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Baldwin, Patricia L. (Patricia Lynne). "Covering the Campus: The History of The Chronicle of Higher Education." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278236/.
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Martinez, Jill A. "Chronic illness in higher education| An autoethnography." Thesis, Northern Arizona University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1595011.
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<p>Higher education can present many challenges for students including managing and scheduling classes, assignments, projects, and professional and social obligations. This experience can be even more difficult for students living with chronic illness, many of whom face the additional challenges of debilitating pain, fatigue, social misconceptions, and frequent medical care. To succeed some students with chronic illnesses will need support and accommodation in order to achieve their goals and complete their degrees. In this thesis I explore the barriers I faced as a student with chronic illness in higher education and what accommodations may help remove those barriers for future students. With this thesis I hope to participate in social, political and academic conversations as a means to increase understanding among fellow students, faculty, staff, and administrators. It is my hope that these conversations will contribute to a movement that will help support and encourage students with chronic illnesses. </p>
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Held, Mary Beth. "An Investigation of the Resilience of Community College Students with Chronic Physical Health Impairments." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1493731407174025.
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Smith, S. K., April Stidham, Sarah Melton, M. Lee, and Christine M. Mullins. "Building Capacity for the Interprofessional Management of Multiple Chronic Conditions: The Role of Interprofessional Student Clinics." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7136.
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Young, Klockziem Tiffany Tara. "Effect of a Lifetime Health and Fitness Class on College Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1559.
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Physical inactivity and obesity, both of which are modifiable cardiovascular disease (CVD) risk factors, increase substantially during the transition from adolescence to young adulthood. CVD is the 5th leading cause of death in people ages 18 to 29. This disease has enormous social and financial repercussions; however, many college age students do not see chronic disease as a personal threat. Few researchers have examined chronic disease risk in young adults or used a consistent, objective measurement of physical activity. A pre-post, quasi-experimental study was conducted to evaluate the association between a health and fitness class, physical education 215 (PHED 215) and chronic disease risk, cardiorespiratory fitness (CRF) level, body fat percentage, self-motivation, exercise self-efficacy, and transtheoretical model (TTM) physical activity stage of change progression among male and female college students (n = 64). The TTM was utilized as the theoretical framework for this study. Secondary data were analyzed via descriptive statistics, paired t test (or Wilcoxon signed-rank test if data were not normal), and Bowker's test of symmetry. Results showed a statistically significant association between PHED 215 and 2 dependent variables: cardiorespiratory fitness level (p = 0.0001) and progressive movement through the TTM stages of change (p = 0.0061). Because college age students are shaping their adult behaviors, positive health change adopted during this critical time could increase CRF, establish lifelong exercise habits, improve quality of life, and delay and decrease obesity risk and chronic disease and related costs. While further study in different settings is warranted, PHED 215 could be used as a blueprint for other interventions in the education, community, and healthcare settings.
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Kiss, Boglárka. "A chronicle of school music education." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11107.
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Thesis (D.M.A.)--Boston University<br>This inquiry is a chronological overview of the history of school music education in Hungary. The study explores the topic from a large-scale humanistic perspective, in which historical context, general education laws, individual institutions and music educators, as well as music curriculum, textbooks, and teaching methods serve as evidence.
The chronological narrative delineates four distinct historical periods within which music education is examined: from the annexation of Hungary by the Austrians (around 1700) to the creation of the first royal edict on education in 1777; the effects and modifications of the edict and other policies from 1777 until the Compromise between Austria and Hungary in 1867; Hungary's education system from the era of the Austro-Hungarian Empire until the end of World War II; and the history of Hungarian education in the second half of the 20th century.
Within each period, the study provides a general historical overview, a discussion of educational policies and laws, and specifics of music education. The latter includes the place and rationale of music in the curriculum, the content and methods of music education, and the teachers and students of the subject.
This research found that for over three centuries educational laws have consistently set out to shape Hungary's culture by mandating that Hungarians learn to sing, mostly for religious or aesthetic reasons. Historically, outstanding teachers have made great strides in making this goal a reality at specific schools. Zoltan Kodaly in particular was ahead of his time with his child-centered educational ideas and commitment to teaching children a variety of musics. To date, Kodaly's approach is the only one that has realized the goals set out in the educational laws of Hungary. However, Hungary has far from succeeded in implementing Kodaly's vision, having served only those children that were enrolled in music elementary schools. For the most part, inadequate teacher training and bureaucratic hindrances have kept the majority of elementary and secondary schools from adopting his approach in its entirety. Current policies perpetuate these problems, and discourage innovation or critical review of existing practices in music education.
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Okeke, Silvanus. "A Diabetic Child's Impact on an African American Family." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5113.
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Diabetes, a chronic disease with devastating but preventable consequences, is common in the United States, especially within African American communities. Earlier research has indicated that 21.7% of African American parents have children diagnosed with Type 1 diabetes in the Mississippi Delta Region. Researchers have examined coping, stress, and behaviors of African American parents of children diagnosed with Type 1 diabetes; however, there is a gap in literature regarding how African American parents can cope with stress and how changes in health behavior due to Type 1 diabetes impact African American families. The purpose of this qualitative phenomenological study was to explore the lived experiences of African American parents, examining how they can cope with stress and how their families are impacted by the changes in health behavior due to Type 1 diabetes. The transtheoretical model, used to evaluate a person's preparedness to pursue a new healthier behavior, was applied. Through semi-structured interviews, data collected from 13 families were recorded, transcribed, and coded into themes. Phenomenological data analysis was performed based on the descriptive technique, using a computer-based NVivo model and preset codes. In this study, African Americans are likely to accept and acknowledge the impact of denial as a coping mechanism, while accepting the behavioral changes, and this will likely alert professionals in this field of study. Also, this will lead to a positive social change in the study of Type 1 Diabetes.
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Kortekaas, L. Mark. "News and education : creation of "The Classroom Chronicle"." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/40987.
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Roberson, Deborah C. "Interruption of community| A chronicle of the journey from segregation to dis-integration." Thesis, Neumann University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10591270.
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<p> Traditional research often excludes the voices of marginalized populations such as African Americans, who are usually written about instead of being allowed to tell their own stories (King, 2005). This research gives African Americans the opportunity to “tell their stories” of segregation and integration. Leaving the telling of our stories to others may have already had severe consequences, such as the perpetuation of stereotypes of African Americans, their communities and their academic abilities (Brown, 2009). This research hopes to shine a different light on the cohesiveness of the Black community and the Black academic experiences these participants had during the 1950s-1970s. There were 20 participants identified from yearbooks, social media and snowball sampling; from the 20, nine were selected to be interviewed. All participants were African American, male or female, and were selected based on other criteria such as age and where they attended school between the years 1950 and 1970. The researcher included a personal narrative which orients the reader to the context for events recollected by the participants in this phenomenology utilizing historical narratives based on the researcher’s personal experience and oral histories from other African American individuals from the community. Critical Race Theory was used to guide the research to answer how African Americans who attended Black neighborhood schools in a Southeastern Pennsylvania town during the 1950-1970 eras describe the influence of forced integration on their community and the Black academic experience. The findings from this study are that racial and cultural identity and the Black academic experience were important to student connectedness to the participants’ schools and neighborhood; and the teachers, extracurricular activities and relationships were critical characteristics influencing these participants’ perceptions of their segregated schools. </p>
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Blyth, Maria Del Carmen. "Chronicle of a dys-appearance: an autoethnography of a teacher in conflict." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16436.
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Includes bibliographical references<br>With the growth in number of international schools from the 50 identified in 1964 to the current 5,000 international schools worldwide with an associated teaching staff of 250,000 predicted to grow to 10,000 and 500,000 respectively by 2020, the international school is an increasingly prominent sector of education. Yet despite this standing what is known about how international schools discipline and silence their dissenting teachers is negligible. Metaphorically speaking, the problem is that the "black box" of teacher control and correction remains firmly closed in the international school domain. The aim of this study is to open up the "black box" as it were, to use my experiences as an educator to shed some light on how organisational structures and the people working within them can disempower, silence and discipline a dissenting teacher. Although I have used autoethnography as methodology the study is not purely autoethnographic but rather a bricolage of methods that through conceptual enquiries of a philosophical nature (on the emotions, ethics etc.) deepen not only my narrative research but also my understanding of the issues. Engaging with these diverse philosophical analyses has taken me from questions of essence that focused on a Cartesian understanding of difference and conflict ( us/them; cause/effect ; guilt/innocence; darkness/light) to a posthumanist stance on both and questions of how conflict can be understood as emergent from intra-actions between apparatuses of material-discursive practices, conditions both social and material. For conflicts are collisions head on, to the accompaniment of squealing brakes and breaking glass. And it is important to understand not why but how such collisions occur if we are to avoid, prevent, or resolve them ethically. As such I hope that this study contributes to studies on conflict by showing how discourses, material conditions, affect, and power can converge to produce situations with serious consequences for those involved.
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Shawa, Lester Brian. "Can higher education policy frameworks engender quality higher education in Malawian universities?" Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.
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Thesis (MEd)--University of Stellenbosch, 2007.<br>ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this
thesis examines the potential of higher education policy frameworks to engender
quality university education in Malawian universities. Pertinent to the fast-growing
higher education sector in Malawi is the connection between higher education policy
frameworks and quality delivery of university education. Education policy
frameworks in Malawi are mainly a response to the government’s broad policy of
poverty alleviation. Thus this thesis argues that quality university education ought to
contribute to poverty alleviation especially by assisting the country to achieve its
Millennium Development Goals (MDGs) and to implement the initiatives of the New
Economic Partnership for Africa’s Development (NEPAD).
To engender quality university education that could help to alleviate poverty in
Malawi, this thesis through Habermasian critical inquiry proposes that quality ought
to be the corollary of defensible higher education policy frameworks, policy
documents need to delineate quality parameters, access to university education needs
to be increased and, inevitably, discursive or deliberative higher education policy
making ought to be given primacy.<br>AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde
onderhoude, ondersoek hierdie tesis die potensiaal van
hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese
universiteite teweeg te bring. Van besondere belang vir die snelgroeiende
hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke
en die lewering van gehalte universiteitsonderrig. Malawiese
onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende
armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte
universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te
help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe
van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel.
Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan
help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat
gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees,
dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig
verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling
onafwendbaar voorrang behoort te geniet.
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Oktik, Nurgun. "Restructuring Turkish higher education : the 1981 Higher Education Law and its effects." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1037/.
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Magoula, Angeliki-Elen Myers Christopher S. "Cost in higher education." Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FMagoula%5FMBA.pdf.
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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, June 2007."<br>Advisor(s): Euske, Kenneth ; Gates, Bill. "June 2007." "MBA professional report"--Cover. Description based on title screen as viewed on August 15, 2007. Includes bibliographical references (p. 65-67). Also available in print.
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Kummer, Christian. "Wikis in higher education." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-138370.
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For many years universities communicated generic graduate attributes (e.g. global citizenship) their students have acquired after studying. Graduate attributes are skills and competencies that are relevant for both employability and other aspects of life (Barrie, 2004). Over the past years and due to the Bologna Process, the focus on competencies has also found its way into universities' curricula. As a consequence, curricula were adapted in order to convey students both in-depth knowledge of a particular area as well as generic competences (Bologna Working Group on Qualifications Framework, 2005, Appendix 8). For example, students with a Master's degree should be able to “communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously” (p. 196). This shift has been supported by the demand of the labour market for students that have achieved social and personal competencies, in addition to in-depth knowledge (Heidenreich, 2011).
On course level, this placed emphasis on collaborative learning, which had led to “greater autonomy for the learner, but also to greater emphasis on active learning, with creation, communication and participation” (Downes, 2005). The shift to collaborative learning has been supported by existing learning theories and models (Brown et al., 1989; Lave and Wenger, 1991; Vygotsky, 1978), which could explain the educational advantages. For example, collaborative learning has proved to promote critical thinking and communications skills (Johnson and Johnson, 1994; Laal and Ghodsi, 2012). As Haythornthwaite (2006) advocates: “collaborative learning holds the promise of active construction of knowledge, enhanced problem articulation, and benefits exploring and sharing information and knowledge gained from peer-to-peer communication” (p. 10). The term collaboration defies clear definition (Dillenbourg, 1999). In this article, cooperation is seen as the division of labour in tasks, which allows group members to work independently, whereas collaboration needs continuous synchronisation and coordination of labour (Dillenbourg et al., 1996; Haythornthwaite, 2006). Therefore, cooperation allows students to subdivide task assignments, work relatively independent, and to piece the results together to one final product. In contrast, collaboration is seen as a synchronous and coordinated effort of all students to accomplish their task assignment resulting in a final product where “no single hand is visible” (Haythornthwaite, 2006, p. 12).
Due to the debate about digital natives (Prensky, 2001) and “students' heavy use of technology” in private life (Luo, 2010, p. 32), teachers have started to explore possible applications of modern technology in teaching and learning. Especially wikis have become popular and gained reasonable attention in higher education. Wikis have been used to support collaborative learning (e.g. Cress and Kimmerle, 2008), collaborative writing (e.g. Naismith et al., 2011), and student engagement (e.g. Neumann and Hood, 2009). A wiki is a “freely expandable collection of interlinked Web ‘pages’, a hypertext system for storing and modifying information - a database, where each page is easily editable by any user” (Leuf and Cunningham, 2001, p. 14; italics in original). Thereby, wikis enable the collaborative construction of knowledge (Alexander, 2006).
With the intention to take advantage of the benefits connected with collaborative learning, this doctoral thesis focuses on the facilitation of collaboration in wikis to leverage collaborative learning.
The doctoral thesis was founded on a constructivist understanding of reality. The research is associated with three different research areas: adoption of IT, computer-supported collaborative learning, and learning analytics. After reviewing existing literature, three focal points were identified that correspond to the research gaps in these research areas: factors influencing students' use of wikis, assessment of collaborative learning, and monitoring of collaboration. The aims of this doctoral thesis were (1) to investigate students' intentions to adopt and barriers to use wikis in higher education, (2) to develop and evaluate a method for assessing computer-supported collaborative learning, and (3) to map educational objectives onto learning-related data in order to establish indicators for collaboration. Based on the research aims, four studies were carried out. Each study raised unique research questions that has been addressed by different methods. Thereby, this doctoral thesis presents findings covering the complete process of the use of wikis to support collaboration and thus provides a holistic view on the use of wikis in higher education.
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Magoula, Angeliki-Elen, and Christopher S. Myers. "Cost in higher education." Monterey California. Naval Postgraduate School, 2007. http://hdl.handle.net/10945/10222.
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MBA Professional Report<br>State and Federal legislature require that standard data on education-related expenditures be provided by universities and colleges in order to standardize methodology and accountability used nationwide by institutions of higher education. The aim is to review existing cost criteria and procedures for determining costs. Accounting structures vary by institution, and by school. This variability across schools makes decision making a difficult task. The objective of this research is to look into the cost structure used presently by two institutions of higher education, namely the Naval Postgraduate School (NPS) and California State University of Monterey Bay (CSUMB). The financial data that determines the consistency of the cost metrics in the decision making process of these institutions is considered. An analysis of the cost information used to make and support decisions is presented. The variety of the cost structures within the researched institutions is analyzed and compared, in order to identify the factors that generate the differences. The research concluded that both institutions should continue to develop the cost structure to have a comparative view across schools for more efficient planning and the tracing and updating of estimates.
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Smith, Shannon Tucker Fulton-Calkins Patsy. "Megatrends in higher education." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9028.
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Quinn, Lynn. "Teaching in higher education." Routledge, 2014. http://hdl.handle.net/10962/66557.
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publisher version<br>As Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.
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Smith, Shannon Tucker. "Megatrends in Higher Education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9028/.
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Utilizing the theory of John Naisbitt's 1982 Megatrends, this study identifies eight trends for the future of higher education using content analysis of generalized print media reports for three bell-wether states. For the period of 2001-2005, generalized reporting for three newspapers, the Los Angeles Times from Los Angeles, CA, the Miami Herald from Miami, FL, and the Denver Post from Denver, CO, included over four thousand articles and covered 21 primary topics and over 200 secondary topics. Eight trends emerge from the content analysis. Trend 1, from the ivory tower to the public domain, identifies increasingly critical public scrutiny of higher education standards and curricula. Fight or flight, Trend 2, reveals more consistent no-tolerance policies for student behavior. Trend 3, scholar to celebrity, reveals an increasingly public role for university presidents. Academic freedom to academic flexibility, Trend 4, identifies a tightening of academic freedom policies for university staff and faculty. Trend 5, pay now, learn later, focuses on increased popularity of pre-paid and tax free plans for saving college tuition. Fraternity party to fraternity accountability, Trend 6, identifies increased scrutiny of Greek organizations and Greek life within the university environment. Trend 7, tenure to temporary, reflects the growing trend of hiring more part-time faculty rather than hiring faculty for tenure track positions or full-time instructor jobs. Lastly, campus to cyberspace, Trend 8, identifies the continued success of online instruction at the university level.
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Komljenovič, Janja. "Making higher education markets." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702882.
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Drew, Simon. "Dyscalculia in higher education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21472.
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This research study provides an insight into the experiences of dyscalculic students in higher education (HE). It explores the nature of dyscalculia from the student perspective, adopting a theoretical framework of the social model of disability combined with socio-cultural theory. This study was not aimed at understanding the neurological reasons for dyscalculia, but focussed on the social effects of being dyscalculic and how society can help support dyscalculic students within an HE context. The study s primary data collection method was 14 semi-structured interviews with officially identified dyscalculic students who were currently, or had been recently, studying in higher education in the UK. A participant selection method was utilised using a network of national learning support practitioners due to the limited number of participants available. A secondary data collection method involved reflective learning support sessions with two students. Data were collected across four research areas: the identification process, HE mathematics, learning support and categorisations of dyscalculia. A fifth area of fitness to practise could not be examined in any depth due to the lack of relevant participants, but the emerging data clearly pinpointed this as a significant area of political importance and identified a need for further research. A framework of five categories of dyscalculic HE student was used for data analysis. Participants who aligned with these categories tended to describe differing experiences or coping behaviours within each of the research areas. The main findings of the study were the importance of learning support practitioners in tackling mathematical anxiety, the categorisations of dyscalculic higher education students, the differing learning styles of dyscalculic and dyslexic students, and the emergence of four under-researched dyscalculic characteristics: iconicity, time perception, comprehension of the existence of numbers that are not whole and dyscalculic students understanding of non-cardinal numbers.
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Ragadu, Suzette C., and Suzette C. Minnaar. "Transformation in higher education : receptions of female academics at a distance education institution of higher education." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2809.
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Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007.<br>Females in academia remain concentrated in lower level positions, with limited and
often no decision-making power. However, this is not only a South African
phenomenon but it is also evident in the position of female academics in the United
Kingdom, the United States and New Zealand. Within the South African context,
higher education institutions are in a process of transformation and change in order
to integrate with social transformation and change. Therefore, the Department of
Education mandated certain higher education institutions to transform and merge,
with implications for their human resource management. Universities are regarded
as complex organisations and this complicates the management and leadership of
such institutions. Moreover, South Africa has passed legislation (e.g. the Higher
Education Act) that impacts its human resource management and the manner in
which higher education institutions are transformed and managed. Higher education
institutions employ the principles of corporate management and therefore the
distinction between management and leadership is highlighted. Communication is
discussed as a tool thereof and the differences of males and females in this regard
are emphasised. The status of female academics in South Africa is discussed and
the perceptions of female academics with regard to the dimensions used in the
empirical inquiry are highlighted.
The empirical inquiry gauged how females occupying academic positions at a South
African distance education university perceived the management process of
institutional transformation. The perceptions of female academics with regard to five
dimensions: management and leadership; communication; diversity and employment
equity; and transformation and change were gauged and compared to the
perceptions of male academics and that of female professional/administrative
personnel. It was found that female and male academics were relatively positive with
only one significant difference: their perceptions of communication at the institution.
There were also significant differences in the perceptions of white and of black
female academics. Furthermore, when female academics were compared to female
professional/administrative personnel, there were significant differences: female
academics held generally more positive perceptions than those of female
professional/administrative personnel. In addition, there was evidence of an ageing
workforce.
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Yung, Man-sing. "Education and the labour market : the implications of higher education expansion in Hong Kong in the 1990s /." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18916107.
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Vlasin, A. "Mission education in Romanian Evangelical Higher Education." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517588.
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Soepatini. "Entrepreneurship education in Indonesian higher education institutions." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.
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For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.
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Mertova, Patricie. "Quality in higher education: stories of English and Czech academics and higher education leaders." Monash University. Faculty of Law, 2008. http://arrow.monash.edu.au/hdl/1959.1/53585.
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The subject of quality has been a pervasive issue on the agenda in higher education around the world for more than a decade. A greater focus on quality in higher education resulted from a range of competing factors, among the most prominent were: political control over higher education (exerted particularly by national governments), the growth in the number of students in higher education (including general changes in the student population and their expectations) and financial control on the part of national governments (frequently related to the previous two factors). Quality monitoring has become a mechanism for governments worldwide to tackle these competing factors. However, at the same time, it can be argued that it was frequently employed to disguise the dominant focus on accountability in higher education rather than on enhancement. Many of the quality assurance models and systems applied to higher education originated in the business and manufacturing sectors. They have often been found unsuitable or only partially suitable for the higher education sector, because they largely disregarded the nature of higher education and its employees, in particular the academics. It may be argued that the quality movement has driven higher education more towards greater uniformity, which may be detrimental to what was understood as the “real” quality in higher education. For instance, innovation was regarded as an important aspect of academic work. Nevertheless, the present quality development drive seems to be working against the nature of academic work. Given this background, it is alarming that the academic voice seems to have had little impact to date on the development of quality systems in higher education. Therefore, the present thesis attempted to investigate the academic voice concerning higher education quality. Overall, this thesis had two main objectives. First, based on the analysis of stories of academics and higher education leaders, the thesis endeavoured to construct a framework of significant quality issues for the potential use in future policy development in higher education in the two countries investigated in this research (the Czech Republic and England), and prospectively in other higher education systems around the world. In particular, it aimed to introduce more human-centred measures into the area of higher education quality. Second, in terms of developing a methodology, the thesis attempted to illustrate the way in which a critical event narrative inquiry study of heterogeneous and complex environments, such as higher education, could be undertaken. Employing such a critical event narrative inquiry approach, the researcher endeavoured to highlight important aspects of higher education quality, which have been largely overlooked in the area, and thus assist the improvement of the practice of quality development in higher education. The study utilised face-to-face interviews with academics and higher education leaders concerning their perceptions of the issue of higher education quality. The researcher anticipated that eliciting of “critical events” through interviews with individuals involved in the area of quality in higher education (academics and higher education leaders) would uncover some important aspects in higher education quality which would not be revealed using other more traditional empirical methods of inquiry, particularly quantitative research methods. To investigate the area of higher education quality, the researcher elected to look into the English and Czech higher education systems. The choice of the English higher education system was influenced by the knowledge that England, and more generally the UK, was among the first countries in the world, and certainly the first in Europe, to introduce a formal quality assurance system into higher education. Australia followed this trend soon after it was introduced in the UK. The researcher elected the Czech higher education system, as a culturally different educational system, distinctive from the Anglo-Saxon educational tradition, and which is uniquely placed on the divide between Western and Eastern Europe. In this respect, the critical event narrative inquiry method was proposed as a suitable method for the investigation of significant aspects of cultural difference. Employing the critical event narrative inquiry method, the researcher uncovered a number of significant issues. Some of these issues were identified by English and Czech academics and higher education leaders as not featuring strongly in their countries’ current higher education quality enhancement practices, and yet they were regarded as important by the academics. Some of the issues uncovered in this research, on the other hand, were highlighted as impacting negatively on the quality enhancement processes in their respective higher education systems. There were a number of issues which were identified as common to both the English and Czech higher education systems. These issues might have been an indication of potential wider relevance of such trends among a broader range of higher education systems worldwide. This thesis proposed a framework for a human-centred approach to quality enhancement in higher education based on issues which were common to both English and Czech higher education systems. This framework featured: • Regard for the academic voice in higher education quality policy development; • Attention to human-centred aspects of higher education quality; • Need for a collegial approach and reflection on the purposes of quality evaluation processes; • Equal value afforded to teaching and research; and • Focus on innovation and change. There were also some culture-specific issues uncovered, particularly in relation to the Czech higher education system. These culture-specific issues may be relevant to certain common trends and features in other higher education systems in Central and Eastern European regions. In this respect, the thesis proposed a framework for a human-centred approach to quality enhancement with regard to culture-specific issues. The framework focused specifically on Czech higher education and may be of potential relevance to other Central and Eastern European higher education systems. This framework included: • The significance of transparency in educational processes; • The need for a fundamental change in the style of pedagogy in higher education institutions; to focus more on thinking processes and reasoning; • The need for a more systematic move towards a student-centred approach across the whole higher education system; • The need to address the factor of pressure on Czech academics to publish mainly in English in order to receive international recognition; and • The need for education of Czech academic staff to enable a broader and better understanding of the concept of higher education quality in the context of the Czech higher education system. Investigation of the academic voice in English higher education did not reveal any culture-specific issues. In other words, the English academics and higher education leaders did not identify any issues in higher education quality that were distinctively different from the general issues highlighted also by Czech academics and higher education leaders. Some of the issues pointed out in the English context occurred on a more advanced level due to the different historical, political and socio-economic context of the UK higher education. It appears that quality in higher education is here to stay. As such, it is essential for the future of higher education that quality enhancement be based on education-focused approaches. Overall, this thesis proposed a human-centred approach to quality enhancement as one way of attaining educational focus.
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Burkum, Kurt Richard Hendrickson Robert M. "The role of state higher education governance structures in state-level higher education lobbying." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.
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Ali, Nimo-ilhan. "The growth of higher education in Somaliland : implications to the higher education-development nexus." Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23789/.
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Liu, Huacong. "Internationalizing Chinese higher education institutions." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39968.
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In this qualitative case study, I explored how internationalization is interpreted at a higher education institution in Shanghai, China. By using a theoretical framework containing Knight’s (2004) model, Marginson and Rhoades’ (2002) concept of ‘Glo-na-cal’, and Tierney’s (1998) academic culture, I attempted to answer three main research questions: How is internationalization interpreted at the national level, in terms of strategies, approaches, and rationales? How is internationalization interpreted at the institutional level, in terms of activities and rationales? At the core of the internationalization of higher education in China lies potential academic cultural clashes. How is this clash manifested, and how is this clash addressed at the institutional level?
This study took place at School of Economics, Pacific University in China. Data collection took place from late March through mid-April 2011 using a strategic sample of participants including domestically trained scholars, returnee scholars, and senior administrators in the school. Data collection consisted of semi-structured interviews and document collection. Interviews were conducted in Mandarin and were digitally recorded and subsequently transcribed, coded, and analyzed thematically.
The findings of this study suggest that internationalization of higher education has taken a narrow and pragmatic approach in China’s national policy level: internationalization is treated as a means to achieve national goals in technology innovation and creativity, and economic competitiveness through building world-class universities. However, there is a lack of well-articulated strategies of how to achieve the world-class university status. The absence of concrete strategies imposed from the national level does make room for suitable strategies and activities at the institutional level internationalization process. The case study institution has developed a set of strategies for internationalization, including overseas recruiting and strengthening academic environment, curriculum reform and strengthening teaching quality, emphasis on research and intensifying academic exchange. Nevertheless, true internationalization does not come easily. A lack of collegial academic culture is shown at the case study institution between the domestically trained faculty and returnee scholars. From a macro perspective, this study also indicates a frequent interaction among the local, national, and global levels during the process of internationalizing a Chinese higher education institution.
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Daukšienė, Estela. "Virtual Mobility in Higher Education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20131220_085909-84407.
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Higher education institutions are not fully prepared for virtual mobility (further VM) implementation – there is no common framework, methodology of preparation, and the set of competences to possess in order to implement VM efficiently, and to be acquired during VM. With the aim to conceptualize the virtual mobility phenomenon in higher education, analyzing its main components and revealing their relationships, the following research questions were raised: how is virtual mobility in higher education defined? Why is it necessary to implement VM in HE? How can teachers and institutions prepare for and implement VM? The first part of the dissertation focuses on the VM concept analysis, differences between VM and similar concepts, and the key VM components. The second part reveals the empirical research methodology by connecting the research questions with the chosen research methods. The third part discusses empirical research findings, which verify the complexity of the phenomenon, the interrelationships of the components, and the VM dimensions permeating VM implementation in HE.<br>Aukštojo mokslo institucijos dar nėra pilnai pasirengę virtualaus mobilumo (toliau VM) įgyvendinimui - nėra priimti visuotinai suderinti sprendimai kaip institucija, studentai ir dėstytojai turėtų pasiruošti VM, neaišku, kokių kompetencijų reikia dėstytojams, siekiant efektyviai organizuoti VM bei kokias galima įgyti studijuojant VM būdu. Siekiant konceptualizuoti VM fenomeną aukštajame moksle, išanalizuojant pagrindinius jo komponentus ir atskleidžiant jų tarpusavio sąsajas, darbe keliami šie pagrindiniai tyrimo klausimai - kaip virtualus mobilumas apibrėžiamas aukštajame moksle? Ar reikalingas VM aukštojo mokslo institucijoms ir kodėl? Kaip dėstytojai ir institucijos gali pasirengti ir įgyvendinti VM aukštojo mokslo institucijose? Pirmojoje disertacinio darbo dalyje nagrinėjama VM sąvoka, aptariami VM ir panašių terminų skirtumai, atskleidžiami pagrindiniai VM fenomeno aukštajame moksle komponentai. Antrojoje dalyje detalizuojama empirinio tyrimo metodologiją. Trečiojoje - aptariami empirinių tyrimų rezultatai, patvirtinantys fenomeno kompleksiškumą, VM komponentų tarpusavio priklausomybę bei VM dimensijas, pagrindžiančias VM įgyvendinimą aukštajame moksle.
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Marchand-Stenhoff, Sandra Marie. "Academic incivility in higher education." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386703.
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Thesis (Ph.D.)--Indiana University, Dept. of Higher Education Administration, 2009.<br>Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4595. Adviser: John P. Bean.
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Briks, Hilda. "Global citizenship and higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27608.pdf.
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Wilcox, Susan. "Educational development in higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/NQ28081.pdf.
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Cook, Bradley James. "Egyptian higher education : inconsistent cognitions." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310074.
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Graham-Matheson, Lynne. "Mature students in higher education." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322841.
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Moogan, Yvonne Joyce. "Buyer behaviour in higher education." Thesis, Manchester Metropolitan University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392834.
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Serumola, Patrick Abednico. "Improving performance in higher education." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
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Zoghi, Cynthia Erfanian. "Labor markets in higher education /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992955.
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Ortega, Janet L. "Strategic partnerships in higher education." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606831.
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<p> The purpose of this study was to investigate the impacts of strategic partnerships between community colleges and key stakeholders; to specifically examine strategic partnerships; leadership decision-making; criteria to evaluate strategic partnerships that added value to the institution, value to the students, faculty, staff, and the local communities; and that furthered the community college mission. One-hundred and twenty-five higher education administrators from thirty seven states and one U.S. territory participated. </p><p> The literature defined strategic partnerships in higher education (Alfred, 2006; Gajda, 2004) and highlighted the theoretical constructs of strategic management (Alfred, 2006; Myran & Howdyshell, 1994; Stahl & Grigsby 1992), leadership decision-making (Bogart, 1994; Eaton, 1988; Strauss, 1978), collaboration theory (Gray, 1989; Schroeder, 1999), negotiation theory (Faberman, 1978; Strauss, 1978), and resource dependency theory (Nienhüser, 2008; Strauss, 1982, Schwalb et al., 2011). The literature review established a basis for successful strategic partnerships. </p><p> A web-based survey was created by the author based on the literature and was reviewed by an expert panel. The sample included community college administrators, primarily College Presidents (<i>n</i> = 66). Data collection utilized SurveyMonkey. Data analysis was descriptive on seven research questions. </p><p> The recommendations abridged from the research study were: • Reevaluate strategic partnerships to meet the current goals outlined in the existing community college mission statements. • Modify the community college missions in the United States to be reflective of the federal mandates of accountability and degree completion. • Provide greater inquiry by community college administrators over the costs and benefits of strategic partnerships to improve selections that ratify the missions with focused emphasis on accountability and degree attainment. • Strengthen strategic partnerships that foster K-12 transitions, greater attainment of two-year degrees, and matriculation toward higher level degrees to be reflective of the higher expectations placed upon community colleges to meet the needs of diverse student populations. • Advance and strengthen models of strategic partnerships, particularly with the university, to improve the effectiveness and increase successful transfer rates and higher rates of degree completion.</p>
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Hoover, Natalie Renee, and Samantha Coyne Martinez. "FOSTER YOUTH AND HIGHER EDUCATION." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/505.
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In this study, 10 former/current foster youth were interviewed about their foster care experiences by examining factors that contributed them from pursuing higher education and factors that may have influenced them from not pursuing higher education. Data collection occurred throughout Riverside and San Bernardino Counties. The results of the study found that there were four themes, which presented to be factors that are influential in foster youth pursuing or not pursuing higher education. These themes are centered on the environment, support factors, the foster youths drive and types of services that they received while in foster care. The results of the study imply that there are significant barriers to foster youth pursuing higher education and there are influential factors that foster youth experience in pursuing higher education. This study recommends that there should be an expansion of the research conducted to continue to access which areas can influence foster youth to pursue higher education.
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Andersen, Camey Lei. "Improving Mentoring in Higher Education." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8288.
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As universities and institutions of higher education seek to improve retention, persistence, well-being, and overall college experience satisfaction for their students, there is an increased emphasis on mentoring in higher education. Improving mentoring in higher education--the specific tools, training, and practices that develop effective mentors--remains an often-elusive goal for college administrators and university mentoring programs and in research. This research examined available research on effective mentoring and provided recommendations for how to create successful mentors and mentoring programs in higher education. This dissertation is a three-article format presentation of information about mentoring in higher education. The first article is a literature review of mentoring and higher education literature analyzing what makes an effective mentor and implications for practice. The review of 34 articles examined themes of impact of mentoring, role of mentor, and mentoring programs, as well as implications for practice for each theme. The review showed that more research is needed on mentoring and higher education, mentor training, and the perspective of mentors. The second article investigated mentoring in online learning environments. The survey research study analyzed responses from 143 online mentors from around the world in a global higher education initiative. Four mentoring domains were used for analysis. Online mentors reported they were most effective at providing emotional and psychological support for students. Study results showed mentor support for individual students outside the virtual classroom, strategies for student goal setting, characteristics of online role modeling, and mentor confidence in technology skills. The study also contributed findings to the literature about online mentoring benefits for nontraditional students, technology challenges, and online mentoring role adoption. The third article examined ongoing mentoring training. The qualitative study analyzed interview responses from 20 international in-person mentors in a global higher education initiative to discover how ongoing training affects mentors' abilities to assist higher education students in achieving their educational goals. Study results showed the benefits from ongoing mentoring training, the importance of volunteer mentoring needs in ongoing mentoring training, and the effects of mentoring training creativity. The study also showed that ongoing training positively impacts mentors, volunteers may need more training, and that ongoing training advanced effective mentoring practices. Successful mentoring can make a meaningful difference in students' lives. This research showed the impact of mentoring and its potential benefits in in-person and online learning environments. This research also showed the significance of effective mentoring programs and ongoing mentor training in mentoring.
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Pike, Tiffani L. "Leadership and Higher Education Administration." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1536053893669972.
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Gallacher, J. "Business models and higher education." Thesis, Nottingham Trent University, 2010. http://irep.ntu.ac.uk/id/eprint/318/.
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The researcher believes that the wide ranging use of the term business model in academic and practitioner arenas suggests that the clarification of its use rhetorically, strategically or managerially or lack of use would be of interest to both academics and management practitioners. Universities face increasingly challenging economic conditions and the identification of the use within higher education of business models using interview data, cross-referenced to institutional success, measured by a variety of metrics, may allow inferences to be drawn about the relationship of the relative success of institutions and the role, if any, of business models which may then inform future decision making. The researcher suggests that a business model approach, whilst not introducing new concepts is a useful descriptive and analytical tool for both practitioners and academics. In a discursive sense the term can act as a useful short hand whilst as a framework for value propositions it can aid the identification and development of the underlying economic reality of business activity. Furthermore, business models when viewed in the context of competing value propositions and business model innovation provide a link to and an aid in, the development of strategy. The researcher found that the term business model was frequently described in interview as inappropriate and no evidence of significant explicit usage of the term business model was found in university strategic plans. Further evidence from interview and the analysis of strategic plan documentation highlights the use of business-like language and practices suggesting that implicit, rather than explicit, business model approaches are being adopted in universities for decision making purposes. No evidence of a correlation between the use of business models, business like terms or reference to Hefce strategic aims and financial or league table success was noted. Whilst relative institutional income levels remained largely static over the period 1994-95 – 2006-07, the income patterns of institutions interviewed indicated that as the level of success as measured by researcher increased, as a proportion of total income grant and fee income reduced and research and other income increased. In addition the top twenty-five universities measured by average surplus over the period 1994-5 to 2003-04 tended to have a higher than average proportion of their total income represented by research and other income. To aid the realisation of potential benefits to be gained by universities from the adoption of a more explicit business model approach the research findings suggest the consideration of three factors. Firstly the clarification of the location of business models in relation to the more traditional management tools of strategy development and resource planning. Secondly, the lack of appetite for the explicit adoption of a business model approach, in at least some parts of the sector, suggests that the language of business models needs adapting to a higher education context. The researcher suggests the language of social enterprise which would explicitly recognise the societal dimension of university activity. Finally, but related to the second point is that the constrained economy of higher education needs to be recognised in the development of a business model approach with complex stakeholder relations recognised in value propositions and outcomes and financial sustainability as a necessary facilitator rather than primary driver.
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James, David Russell. "Mature studentship in higher education." Thesis, University of the West of England, Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295742.
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Peach, Sam. "Understanding curriculum in higher education." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439139.
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Karkoulian, Silva. "Performance appraisal in higher education." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31001.
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The proper implementation of an appraisal system in an educational institution could enhance the growth and development of its faculty members, which will positively reflect on the whole institution. This study aims at laying the ground for a better appraisal practice at the Lebanese American University (LAU). The study also attempts to identify trends and areas for further development, and to provide consolidated practical advice for universities in Lebanon. 80 faculty members filled semi-structured questionnaires at the Lebanese American University. Furthermore, 40 faculty members were interviewed using purposive sampling. The response rate was low (36.86%), for 80 out of the 217 responded to the distributed questionnaire. The interviews with faculty members acknowledged the importance of mentoring and professional development at LAU. The results showed that no formal appraisal scheme was implemented at LAU. The majority of the respondents acknowledged that 360-degree appraisal is the most comprehensive appraisal practice. Based on the literature review and the suggestions of interviewed faculty members, a communication model for the performance appraisal scheme was developed to be further tested and adopted by the university, if it yielded satisfactory results. The researcher finally recommended the formal adoption of a performance appraisal process at LAU.
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Hordern, James. "Higher education and higher skills : exploring the policy implementation process." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/17492/.
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The argument made by the Leitch report and subsequent government policy documents is that an improved supply of skills is central to national economic progress in the face of increasing competition amongst nation states for business investment. Over the period 2005-9 higher education institutions in England were encouraged by government departments and HEFCE to engage with an emerging higher skills policy, and commit to building their capacity to develop and deliver workforce development provision in collaboration with employers and Sector Skills Councils. This thesis explores the implementation of this policy with the aim of developing an analytical framework that can be used to explain processes of implementation in this specific policy environment, at the interface of ‘skills’ and ‘higher education’. The approach to implementation recognises the importance of interpreting the structural character of the policy environment, the influence of the prevailing norms of the higher education sector, and the manner in which processes at the ‘street level’ interpret and adapt policy to institutional context. The analytical process takes account of the insights of sociological institutionalism, Matland’s ambiguity-conflict model and the focus on belief and coalition formation in the Advocacy Coalition Framework, and makes use of a range of documentary and interview material. The approach is deliberately sceptical about the possibility of the development of an overarching implementation model, and instead focuses on the characterisation of key factors that are likely to influence the implementation process and outcomes in this specific policy environment. To that end, the analysis produced can find use as an insight into the process of policy implementation in higher education in the U.K., and provide an indication of how similar policies may be re(formed) in future contexts.
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Moore, Patrick G. "Online education the changing face of higher education /." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/pmoore2005.pdf.
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Kirschner, Paul A. "The inevitable duality of education: cooperative higher education." Maastricht : Maastricht : Unigraphic ; University Library, Maastricht University [Host], 2000. http://arno.unimaas.nl/show.cgi?fid=13055.
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Gallagher, John. "Business models and higher education institutions-looking for business models in the higher education landscape." Thesis, Nottingham Trent University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511413.
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Burchett, Bonnie L. "The Role of Values in Higher Education: A Case Study of Two Higher Education Institutions." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2888.
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The primary purpose of this study was to develop case studies providing a description of how two higher education institutions addressed the role of values. The researcher attempted to provide insight and understanding into the implicit and explicit values of the institutions through a values audit process. The methods of transmitting those values internally and externally were examined, as well as, implications for students, faculty, and staff. There was also an analysis as to what evaluation process was used to ensure compliance or alignment and to gauge that alignment between educational practices and the institutions' mission and purpose. The study examined the established and appropriate reward systems for recognizing and assuring compliance or alignment. The ethnographic case study was chosen as the research model for the investigative process for this study. Two case studies were conducted in which a four-year public institution, East Tennessee State University; and a four-year private Christian, liberal arts institution, Milligan College were examined. Each institution was treated as a case study, then a cross-case analysis was conducted between institutions noting similarities and differences. Four ethnographic techniques were used in the data collection phase of the research study: researcher's notes, face-to-face interviewing, document analysis, and participant observation. In each technique, the researcher emerged as the primary instrument for data collection. Based on the data collected, it was found that an institution's vision, mission, values, and goals provide the context in which it operates. The leader emerged as the individual who sets the tone for values for the institution. Effective strategies for communicating and implementing the values throughout all levels of the organization are critical. Compliance and alignment of members with the values must be expected, encourages, rewarded, and punished. Institutions may employ differing, yet, effective strategies for values definition, communication, and implementation. Recommendations made, as a result of the study are the following: (1) a periodic, broad-based review of the vision, mission, and values be conducted, (2) effective and continuous communication strategies be formulated and implemented into the hiring, supervision, and evaluation process, (3) an individual or an area be responsible for reviewing, transmitting, and evaluating the values, (4) periodic values audits be conducted internally and externally, and (5) further research be conducted in areas impacted by institutional values.