the business agenda’, ‘income generation’, ‘money making’, and the figure of the ‘individual, lone, romantic, heroic capitalist’. Additionally, where subjects were conversant in broader, more ‘social’ conceptions of academic entrepreneurialism, they typically reported that it was rarely articulated in the internal communications of their respective universities.
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Citron, Albert. "Russian foreign policy in the post-Soviet ERA." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1383.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Rodriguez, Eduardo Xavier. "Redirecting treatment paradigms in global and regional health policy." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1487.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Office of Undergraduate Studies<br>Undergraduate Studies
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Peacock, Bruce Edward. "Complying with the Arizona Groundwater Management Act: Policy implications." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186747.
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Groundwater overdraft in Arizona has imposed significant costs on society and has precipitated a number of social responses. One of the most significant of these responses is Arizona's Groundwater Management Act of 1980 (GMA). The GMA established a water conservation program by restricting the uses and quantities for which water may be legally employed and by prescribing the ways in which groundwater rights may be transferred. The Arizona Department of Water Resources (DWR) is charged with implementing the GMA and achieves compliance by allocating conservation enforcement and rights retirement through time. The distributive equity characteristics of these policy tools suggest that irrigated agriculture will be most affected by DWR's efforts. This study examines the major economic issues associated with GMA compliance by focusing on the various combinations of irrigation conservation enforcement and irrigation rights retirement that achieve GMA compliance, holding the level of conservation in non-irrigation uses fixed. The general result of this study is that DWR faces an inherent conflict between its two overdraft management considerations of compliance and efficiency. That is, the required use of irrigation conservation enforcement frustrates the efficient achievement of zero overdraft. A reexamination of the GMA's provisions is indicated to resolve this inconsistency and thereby promote water resources management in Arizona. Incidental to this result, the hydrologic characteristics of the regulated aquifer and the discount rate are identified as critical determinants of an optimal overdraft reduction policy.
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Goodman, Nicole. "Academic Accountability between Charter and Public-School Principals in New Jersey." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7382.
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The purpose of this study was to explore school principals' accountability with student academic performance. Charter and public-school principals are responsible for the learning process and academic development. Previously published literature did not reveal a clear understanding of the policies and practices that contributed in obtaining the desired student academic outcomes. Parsons's theory of action served as the foundation for analyzing principals' decisions to achieve accountability and comply with the policies established by the regulating authorities. A snowball sampling of school principals included a public charter school principal and 5 traditional public-school principals in the state of New Jersey. A multiple case study approach with semi structured interviews and open-ended questions was used to collect data, which was then transcribed, coded, and processed in Dedoose software program. Gaining insight may prove beneficial to the accountability of principals' duties disposed by school policies and practices. The study findings helped identify accountability standards common for both types of educational establishments. The study found that academic accountability goes beyond school principals and that school principals spend the least amount of time as instructional leaders. Finding contributes to positive social change by highlighting the need for regulatory agencies to identify and set clear guidelines of accountability, implement effective monitoring and measuring tools of accountability, and hold all stakeholders accountable for promoting student academic performance and achievement.
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Al-Zyoud, Mohammad Saye. "Academic freedom, university autonomy and admission policy in the Jordanian public universities." Thesis, University of Nottingham, 2001. http://eprints.nottingham.ac.uk/13360/.
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This study examines the extent of academic freedom for academics and students, university autonomy and equality of admission in the Jordanian public universities. It examines academic freedom in terms of freedom to express views and ideas, freedom to select course content, freedom to select research subjects, freedom to participate in social and political activities, freedom to participate in decision making and freedom to be promoted from one academic rank to another. Also, it considers university autonomy in terms of admission of students, appointment of academics, establishing new programmes of study and research, administration of students' affairs and university autonomy from the pressure of society. Finally, it examines the admission policy in terms of the equality of the admission criteria; these are the Tawjihi scores and the quota components. The main subjects of the study comprised a sample of higher education academics, policy makers and postgraduate students from the six public universities. The study employed qualitative and quantitative research methods; questionnaires were used to obtain the views of the postgraduate students regarding academic freedom for students and equality of admission policy. Interviews were used to obtain academics and policy makers' views regarding academic freedom, university autonomy and equality of the admission policy. There was also analysis of related documentary material. From this study, it appears that academic freedom for academics and students is controlled and limited by social, security and legal constraints. These limitations affect freedom of expression, freedom of publishing, freedom to select course content, freedom to select research subjects, freedom to participate in social and political activities, freedom to participate in decision making and freedom to be promoted from one academic rank to another. Also, university autonomy is restricted by social and governmental regulations and security restrictions, while university autonomy to admit students is restricted by the HEC (Higher Education Council) criteria of admission. Furthermore, the admission policy is flawed by the inequality of the criteria which have not achieved equality among students. In the light of the findings of this study, recommendations have been made for the development of academic freedom for academics and students, university autonomy and equality of the admission policy and an indication given of possible future research studies.
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Cota, Jessica. "Academic Challenges for Children with ADHD: Policy Implications for School-Based Practice." ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/56.
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While ADHD is primarily characterized by deficits in attention or inhibition, several other impairments have been found to be associated with ADHD. Risks including cognitive impairments and deficits in academic achievement have been well documented in comparison to controls. However, only a few studies have characterized ADHD using the most current DSM-IV-TR diagnostic criteria and examined subtype differences accordingly. This study examined elementary students diagnosed with ADHD-Combined Type (ADHD-C), ADHD-Predominantly Inattentive Type (ADHD-IN), other clinicallyreferred children without ADHD (NON-ADHD REF), and non-referred control children (CONTROL). These groups of children were compared based on intellectual functioning as measured by performance on the WISC-IV, academic achievement as measured by performance on WIAT-II composites, and related academic enablers as measured by the ACES Academic Enablers scales. Results replicated findings in other studies indicating that children with ADHD generally display lower levels of overall cognitive functioning and academic achievement in comparison to normally-developing peers. The study further indicated that children with ADHD may exhibit weaker cognitive functioning specific to verbal and working memory skills, lower academic achievement in the areas of mathematics and written language, and weaker study skills as compared to other children with presenting behavioral or learning problems. Additionally, children with the ADHD-C subtype were found to exhibit lower reading abilities and lower levels of interpersonal skills and motivation in comparison to this group. Subtype differences between the ADHD groups were not found, except on a measure of interpersonal skills where the ADHD-C group scored significantly lower than the ADHD-IN group. In addition to accommodations and behavior modification programs implemented to promote on-task behaviors in the classroom, implications for school-based practice to address academic skill deficits for students with ADHD are discussed along with recommendations for future research.
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Mellor, Jessie Kosorok. "Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145417.
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This study examined differences in faculty and students' perspectives regarding the frequency, acceptability, and attributions for classroom incivilities and academic entitlement (AE). Nine behaviors commonly defined as incivility were measured and include: 1) sleeping in class, 2) inappropriate use of technology, 3) talking to other students during lecture, 4) leaving lecture without permission, 5) answering the phone during lecture, 6) displaying rude behavior, 7) expressing boredom, 8) expressing anger, and 9) confrontations regarding grades during class. A qualitative analysis of incivility and academic entitlement (AE) was also conducted. Examinations of both faculty and student perceptions of incivility have been reported; however, including faculty and student measures of both incivility and AE behaviors is a new addition to the literature. The sample included 31 faculty and 82 students from a Southwestern research-1 university. Both faculty and students agreed that on some level all nine incivilities were unacceptable. However, students were significantly less likely than faculty to say that inappropriate use of technology, talking during lecture, and leaving class without permission were unacceptable student behaviors. Reasons explaining why faculty and students believe the incivilities and AE behavior occurred are outlined. Implications for college policy are also discussed in light of the significant faculty and student differences in perception regarding what constitutes appropriate classroom behavior.
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Boardman, Paul Craig. "University research centers and the composition of academic work." Diss., Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-11172006-161054/.
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Thesis (Ph. D.)--Public Policy, Georgia Institute of Technology, 2007.<br>Barry Bozeman, Committee Member ; Juan Rogers, Committee Chair ; Diana Hicks, Committee Member ; Gordon Kingsley, Committee Member ; Phil Shapira, Committee Member.
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Hoover, Charlotte. "The Purpose and Practice of Academic Probation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2449.
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Academic policies in higher education address institutional academic standards and student requirements including academic underachievement. Academic probation is one academic policy designed to alert students they are not meeting the minimum academic standards of the institution. Institutions offer a variety of student services to support institutional retention efforts and student persistence to graduation; however, there is little research that addresses academic policies and their role in the success of the college student (Brawner, Frillman, & Ohland, 2010). This qualitative case study was an exploration of the perceptions of undergraduate students and the administration by examining the policy of academic probation at one 4-year, private, small liberal arts college in southwest Virginia. The study explored what the institution intended the purpose of academic probation to serve and the perception of the policy by students who were placed on academic probation. Interviews were conducted with 1 undergraduate student who was currently on academic probation and 2 administrators of the institution who were familiar with the policy of academic probation. Survey questions were administered to 5 additional students on academic probation. A document review of the policy of academic probation was conducted. The findings of this study demonstrated that 3 students and both administrators viewed the policy as a way to alert students to refocusing their attention on academics in order to raise their GPA and meet the academic requirements needed for graduation. The study also revealed that students who were placed on academic probation did not feel they had sufficient knowledge of the policy before they were placed on probation.
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Derewiany, Andrew. "U.S. foreign policy toward North Korea 1945 to present." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/369.
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The foreign policy of the United States of America toward the Democratic People's Republic of Korea (DPRK), commonly known as North Korea, has an important role in maintaining the peace, stability, and security of Eastern Asia. From the partition of the Korean peninsula following World War II to the country's development of nuclear weapons, the foreign policy of the U.S. had to evolve based on the circumstances in North Korea. The United States, along with China, Japan, Russia, and South Korea, have key roles surrounding the discussions with North Korea. The thesis focuses solely on the presidential administrations of Harry S. Truman, Dwight D. Eisenhower, Lyndon B. Johnson, Richard Nixon, Bill Clinton, George W. Bush, and Barack Obama; these men had the greatest impact on U.S. foreign policy with North Korea. The thesis takes a qualitative approach of research by using primarily government documents, historical records from presidential administrations, articles from foreign policy journals, and books by foreign policy experts. Throughout the research, two common themes of U.S. relations toward North Korea emerge, uncertainty and defiance. North Korea's secretive regime makes it difficult for U.S. presidential administrations to determine the intentions of North Korea's actions. Furthermore, the uncertainty often leads to defiant and aggressive actions by North Korea. From the USS Pueblo crisis to the bombing of Yeonpyeong Island, presidential administrations had to walk a fine line of responding with aggression, negotiations, or appeasement. The thesis examines not only the options and implementations of each presidential administration, but also looks toward possible solutions for maintaining peace and stability in Eastern Asia by improving relations with North Korea.<br>B.A.<br>Bachelors<br>Sciences<br>Political Science
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Hill, Virginia Rae. "High school African American males and academic success." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690745.
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<p> The cry continues with A Nation at Risk, No Child Left Behind, and now the Common Core State Standards. There are groups of students who are finding success within public education and groups who are not. The groups who are not finding this success continue to be minority students who continue to run into the public education system rather than running with it. African American males seem to experience running into the system at greater number than other racial and gender groups. However, there are African American males that are finding success in public education. This study looks at the schooling and educational perspectives of twenty-four African American male K-12 public education students. Using grades and standardized assessments as a criterion, fifteen of the students were considered academically successful and nine were not. Twenty-two of the males were 18 years of age and two were 12 years old. Nineteen participants were high school seniors, one was a sophomore, and two were in middle school. Looking through the lenses of Critical Race Theory and Resiliency Theory using qualitative inquiry and data derived from interviews, data was collected to determine what contributed to the success of some participants. First both successful and non-successful groups were able to speak about having goals for the future and the importance of working hard in school. Secondly, relationships were also seen as essential to academic success, whether these relationships were with parents, teachers, or mentors for academic success to occur. Racial stereotypes were seen as something to overcome by the academically success. Race was viewed as a road block difficult to overcome by less successful participants. Having a father and mother or frequent access to more than one caring adult increased an African American male’s ability to be academically successful. Even having two parents that may not have been supportive of the African American male appeared to be more beneficial than having supportive friends.</p><p> Recommendations to help African American males to be academically successful include starting early with relationship support and mentoring, life skills courses, and increased interaction with successful African American males. </p>
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Chilelli, Aaron James. "The paradox of U.S. foreign policy towards revolutionary states." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1256.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Lian, Chaoqun. "Language planning and language policy of Arabic language academies in the twentieth century." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708632.
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Vera, Muniz Omar. "Elements of Azeri's Independent Foreign Policy: Energy, Geography, and Global Powers Rivalry." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5552.
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This work applies geopolitical concepts to elucidate how geography, energy, and rivalries among global powers affect the Azeri foreign policy. This research work uses a deductive method of qualitative research and a longitudinal analysis of qualitative variables. This study first reviews the most significant academic works in the field to delineate the framework of Azerbaijani foreign policy. Next, it discusses the geographical features of the Azeri landlocked territory and its influence over foreign policy. Then the study presents how Azerbaijan uses its energy as a leverage tool in its foreign policy. The fourth chapter analyzes the current competition between two global powers, the US and Russia, for influence over Azeri oil and gas resources, seeking to balance the power in the South Caucasus and Central Asian regions. Finally, this research work lists the findings, showing that the Azeri foreign policy is affected by geography, energy, and global power competition variables. The transit states that encircle the landlocked territory of Azerbaijan reduce the Azeri ability to export its energy resources to international markets. The economic and political involvement of foreign companies and states in the Azeri energy industry also reduces the economic and political independence of Azerbaijan. The competition between the US and Russia for influence over the Azeri territory and its energy resources also affects the foreign policy of Azerbaijan. Thus, in order to achieve economic, political, and military stability, Azerbaijan has to be constantly balancing regional and global powers.<br>M.A.<br>Masters<br>Political Science<br>Sciences<br>Political Science; International Studies
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Annoni-Fuertes, Vanessa. "A Closer Look at the Necessity of Managing Monetary Policy Expectations." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1575.
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Monetary policy changes that are unexpected by the investing public can generate great volatility and illiquidity in the equities market, and therefore may severely compromise the Federal Reserve’s ability to control the economy. Given the investing public’s power, their fear of uncertainty, and their impulsive nature to create and act upon uninformed expectations, it is imperative that the Federal Reserve uses any and all communication about monetary policy with the purpose of further advancing the their stability objectives. Initially, the Federal Reserve felt that changes in monetary policy were most effective if decided and implemented in private however over 50 years after its establishment, Ben Bernanke began to realize the power of transparency and communication. Given how recently its power was recognized and utilized, it is still a relatively new topic with various facets that have yet to be explored. This paper will carefully analyze these different facets of transparency. First it will explain why a lack of communication was originally considered to be the most effective way to implement monetary policy. Next, it will explore the relationship between the investing public’s power and their need for communication. And lastly, it will attempt estimate the best way to use
communication to the Federal Reserve’s benefit, with special attention to the recent financial crisis of 2008 and how Ben Bernanke handled it. These results will reiterate the value of
transparency between the Federal Reserve and the investing public about target federal funds rates and expected inflation, which will ultimately allow them to work together to achieve the same objectives.<br>B.S.B.A.<br>Bachelors<br>Finance<br>Business Administration
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Andrianopoulos, Argyris G. (Argyris Gerry) Carleton University Dissertation International Affairs. "Western Europe in Kissinger's global strategy; consistency between academic conceptions and foreign policy." Ottawa, 1985.
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Look, Mary V. "Policy Systems and Their Complexity Dynamics: Academic Medical Centers and Managed Care Markets." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27253.
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This dissertation examined how complexity theory might offer insight into the behavior of a population of large-scale networked organizational groups. Academic medical centers (AMCs), a large-scale social and policy system that plays a key role in the education of physicians, the conduct of research, and the provision of specialized clinical care, were chosen as an example to demonstrate the enhanced understanding that can be obtained from the application of complexity theory. Graphical and nonlinear mathematical tools were chosen to place this research study in contrast to studies that metaphorically apply the concepts of complexity theory to social systems.
Complexity science suggests that AMCs will demonstrate both nonlinearity and the emergence of patterned behaviors characteristic of self-organization in complex adaptive systems. Changes in the fiscal environment of AMCs, influenced by federal policy and the health care delivery market, were hypothesized to be among the factors that mediated changes in AMCsâ activities and organizational relationships during a twenty-year period. The collection and examination of multiple indicators within the framework of a study model allowed development of a rich description of the AMC system and identification of patterned behaviors. Graphical analysis was used to identify underlying periodic and chaotic attractors in the AMC system. A logistic equation was used to confirm the presence of nonlinearity.
The presence of nonlinearity and the emergence of patterned behavior within schools in different managed care market groups suggested that it is appropriate to treat the population of AMCs as a complex adaptive system. The results of this research study also showed that AMCs have responded to the rise of managed care in the health care delivery marketplace by leveraging their institutional strengths. Identification of nonlinear properties offers a new perspective for understanding the behavior of a population of networked organizations, the management of large-scale systems, strategic planning, and policy formulation. Until researchers and managers recognize the coexistence of nonlinear and linear processes in social systems, they will make decisions on the basis of incomplete information.<br>Ph. D.
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Smith, Paul. "The Impact of Virginia Statewide Community College Transfer Policy on Student Academic Success." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3439.
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Community colleges are an increasingly important component of the higher education systems in the United States. Community college as a pathway toward a better educated workforce has been emphasized at a national and state level. Virginia’s policy makers set a goal of producing 100,000 new baccalaureate degrees in the Commonwealth by 2025. Critical to meeting this goal is Virginia’s Community College System. In 2005, Virginia passed the Higher Education Restructuring Act which granted students graduating from Virginia’s community colleges with an associate’s guaranteed admission into any state-funded, four-year institution. Building on this earlier policy, Virginia passed The Higher Education Opportunity Act of 2011. This act expanded the role of the community college and placed a greater emphasis on articulation policies and baccalaureate attainment. The effectiveness of articulation policies on community college transfer and baccalaureate attainment has been debated in the academic literature. Some have suggested to measure policy effectiveness, academic outcomes and not transfer rates, must be compared before and after policy implementation. To gauge the effectiveness of Virginia’s guaranteed admission policy, this study examined archival student data for native and transfer students who achieved a junior standing at a single four-year state-funded institution. Furthermore, transfer student baccalaureate attainment rates and time to degree baccalaureate completion were compared before and after policy implementation. The study results showed native students graduated in greater percentages and have lower mean time to baccalaureate completion than transfer students; high school and college GPA are predictors of baccalaureate attainment for transfer and native students; transfer student baccalaureate attainment rates and mean time to baccalaureate completions were lower following policy implementation, or simply, fewer bachelor’s degrees were awarded but those completing a baccalaureate did so in less time after policy implementation. The findings of this study suggest transfer students with baccalaureate aspiration are negatively impacted for attending community college prior to transfer and Virginia’s articulation policy at the study institution had little impact on academic outcomes for transfer students following policy implementation. These single institutional results may suggest modification to Virginia’s articulation policy is necessary to improve academic outcomes for community college transfer students.
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Farthing, Rys. "What should child poverty policy look like? : disjunctures between what young people, policymakers and academics think." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:5ce46498-772a-416a-9e0f-2eca3d4d3585.
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This research uses a novel policy writing method to explore young people’s subjective understandings of the problems of poverty. Working with five groups of young people, aged 11 – 21, from some of the most financially deprived areas of England, it sought to draw out and explore their “policy imaginary”, or the way they viewed the problems of poverty through a lens of ideal policy responses. It unpacks these young people’s policy imaginaries, and the life-narratives they discussed alongside these imaginaries, within a discourse of individualisation. Across four articles, it demonstrates and explores the complexities and ambiguities of these young people’s thinkings. This thesis begins by suggesting that many of the problems of poverty they identify as important to their lives are structural, and that they understanding the role of collective and political agency, rather than their own individual agency, in ending poverty. It then more specifically explores their understandings of their neighbourhoods and houses, which suggests that individualised factors often identified in other research, such as social contagion and epidemic neighbourhood effects, are not what they identify as most important in their local areas. It concludes by identifying a policy gap emerging along similar theoretical lines. Here, this research suggests that much of the policy directed towards these young people focuses on individualised problems, and their individual agency as a route of out poverty, but that this sort of policy response is not what these young people felt was needed. However, this is not to suggest that these young people downplayed or dismissed their own agency in charting their life-pathways. Indeed, as much previous literature has found, these young people spoke fluently about the agency and opportunities they have in their lives, often seeming ‘hyper-agentic’. However, this thesis suggests that exploring these young people’s policy imaginary appears to create a medium through which they can talk both about their agency and the constraints and limitations low-incomes generate. It allowed them to bridge their highly agentic biographies to their socially structured histories, as they saw them.
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Pannozzo, Pamela. "Florida Local Government Conservation Planning: Variability, Drivers, and Policy Implications." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5998.
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This study examined the quality of Florida county government conservation planning. To assess conservation planning quality, a theoretical model of conservation planning as prescribed by the conservation science literature was first developed. A plan evaluation coding protocol was applied to local comprehensive plan Conservation Elements to determine the extent to which county-level conservation planning met the theoretical model. A high degree of variability in conservation planning quality was found. Highest quality conservation planning occurred in the Gulf coast counties of southwest Florida. Lowest conservation planning quality occurred in the Florida Panhandle counties. The quality of conservation planning of coastal counties was significantly higher than that of inland counties. Significant regional differences were also found, where conservation planning quality in South Florida counties was significantly higher than conservation planning quality in Panhandle counties. Geographic differences in conservation planning quality were likely attributable to significant differences in socioeconomic variables among counties, including differences in education, wealth, and urbanization. Multiple regression analysis using an information theoretic approach was employed to develop a predictive model of conservation planning quality of Florida local governments. The two most plausible predictors in the model were education level of the public and total resources. Local and global spatial autocorrelation analysis were next applied to county conservation planning scores to investigate spatial patterns of conservation planning quality, which were found to be related to the policy process of diffusion. Lastly, current local government conservation planning policy was analyzed for effectiveness and policy recommendations were made. Improving the effectiveness of local conservation planning will require changes in statutory provisions of the state Florida Forever and Growth Management statutes. It will also require a greater commitment on the part of the state of Florida to protect the state's biological resources over the long term.<br>Ph.D.<br>Doctorate<br>Biology<br>Sciences<br>Conservation Biology; Applied Conservation Biology
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Botero, Evelyn. "The Effects of Distress on Motivation in the Police Force." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1158.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Psychology
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Schindeler, Marda, and University of Lethbridge Faculty of Arts and Science. "Alberta performing arts policy." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 1998, 1998. http://hdl.handle.net/10133/77.
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Alberta's first arts legislation, the Cultural Development Act, was passed in 1946. It was followed by numerous policy initiatives to support the arts, including creation of facilities for training of artists, development of agencies and agreements to deal with arts funding, enactment of regulations to guide arts institutions, and creation of various Departmental structures depending on organizational location of this policy sector. The thesis examines the historical evolution of performing arts policy in Alberta from 1905 to 1997 to identify government activities, shifts in policy-making, and methods of implementation. The study utilizes Paul Sabatier's advocacy coalition approach, which treats public policy as determined by the dynamics of the advocacy coalition within a policy sector and the manner in which external factors and system parameters steer policy development. This study concludes that Alberta performing arts policy has largely developed within the context of meta public policies emphasizing economic development and provincial statebuilding.<br>iii, 97 leaves : ill. ; 28 cm.
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Salmond, J. Nyles. "An incentive compensation option for a private educational system: A policy analysis." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185412.
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Teacher incentive systems are of relevance to public as well as private school systems. Educational theorists and practitioners have been striving for a method of motivating teachers to an optimal return on educational investments. Carol Bartell (1988) has outlined five different models of incentive systems, each of which center on factors of motivation. Two of the five models focus on non-monetary incentives, while the remainder hold monetary remuneration as the primary or sole incentive. This study was centralized upon a version of Bartell's (1988) model: the "Professional Responsibility" incentive. The core of this incentive was the attainment and sharing of professional attributes, as teachers assumed added roles within their profession. Multiple responsibilities assisted teachers to identify goals and aspirations, thereby helping teachers in expanding their abilities. The study used the Summer Employment Option Program of the Church of Jesus Christ of Latter-day Saints as a basis for assessing the value of professional responsibility incentives in a private school setting. It was anticipated that if the study provided data which exhibited growth in the target areas provided by the sponsoring agency, then the incentive could be a professional responsibility incentive and of strong value to similar settings in the public as well as the private sphere. The study incorporated the Bush-Gallagher (1985) policy analysis approach to assess the viability of the professional responsibility incentive. Through the policy analysis model, research questions were generated, values were explored, goals and objectives were delineated, and major barriers to implementation were examined. It was discussed, through the policy analysis and the use of qualitative and quantitative measures, that the Summer Employment Option Program fit the model of a professional responsibility incentive. It was found that teachers using the Summer Employment Option Program were, (a) motivated to grow professionally, (b) were better satisfied with their work, and (c) worked harder at program goals. The study was designed to provide a model for other organizations so they can benefit from the mistakes and successes of the summer Employment Option Program's sponsoring agency.
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Goodell, Zachary Grant. "FACULTY PERCEPTIONS OF ACADEMIC FREEDOM AT A METROPOLITAN UNIVERSITY: A CASE STUDY." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/4722.
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This research study examines how faculty perceive academic freedom at a metropolitan university. Thirty structured interviews were conducted with social science faculty, who have been tenured for 10 years or more, at Virginia Commonwealth University (VCU). These faculty came from the departments of Sociology, Psychology, Anthropology, Political Science, Urban Studies, Criminal Justice, Women’s Studies, and African-American Studies. The following five questions were the central research questions: (a) how do core faculty in the social sciences at VCU define academic freedom; (b) do these same faculty perceive academic freedom to be a significant feature of a career in higher education; (c) do these same faculty perceive any existing threats to their academic freedom; (d) how do these faculty define academic tenure; and (e) how did these faculty learn about academic freedom and tenure. Where previous research has often focused on comparing and contrasting faculty perceptions of academic freedom from different institutions, ranks and disciplines, this research targeted a fairly homogenous population of faculty in order to identify any common socialization experiences, both formal and informal, which may have contributed to common perceptions. The findings suggest that these faculty do not share a common perception of academic freedom. Where most of the respondents did agree that academic freedom protected both research and teaching, approximately half of the respondents did not associate any institutional limitations or professional responsibilities with academic freedom. Most of the respondents considered academic freedom to be a significant feature of an academic career. They perceived the current threats to academic freedom to be largely stemmed from within the institution. In particular, they believed that a top- down business model of leadership coupled with a weak academic culture to be the most significant threats to academic freedom. They defined tenure primarily as a means of protecting their own academic freedom through job security. Lastly, most of them learned about academic freedom very vicariously and informally, which helps explain the varied perceptions of what academic freedom means to them and how it should be exercised.
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Purcell, Kirsten Elise. "The academy schools programme : a geographical analysis of policy in practice." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610009.
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Hodges, Amelia Elizabeth. "The No Child Left Behind Act of 2001 the impact of policy requirements and recommendations for policy improvements /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.47 Mb., 97p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3200524.
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