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Dissertations / Theses on the topic 'Scottish university'
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1
Simpson, Matthew. "St Andrews University Library in the eighteenth century : Scottish education and print-culture." Thesis, University of St Andrews, 1999. http://hdl.handle.net/10023/1848.
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The context of this thesis is the growth in size and significance of the St Andrews University Library, made possible by the University's entitlement, under the Copyright Acts between 1709 and 1836, to free copies of new publications. Chapter I shows how the University used its improving Library to present to clients and visitors an image of the University's social and intellectual ideology. Both medium and message in this case told of a migration into the printed book of the University's functions, intellectual, spiritual, and moral, a migration which was going forward likewise in the other Scottish universities and in Scottish culture at large. Chapters II and III chart that migration respectively in religious discourse and in moral education. This growing importance of the book prompted some Scottish professors to devise agencies other than consumer demand to control what was read in their universities and beyond, and indeed what was printed. Chapter IV reviews those devices, one of which was the subject Rhetoric, now being reformed to bring modern literature into its discipline. Chapter V argues that the new Rhetoric tended in fact to confirm the hegemony of print by turning literary study from a general literary apprenticeship into the specialist reading of canonical printed texts. That tendency was not without opposition. Chapter VI analyses the challenge from traditional oral culture as it was expressed in the marginalia added to the Library books at St Andrews University by its students, and argues that this dissident culture helped to form the voice of the poet Robert Fergusson while he was one of those students. Chapter VII goes on to show how Fergusson used that voice to warn his countrymen of the threat which print represented to their culture, and to show how it might be resisted in the interests of both literature and conviviality.
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Verweij, Sebastiaan Johan. ""The inlegebill scribling of my imprompt pen" : the production and circulation of literary miscellany manuscripts in Jacobean Scotland, c.1580-c.1630." Thesis, Thesis restricted. Connect to e-thesis to view abstract, 2008. http://theses.gla.ac.uk/329/.
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Berezi, Guagha Micky. "Governance in higher education : a comparative study of English and Scottish university governing bodies." Thesis, University of Bristol, 2008. http://hdl.handle.net/1983/df615687-d8b2-4ea3-87da-1a12d169dcb5.
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This study explores the governance of higher education institutions in two UK countries, England and Scotland, focusing on the perceptions of lay university governors and their accounts of governance practices as well as observation of some of the activities of university governing bodies. Particular attention is paid to the process of corporatisation of university governance within the context of a series of higher education reforms starting from the 1985 Jarratt Report.
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Bunniss, Suzanne. "Purpose and gift : resisting vocational capture in accounting education : the story from one Scottish university." Thesis, University of Strathclyde, 2006. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21615.
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The existing literature in accounting education identifies much that needs attention. Among the many findings, current research highlights a particularly uneasy relationship between accounting students and their chosen discipline. While accounting students work hard to succeed at university and secure graduate work as accountants, they overwhelmingly display an observable sense of detachment towards their chosen course of study (Lucas, 2005). In the wake of Inman et al's assertion that accounting's 'brightest and best' prefer other disciplines (1989), much work and attention has been directed at understanding what this might mean for the profession. In contrast, there is currently very little research in accounting asking what such detachment might mean for the students themselves. How do accounting students experience the contradictions of accounting education as identified by both literature and practice, and what do these tensions mean for the students and their lives? To explore these questions, the thesis uses the concept of vocation and draws from a number of sources including theological texts. This research proposes the time and energy students invest in accounting, while simultaneously remaining detached and largely unfulfilled by the discipline, represents what is essentially a crisis of vocation. By seeking to understand how the pressures of accounting education exert themselves on the lives of accounting students, and by developing the concept of vocation to inform the ways that they might consider important decisions about their future, the thesis aims to highlight the conflict of hopes experienced by so many accounting students today.
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Barr, Stephen. "University culture and pedagogical innovation : experiences and perceptions of accounting and management academics in three Scottish universities." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/26247.
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This thesis examines pedagogical innovation within Scottish university business schools and the influence of university culture in supporting or inhibiting this category of innovation. Innovations in pedagogy are often requested by students, required by national policy-making bodies and sponsored by agencies that are both external and internal to education. Yet the reported incidences of where, how and to what extent this category of innovation is being used with Scottish university business schools are relatively sparse within the extant literature. Self- and peer-assessment are selected as forms of pedagogical innovation partly because of the role assessment plays in the learner process and in addressing standards of stakeholder bodies. Using a reconceptualised model adapted and extended from the literature, the research explores the influence of university culture in supporting and inhibiting academics innovating with self- and peer-assessment. Deploying a multi-method data collection approach, the data from three contrasting Scottish university sources are analysed and synthesised to assess the nature of this influence. The findings from the study suggest modest levels of utilisation of self- and peerassessment practice across Scottish University business schools and indicate patterns of adoption and areas for further development. In addition, the findings suggest that organisational culture within a university setting can be measured to portray a cultural typology and profile. However, the resultant cultural profiles extracted from the application of this multi-method approach are complex and proved hard to characterise in a definitive and clear-cut way as to the extent to which these university cultures directly inhibit rather than promote pedagogical innovations such as self- and peer-assessment. The thesis contributes towards the policy-practice debate surrounding pedagogical innovation in Scottish university business schools and UK higher education more generally and provides a number of considerations and implications for government, institutional policy makers, university lecturers and researchers.
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Chhabra, Deepak. "Heritage tourism : an analysis of perceived authenticity and economic impact of the Scottish Highland Games in North Carolina /." VIEW WEB VERSION VIEW RELATED WEB ITEM, 2001. http://www.lib.ncsu.edu/etd/public/etd-54361415410121341/etd.pdf.
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Glozier, Matthew Robert. "A nursery for men of honour : Scottish military service in France and the Netherlands, 1660-92 /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030423.134206/index.html.
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Komlósi, Péter Attila. "Dual aspects of ministerial training in late sixteenth century : Edinburgh's 'Tounis College' and the formation of ministers' early career with special regard to the Exercise'." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8174.
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This thesis examines the transformation of the clergy in the late sixteenth century Scotland in which ministerial training had a crucial role to play both in the academia and in the Kirk. In order to demonstrate this transformation attention will be focused on the training of ministers at the Town College, Edinburgh and then following the unfolding of their ecclesiastical career including the ‘exercise’. The foundation of the ‘Tounis College’ in Edinburgh is placed within the broader context of the expansion of higher education throughout Europe. A college project had been in the mind of the Edinburgh Town Council since 1561 and had been resurrected from time to time until its final realisation in 1583. The newly-erected college was headed by Robert Rollock, a young and ambitious scholar from St Andrews, who was first the Professor of Divinity and then the Principal. Under his leadership both as a theologian and a churchman the institution became a place of higher learning that shaped the development of the different Scottish professions in general and the transformation and the emergence of the protestant clergy as a new professional elite, in particular. This thesis also provides a detailed analysis on the early career patterns of the College’s ministerial graduates by examining a) their family background, especially those who came from clerical families b) their way into ministry in the Kirk including the “gap-years” spent in another professions or elsewhere upon graduation c) their dissemination through central Scotland. Particular attention is given to the role of the ‘exercise’, as one of the most important functions of the presbytery, in examining and admitting candidates to their charges as well as providing other presbytery members with further training in preaching and theology.
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Sundnes, Ole. "The state, the university and the development of enterprise : a case study of the entrepreneurship education initiative in six Scottish universities." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391060.
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Melson, Ambrose John. "The social norms approach to alcohol misuse prevention : studies of intervention and methodology among Scottish secondary school pupils and university students." Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=17988.
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Early intervention in schools to tackle alcohol problems is a widespread practice, despite patchy evidence of effectiveness. The 'Social norms' approach emerges from studies showing overestimation of 'others' consumption/approval of alcohol use amongst students. To correct such misperceptions of drinking norms, 'true' norms are fed-back in order to modify perceptions, thus relieving possible social pressure to conform to the misperceived norms. This thesis comprises five studies addressing outstanding concerns with the social norms approach. Study One evaluated a two-year social norms intervention in two Scottish secondary schools and reported little effect of the intervention on pupils' alcohol-related perceptions, but several positive behavioural outcomes relative to controls. The failure to modify perceptions means positive behavioural outcomes could not be attributed to distinctive elements of a social norms intervention. However methodological and design limitations mean this m ay indicate absence of good evidence rather than good evidence of ineffectiveness. Studies Two through Five examined a central tenet of social norms theory - the overestimation of peer norms. Thus, in Study Two, secondary pupils reported more extreme alcohol-related perceptions amongst peers when questioned conjointly on their own and peers' behaviour and attitudes, versus the peer target in isolation. Study Three sought to replicate existing research and found that University of Strathclyde students reported a range of other target groups as drinking more heavily than themselves, paving the way for two further, more focussed, studies. In Study Four, heavier consumption among students recruited in a bar environment was found compared to students in a setting remote from this environment, challenging the usual self-other discrepancy effect. In Study Five, university students' responses were also found to be sensitive to questionnaire structure. These findings demonstrate the implications of the 'where' (environmental context and setting) and the 'how' (questionnaire structure) of data collection within social norms paradigms with each shown to play an important role in the nature of the data obtained. These findings ask important questions of social norms theory and interventions.
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Findlay, Rachel Sophia Mary. "International student transitions in Higher Education : Chinese students studying on a professionally accredited undergraduate accounting degree programme at a Scottish university." Thesis, Edinburgh Napier University, 2017. http://researchrepository.napier.ac.uk/Output/1037580.
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The UK Higher Education (UKHE) sector has expanded overseas student numbers in recent years bringing significant economic and financial benefits to the sector and the economy. Yet, overseas student numbers are now under threat due to international competition, UK immigration law and the recent referendum decision to leave the EU. As a result, two key challenges arise for UKHE: the need to operate effectively in an international market; and, to meet the increasing expectations of international students (Grove 2015).Chinese students form the largest overseas country group studying in the UK with 21% of all overseas students. Business studies, including accounting, is the most popular subject area with nearly 40% of all overseas students (UK Council for International Student Affairs, 2016). This DBA study explores the learning experiences of a cohort of overseas Chinese students who have transferred from two years of study at colleges in China to a professionally accredited accounting undergraduate degree programme at a Scottish university. The overarching aim is to understand the nature of the students' learning experiences in the context of the degree programme in which the study takes place. The research was conducted from a critical realist theoretical perspective and used a qualitative research method to develop an understanding of the nature of the learning experiences as perceived by participants. Research data, gathered from focus group interviews with student participants, was analysed thematically. Findings show that issues with English lead to low levels of integration with other students, resulting in participants turning towards a learning strategy of independent learning among themselves. This further restricts exposure to English, including specialised accounting vocabulary, accounting concepts and theories, and cultural experience. The findings make a contribution to knowledge in terms of how this group of overseas Chinese students perceive and respond to their learning experiences of a Scottish accounting degree programme including aspects of the specific accounting subject discipline. Recommendations offer considerations to enhance LTA practice in the wider HEI context and the accounting discipline.
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Connor, Andrewina Inglis. "Strategies and forms of organisation for the facilitation of effective liaison between the non-university sector of Scottish higher education and industry." Thesis, University of the West of Scotland, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388212.
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Testa, Denise A. "'A bastard Gaelic man' reconsidering the highland roots of Adam Ferguson /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/38582.
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Thesis (Ph.D.)--University of Western Sydney, 2007.<br>A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy in the School of Humanities and Languages, College of Arts. Includes bibliographical references.
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Cosford, Brian D. "Front stage, backstage and off stage : the socialisation of first year physical education and primary education students on an initial teacher education programme at a Scottish university." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/29072.
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This is a study of two cultures in a School of Education where, since 1998, PE students and primary students have taken a generic Education course that comprises one third of their study programme. PE students have been perceived to be a problem for the people responsible for running the Education course because their behaviour and attitudes have not matched the expectations of the staff. Drawing on Goffman's metaphor of theatre, and on Becker's analysis of the collectively held perspectives of medical students, this study examines the hidden curriculum of the academic front stage and students' activities back stage and off stage. The study uses an ethnographic approach using multiple methods and direct and prolonged observation of front stage, back stage and off stage settings. Three aspects of the hidden curriculum are identified, tensions between the Education courses and the ITE programmes, assessment and timetabling. The hidden curriculum supports and defines students' beliefs and defines the two student cultures. For PE students the effect was to marginalise the Education courses and promote 'mainstream' PE courses. For primary students this effect was absent. The front stage supports the development of two separate cultures and on the back stage there is an influential PE culture supported by a 'family system' that links the four year groups. Backstage is an arena for the acquisition of social capital and the deliberate construction of sociability through bonding activities and it is here that PE students are socialised into the norms and values of the group. Primary students did not appear to have an identifiable group culture, either on campus or off campus. Despite the different socialisation experiences, both groups of first year students successfully accomplished placement and had relatively similar perspectives on teachers and teaching.
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Hartveit, Marit. "The lesser names : the teachers of the Edinburgh Mathematical Society and other aspects of Scottish mathematics, 1867–1946." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1700.
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The Edinburgh Mathematical Society started out in 1883 as a society with a large proportion of teachers. Today, the member base is mainly academical and there are only a few teachers left. This thesis explores how and when this change came about, and discusses what this meant for the Society. It argues that the exit of the teachers is related to the rising standard of mathematics, but even more to a change in the Society’s printing policy in the 1920s, that turned the Society’s Proceedings into a pure research publication and led to the death of the ‘teacher journal’, the Mathematical Notes. The thesis also argues that this change, drastic as it may seem, does not represent a change in the Society’s nature. For this aim, the role of the teachers within the Society has been studied and compared to that of the academics, from 1883 to 1946. The mathematical contribution of the teachers to the Proceedings is studied in some detail, in particular the papers by John Watt Butters. A paper in the Mathematical Notes by A. C. Aitken on the Bell numbers is considered in connection with a series of letters on the same topic from 1938–39. These letters, written by Aitken, Sir D’Arcy Thompson, another EMS member, and the Cambridge mathematician G. T. Bennett, explores the relation between the three and gives valuable insight into the status of the Notes. Finally, the role of the first women in the Society is studied. The first woman joined without any official university education, but had received the necessary mathematical background from her studies under the Edinburgh Association for the University Education of Women. The final chapter is largely an assessment of this Association’s mathematical classes.
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McGinley, Abi. "Validating the Brain Injury Screening Index (BISI) and the Ohio State University Traumatic Brain Injury Identification Method (OSU TBI-ID) as screening tools for head injury in a Scottish prison setting, and clinical research portfolio." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8476/.
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Background: Head injury (HI) has been linked with offending behaviour. Self-report studies indicate a high prevalence of HI amongst offenders. Routine screening for HI for offenders has been recommended, to inform triage towards needs-led assessment and intervention (NPHN, 2016). However, there is a need to validate a screening tool for HI that can be used with offenders in the Scottish Prison Service (SPS). Aims: To examine the sensitivity, specificity and construct validity of the BISI and the OSU TBI ID against the reference standards of evidence of neuropsychological or psychiatric impairment or disability. The practical usefulness of the tools will also be considered. A parallel study by a second trainee examined the prevalence of disability associated with HI using the same data. Methods: A retrospective, cross-sectional design was utilised to gather data from 82 male participants (aged >21) from a Scottish prison. The two screening measures were used alongside measures of disability, mental health, cognitive function, and effort. Results: Construct validity was better for the OSU TBI-ID than the BISI. The OSU TBI-ID was significantly associated with neuropsychological, mental health and disability outcomes (p<0.05). Both tools had measures with good sensitivity (BISI injury severity rating: 86-100%; OSU TBI-ID clinical rating: 100%), but specificity was low (BISI injury severity rating: 17-24%; OSU TBI-ID clinical rating: 11-17%). The tools were equally practical to use in the SPS, and any differences were not clinically meaningful. Conclusion: This study indicates that the OSU TBI-ID may be more useful than the BISI as a screening tool for HI-related impairment or disability in Scottish prisons. Limitations and implications for future research are discussed.
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Sutherland, John Norman. "Working with changing knowledge : a case study of computing science : how a cohort of established academics at a Scottish 1990's entitled university responded to the forces of change, development and innovation in teaching computing science." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5796.
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This is the report of a case study which was an investigation of how a group of long-established, in long-term and close working relationships, academic Computer Scientists working at a 1990's Scottish university have understood the many changes that have taken place in their field over their careers. It is a study that was performed by one of these Computer Scientist who had found it increasingly difficult to keep a grasp of the expanding, evolving and transforming knowledge-base that is a the core of being a Computing teacher in academia today, in the hope that performing the study would shed some light upon the nature of these changes, the forces that cause these changes, and how other Computer Scientists handle their changing field. The study was primarily performed through open conversations that took place in the group, one-to-one between the author and his then colleagues. As such, the study is based on analysis of subjective expressions of the personal experiences of the academics involved. As teachers in a new university, previously a Scottish Central Institution (akin to an English polytechnic), their teaching was applied Software Engineering rather than theoretical Computer Science, but a part of the group were originally educated as Computer Scientists. The study reviews the growth of Computer Science as an academic field in Scotland and compares the participants' experiences with those in other changing academic fields. The principal findings of the study are that knowledge in applied Computer Science originates entirely from outwith the academy. Commercial companies, philanthropic groups, end users and students all bring Computer Science knowledge into the academy. In order to teach the subject, these Computer Scientists must actively seek to gather in this knowledge, filter it and apply it in their teaching. The knowledge is volatile, difficult to provenance, only partially knowable, and time-stamped. It is not be found in books or other traditional academic sources. The one role that these Computer Scientists bring to knowledge creation in the field is in their formulation of new degree programmes which produce the field's new graduates and so affect the renewal and direction of the applied field of CS.
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BENEDETTI, MARTA. "I classici attraverso l'Atlantico: la ricezione dei Padri Fondatori e Thomas Jefferson." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10784.
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La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti.
Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica.
La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.<br>The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson.
The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age.
As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations.
The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.
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MacIntyre, April D. "House and home : Scottish domestic architecture in Nova Scotia and the Rev. Norman McLeod Homestead /." 2005.
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