Academic literature on the topic 'Undergraduate administration programme'
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Journal articles on the topic "Undergraduate administration programme"
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Jacobs, Brian D. "Sport, Recreation, Health Action and Urban Policy: An Undergraduate Learning Programme." Teaching Public Administration 18, no. 2 (1998): 31–44. http://dx.doi.org/10.1177/014473949801800203.
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Koranga, Rekha, Priya J. P. Narayan, and Kanchan Bala. "A study on the effectiveness of the structured teaching programme regarding cardiopulmonary resuscitation among undergraduate students at selected college of Dehradun, Uttarakhand." International Journal Of Community Medicine And Public Health 6, no. 6 (2019): 2420. http://dx.doi.org/10.18203/2394-6040.ijcmph20192301.
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Background: Cardiopulmonary resuscitation is a technique of the basic life support, which helps to maintain blood circulation in the victim's brain and heart during cardiac arrest or during the absence of pulse and breath. Adults are more active and long-time information delivers, but non-medical people are not having the knowledge regarding emergencies managements, hence this study was conducted to assess the knowledge and check the effectiveness of STP regarding CPR among Undergraduate students.Methods: Quantitative approach with Quasi-Experimental research design was used in the present study with Simple random sampling technique to select 61 undergraduate students at Himalayan School Of Management, Jollygrant, Dehradun. Structured knowledge questionnaire was used to collect the data and followed by administrating the structured teaching programme (STP).Results: Findings of the present study showed that the mean post test score (25.80±3.0) was higher than pre-test mean score (13.18±3.3). Arbitrary score reviled that, in pre-test majority of the (undergraduate) UG students had (60.65%) Average knowledge, most of the UG students had (36.06%) poor knowledge, only (3.27%) had the good level of knowledge. Where in post-test, maximum students had very good knowledge (62.92%), most UG students had 36.06% good knowledge and only 1.63% had average knowledge which showed that the knowledge had increased after administration of (STP), Calculated t value was 19.327 and found highly significant at p<0.001.Conclusions: The findings of the study revealed that STP was an effective method to enhance the knowledge of undergraduate students regarding cardiopulmonary resuscitation. So the study concluded that structured teaching program had a great potential for improving the knowledge of undergraduate students.
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Wilde, Jerry, Kathleen Kreamelmeyer, and Brenda Buckner. "Construction, administration and validation of a written and oral language assessment in an undergraduate teacher education programme." Assessment & Evaluation in Higher Education 34, no. 5 (2009): 595–602. http://dx.doi.org/10.1080/02602930802255147.
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Aristovnik, Aleksander, Damijana Keržič, Nina Tomaževič, and Lan Umek. "Demographic determinants of usefulness of e-learning tools among students of public administration." Interactive Technology and Smart Education 13, no. 4 (2016): 289–304. http://dx.doi.org/10.1108/itse-09-2016-0033.
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Purpose In higher education, blended learning is already strongly established. The e-courses vary in their structure, assignments, prompt examinations, interaction between students and teachers, etc. Such aspects may influence the students’ perception of usefulness of blended learning. The purpose of this paper is to identify the factors which influence that feeling and to look for possible differences in perception by different subgroups of students. Design/methodology/approach Students in the survey evaluated 13 aspects of e-courses in which they were enrolled. From enrolment documents, additional demographic data were collected (gender, high-school grade, study programme, etc.). A multiple linear regression was used with perceived usefulness as the response variable and the 12 other e-course aspects as predictors. Further, the same regression analysis was performed on different subgroups of students based on demographical data. Findings The empirical results showed that the general impression regarding the e-courses, their consistency with the face-to-face teaching and the teachers’ responsiveness had a significant influence on the students’ perception of the usefulness of e-courses. Further analysis based on demographic data revealed several subgroups of students where the perception of usefulness was influenced by different aspects. The teachers’ feedback and supplementing the tutorial play an important role in higher years of study, while the general impression loses its influence. Originality/value The paper is the first to explore the importance of demographic determinants of perceived usefulness of e-learning tools in EAPAA (European Association of Public Administration Accreditation)-accredited undergraduate public administration programmes.
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Mohd Yusof, Mohd Idham, Nor Hafizah Mohamed Harith, Juliizaerma Mohamad Khudzari, Siti Hajjar Mohd Amin, Sharifah Faatihah Syed Mohd Fuzi, and Normarliana Laili. "Preliminary Findings of the iCGPA Implementation on Diploma in Public Administration Programme of Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA." Asian Journal of University Education 15, no. 3 (2019): 295. http://dx.doi.org/10.24191/ajue.v15i3.7815.
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In line with Malaysia Education Blueprint (Higher Education) 2015-2025, the implementation of Integrated Cumulative Grade Point Average (iCGPA) for Diploma in Public Administration (DPA) in the Faculty of Administrative Science and Policy Studies (FSPPP), Universiti Teknologi MARA (UiTM) was started in July - October 2016 academic session. Hence, there is a need to evaluate the implementation of the iCGPA attainment. Therefore, this paper aims to examine the iCGPA achievement of the first cohort of the DPA students based on their examination and academic performance. Results from the first iCGPA cohort in DPA were analysed and compared to produce a report on the iCGPA evaluation. The findings had revealed that the DPA students were able to attain better GPA and CGPA and a lower percentage of failure rates. In addition, the findings had revealed that the faculty was able to meet its academic Key Performance Indicators (KPI). Indeed, throughout the iCGPA implementation, students were able to reach grade B and A+ for all the nine (9) learning outcomes proposed in iCGPA. To monitor the results, the faculty has developed the iCGPA Reporting Card (iRC) in 2017 which aims to assess the attainment of Program Learning Outcomes (PLOs) to monitor the continuous improvement efforts in teaching and learning and a friendly user reporting card in reporting the overall undergraduate academic programme achievement (iCGPA). It was suggested that iCGPA is to be continued at diploma levels with proper modifications and should be extended to all UiTM campuses which offer DPA programme.
KEYWORDS: iCGPA, Programme Learning Outcomes
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Betchoo, Nirmal Kumar. "Tailoring an MBA Degree with a Difference in a New University Case: Université des Mascareignes, Mauritius." International Letters of Social and Humanistic Sciences 56 (July 2015): 35–43. http://dx.doi.org/10.18052/www.scipress.com/ilshs.56.35.
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This research paper has been prepared with a view to supporting the need to have a Master in Business Administration (MBA General) programme in a new university namely the Université des Mascareignes, Mauritius. The general perception is that MBAs are common commodity worldwide since they are provided by most tertiary institutions specialised in the business management area. The author, who is also the designer of an MBA programme for his university, undertook research in the related area to see whether there is a demand for such courses and how they could be made useful and relevant to prospective students. The research was conducted through questionnaires that initially targeted existing university students ending their undergraduate course and a few external respondents. Findings revealed that there was a strong demand for an MBA course taking into consideration that such a course should be tailor-made to the local students’ needs with courses focusing on the Mauritian context. There was also the feedback from the Academic Council including that of two experts who found the course structure appropriate for Mauritius.
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van Dijk, Gerda HG, Brenda A. Vivian, and Lianne P. Malan. "Creating epistemic access through a scaffold approach: Academic literacy skills development for South African first-year public administration students." Teaching Public Administration 37, no. 2 (2019): 156–74. http://dx.doi.org/10.1177/0144739418822133.
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For higher education institutions to produce graduates capable of contributing to society and the economy in a productive manner, educational emphasis is placed on the development of critical thinking. The above necessitates that higher education institutions are able to engage in responsive curriculum design and delivery for enhanced student success and access. Public Administration programmes focus on equipping students to work within the broader government sector, able and capable of delivering public functions responsive to the needs of society. Literature suggests that there are a number of factors which influence the success ratio of any undergraduate programme in the South African context, including, inter alia, increased enrolments, student–staff ratios and the overall decline of professional and intellectual life in the country. Further complicating matters are classes too big to be participatory and crammed syllabi preventing in-depth discussions. The notion of embedding academic literacy development in curriculum design through a scaffolded approach aims to influence the academic performance of students through engaged and active learning in order to attain a higher level of achievement as well as benefit from the process of scaffolding. The research comprises a mixed method approach using a case study of the first-year students enrolled for a Public Administration degree. Data collected included an analysis of 2015, 2016 and 2017 student cohorts in: determining their academic literacy level upon registration (set as a baseline before any academic literacy intervention); tracking their academic performance through their formative and summative assessments (through a scaffolded approach); and reflecting upon their learning through their completion of a semi-structured survey. The research intends to argue that the use of a scaffolded approach to learning enhances epistemic access, which sees students moving beyond propositional, or foundation knowledge to epistemic or reflexive knowledge.
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Otchere, Eric Debrah. "Music teaching and the process of enculturation: A cultural dilemma." British Journal of Music Education 32, no. 3 (2015): 291–97. http://dx.doi.org/10.1017/s0265051715000352.
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The history of music in Ghanaian school programmes can hardly be separated from the general history of education in Ghana. Since the time of colonial administration in Ghana, music (especially as manifested through singing) has formed part of the educational curriculum for different reasons, one being a tool for promoting the culture of the colonialists. Several advances (particularly after independence in Ghana) have been made to incorporate aspects of the Ghanaian culture into the educational curriculum. Over 50 years down the line, what is the extent to which Ghanaian (African) music is studied in Ghanaian schools? In this paper, the extent to which African music is taught in African (Ghanaian) universities is analysed by looking at the undergraduate music course content of two Ghanaian public universities. Although African music is taught, it only forms an infinitesimal proportion of the total music courses that are offered to music students in these two universities. Considering that the process of music education is also a process of enculturation, the concluding recommendation is that although a multicultural music programme is necessary, the teaching of African (Ghanaian) music in Ghanaian universities should be the dominant feature.
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Glynn, Shauna, Michael Reilly, Gloria Avalos, Laura Mannion, and PA Carney. "Attitudinal change toward psychiatry during undergraduate medical training in Ireland." Irish Journal of Psychological Medicine 23, no. 4 (2006): 131–33. http://dx.doi.org/10.1017/s0790966700009915.
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AbstractObjectives: This study examined the impact of psychiatric teaching on attitudes toward psychiatry of a cohort of medical students by means of a questionnaire survey. The impact of social desirability bias on questionnaire responses was also explored. Gender and nationality subgroups in the cohort were examined in more detail to determine whether these variables had any bearing on attitude change.Methods: Fifth year medical students at NUI Galway completed the Attitudes to Psychiatry-30 questionnaire at the beginning and end of the psychiatric curriculum.This was coupled to the Marlowe-Crowne Social Desirability Scale (13 items) to determine the effect of this potential bias on responses to the attitudinal scale.Anonymity was ensured by using unique identification codes on the questionnaires, which facilitated individual comparisons of pre- and post-teaching responses.Results: Attitudes toward psychiatry were positive prior to training but significantly improved following the teaching programme.There was no difference in attitudinal change between male and female subgroups.While students from outside the EU did show an improvement in mean scores on the ATP-30 this increase failed to reach significance. This finding was in contrast to the results for students from EU states whose mean increase on the ATP-30 was highly significant.Social desirability questionnaire scores fell significantly between the first and second administration, lending support to the findings being a true reflection of the students' attitudes toward psychiatry.Conclusions: These findings suggest that a teaching programme has the ability to influence students' attitudes. This is encouraging for recruitment into psychiatry and overall patient care.
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Von Randow, Janet. "28. How Much Language Do They Need? The Dilemma English-Medium Universities Face When Enrolling English as an Additional Language Students." Collected Essays on Learning and Teaching 3 (June 13, 2011): 172. http://dx.doi.org/10.22329/celt.v3i0.3258.
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Although international and domestic students applying to English-medium universities may well meet the minimum language entry requirement, recent research indicates that this level of language proficiency often does not provide students with the means to cope effectively with their academic studies (Barthel, 2007; Elder, 2003; Read & Hayes, 2003). To resolve this dilemma our major, multicultural New Zealand university is addressing the problem through implementation of the Diagnostic English Language Needs Assessment (DELNA), a post-entry programme administered to all first-year undergraduate students, regardless of their language background. We use the diagnostic outcomes to guide individual students with particular needs to appropriate forms of academic language enrichment. This paper outlines DELNA’s history and administration, student responses to the assessment and the subsequent development and uptake of language support options.
Dissertations / Theses on the topic "Undergraduate administration programme"
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Pôrto, José Leonir Cardoso. "A padronização de processos em coordenações de cursos de graduação de uma universidade federal." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/4658.
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In the current scenario, where levels of demand arising from the development of society and institutional evaluation mechanisms exercise an increasing influence on higher education, the concern to offer a quality service needs to become a permanent effort. It is known that public institutions carry the stigma of its processes bureaucratisation, characterised by slowness in performing the activities and processes, generating a low level of satisfaction in the population with the services rendered, generally due to delays and poor quality. Within this context, noting the day-to-day organisation reality of an Undergraduate Programme Office from a Higher Education Public Institution, it was found that much information is lost in the transition from one administration to another due to a non-proper registration, which causes difficulties in knowledge management. Thus, the aim is to analyse, in this study, how the processes occur in Undergraduate Programme Offices and how they can be simplified and / or improved in order to ensure standardisation and increase its organisational effectiveness. The work clearly pointed the need for standardisation and the alignment of administrative and academic processes that are developed in Undergraduate Programme Offices, with a view to improving the quality of services provided by these organisational units. In this sense, it is presented as the result of the present work a manual of processes and routines for the Undergraduate Programme Offices for the Federal University of Santa Maria (Universidade Federal de Santa Maria) / RS (UFSM / RS).No atual cenário, em que os níveis de exigência decorrentes da evolução da sociedade e dos mecanismos de avaliação institucionais exercem uma influência cada vez maior sobre a educação superior, a preocupação em oferecer um serviço de qualidade precisa se tornar um esforço permanente. Sabe-se que as instituições públicas carregam o estigma da burocratização de seus processos, caracterizadas pela lentidão na realização das atividades e processos, gerando um baixo nível de satisfação na população com os serviços prestados, em geral devido a atrasos e à baixa qualidade. Dentro deste contexto, observando a realidade do dia-a-dia organizacional de uma Coordenação de Curso de Graduação de uma Instituição Pública de Ensino Superior, verificou-se que muitas informações se perdem na transição de uma gestão para outra por não se apresentarem devidamente registradas, o que acarreta dificuldades na gestão do conhecimento. Assim, buscou-se analisar no presente estudo de que forma ocorrem os processos em coordenações de cursos de graduação e como podem ser simplificados e/ou melhorados, visando a garantir a padronização e o aumento da sua eficiência organizacional. O trabalho apontou claramente para a necessidade da padronização e o alinhamento dos processos administrativos e acadêmicos que são desenvolvidos em coordenações de cursos de graduação, tendo em vista a melhoria da qualidade dos serviços prestados por estas unidades organizacionais. Neste sentido, apresenta-se como resultado principal deste trabalho o Manual de processos e rotinas para as coordenações de cursos de graduação da Universidade Federal de Santa Maria/RS (UFSM/RS).
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Tudda, Luciane. "O currículo projetado e o currículo vivido no curso de graduação em Administração da Pontifícia Universidade Católica de São Paulo: o projeto pedagógico e o ensino e aprendizagem da pesquisa sob a ótica dos professores." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9615.
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Previous issue date: 2011-10-07The central theme of this work is the inclusion of research activities in the undergraduate Administration Curriculum of the Pontifical Catholic University of São Paulo (PUC-SP). The object is to show the curriculum in action as seen by the faculty; and to support the building of a continuous evaluation process of both the teaching and the learning of research, so as to sustain and consolidate the programme's activities, and to contribute to its improvement. The main sources are Andrade, Amboni, Covre, Demo, Imbernón, Martins, Pimenta, Anastasiou, Sacristán, Severino, Sguissardi, Szymanski, Almeida, Prandini, Tardif e Lessard. The writer has opted for a qualitative approach, incorporating subsidies from quantitative research; as well as from bibliographic, documental and field research. As a strategy for the collection of data, reflexive semi-structured interviews were conducted, in order to generate understanding of how these activities were proposed in the programme's Educational Project, how they were implanted, and how they are experienced by the docents. Bibliographic and documental analysis of the data obtained has made it possible to display the results of field research. The insertion of research activities into the programme is understood by the majority of the programme's managers and faculty members as an advance in terms of the students' education; and as a means of presenting the challenges encountered in the day-to-day, as well as alternative paths proposed for the enhancement and consolidation of research within the undergraduate Administration programme of PUC-SP
Este trabalho tem como tema central a implantação de atividades de pesquisa no Currículo do curso de graduação em Administração da Pontifícia Universidade Católica de São Paulo (PUC-SP) e o objetivo de desvelar o Currículo na ação sob a ótica dos professores do curso, e subsidiar a construção de um processo contínuo de avaliação do ensino e aprendizagem da pesquisa que possa dar sustentabilidade à consolidação destas atividades no curso e contribuir para o seu aprimoramento Os principais autores que subsidiam o trabalho são: Andrade, Amboni, Covre, Demo, Imbernón, Martins, Pimenta, Anastasiou, Sacristán, Severino, Sguissardi, Szymanski, Almeida, Prandini, Tardif e Lessard. A opção metodológica para trilhar este caminho foi a abordagem qualitativa, com o auxílio da pesquisa quantitiva, da pesquisa bibliográfica e documental, e da pesquisa de campo. Como estratégia para a coleta de dados foram realizadas entrevistas reflexivas individuais semi-estruturadas, para compreender como estas atividades foram propostas no Projeto Pedagógico do Curso, como foram implantadas no curso e como estão sendo vivenciadas por seus professores. A análise bibliográfica e documental permitiram mostrar a importância atribuída à pesquisa, historicamente, no ensino superior, nos cursos de graduação em Administração no Brasil e na Pontifícia Universidade Católica de São Paulo (PUC-SP). A análise dos dados obtidos possibilitou mostrar os resultados da pesquisa de campo, onde a inserção das atividades de pesquisa no curso é compreendida pela maioria de seus gestores e professores como um avanço na formação do aluno e são apresentados os desafios encontrados no cotidiano dessas atividades e indicados possíveis caminhos para subsidiar o aprimoramento e consolidação da pesquisa no curso de graduação em Administração da PUC-SP
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Goldblatt, Noah. "Examining The Impact Of Undergraduate Study Abroad On Early Career Outcomes: A Mixed Methods Approach." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1024.
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This study examines impact of study abroad on early career outcomes at a professionally-focused northeastern private college. A mixed-methods sequential research design provides a thorough inquiry into the influence of study abroad on early career outcomes at this institution. In the first, quantitative phase of the study, The National Organization of College and Employer’s (NACE) First-Destination Survey data is analyzed to assess whether a study abroad experience has an impact on career outcomes. The quantitative results compare career outcomes for 2014, 2015, and 2016 graduates who have studied abroad (n = 523) and those who did not study abroad (n = 661). The quantitative survey contains 1184 participants and represents a response rate of approximately 90% of the total graduates at the college. The second qualitative phase examines the quantitative results in order to help explain and provide insights into the outcomes. A theoretical lens of appreciative inquiry is applied as a framework for interpreting the results and informs the qualitative line of questioning.
In this project, studying abroad did not prove to significantly impact early career outcomes. Based on the NACE First Destination Survey, the higher education industry standard for capturing career placement information, graduates from this college got no quantifiable positive early career impact from studying abroad. In fact, some trends in the data even show an early negative effect from having studied abroad especially for female graduates. Further trends in the results contradict assumptions about study abroad that are held by students and international educators. However, meaningful impacts of studying abroad on graduate’s vocational clarity along with personal and professional development are revealed in the qualitative phase of the study that simply cannot be captured in the NACE survey.
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Kimak, Damon J. "A DESCRIPTIVE FRAMEWORK OF UNDERGRADUATE INTERNATIONAL STUDENT PROGRAMMING AT NOT-FOR-PROFIT HIGHER EDUCATION INSTITUTIONS IN OHIO." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594391794262131.
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Ainsworth, Judith Ann. "La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme." Thèse, 2012. http://hdl.handle.net/1866/7055.
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Cette recherche avait pour objectif d’analyser les évaluations de programmes d’études en langues de spécialité de 1er cycle universitaire afin de dégager les enjeux et la pertinence de ces formations. Trois questions de recherche sont poursuivies :
• Quels établissements d’enseignement supérieur canadiens offrent des programmes d’études professionnalisant intégrant des compétences langagières sur objectifs spécifiques et le savoir-faire professionnel?
• Compte tenu de la nature et de la fonction des programmes et des cours de langues de spécialité au sein des établissements d’enseignement supérieur,
- quels sont les enjeux principaux ?
- quelles sont les recommandations les plus fréquentes dans les rapports des évaluateurs externes ?
L’analyse révèle que les enjeux principaux sont l’apport des formations aux besoins d’emploi ; la correspondance aux besoins des bénéficiaires ; l’évaluation systématique et justifiée lors de la prise de décisions ; la révision, mise à jour et évaluation systématique des programmes ; la collaboration interdisciplinaire et interuniversitaire ; l’enseignement des compétences langagières de la discipline professionnelle sous-jacente ; l’enseignement de la perspective interculturelle ; l’objectif constitutif ou instrumental de l’acquisition des langues ; la professionnalisation de la discipline au lieu de la fonction « service » ; la promotion de programmes, de collaborations et d’échanges internationaux ; l’intégration des TIC ; et la certification en langue de spécialité.
Les évaluateurs externes recommandent la modernisation et la réorganisation des cours, la mise sur pied des collaborations, l’amélioration des formules et de l’offre des échanges internationaux, l’élaboration des stratégies pour étudier et planifier le lancement des initiatives, la promotion des bénéfices des connaissances langagières auprès des autres disciplines et facultés, la création des stratégies de révision de programme, et la mise en place des dispositifs pour profiter de nouvelles ressources technologiques.
Ainsi, dans un premier temps, les résultats permettent d’apporter à la didactique des langues un éclairage sur la valeur de la fonction formative des mécanismes d’évaluation de programme. Dans un deuxième temps, ils apportent aux praticiens un éclairage sur la qualité, la pertinence et les enjeux des formations en langue de spécialité et un éclairage sur l’importance et l’impact des pratiques évaluatives sur les décisions prises.This study was designed to analyse undergraduate programme reviews of languages for specific purposes (LSP) in order to discover the stakes and the pertinence of this training offered at Canadian institutions of higher learning. The three research questions are: • Which Canadian institutions of higher learning offer curricula integrating competences in LSP and professional know-how? • Taking into account the nature and function of LSP programs and courses within higher education, what are the major stakes? • What are the most frequent recommendations found in the external reviewers’ program assessments, taking into account the nature and function of LSP programs and courses? The analysis revealed that the most important stakes in providing quality, pertinent training in LSP are contribution of course content to professional training; correspondence to the needs of the learners; systematic programme evaluation including proof for decision-making; systematic programme revision, updating and evaluation; interdisciplinary and interuniversity collaboration; teaching language competences related to the underlying professional discipline; teaching intercultural perspectives; constitutive or instrumental objective of language acquisition; professionalization of the discipline rather than the “service” function; promoting programmes, collaborations and international exchanges; integrating information and communication technologies; and providing learners with opportunities for formal language certification in LSP. The external evaluators recommended modernising and reorganising courses, setting up collaborations, improving international exchanges and methods for promoting them, elaborating strategies for studying and implementing initiatives, promoting the benefits of language study to other disciplines and faculties, creating strategies for programme revision, and formulating plans of action to take advantage of new technological resources. These findings therefore shed light on the value of the formative function of curriculum evaluation mechanisms for the field of language teaching and on the stakes involved for teaching practitioners in providing quality, pertinent LSP training. They also shed light on the importance and the impact of evaluation practices on decision-making.
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Hassen, Teferi Hailemichael. "Policy capacity building in the Ethiopian civil service." Thesis, 2015. http://hdl.handle.net/10500/18989.
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The Ethiopian government believes the mission of its civil service is to introduce to the country a better economic and democratic system. In achieving this, the government has recognised policy capacity setbacks in its civil service and embarked on a comprehensive Civil Service Reform Programme (CSRP) to address the issue with a national capacity building strategy. The human resource administration aspect of the reform programme however lacks a closer and direct integration with civil service education and training programmes. Being aware of this, the government opened Departments of Public Administration in some universities and restructured training institutions in the country. Nevertheless, the level of policy competence, skill and attitude of civil service personnel leaves much to be desired as far as ensuring effective and efficient policy development and delivery is concerned, which otherwise could have been changed through proper public policy education and training. This research topic was selected after the Ministry of Civil Service had identified this problem in 2011.
Public policy education and training in public administration entail improvement of employee policy performances in the civil service system. Public policy education and training in a civil service system imply obtaining new policy knowledge, policy abilities and policy skills, and, introducing public servants to and involving them in important public policy decisions. Nevertheless, public institutions frequently fail to achieve their programme objectives due to a lack of personnel trained and qualified in public policy, which is often at the root of public policy failures. This can contribute to the notion of public policy education and training receiving a wider acceptance in the civil service.
It is generally accepted that universities and other training institutions provide public administration education to incumbent civil servants and students who will become the future work force in the civil service. It is the duty of such institutions to provide scientifically inspired career education and training to students of the future and incumbent civil servants. The institutions undertake to provide policy knowledge,
policy attitude as well as policy skills to students in order for them to perform their role effectively in the public policy process.
A student studying for a public policy career should be able to gain policy knowledge about the field of study and obtain the necessary public policy skills to be used in practice. Thus, students in public administration should not only have policy knowledge and policy attitude about the subject Public Policy, but also the public policy skills to act as professional public policy proposers and advisors to the government in power. The question can however be asked whether the curricula of public administration education and training programmes aimed at Ethiopian civil servants include modules on public policy to meet the requirements of the Ethiopian civil service in strengthening the policy capacity of the Ethiopian government.Public Administration
D.P.A.
Books on the topic "Undergraduate administration programme"
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Zaykova, Svetlana. Administrative law. Workshop. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/996265.
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A workshop on the subject "Administrative law" at the undergraduate, master's and specialist program covers 14 topics (General part of administrative law) and contains plans of practical classes, the list of normative legal and other legal acts, recommended literature, test questions, legal issues, practical, creative and test tasks, exercises for work with scientific articles, themes, essays, reports, control and course works, final works.
Developed taking into account Federal state educational standards of higher education of the last generation in the direction of training 40.03.01 "Jurisprudence" and the specialty 40.05.04 "Judicial and prosecutorial activities."
For students of law faculties of educational institutions of higher education, teachers of disciplines of "Administrative law", "Administrative process", "Administrative responsibility," researchers and practitioners, and a wide range of readers interested in administrative law.
Book chapters on the topic "Undergraduate administration programme"
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Tham, Jacquline, S. M. Ferdous Azam, and Ahmad Rasmi Albattat. "Critical Online Learning Implementation and Determinants in Rural Areas in Malaysia." In Higher Education Challenges in South-East Asia. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4489-1.ch012.
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The rapid development of technological advances has brought many alterations and development to many profit-driven as well as non-profit-oriented organizations. Higher learning institutions have also benefited from technological advancements in this setting. Although the use of technology and the widespread use of online learning are no longer uncommon in the technology world, the introduction by students, undergraduate and postgraduate students of online learning courses, however, is still not as familiar as expected. This study focuses on the adoption and implementation of Malaysian higher education online courses to reach out to rural students and thus provides a systematic conceptual framework that emphasises the effect of different aspects. Students are enrolled in online courses at public and private universities in Malaysia, as they have been removed from the path of formal education. Using a self-directed survey, the data will be collected. Ultimately, the outcomes of this study can provide valuable insights into organisational methods and strengthen the leadership of a university administration that can contribute to improving student involvement and efficient programme usage.
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Twait, Michelle. "Peer-to-Peer Outreach and Promotion." In Library Science and Administration. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3914-8.ch015.
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This chapter offers both examples and recommendations for involving undergraduate students in academic library outreach efforts. Librarians at Gustavus Adolphus College employ a variety of methods for connecting with undergraduate students through their peers. Specifically, an internship program is described, along with initiatives developed through collaboration with student organizations on campus. In addition, the relationship between outreach efforts and the educational mission of academic libraries is discussed.
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Singh, Amrita. "What Do Business Schools Expect From Aspirants During Recruitment?" In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9073-6.ch011.
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This chapter will discuss the practices that business schools need to include/incorporate in their admission process. The contents of this chapter are relevant to business schools admitting students for undergraduate, postgraduate, and/or both programs. In this chapter, the author will elucidate various aspects that need to be considered by decision makers to help them achieve a wholistic outcome post the recruitment drive. Red flag areas which can result in stagnation or rigidity in the selection process and impact the overall quality of a cohort will also be highlighted. For the benefit of the reader the author has segregated the study into four different groups. Some areas may be general and relevant to business schools recruiting for both, undergraduate, and postgraduate studies, other areas may be more specific to a program or level of students.
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Darbyshire, Paul, and Geoffrey A. Sandy. "Building an Online Undergraduate Module from a Graduate Module." In Cases on Technologies for Educational Leadership and Administration in Higher Education. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch021.
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The challenge for the School of Information Systems is to develop successful alternate programs of study for the growing minority of students who require the flexibility that these programs can offer.
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Cooper, Tammi. "People, Processes, and Philosophies." In Handbook of Research on Competency-Based Education in University Settings. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0932-5.ch004.
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Viewed as an innovation by many, CBE programs require traditional institutions to examine current practices with a view towards adaptation and change. Through the lenses of people, processes, and philosophies, this chapter presents general considerations of how the design of a CBE program on a traditional campus impacts the areas of senior leader decision making, administrative structure, curriculum design, functional units, technology, and accreditation. Each section within this chapter includes specific details of how a small, private, traditional university approached these areas during the development of a fully technology-enabled undergraduate CBE program.
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Reid, Doug. "Indigenizing and Mentoring Technology Usage in Undergraduate Teacher Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1461-0.ch010.
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As a partnership between a teacher education program and a public school, an introductory course in education was modernized to reflect the current technological and cultural contexts of the teaching profession. This was done to ensure the course would still be a transfer credit at other universities in the region and to ensure undergraduate students would receive a current perspective of teaching in Canada. The result of this initiative was the development of an undergraduate course infused with modeling technology used in classrooms today designed upon an indigenous pedagogical model. In theory, this allowed the students to explore the interaction of technology-enabled learning and indigenous pedagogy. In practice, this allowed the students to learn in a low-risk environment designed to reflect current realities and advances in educational practices.
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Johnson, Kerry, and Jay Shiro Tashiro. "Interprofessional Care and Health Care Complexity." In Advances in Healthcare Information Systems and Administration. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-885-2.ch015.
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Health care systems are complex and often approach a deterministic chaos in the number and types of interactions that occur among health care providers and patients, as well as among the providers themselves. Such complexity may be an important barrier as North American health care systems are evolving into care-giving settings in which providers work to improve patient outcomes though interprofessional collaborative patient-centred care. The research on evidence-based learning and how to build new models of professional development opportunities for health information management (HIM) professionals is explored. Additionally, creating new and more effective undergraduate training programs in HIM is examined. From the perspective of interprofessional care, the authors provide a core set of interprofessional competencies and discuss how these competencies may be sensibly integrated into, and evaluated within, undergraduate curricular structures as well as professional development programs. A special emphasis of the chapter is an analysis of two case studies that highlight the barriers inherent within complex health care systems. Such barriers inhibit evidence-based education and professional development designed to improve interprofessional care.
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Mitchell, Jennie, and Daesang Kim. "Building an Interactive Fully-Online Degree Program." In Cases on Technologies for Educational Leadership and Administration in Higher Education. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch004.
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Saint Mary-of-the-Woods College (SMWC) expects to launch an interactive fully-online undergraduate degree program in 2010. This program will fill a market need not currently met at SMWC. The program is designed for an online community of learners with a format and focus that appeals to net generation (millennial), neo-millennial, and computer savvy non-traditional students, including military personnel. The General Studies in the new program will focus on seven themes of Leadership for Environmental and Social Justice and will build upon a subset of the existing General Studies. This new program will complement the Woods External Degree (WED), an existing distance education program, established in 1973, that was built on the “correspondence model.” In the new program, students will not be required to come to campus, but will become a vibrant part of the SMWC community by being empowered to explore, discover, and interact through innovative technologies.
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Gardner-McCune, Christina, and Yerika Jimenez. "Historical App Developers." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2005-4.ch005.
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Unlike enrollment in undergraduate computer science degree programs, there are no gender or ethnic imbalances in K?12 enrollment. This chapter discusses an approach to broadening minority participation in computing through the integration of computer science (CS) into history courses. It presents an alignment between computational thinking and historical thinking that makes history courses an attractive fit for CS integration. It also presents a project-based approach using MIT App Inventor that leverages students' interests in mobile technology to facilitate the creation of historical mobile applications. This chapter outlines key findings from a two-year study on integrating cross-disciplinary curricula into history courses and the impact on minority students as they become knowledge, artifact, and technology producers rather than mere consumers.
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Johnson, Kirk, Josealyn Eria, Alison Hadley, Mehraban Farahmand, and Ni Made Desa Perwani. "Reflections on the Pedagogy of International Field Schools in Bali, Indonesia." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7438-5.ch008.
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Over the past 15 years, through the platform of a senior-level undergraduate course at the University of Guam, a team of professors, researchers, and development practitioners have been striving to refine a pedagogic approach that draws on the value of an embedded international field school to Bali, Indonesia. These efforts are designed to help students understand and appreciate the foundational concepts of community development, while also fostering a learning environment and an experiential program that empowers participants to actively engage in social discourses that contribute in positive and transformative ways to their communities. Employing a curriculum that focuses on both classroom work and international field school experience, students and professors as well as many other participants in the field explore such concepts and practices that are proving to be essential to a sound understanding of community development in the modern age.
Conference papers on the topic "Undergraduate administration programme"
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Tierney, Barbara G., and Corinne Bishop. "Dual-Campus Subject Librarians at University of Central Florida." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317186.
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A new dual-campus subject librarian program is being rolled out at the University of Central Florida (UCF) whereby several subject librarians divide their time between two campuses, the legacy main campus in East Orlando and the new Downtown Orlando Campus. As of Fall 2019, four UCF subject librarians regularly travel to the new Downtown Campus to provide library support for academic programs, faculty, and students who recently relocated to the new facility. Dual-campus subject librarians are also maintaining support services for their assigned academic programs that remain at the UCF Main Campus. This article provides information and reflections about how the dual-campus subject librarian model operates and how it impacts staff duties from two perspectives. The first perspective is from the UCF Social Sciences subject librarian, who supports graduate and undergraduate programs in The School of Public Administration and Public Affairs graduate programs at the Downtown Campus, as well as graduate and undergraduate programs in Politics, Security & International Affairs and Criminal Justice at the Main Campus. The second perspective is from the Main Campus Head of the Research and Information Services Department, who supervises the dual-campus subject librarians.
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Wibisono, Arif. "The implementation of ACM/AIS IS 2010 in the undergraduate programs of Information Systems in Indonesia." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.12.
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Venables, Anne, and Grace Tan. "Realizing Learning in the Workplace in an Undergraduate IT Program." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3359.
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Higher education programs need to prepare their graduates for the practical challenges they can expect to face upon entering the workforce. Students can be better prepared if their academic learning is reinforced through authentic workplace experience, where the link between theory and professional practice can be realized. Increasingly, such learning in the workplace is being seen as an integral part of the university curricula as evidenced through the implementation of the Learning the Workplace & Community (LiWC) Policy at Victoria University, Australia. This policy mandates a minimum of 25% content and assessment of all academic programs be related to work-integrated learning. Recognizing the need for authentic workplace experience in the IT undergraduate program, a review found that the existing work-related learning component accounted for only half the required 25% LiWC commitment. Currently, the LiWC component is an industry-based capstone project that spans two semesters in the final year of study. These projects allow students to work on real-life software development tasks where they experience the practical challenges of building software systems whilst appreciating the needs of a business client. In a search of the literature, campus-located industry projects were identified as one of the two most common work-related learning experiences in IT programs, the other being internships sited in the workplace. By retaining the current project-based component, it was decided to add an internship to the program to further bolster the student learning experience and graduate outcomes. This paper details the existing program structure and explores two possible implementations for the achievement of the LiWC policy. The first approach necessitates the addition of one academic year of cooperative education internship to be placed strategically between the current second and third years. Alternatively, the second proposal sacrifices several elective units to accommodate a final semester internship experience. The paper discusses both alternatives against various issues under consideration: staffing and administration, assessment, industry partnerships, professional accreditation and its impact upon differing cohorts of students.
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Floersheim, Bruce, J. Ledlie Klosky, and Matthew Flynn. "A Framework for Integrating Design Education, Research and Outreach: The Center for Innovation and Engineering at West Point." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-65417.
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The Department of Civil and Mechanical Engineering at West Point has recently established a multi-disciplinary research and educational outreach center that has a two-fold mission: enhance the undergraduate educational experience of students and assist in solving real-world technical problems, supporting global Army operations. This is accomplished by tying projects directly to the undergraduate education mission and gaining efficiency by consolidating administrative and outreach functions for multiple existing research programs. The paper describes the Center for Innovation and Engineering (CIE), its lines of effort, and several past and current initiatives. Assessment data from students participating in the senior capstone design course, which is closely tied to the CIE, reinforces the importance of multi-disciplinary, client-based projects in the engineering education experience.
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Merritt, James, and Robert Smith. "Early Success for Pipeline Safety Research With Universities." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64043.
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In 2013, the Pipeline and Hazardous Materials Safety Administration (PHMSA) implemented a new cooperative agreement program entitled the Competitive Academic Agreement Program (CAAP). The CAAP initially was modeled after similar existing private and public sector based university programs where students themselves competed to participate in a limited number of publicized student intern programs. After just three years, CAAP is breathing further innovation into PHMSA’s pipeline safety research endeavors. One difference between CAAP and the traditional university student research model is that the professors directing students under CAAP have control over the number and educational level of the students entering into the program. This promotes a “Team Approach,” which today’s pipeline industry sees as an added value when interviewing potential job applicants. The CAAP is intended to spur innovation through enabling an academic research focus on high risk and high payoff solutions for wide ranging pipeline safety challenges. The CAAP is different in focus, execution and reporting than PHMSA’s core program on Pipeline Safety Research. It is intended to potentially deliver desired technical or scientific/quantitative solutions that can be “handed-off” for further investigations in future year CAAP applications or used in PHMSA’s core Research, Development and Demonstration (RD&D) program, which employs partnerships with a variety of public/private organizations. Another goal for CAAP is to expose undergraduate, MS and PhD research students to subject matter related to their educational area of focus, while addressing pipeline safety challenges. This approach is illustrating how their engineering or technical discipline is highly desired and needed across the pipeline field. The pipeline industry and federal/state regulators are all experiencing low numbers of entry level applications to positions that are engineering or technically focused. Public conferences, meetings and journals have identified similar shortfalls. This paper will describe the level of CAAP investment and focus areas to date; illustrate how efforts to expose student research to industry enhances employment opportunities; and comment on where promising innovations are coming from due to these research endeavors.
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Blagojević, Anita, and Gordana Horvat. "STUDENT ATTITUDES TOWARDS MIGRANTS IN THE PRE-COVID-19 PERIOD." In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18356.
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There is no doubt that prior to Covid-19 outbreak the issue of migration had been one of the top priorities across the European Union, especially after so-called ‘’refugee crisis’’ of 2015-2017. However, the situation rapidly changed since Covid-19 outbreak, when migration has fallen off the radar as a political issue. The aim of this paper is to analyse students' attitudes towards migrants, in the period before COVID-19, and our initial thesis is that the fact that attitudes towards migrants are rooted in individual values and when established can be resistant to change. The paper consists of three parts. In the first part of the paper, we give an overview of available reports on the impact of Covid-19 to public attitudes towards migrants. Although is too early to make some general conclusions about it, the surveys made so far show that external factors, such as Covid-19, does not make important changes to public attitudes towards migrants. Having this in mind, in the second part of the paper we present the results of our research which was developed as a part of the project ''Creating Welcoming Communities'' of the Association ''MI''. The purpose of this research was to identify the attitudes of students of the Faculty of Law Osijek for the acceptance and integration of migrant into society. The target group of survey participants covered by the research was defined so as to include students of different levels (Intergrated Undergraduate and Graduate Study Programme, Professional Administrative Study Programme, University Undergraduate Study of Social Work) and the sample of students included 300 persons. Finally, in the third part of the paper we give a synthesis of our research and a review of the topic from the perspective of human rights and social work in the community.