To see the other types of publications on this topic, follow the link: University portal.
Dissertations / Theses on the topic 'University portal'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'University portal.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Iqbal, Kamil. "Heuristic Usability Evaluation of the Uppsala University Student Portal." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-427523.
Full textAbstract:
Heuristic evaluation is a significant method used to evaluate the performance and usability of any web application. This research focuses on the usability evaluation of the Uppsala University student portal using the heuristic evaluation method. A survey was conducted to identify the usability problems in the student portal. The conducted survey determined that most of the participants agreed that the student portal is reliable, but more navigations and shortcuts need to be included so that the users can perform operations effectively. Nielsen’s ten heuristic principles are added in the survey for evaluating the usability of the student portal. For the effectiveness and flexibility of the utilization of the student portal, it is suggested that significant icons and menus are added that can enable the users to select options in less time. It is significant for the student portal to alert the students if any error occurs and provide notification about the errors and problems.
2
Alzenedy, Adel. "A qualitative and quantitative analysis of West Virginia University portal MIX (Mountaineer Information Xpress)." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3390.
Full textAbstract:
Thesis (Ed. D.)--West Virginia University, 2004.Title from document title page. Document formatted into pages; contains ix, 220 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 111-119).
3
Easterly, Douglas P. "The new transfer student portal understanding new transfer students' transitions to the research university /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457304.
Full textAbstract:
Thesis (M.A.)--University of California, San Diego, 2008.Title from first page of PDF file (viewed November 7, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 104-107).
4
Dauda, Joshua. "Establishing a library portal for integrated e-resources at Modibbo Adama University of Technology, Yola, Adamawa State, Nigeria." University of the Western Cape, 2018. http://hdl.handle.net/11394/6271.
Full textAbstract:
Philosophiae Doctor - PhD (Library and Information Studies)The study examined the availability of e-resources in the Ibrahim Babangida Library at Modibbo Adama University of Technology, Yola (MAUTECH) focusing to integrate e-resources in a dedicated portal for easy access. The study was motivated by the Nigerian vision 20:2020 and the trend in 21st century academic libraries to offer electronic resources and services to meet users? demands and use of technology. Mixed methods were sequential, concurrent, conversion and integrated approaches used. A descriptive case study approach was employed. The Technology Acceptance Model (TAM) and Diffusion of Innovation (DoI) theories framed the study. Based on these, a conceptual framework was constructed. To achieve triangulation, questionnaires, interviews and scanning of library portals were used to gather both quantitative and qualitative data. Academics, students, academic librarians, and information and communication technology experts acted as participants. Findings reflected low use of the Ibrahim Babangida Library, dissatisfaction with the quality and quantity of the library collection, insufficient and unreliable Internet access on campus, limited information literacy education, familiarity and utilization of e-resources due to flexibility and easy access to academic information, need for digitisation of library resources and the need for a dedicated library portal. The study recommends, amongst others, information literacy education for students and academics, subscription to full-text databases, provision of sufficient and free Internet access, e-resource and e-services policies, and establishing a consortium with other Nigerian academic libraries. The outcome of the study was a designed, established and functioning library portal based on the input of all the stakeholders of the MAUTECH community.
5
Oliveira, Nara Pollyanne de Araújo Ramalho. "Utilização das ferramentas do portal educacional no ensino superior." Universidade Federal de Alagoas, 2006. http://repositorio.ufal.br/handle/riufal/282.
Full textAbstract:
This work conducted at Centro de Estudos Superiores de Maceió CESMAC and
investigated the utilization of teaching suporting techniques tools in the process of distant
education. It made use of Portal Educacional to examine their contribuition in the
formation process of the lecturer, their use by the professors in the semipresent training
modality and also to report their academic application in the institution. The focus of the
research was located in every unit of CESMAC: Faculdade de Ciências Juridicas;
Faculdade de Ciências Biológicas e da Saúde; Faculdade de Ciências Exatas e
Tecnológicas; Faculdade de Educação e Comunicação; Faculdade de Ciências Humanas e
Faculdade de Ciências Sociais Aplicadas, in which participants were the professors who,
to a greater or lesser extent, made use of the portal in the period of four months, from
August to November/2005. The methodology used was base don a case study with a
qualitative. The first chapter of the work deals with the necessity and utility of the ICT in
the initial formation of the instructor, the is related to the utilization of the ITC in the
semipresent university teaching and the third in the utilization of the Educational Portal.Esta pesquisa investiga a utilização das ferramentas de suporte à docência na educação a distância, a partir das possibilidades oferecidas por portais educacionais para a formação docente e a utilização deste pelos professores do ensino superior na modalidade semipresencial e do relato do uso das ferramentas do Portal Universitário pelos professores do Centro de Estudos Superiores de Maceió. O locus da pesquisa englobou todas as Faculdades do CESMAC: Faculdade de Ciências Jurídicas; Faculdade de Ciências Biológicas e da Saúde; Faculdade de Ciências Exatas e Tecnológicas; Faculdade de Educação e Comunicação; Faculdade de Ciências Humanas e Faculdade de Ciências Sociais Aplicadas. Os envolvidos foram os professores que mais e menos utilizaram o Portal Universitário de agosto a novembro de 2005. A metodologia utilizada foi o estudo de caso com abordagem qualitativa. No estudo são tratadas a necessidade e utilidade das TIC na formação inicial dos professores, o uso das TIC no ensino superior semipresencial e a utilização do Portal Educacional pelos professores do ensino superior .
6
White, Esther. "Scholarly communication guidance as a core service of an academic library to doctoral students: A case study of Kwame Nkrumah University of Science and Technology." University of the Western Cape, 2019. http://hdl.handle.net/11394/6650.
Full textAbstract:
Philosophiae Doctor - PhDThis study investigated scholarly communication guidance as a core service by the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, academic library to doctoral students, research and scholarly communication needs and skills of doctoral students and effective dissemination of research findings by doctoral students for national development. The study also explored the adoption of a research portal as part of the academic library website for scholarly communication guidance to doctoral students. A case study research design with KNUST as research site, with a mixed method approach was used. Semi-structured interviews, questionnaires, documentary analysis and a bibliometric survey of an institutional repository were employed as data gathering tools. A scholarly communication guidance model based on Costa’s proposed adaption of Garvey and Griffin’s models of scholarly communication, Wilson’s information behaviour model and Bjôrk’s scholarly communication lifecycle model was developed to frame the study.
7
Santos, Ana Flávia Pereira dos. "Proposta de portal para melhoria da socialização do conhecimento científico das universidades públicas." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8517.
Full textAbstract:
Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-05-25T15:58:05Z
No. of bitstreams: 1
Dissertação - Ana Flávia Pereira dos Santos - 2018.pdf: 2074574 bytes, checksum: cafa3dabc8071dfcef9740d5c413d676 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-28T11:27:03Z (GMT) No. of bitstreams: 1 Dissertação - Ana Flávia Pereira dos Santos - 2018.pdf: 2074574 bytes, checksum: cafa3dabc8071dfcef9740d5c413d676 (MD5)
Made available in DSpace on 2018-05-28T11:27:03Z (GMT). No. of bitstreams: 1 Dissertação - Ana Flávia Pereira dos Santos - 2018.pdf: 2074574 bytes, checksum: cafa3dabc8071dfcef9740d5c413d676 (MD5) Previous issue date: 2018-05-02
Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
Although the evolution of knowledge and the transmission of a scientific culture in society are still under construction, the importance of disseminating science has become practically a consensus among researchers / scientists and knowledge production institutions. In this context, the potential of the Internet is the most promising way. Brazilian universities, especially the public ones, are the main responsible for scientific research in Brazil. They have been embracing the challenge of popularizing science and attracting the interest of new generations in scientific research, employing, in particular new tools offered by the global computer network. The present work sought to identify, through a qualitative, bibliographical and documentary research, the parameters that are being constructed in other higher education institutions, and specifically the needs that the Federal University of Goiás (UFG) presents in what concerns the socialization of scientific knowledge. By analyzing the research report and exploring the demands presented by the UFG, it was concluded that the Internet offers mechanisms for universities and science and technology centers to more widely disseminate knowledge. Therefore, the result of this work was to present a proposal of a portal model for improving the scientific knowledge socialization produced by UFG.
A importância de se fazer divulgação científica tornou-se praticamente um consenso entre pesquisadores/cientistas e as próprias instituições produtoras de conhecimento. Apesar dessa mudança na realidade brasileira dos últimos anos, os instrumentos mais adequados e capazes de impulsionar a socialização do saber científico e promover a formação de uma cultura científica na sociedade ainda estão em construção. Nesse contexto, as potencialidades da internet têm se mostrado o caminho mais promissor. As universidades, sobretudo as públicas, maiores responsáveis pela pesquisa científica no Brasil, vêm abraçando o desafio de popularizar a ciência e atrair o interesse de novas gerações para a pesquisa científica empregando, principalmente, novas ferramentas oferecidas pela rede mundial de computadores. Sendo assim, o presente trabalho buscou identificar, por meio de uma pesquisa qualitativa, bibliográfica e documental, os parâmetros que vêm sendo construídos em outras Instituições de Ensino Superior (IES) e as necessidades que a Universidade Federal de Goiás (UFG) apresenta no que diz respeito à socialização do conhecimento científico. A partir do diagnóstico realizado e das demandas apresentadas pela UFG, concluiu-se que a internet oferece mecanismos para que universidades e centros produtores de conhecimento científico façam melhor e mais ampla divulgação científica, atingido a população em geral. O resultado deste trabalho, então, foi a elaboração de uma proposta de Modelo de Portal para melhorar a socialização do conhecimento científico produzido pela UFG.
8
Ahmed, Zinab Ali Aboulgasem. "English lexical collocation knowledge of Libyan university students." Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/english-lexical-collocation-knowledge-of-libyan-university-students(39628868-c2a8-4855-9fcf-973751683516).html.
Full textAbstract:
One of the most challenging problems for EFL students is to be able to express themselves not just grammatically but also acceptably and naturally in English in appropriate contexts. The ability to produce acceptable and natural expressions in English is closely related to the EFL students' competence in collocation- which words go together in normal usage. This study therefore investigated Libyan EFL university students' lexical collocation use. It also aims to examine how learners' L1 (Arabic) influences their production of collocations. It analyzes their problems in the usage of six patterns of lexical collocations: verb+ noun. noun+ verb noun+ noun adjective+ noun verb +adverb adverb+ adjective. Participants of the present study were 185 Libyan university students majoring in English at the department of English language at Al-Jabal Al-Gharbi University. Data for the study was collected from a multiple-cho ice test consisted of 60 items and a translation task comprised of 28 items alongside a self- responding quest ionnaire. The data were examined and the results revealed that the informants' ability is lower than expected. The findings also showed that Libyan university students do have problems with English lexical collocations in both reception and production of all patterns of lex ical collocations. Results also indicated that learners' Ll and their amount of exposure to English had a strong influence on the learners' acquisition of English lexical collocations. The findings of this study have some immediate implications for both language learners and teachers of EFL/ESL as well as for writers of materials.
9
Polydorou, Nikoletta. "Exploring approaches to teaching music history at university." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/exploring-approaches-to-teaching-music-history-at-university(0a7d95fa-5623-421d-a890-b2fd16bce397).html.
Full textAbstract:
Music history is a core requirement for most undergraduate music degrees. The purpose of this study is to investigate the status of music history teaching in music degrees in Higher Education (HE) in four different countries (Cyprus, the Czech Republic, Greece and England). It also aims to evaluate a new music history teaching model that was developed for a university in Cyprus. The new model consists of approaches focused on a student-centred learning method that introduces the use of primary sources and cooperative learning. Three studies were conducted: a qualitative study (Study 1), a mixed methods study (Study 2) and a qualitative evaluation study (Study 3). In Study 1, music history teachers (N=6) were recruited from universities in Cyprus. Study 1 employed Interpretative Phenomenological Analysis (IPA) using the data from semi-structured interviews. In Study 2, music history teachers (N=11) were recruited from the Czech Republic, Greece and England to participate in a qualitative study, and their thinking was compared to a further sample of undergraduate music students (N=86) who were recruited from the Czech Republic, Greece and England. Study 3 designed and tested an intervention in Cyprus evaluating a new approach to teaching music history. The study was evaluated through a pre-test and a post-test questionnaire. Engeström’s culturalhistorical activity theory was used to analyse the findings of all three studies. Results revealed that the most frequent teaching approaches used in music history courses are lectures, the use of audio and audiovisual materials and discussion. While teachers from the Czech Republic, Greece and Cyprus use a teacher-centred learning approach, most teachers from England apply student-centred learning approaches to music history courses. Students from the participating countries generally perceive music history as having relatively little value and they are not satisfied with the existing teaching approaches. A number of them further question traditional approaches to teaching music history. Upon completion of the qualitative evaluation study in Cyprus, students gained a more positive opinion of music history and approved of the new teaching approaches that were used.
10
Finn, Kirsty. "Expectation and everyday relationships : young women going to university." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/expectation-and-everyday-relationships-young-women-going-to-university(398ea969-6fed-4916-9bfd-1a7f2466d733).html.
Full textAbstract:
The thesis explores the experiences of 24 young women from a town in North West England ('Millthorne') as they make their way through their first year of university study. The project is based on a qualitative, longitudinal methodology comprising of three in-depth interviews conducted with each respondent before, during and after the first year of study. The aim of the research was to examine the 'process of relating' (Mason, 2004) for the 24 respondents, in order to think through the ways in which individual actions and identities emerge out of experiences of relationships with kin and non-kin. The project thus contributes to a growing body of literature which attends to the emotional and moral dimensions of social life, and which seeks to challenge ideas around individualism. The public story (Jamieson, 1998) around going to university is one which stresses notions of selfhood, adventure and individualism and so, in the early interviews, respondents expressed a sense of expectation that their identities and relationships would alter significantly once university began. They expected that, by going to university, they would be removed from the clutches of family and that longstanding friend relationships based at home would be replaced by better, more enduring relationships formed within the context of university. The interviews carried out later in the project, however, revealed a divergence between respondents' expectations of kin and non-kin relationships and their real-life, everyday experiences. Significantly, family and longstanding friendships continued to play a central role, leaking into the spaces of university through virtual and imagined as well as tangible means. This meant that respondents did not experience the move to university in the ways they had anticipated and it was not the wrench that many had hoped or feared. What this study demonstrates is the complexity of personal relationships and the ways in which feelings of attachment and relatedness play out in different ways and at different times. Personal relationships are active and dynamic and it is the longitudinal methodology employed in this research which reveals this. Clearly people speak about relationships in particular ways at different junctures in the life course, appealing to discourses of individualism at some points and the security of relationships at others. It is imperative therefore, to capture the richness and complexity of the emotional and the personal, if one is to fully understand the social.
11
Bagheri, Mansour. "Self-regulation and alcohol consumption : understanding university students' motivation for drinking." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/selfregulation-and-alcohol-consumption-understanding-university-students-motivation-for-drinking(6101ee1e-0372-476f-8827-813549818533).html.
Full textAbstract:
This thesis examined self-regulation and motivational structure as two important psychological constructs related to alcohol consumption. Three studies were conducted for this thesis. Study One was designed to assess relationships among self-regulation, motivational structure, and alcohol use. Participants were student drinkers (N = 105, females = 77.7%, mean age = 19.82 years). They were asked to complete four questionnaires, including a brief demographic characteristics questionnaire, the Personal Concern Inventory, Alcohol Use Questionnaire, and Short Self-Regulation Questionnaire. The results partially supported one of the hypotheses of the study. Total SSRQ scores were negatively correlated with the amount of alcohol that students drank on atypical occasions, as was predicted. That is, as participants’ degree of self-regulation increased, the amount of alcohol that they consumed decreased. In Study Two, a manipulation technique was used to examine individuals’ self-regulation and to clarify whether a manipulation for changing their self-regulation caused their motivational structure to become more adaptive and thereby reduce their alcohol consumption. Participants were 80 students (males = 26.6 %, males, mean age = 21.19 years). The main purpose of Study Two was to examine the effects of a task that used Concept Identification Cards on participants’ self-regulation. The task aimed to enhance individuals’ self-regulation and clarify whether manipulations aimed at triggering changes in their motivational structure to become more adaptive would reduce their alcohol drinking. Two types of instruments were employed. The first type included those that were administered to identify changes in participants’ self-regulation, motivational structure, self-efficacy, procrastination and urges to drink. The second type included those that the experimenter used to manipulate self-regulation in the experimental group. The results partially supported one of the hypotheses of the study. Total SSRQ scores were negatively correlated with students ‘atypical drinking, as was predicted. That is, as participants’ degree of self-regulation increased, the amount of alcohol that they consumed decreased. However, the results only partially supported the fourth hypothesis of the study, viz. that motivational structure would partly mediate the relationship between self-regulation and amount of alcohol consumed. This outcome was not consistent with the results of previous studies. Study Three was designed to explore whether relationships among a withholding response, impulsivity, self-regulation, and memory capacity were related to one another and to drinking behaviour. The hypotheses tested in Study Three were as follows: (a) Participants who were heavy drinkers and low in self-regulation, high in impulsivity, and low in working memory capacity would perform more poorly than others on a Go/No Go task. (b) More errors would be made when the stimuli on Go/No Go trials were alcohol-related than when they were alcohol-unrelated. Participants were students (N = 108, male = 41.8%, males’ mean age = 19.86 years). Measures used in the study were a measure of (a) alcohol consumption, (b) impulsivity, and (c) self-regulation. In addition, two computerised tasks were used to measure participants’ behavioural impulsivity and memory capacity. The results of Study Three supported both of the hypotheses. In conclusion, this thesis demonstrates that self-regulation and related psychological constructs play an important role in university students’ alcohol consumption.
12
Butcher, Catherine. "Heterodox forms of university ownership/control, governance, financing and organisational structure." Thesis, University of Roehampton, 2018. https://pure.roehampton.ac.uk/portal/en/studentthesis/heterodox-forms-of-university-ownershipcontrol-governance-financing-and-organisational-structure(4faff030-ffa8-4e1c-8a19-c4ace8f7a22e).html.
Full textAbstract:
This study explores heterodox forms of higher education institutions in the context of the intensification of neoliberal forms in the UK and Australia. It aims to understand how heterodox forms might enhance students' educational experiences, in which under-privileged students will be recipients of higher education at no cost to them. Students have been recast as customers who must pay for their education and a debt crisis is being created among young people who are made to carry, what I refer to as, an 'educational mortgage' throughout their adult life. The situation is even more burdensome for students from under-privileged backgrounds whose debts will continue to accumulate with interest as they take a longer time to repay the debt than their more affluent fellow students. An interpretivist approach to data collection was adopted. Interviews were conducted with eight senior executives and government officials in contemporary public higher education institutions in the UK and Australia to gain insight into the market model that is being adopted and its impact on students' experiences. Case-studies were also undertaken of four alternative higher education institutions in the US, Europe and Asia, to gain an in-depth understanding of their forms of ownership, governance, financing and organisational structure and the ways in which students' experiences in these alternative models differed from the mainstream. The findings revealed that students democratically participated in governance and operations of two institutions as beneficial owners, while students took ownership of curriculum design in one institution. Two institutions provided students with a free tuition education while students participated in a labour/work programme in all institutions. The study concludes with a conceptual framework of a heterodox higher education institution model and proposes a hybrid of a cooperative and trust, as provided in Chapter 7, that will be owned and operated by students, academics and other stakeholders in a democratic process, and in which students will be integrally involved in the process of their education and in curriculum development. This research therefore, contributes to the body of knowledge on alternative forms of higher education institutions and on-going efforts aimed at addressing issues of access to higher education for students from under-privileged backgrounds. It also has practical significance for education policy.
13
Sheridan, Bernard J. "Police learning in the university context : student perceptions of the classroom environment on a police foundation degree course." Thesis, University of Portsmouth, 2014. https://researchportal.port.ac.uk/portal/en/theses/police-learning-in-the-university-context(1a086d0f-5ced-4993-8940-2b638a670333).html.
Full textAbstract:
The purpose of this study was to focus on the classroom preferences of students completing a police Foundation Degree course (FdSc) at the University of Central Lancashire. A secondary factor under consideration was an attempt to identify the differences in student preferences based on seven factors (Affiliation, Teacher Support, Task Orientation, Personal Goal Attainment, Organisation and Clarity, Student Influence and Involvement) making use of The Adult Classroom Environment Scale (ACES) to measure the social environment of adult education classrooms. The scope of this study investigated over a three year period three first year cohort intakes undertaking the FdSc through the use of a non-random volunteer sampling technique to determine the study group. A non-experimental descriptive quantitative research methodology, specifically a longitudinal trend survey consisting of 85 first year students. Findings from the study show student affiliation, the extent students like and interact positively with each other, and involvement, the extent to which students are satisfied with the class and participate actively and attentively in activities as the highest factors for consideration within the classroom environment for students. The study revealed the importance of teacher support, how students experience feelings of support, and that care and mutual respect are valued. Classroom management and how students need a well organised learning environment through an understanding of the objectives of the class were also revealed. Conclusions reached suggest that a better understanding of student perceptions can be used to improve teaching approaches and to evaluate different teaching techniques for presenting material. The significance of the study is apparent as increasing numbers of Further and Higher education establishments seek to deliver police pre-employment training. This study contributes to existing literature by considered the role of human interactions in the classroom environment of police training, an area where few studies have been conducted into the dynamics which take place.
14
Trojan, Lorenzo. "Radial transport and detachment in the University of Manchester linear system." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/radial-transport-and-detachment-in-the-university-of-manchester-linear-system(101d2bb9-d9e0-42ab-979d-1cbddf94821a).html.
Full textAbstract:
The role of cross field transport and volume recombination are of vital importance for a satisfactory understanding of the plasma edge in magnetically confined devices such as a Tokamak. Plasma fluctuations may travel cross field with significant velocities and play a central role in plasma transport. Cross field transport has been seen to be anomalous in most devices under a very broad range of experimental conditions. In recent years a clear indication of the relation between fluctuation, cross field particle transport and recombination has been reported.The University of Manchester Linear System (the ULS) has been used to observe the Balmer emission of the recombining plasma interacting with a dense neutral Hydrogen gas. The ULS is a device made of a cylindrical vacuum vessel 1.5 m long and 15 cm in radius. The plasma is formed in a separate chamber by a duoplasmatron source in the Demirkhanov configuration; the arc current was limited to 15 A and the potential drop was 100 V. The device is surrounded by a linear solenoid which was used to magnetize the plasma. The highest magnetic field was .1 T. Typical electron temperature in the device spans .1 to 10 eV, and the density 1. E+16 to 5. E+19.Diagnostic includes Langmuir probe and visible spectrometers. In addition, the DivCam imaging system originally designed and built to obtain 2D images of the MAST spherical Tokamak Scrape Off Layer, was used. The DivCam imaging system has enabled to obtain high resolution images of the plasma emission when interacting with the neutral gas. It appears evident that the Electron-Ion Recombination is strongly dependent upon radial transport of plasma particles: light emission attributed to EIR is only observed at a large cross field distance from the plasma source. Moreover, fast imaging of the plasma has also shown the presence of a plasma filament forming and propagating crossfield at the same region of the plasma where the EIR light is observed.To interpret the experimental observations obtained with DivCam, the OSM 1D fluid plasma solver and the EIRENE neutral Monte Carlo solver have been implemented in the linear geometry of the ULS linear system. Both the OSM and the EIRENE solvers were originally intended for tokamak and large magnetic confinement devices. Modelling of the EIR emissivity in the ULS device has demonstrated the importance of the inclusion of turbulent and blob transport in the model to obtain reasonable agreement between the observations and the theoretical predictions. The central density of the plasma filament has been estimated to be approximately .7 E+19 m-3 using EIRENE results.The emission attributed to hydrogenic ions (negative atomic H- and positive molecular ions H2+) and related to Molecular Assisted Recombinations can be estimated within EIRENE using the AMJUEL database. The database provides ion population estimations for three different collisional regimes: in the first regime a large population of vibrational excited hydrogen molecules are assumed to exist within the plasma volume; the second assumes strong Charge Exchange reactions and not vibrational excited molecule; the third assumes electron impact collisions with ground states molecule to be the only ion source. A reasonable agreement between the observations and the EIRENE prediction is only found when using the third estimation suggesting that molecular excitation and charge exchange processes are relatively unimportant under the experimental conditions considered.
15
Moreira, Tomás Lola dos Reis de Aranha. "Plano de marketing : portal Universia." Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10309.
Full textAbstract:
Mestrado em MarketingEste documento visa apresentar o Plano de Marketing para a empresa Portal Universia, caracterizando-se como sendo uma rede interactiva de cariz comunitário direccionada para estudantes, professores e universidades, conectando-os ao mundo empresarial e institucional. A potencialização e inovação de mecanismos tecnológicos na esfera digital associados ao conceito, à missão e aos serviços da organização contextualizam-se como os pilares fundamentais para o futuro da mesma. Este plano pretende dar continuidade a esta visão inovadora, tendo como plataforma de objectivos a incrementação do valor da marca juntos dos diversos targets, desenvolver novos serviços e novas propostas de valor e aumentar os níveis de penetração na rede Universia. O plano de marketing apresentado neste documento aborda, inicialmente, uma análise interna e externa da envolvente da organização, onde inclui a análise da concorrência. Posteriormente, desenvolve-se a compreensão dos mercados e dos respectivos consumidores, bem como a descrição da segmentação, do targeting e do posicionamento estratégico da marca Universia. Seguidamente, apresenta-se os objectivos específicos do plano e o suporte de marketing do mesmo. A parte final está relacionada com a análise completa do marketing-mix da organização e o desenvolvimento de novas estratégias de marketing e comunicação, tendo em vista os objectivos propostos e a orientação que se pretende dar à organização a médio prazo.
This document aims to present the marketing plan for the company Portal Universia, characterized as an interactive network-oriented community geared for students, teachers and universities, connecting them to business and institutional. The empowerment and innovation of technological mechanisms in the digital sphere associated with the concept, mission and services of the organization are the fundamental building blocks for its future. This plan aims to continue this innovative vision as a platform for the spread of the brand value in multiple targets, develop new services and new value propositions and increase penetration levels in the Universia network. The marketing plan presented in this paper addresses, primarily, an analysis of internal and external environment of the organization, which includes analysis of the competition. Later, it develops an understanding of markets and their consumers, as well as a description of the segmentation, targeting and strategic positioning. Then, the document presents the specific objectives of the plan and the marketing support tools. The final part is related to the complete analysis of the marketing mix of the organization and development of new marketing strategies and communication, in view of the proposed objectives and guidance that is intended for the organization over the medium term.
16
Shams, Shirin. "University Counsellors' experiences of working with students who procrastinate : an Interpretative Phenomenological Analysis." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/university-counsellors’-experiences-of-working-with-students-who-procrastinate(f6cac1b9-9706-42c7-96dd-14ed250084e6).html.
Full textAbstract:
Procrastination as problematic delay is a widely occurring phenomenon in modern society. It is particularly prevalent in academic settings where some students avoid or postpone their work in numerous ways. Over the last three decades, a substantial body of quantitative and some qualitative studies have been conducted, however, to date researchers are still unclear about what causes this problem and how it can be effectively helped. Working with procrastination is therefore considered an important issue for counselling psychologists, many of whom work in university student counselling services. The aim of this research was to conduct an inductive qualitative study to explore how university counsellors understand and work with students who present for help with procrastination. Ten volunteer participants were interviewed who mainly identified themselves as working integratively. An interpretative phenomenological analysis was conducted and the results produced four master themes that highlighted firstly general challenges of working with students who procrastinate in university settings. Secondly, three distinct styles of procrastination were identified from these participants’ accounts as “de-skilled”, “anxious/fearful” and “conflictual”. These indicated a need for tailored therapeutic approaches that seemed to be enabled by an integrative therapeutic stance. Overall, it may be concluded that procrastination as a presenting problem in academia is a heterogeneous phenomenon that requires adaptable therapeutic approaches for individual students’ styles in relation to studying autonomously.
17
Gaus, Nurdiana. "The Indonesian state university in flux : academics and the neo-liberal turn." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/the-indonesian-state-university-in-flux-academics-and-the-neoliberal-turn(61156cdd-4d61-47ca-b859-c817ab2ac6d4).html.
Full textAbstract:
This thesis aims to better understand the under life of Indonesian academics during implementation of major policy changes associated with the Higher Education Act 2012. More specifically the study sought to explore and analyse the principal changes as experienced by academics in Indonesian state universities, how academics responded to these changes and the impact of these changes upon the nature of academic work and organisations. The research undertaken was in the form of a multiple-embedded case study using semi-structured interviews, observations, and document analysis as instruments to collect data. Interviews were conducted with 30 academics in three state universities in Indonesia. The findings demonstrate how Indonesian academics' work is moving away from their traditional functions and roles towards new prescribed roles revealing tensions between maintaining their existing identities and pressures from the external environment to adapt. Using Scott's notion of 'weapons of the weak' the study reveals how Indonesian academics have resisted and accommodated policy reform in ways that have taken largely discursive and unobtrusive forms. It is anticipated that the study will both contribute to a better understanding of the dynamics of academics' work lives as they encounter large scale reform, and offer guidance for policy makers in the formulation and enactment of relevant policy.
18
Seabrook, Mary Angela. "Apprenticeship or university course? : a study of change in one medical school." Thesis, King's College London (University of London), 2002. https://kclpure.kcl.ac.uk/portal/en/theses/apprenticeship-or-university-course--a-study-of-change-in-one-medical-school(4745411e-4086-4ece-b4f3-c8e9d556aab1).html.
Full text
19
Al-Musalli, Alaa M. "Note taking in English lectures : a study of Omani EFL university students." Thesis, Bangor University, 2008. https://research.bangor.ac.uk/portal/en/theses/note-taking-in-english-lectures-a-study-of-omani-efl-university-students(b9b638c1-12bc-417d-9e3b-7e56a385490d).html.
Full textAbstract:
Note Taking (NT), also Note-Taking or Note-Making, while listening (or from lectures) is one of the most widespread and frequent activities among students at universities and colleges in any field of study. In EFL classes, in spite of the common use of NT from lectures, this skill is sometimes regarded as passive and secondary to learning. This study is an investigation of some aspects related to the way Omani EFL university students at Sultan Qaboos University (SQU) take notes during lectures delivered in English as well as the effectiveness of these notes, i.e. the usefulness of these notes in capturing the important information in lectures. Training in NT is also addressed in this study. Two groups of students were involved in this study: an experimental and a control group. The former group was involved in an intensive two-hour NT workshop after which their notes of a lecture were compared with previous notes taken before the workshop to study the changes in the NT strategies used. In contrast, the control group did not participate in the NT training; their notes were merely compared with those of the experimental group to study the NT strategies used by the two groups. This investigation involves the study of both qualitative and quantitative data taken from the students' lecture notes. In addition to studying the sample's notes, interviews and questionnaires were used to learn about the students' experience in NI and their opinions and attitudes regarding their NI skills by questioning their purpose of NI, the methods they use to take notes, and the factors they believe affect NT. Results indicate that the sample's lecture notes are effective reproductions of the important information in the lectures they attended, for a good number of students were able to record more than 'one-third' of the important information units in the lectures which is what Hartley and Cameron (1967), among others, consider a 'reasonable' and 'generous' amount to expect to find in lecture notes. Also, simple training in NT was found to help students improve their NT strategies and habits.
20
Tymon, Alex. "The troublesome nature of significant learning for UK university business school students." Thesis, University of Portsmouth, 2017. https://researchportal.port.ac.uk/portal/en/theses/the-troublesome-nature-of-significant-learning-for-uk-university-business-school-students(e3b537a1-1d77-4069-a234-eae47d994894).html.
Full textAbstract:
This PhD provides new ways of thinking about the little discussed concept of significant learning for UK university business school students, based on a synthesis of published academic journal articles. These eight articles adopt a pragmatic approach to educational research, using a range of methods to uncover perspectives of educators, employers and students. They aim to explore pedagogic practice, seeking evidence of positive learning outcomes alongside barriers and challenges encountered. Individually, the outputs probe both undergraduate and postgraduate teaching and span a range of topics including critical reflection, employability, leadership, proactivity and networking. When taken together, they enhance our understanding significant learning by identifying its troublesome nature for UK business students. Cumulatively, this work adds to conceptual and theoretical knowledge, whilst also highlighting implications for policy and practice. One contribution, to a more nuanced understanding, is that significant learning involves a complex interplay between three dimensions, namely context, content and methods. Moreover, these three dimensions are troublesome for UK business school students, both independently and when taken together. The dimensions overlap and interlink so that the troublesome nature of significant learning is magnified and questions are raised as to whether the context dimension is more dominant. These conceptual and theoretical contributions have implications for practice and policy. Intuitively, significant learning is an attractive idea for educators of business students, but the troublesome nature uncovered means practical adoption may not be easy. This troublesome nature is likely compounded by the current context of UK business schools and thus policy changes may be needed to make significant learning a reality.
21
Al, Harthy Sharifa Hamood Mohamed. "The entrepreneurial university and the entrepreneurial environment : organizational analysis and policy considerations." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/the-entrepreneurial-university-and-the-entrepreneurial-environment-organizational-analysis-and-policy-considerations(7617dfce-c023-481c-9cc7-9378a230cd7e).html.
Full textAbstract:
This thesis presents a study of the ‘Entrepreneurial University’. It develops a framework for conceptualising the entrepreneurial university by interrogating literature and secondary sources. Regardless of the increasing body of literature on the entrepreneurial university concept, it is revealed to be under-theorized. This literature starting from Clark’s initiatives up until recent publications focus on case studies which are not analytically driven. This gap in the theory of the entrepreneurial university inspired the study aim, which is to develop an analytical framework that can be used as a tool to identify ‘The Entrepreneurial University’ from any other ‘classic university. The study argues that there are three main aspects affecting universities' transformation toward entrepreneurial organization. These are: organization, external environment, and the interaction between organization and external environment. The first aspect investigates the entrepreneurial organizational dimensions, with a comprehensive framework of five organizational dimensions namely managerial, funding resource, mission, external collaboration, and cultural dimension. This been developed as a ‘compass’ to characterize two ideal types of entrepreneurial university. The second and third aspects address the concepts of the entrepreneurial environment and the coherence between the entrepreneurial organization and the entrepreneurial environment where the university exists. The concept of National Education, Research and Innovation (ERI) Funding and Policy Spaces (NERI-FPS) (Nedeva et.al 2013) has been selected as the most appropriate framework for characterizing the entrepreneurial coherence, and analyzed for this purpose, where the variety of opportunities and flexible selection process are seen to be the key elements for the coherence between them. This adds a new development to the theory. Both the entrepreneurial framework and the NERI-FPS have been tested using four European case universities, from the Netherlands, Norway, Sweden, and the United Kingdom. The framework is applied to the universities and policy environment in Oman as an example of a developing country seeking to use entrepreneurship as a solution to socio-economic problems. Using qualitative analysis of documentation and detailed interviews, the framework is shown to reveal characteristics of the universities which can be used to develop policy actions. The results reveal that Omani universities are “classic” universities. However, to shift toward an entrepreneurial approach, five scenarios are suggested for Oman, and a pathway toward fully-fledged entrepreneurial universities is illustrated. First an online survey served as a pilot study, the results of which were then used to formulate the second stage which was semi- structured interviews with two Omani universities, and the third stage was in-depth interviews with Omani policy makers. This approach improves the internal validity of the research, and provides a rich picture of the universities and their environment. Finally, the study provides a framework which characterises entrepreneurial universities along a number of context-neutral dimensions which could take the research forward. The novelty of using case of Oman as an empirical study added new contribution into the field. In addition, this study contributes to a better understanding of policy actions with regard to entrepreneurial transformation.
22
Hastreiter, Uwe. "Wie ehrt man einen Dichter?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-66116.
Full textAbstract:
Für viele Schriftsteller, die schon zu Lebzeiten als Klassiker gelten, werden Denkmale errichtet oder öffentliche Gebäude nach ihnen benannt. Ihre Bücher aber werden zunehmend weniger gelesen. In Chemnitz wurde am 23. November 2010 eine neue Datenbank, die „Stefan-Heym-Sammlung“, für das Internet frei geschaltet. Das Web-Portal, ein Gemeinschaftsprojekt der Stadtbibliothek und der Universitätsbibliothek Chemnitz, soll die Beschäftigung mit Leben und Werk des international renommierten Autors lebendig halten.
23
Sahar, Rafidah. "Exploring cultures of doctoral supervision : narrative perspectives from the International Islamic University Malaysia." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/exploring-cultures-of-doctoral-supervision-narrative-perspectives-from-the-international-islamic-university-malaysia(c1baaee8-fd32-4bf5-a419-3773ee4fdc51).html.
Full textAbstract:
This thesis reports on my narratively-framed PhD study in which I explored doctoral supervision using a small cultures approach (Holliday, 1999); thus, I viewed the doctoral supervision in question as dynamic emerging small cultures developing within a wider set of shaping influences. Specifically, the study sought to understand the experiences of doctoral supervision as narrated to me by some recently completed doctoral students and experienced supervisors from a public university in Malaysia, namely the International Islamic University Malaysia (hereafter known as the IIUM). My motivation for this study originated in my professional curiosity - as set against the IIUM strategic ambitions regarding internationalisation of higher education and Islamisation of Knowledge - about the development of doctoral supervision at the IIUM where I have been a member of academic staff for more than ten years and where, upon the completion of my doctoral education, I will be assuming a supervisory role. As stimulated through face-to-face, one-to-one encounters, in English and/or Bahasa Malaysia, I generated narratives of supervisory experiences from six recent graduates and three experienced supervisors. These narratives were then restoried in English and analysed using holistic-content approach (Lieblich et al., 1998) to reveal the global impression and key themes of supervisory experiences of the individual participants. Findings from the narrative analysis were first interpreted through the small cultures lens (Holliday, 1999). From the interpretation, I proposed that the emerging small cultures of doctoral supervision are characterised by the following features: the students' learning process; the supervisory styles; the supervisory roles; the supervisory relationships; and the expectation of students and supervisors. I then interpreted the narrative findings using a host culture complex model (Holliday, 1994) and identified eight cultural influences that may shape the construction of the emerging small cultures of doctoral supervision, namely: the student culture; the supervisor culture; the host university culture; the postgraduate culture; the wider learning community culture; the national host culture; the internationalisation of higher education culture; and the Islamisation of Knowledge culture. My study makes a number of contributions. In terms of cultures of supervision, it provides a detailed exploration of the emergent aspects of supervision as it develops amid a wider complex of shaping influences, and these emergent aspects and shaping influences extend the current literature regarding supervision. There are implications in these insights for supervisors and their students but also for university managers. Conceptually, the extension of the small cultures approach and host culture complex heuristic, from internationally - oriented English language education to internationally - oriented doctoral supervision, demonstrates the usefulness of this approach for practitioners in their particular contexts of practice as informed by a deeper understanding of the complexities involved rather than relying on large culture a priori characterisation. Methodologically, my study also demonstrates the feasibility and value of coupling narrative (rather than ethnographic) methods to the small cultures approach. Whilst not focused directly on internationalisation of higher education and Islamisation of Knowledge, the study does add to debates in this area with regard to the shaping influences these interlinked strategic objectives may have on doctoral supervision. Finally, my study adds a Malaysian non-Western perspective to the often Western-oriented literature on doctoral supervision.
24
Giuliano, Jonathan. "Innovation processes in university technology transfer : case studies from the UK and the US." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/innovation-processes-in-university-technology-transfer-case-studies-from-the-uk-and-the-us(758733e0-d98e-467e-a4d7-4c7ff8e212f9).html.
Full textAbstract:
This study focuses on university technology transfer organizations and innovation processes. Universities in the UK and the US have established organizations to facilitate the transfer of technologies from the university to industry, with public use and benefit as an ultimate objective. This research asks what process or processes describe and explicate innovation in the technology transfer organization in universities. Responses to the question derive from organization theory and case studies of four universities, two in the UK and two in the US. With qualitative data analysis, a resultant framework explains an innovation process. Justification for this research includes benefits for technology transfer officers in improving their innovation process and for university administrators, industry executives, venture capitalists, and government policy makes in better understanding technology transfer organizations. This study makes a contribution to the literature and practice of innovation and university technology transfer. Analysis of the research leads to a framework more robust than earlier frameworks by expanding antecedent conditions and actions and adding the influence of resources and organizational environments. Case studies, subsuming 48 critical incidents, permit a more rigorous analysis than hitherto available, in particular identifying actions in tripartite clusters (i.e., actions unique to successful incidents, actions unique to unsuccessful incidents, and actions present in both successful and unsuccessful incidents). This study also identifies more similarities than differences between UK and US technology transfer offices, both small and large.
25
Mangan, Doireann. "Understandings of identities among university students from forced migrant backgrounds : a dialogical narrative analysis." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/understandings-of-identities-among-university-students-from-forced-migrant-backgrounds-a-dialogical-narrative-analysis(6b4bb500-7ea4-4faf-b202-d24cd160d932).html.
Full textAbstract:
Background and objectives: This study set out to explore identities among university students from forced migrant backgrounds. Issues related to identity have been found to contribute to the specific and significant challenges this student group can face in higher education. The research question was: how do students from forced migrant backgrounds understand their identities. Focusing on identities, through a dialogical narrative lens, offered a route into investigating the subjective and intersubjective experiences of forced migrant-background students, as well as processes of change associated with being at university, and how wider discourses may impact upon them. Methodology: Three participants from forced migrant backgrounds who had recently completed university studies were recruited. Semi-structured interviews were employed to generate data. Interviews incorporated the use of an artefact: participants were invited to bring an object which represented something about their identities. Data were analysed using dialogical narrative analysis. This involved focusing on aspects of positioning, the use of small stories, and multivoicedness, in the interview encounters. Attention was given both to what participants said about their identities, and the ways in which they constructed these identities. Analysis: Analysis of participants' narratives is presented individually and structured according to interrelated themes, each conveying some aspect of their identities. Themes include 'activist and ambassador', and 'not representing what is expected'. Commonalities identified in ways of expressing, understanding and adapting identities across the narratives are also presented, in the form of five elements which fit together to form a narrative synthesis. The elements are: education as important for identity; being different; identity transformation, as part of being a university student; using new power and identities to react against injustices; and, facilitating this, identity choice and agency. Reflexive considerations, fundamental to the dialogical narrative research approach, are discussed. Discussion and conclusions: A key contribution to knowledge is that despite facing adversity, forced migrant-background students make use of their identity transformations - attributed in part to their university participation - to respond proactively to societal forces which may discriminate against them and others. Methodologically, both dialogical narrative analysis and the use of artefacts are found to contribute to investigating issues of identity. Indications for counselling psychologists include the importance of promoting awareness among practitioners of the complex issues forced migrant students often face. For higher education institutions as well as counselling psychologists, the importance of providing adequate support for these students is emphasised. It is highlighted that research into forced migration issues fits with counselling psychology's commitment to social justice, in terms of supporting groups at risk of marginalisation. It also aligns with calls within the discipline for increased attention to issues regarding race, culture and ethnicity, which intersect with forced migration. The wide-ranging potential benefits of supporting students from forced migrant backgrounds towards educational success are outlined.
26
Tantiniranat, Sutraphorn. "TESOL purposes and paradigms in an intercultural age : practitioner perspectives from a Thai university." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/tesol-purposes-and-paradigms-in-an-intercultural-age-practitioner-perspectives-from-a-thai-university(91d97b31-3147-4c8f-9e42-f98ff75189ca).html.
Full textAbstract:
Informed by, and seeking to contribute to, discussions about appropriate methodology (e.g. Holliday, 1994), my study as reported in this thesis was concerned with appropriacy of paradigms in TESOL (Teaching English to Speakers of Other Languages). It explored practitioner perspectives in Thai higher education (HE) in this era when English has become 'the' main international language for intercultural communication (IC). This linkage between English as an international language (EIL) and IC is evident in the strategy of the Association of South East Asian Nations (ASEAN) - of which Thailand was a founding member in 1967 - for greater economic, cultural and socio-political integration among its members. For practitioners like me, this regional strategic move in conjunction with Thai policies and curricular documentation raises questions about the appropriacy of the established practices of Teaching English as a Foreign Language (TEFL) in Thailand. My multi-method qualitative case study addressed such questions by exploring the perspectives of three Thai-national teachers of English working in a Thai public university regarding the purposes of, and assumptions underpinning, their teaching of English. As informed by an understanding of their perspectives, I then considered the possible influences which might have shaped these perspectives. The study identified the teachers' main purposes to be short-term, instrumental ones - i.e. for academic study and examination preparation purposes. As such, they tended not to attach much value to the teaching of the cultural dimension (i.e. the target culture of native English speakers [NESs], the students' home cultures and other cultures) or intercultural dimension (i.e. knowledge, skills and mindset needed for engaging people from differing cultural backgrounds). These purposes were underpinned by assumptions they held about the NES linguistic norms as testable norms in TEFL and Teaching English for Academic Purposes (TEAP). The teachers seemed unfamiliar with alternative paradigms - such as Teaching English as an International Language (TEIL) - that might align top-level policy statements and actual classroom practices. This unfamiliarity suggests the inadequacy of the teachers' educational and professional development experiences. The influences from their institution such as exams-oriented and English-medium academic agendas also had repercussions for the teachers' perspectives. Stepping back from the teachers' perspectives, my study suggested discourse inconsistencies across Thai HE regarding paradigms and purposes of TESOL. This situation is unhelpful vis-à-vis the ASEAN foregrounding of EIL for IC, and the consequent need, through TESOL, to prepare Thai students to engage in IC with people within and beyond ASEAN. My study has implications for a direction of change for TESOL in the Thai HE and possibly for similar contexts elsewhere. It offers some suggestions about teacher education that can be supportive of reorienting TESOL towards appropriate and purposeful paradigms.
27
Taylor, Catherine Kelly. "The influence of adult attention deficit hyperactivity disorder (ADHD) symptoms on adjustment to university." Thesis, Bangor University, 2005. https://research.bangor.ac.uk/portal/en/theses/the-influence-of-adult-attention-deficit-hyperactivity-disorder-adhd-symptoms-on-adjustment-to-university(20f576e5-f71f-4326-a2ee-6fc028bb1d56).html.
Full text
28
Rennison, Susan M. "Student engagement with formal lectures on the MPharm programme at the University of Portsmouth." Thesis, University of Portsmouth, 2011. https://researchportal.port.ac.uk/portal/en/theses/student-engagement-with-formal-lectures-on-the-mpharm-programme-at-the-university-of-portsmouth(6895c161-da05-462b-a154-151b5c1b198c).html.
Full textAbstract:
Lectures have been used as a teaching method for many centuries and remain a standard on most university courses. More than twice as many teaching hours are devoted to lectures on the MPharm course at the University of Portsmouth than to all other teaching methods. Lecturers frequently express concern however, at low levels of attendance at lectures and, during 2007-8, registers were taken at approximately 15% of MPharm lectures. The aims of the research were to ascertain whether any correlation existed between lecture attendance and exam performance, and to investigate both lecturers’ and students’ attitudes towards and opinions of lectures as a method of teaching. A Scoping Exercise was used to put the work into context with other UK Schools of Pharmacy (SoPs).
29
Duvall, Nicholas. "Forensic medicine in Scotland, 1914-39." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/forensic-medicine-in-scotland-191439(7ca3afe7-7887-4133-9ba0-5206f2ea2237).html.
Full textAbstract:
This thesis examines the practice of forensic medicine in Scotland in the period 1914 to 1939. This was a time of significant dynamism for the discipline, in which it enjoyed a high public profile and played an important role in the investigation of crime. The project focuses in particular on medico-legal practice at an elite level, based in specialist departments in the universities of Edinburgh and Glasgow. As well as producing a significant amount of research and textbook material, and thus constituting authorities within the discipline, representatives of these institutions gave expert evidence in a number of high-profile trials. Thus, an examination of their work can show how medico-legal knowledge was constructed, presented and challenged. To this end, four main areas of forensic medical practice are analysed, including the post-mortem examination, the laboratory analysis of trace evidence, the investigation of shootings and the use of photography. The development of the techniques contained within these categories is charted, as is the range of situations to which they were applied and the various ways in which their use was challenged in court by hostile legal counsel. Sources including textbooks and journal articles, medical case reports, photograph albums and trial transcripts are used. A fifth section explores an area of the public face of the discipline, specifically the popular output of two of its most famous practitioners, Sydney Smith and John Glaister Jr. Both produced memoirs and newspaper serials after retirement. These are used to explore the ways they reflected on their careers and spun their legacies, portraying themselves as impartial servants of science and justice. The thesis argues that the place of forensic medicine in wider institutional, investigative and geographical networks was central to its existence. The discipline collaborated extensively, both with representatives of other areas of the medical profession and with external authorities, professions and trades. Means of communication, such as written reports and samples taken at autopsy, allowed experts in the universities to lend their expertise to the non-specialists in peripheries by providing expert opinions based on materials sent to them. The scrutiny of post-mortem reports produced by peripheral generalists allowed medico-legists’ expertise to be spread over a wide geographical area. The thesis also reflects on the ways in which medico-legists guarded against error. Techniques derived from other areas of medicine and science were not adopted for use in court until their reliability could be demonstrated satisfactorily, and controls and standards were built in to procedures.
30
Kluge, Andreas. "Das Bibliotheksportal der Hochschulbibliotheken Sachsens." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2006. http://nbn-resolving.de/urn:nbn:de:swb:14-1156334463343-61993.
Full textAbstract:
Beginnend mit dem Jahr 2005 haben die sächsischen Hochschulbibliotheken ein gemeinsames Projekt begonnen, dessen Ziel die Bereitstellung eines Bibliotheksportals im Internet für den Zugriff auf Bestände ....
31
Ovichegan, Samson. "The experiences of Dalit students and faculty in one elite university in India : an exploratory study." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/the-experiences-of-dalit-students-and-faculty-in-one-elite-university-in-india(eddd93f3-0b36-4ccc-ab3d-8447f6543045).html.
Full textAbstract:
Through an exploratory study undertaken in one ’elite’ University in India, this thesis attempts to illuminate the experiences of a small set of students and faculty who are members of the Dalit caste - the so-called ’untouchables’, who are relatively ’successful’ in that they attend or are academics at this prestigious University. The first part of the thesis provides a background to the study; the role of caste and its enduring influence on social relations in all aspects of life; family, education, occupation, marriage, are explored and explained. The first part of the thesis also reviews one major policy designed to challenge some of the debilitating effects of caste. The Quota System policy was designed in the 1950s as an early form of affirmative action to ensure that higher education institutions retained fifteen percent of their places for Dalit students; the same proportion of faculty was also expected to come from this background. The study then moves to a critical account of the current experiences of Dalit students and faculty in one setting; the University of Shah Jahan (pseudonym). Drawing on a set of in-depth semi-structured interviews, the empirical study that is at the centre of this thesis explores the perceptions of staff and students in relation to the Quota policy and their experiences of living, working and studying in this elite setting. The data chapters are organised in such a way as to first explore the faculty views. The experiences of students are then examined; there is a focus on the way in which their caste is still an everyday part of how they are sometimes ’othered’. There is also a focus on the experiences of Dalit female students; an under researched cohort. Finally, the thesis turns to another under-researched matter. The Dalit are not a homogenous social group; indeed, as a consequence of the small gains made by affirmative legislation over time, such as the Quota policy, there is a new fraction of middle class Dalit that is emerging, the so-called ’creamy layer’. The final data chapter explores the complexity involved for this relatively privileged group of Dalit in using the Quota policy to ensure access into an elite university while sometimes ’passing’ as not being a Dalit in order to ensure positive social relations at the University. Finally, the study considers the impact and influence of the Quota policy in terms of social justice issues and offers suggestions for further research in the area.
32
Sappapan, Pattama. "The effects of integrating reading strategy training into the university English foundation course in Thailand." Thesis, Bangor University, 2007. https://research.bangor.ac.uk/portal/en/theses/the-effects-of-integrating-reading-strategy-training-into-the-university-english-foundation-course-in-thailand(7fd2d1e9-a58b-4f5e-92a9-a67277aa35bf).html.
Full text
33
Mohd, Sobri Mohd Helmi. "The establishment of the London University and the socio-cultural status of English liberal education, 1825-1836." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/the-establishment-of-the-london-university-and-the-sociocultural-status-of-english-liberal-education-18251836(e788c76b-c817-4d33-88e9-808827b28b2f).html.
Full textAbstract:
This thesis explores the establishment and the early years of the London University in order to provide a fresh perspective on newly emerging cultural attitudes towards traditional liberal education in the 1820s and 1830s. It begins by showing that the usual historical approach of treating liberal education as a formal or systematic discourse is limited, as it is unable to account for the challenge to liberal education before 1850s. To overcome this limitation, this thesis considers liberal education primarily as a socio-cultural phenomenon, grounded in eighteenth-century gentlemanly culture. Attitudes towards liberal education were intertwined with assumptions about status distinction, and the charisma of a gentlemanly persona. This thesis then evaluates the attitudes of the London University to liberal education, by exploring its establishment in the context of three wider socio-cultural developments of the period that contested the traditional distinction between gentlemen and non-gentlemen. These developments were the campaign for middle-class university education, the reform in the medical professions and the rise of utilitarian sensibility. It is argued that in affirming that the university was intended for the middle classes, the founders were actually framing the problem of educational need in terms of the socio-economic identification of upper, middle and lower class. In doing so, they provided a rival alternative to the traditional mode of identification based on the gentlemen/vulgar status distinction. This formulation was instrumental in legitimising the candidacy of non-gentlemen, particularly tradesmen, for university education. The incompatibility with the socio-cultural assumptions of liberal education was further reflected in the ways in which the medical school of the university aligned itself with the cause of medical reform in the period, challenging the old assumption that associated the respectability of a medical practitioner with his acquisition of a liberal education and his status as a gentleman. Furthermore, the rise of utilitarian sensibility in the 1820s, as reflected in the increasing ideological connotation carried by the word ‘utility’ in everyday discourse, provided a conducive cultural atmosphere for the supporters and members of the university to employ the useful/ornamental distinction in their writings and speeches and which served as an alternative evaluative framework to the liberal/illiberal contrast.
34
Ali, Sani Muhammad. "Measured and perceived conditions of indoor environmental qualities (IEQ) of university learning environments in semi-arid tropics." Thesis, University of Portsmouth, 2018. https://researchportal.port.ac.uk/portal/en/theses/measured-and-perceived-conditions-of-indoor-environmental-qualities-ieq-of-university-learning-environments-in-semiarid-tropics(b611ff99-e930-42bc-b254-36d29cf6de97).html.
Full textAbstract:
This study investigates the conditions and the levels of satisfaction with indoor environmental quality (IEQ) in naturally ventilated (NV) learning environments in Bayero University, Kano and compares the results to international comfort standards' thresholds. It examines the thermal and visual comfort, acoustic quality as well as the indoor air quality of six learning environments in the University consisting of four lecture theatres and two laboratories. Researches in IEQ have shown that good quality indoor environment enhances occupants' comfort, wellbeing, raises their productivity, and most importantly for this research, it raises students' performances, reduces absenteeism, and reduces stress and fatigue among teachers. IEQ researches are mostly being undertaken in the four most advanced continents that are situated in the temperate regions of the world, but not in sub-Saharan Africa. Using both measurement and survey methods, internal and external physical parameters (air and radiant temperatures, air velocity, relative humidity, background noise, sound pressure level, horizontal and vertical illumination level, carbon dioxide concentration and particulate matter) were evaluated. The assessments were undertaken three times covering ten months, August 2016 to May 2017, which coincided with the three distinct seasons (warm and wet; cool and dry & hot and dry) in Kano. PMV model, as always, failed to predict the thermal conditions of the learning environments. Similarly some of the measured and calculated IEQ parameters, have not met the thresholds specified by the adaptive components of ASHRAE-55, but were in agreement with EN 15251, the respondents expressed their acceptance of their learning environments, subjectively. This is not surprising as these standards were often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa. The outcome of the research is hoped to raise awareness of IEQ potentialities among the academia, building industry professionals, building owners, university managers and other education policy makers in the region.
35
La, Rosa Salas Virginia. "Combining motivational and volitional physical activity and fruit & vegetable intake : a single blind randomised controlled trial with Spanish university students." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/combining-motivational-and-volitional-physical-activity-and-fruit--vegetable-intake(d8f7e257-748e-41c1-a64e-b71a7c10b95a).html.
Full text
36
Brown, Stan. "Higher education chaplaincy and the changing role of religion in the public square : a contextual theology for university chaplaincy." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/higher-education-chaplaincy-and-the-changing-role-of-religion-in-the-public-square(35509e4f-8a46-4db8-b737-77ca3627acba).html.
Full textAbstract:
University chaplaincy has received little attention in discussions of the role of religion within the secular university. Theologians have primarily considered chaplaincy as a generic form of ministry rather than constructing accounts based in the different chaplaincy contexts. By contrast this thesis aims to construct a contextual theology for chaplaincy based in an understanding of the role of religion in the public square of the secular university. Using a discourse analysis of recent policy documents and reports from government, the Higher Education Sector and the Churches I seek to uncover their underlying understandings of the role of religion in secular Higher Education. This analysis reveals that although there is little mention of chaplaincy outside the Church documents the secular university is a complex fusion of secular, multi-faith and Christian themes with religion in the university increasingly understood through thin accounts concerned with managerial processes. The thesis then examines the history of chaplaincy in the British university looking for a coherent theological narrative for the development of this context. This history shows how the growth of university chaplaincy has been shaped by increasingly diverse forms of society. Using the historical narrative and contemporary analysis I then build a typology for contemporary chaplaincy responses. In the final chapter I offer a theology for university chaplaincy based in an understanding of the essentially diverse nature of secularity, on the dialogical accounts of the university offered by Ford and Higton and an understanding of Christian responses to otherness through hospitality drawn from the work of Barnes and Bretherton. The thesis argues for the importance of the Higher Education chaplaincy for the university, the Churches and for academic theology, concluding with recommendations about the training and support of chaplains.
37
Chalk, Hannah-Lee. "The uses, meanings, and values of natural objects : university earth science objects and collections as material culture." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/the-uses-meanings-and-values-of-natural-objects-university-earth-science-objects-and-collections-as-material-culture(805f7b45-6b8b-4399-8e27-934442aa68d2).html.
Full textAbstract:
As an academic discipline, the earth sciences generate, use, and retain vast quantities of objects. This ‘material archive’ exists, first and foremost, as a functional scientific resource; the objects that it contains were never intended to express culture. Since the earth sciences rely heavily on claims that its objects of study remain the same as they were in nature, it follows that the specimens contained in university earth science collections are treated as objective scientific evidence. In this sense, the material that is collected, used and retained by earth scientists may appear to be devoid of culture – passive, inert and neutral.This thesis sets out to challenge these assumptions by treating university earth science objects and collections as material culture. In material culture studies, geological materials appear in a variety of different forms and contexts, however, such work has tended to focus on either their occurrence in the landscape, or their use as raw materials from which objects are made. Thus, while the earth sciences provide an abundant source of ‘material’ for material culture studies, rarely (if at all) do they seem to provide the culture. Furthermore, while the treatment of ‘natural’ objects as cultural artefacts has become increasingly popular in museology, much of this work has concentrated on the processes and practices that are enacted on these things in museums. Museology has therefore tended to consider these things in what effectively corresponds to their retirement, meaning that with few exceptions, little attention has been paid to their active use as functional scientific objects. This research explores the implications of treating university earth science objects and collections as material culture through the empirical investigation of contemporary object-related practices in UK earth science departments and university museums. As such this thesis addresses questions surrounding the relevance of existing theories and methods, in both material culture studies and museology, for exploring natural scientific objects and collections. These questions are approached through four thematic chapters concerned with the coming into being of earth science objects, their transformation into collection items, their functions, and their mobility.
38
Le, Vo Thi Hong. "A study of the extent to which university English education fulfils workplace requirements for Vietnamese graduates and of the extent to which action research can lead to improvements in university English education." Thesis, University of Portsmouth, 2014. https://researchportal.port.ac.uk/portal/en/theses/a-study-of-the-extent-to-which-university-english-education-fulfils-workplace-requirements-for-vietnamese-graduates-and-of-the-extent-to-which-action-research-can-lead-to-improvements-in-university-english-education(4e7644d9-e668-4d00-b8e7-17a7be4cf27a).html.
Full textAbstract:
This study focuses on possible approaches that can be undertaken at university to prepare undergraduate students with English language communicative competence required at the workplace. In exploring how English is taught at a university and whether English education met the needs of business, the main concern of this study is how materials design and teacher education can support learners to develop the skills to communicate effectively in the Vietnamese workplace. The purpose of the study was to (1) learn about the reality of English in the workplace to see what graduates’ needs at the workplace are, (2) undertake observational study at a university to see how needs were being met and (3) explore how minor interventions influence teachers and their English teaching practice. The study employed a qualitative research methodology. The data collection methods employed were observations and interviews and a survey was undertaken. This is also to provide the basis for the reliability of studies and the validation of findings in terms of their accuracy, checking for bias in research methods and the development of research instruments. The data from these three resources was analysed through discourse analysis in order to address the analytic issues and the concern for an ‘in-depth’ focus on people’s activities of a qualitative research. There were two main stages of research in the study. In the companies stage, the results reveal that meaningful conversations that required graduates at the workplace are often absent in language classroom and teaching materials. This raises the importance of achieving balance between transactional and relational talk in language teaching materials. It also raises the importance of communicative language teaching at university that can support in various aspects of discourse. In the university stage of the research, the findings disclose that this was not an environment necessarily conducive to supplying the workplace with suitably communicatively competent graduates. There were various problems identified concerning teacher’s contextual realization, their questioning and their use of CLT activities that did not stimulate communication. By contrast, traditional teaching methods were noted, including the patterns of teacher fronted, form focused practice, with few student-student interactions. Importantly, the analyses of the results indicate that action research can help to bring improvement of teachers’ teaching practice. Though limited in number, considerable positive changes made by the teachers were identified. These changes were primarily in terms of materials adaptation and the number of classroom interactions. The other significant finding was that teachers understanding of the study’s interventions had a positive impact on their practice. They also showed their positive attitude towards the changes and were pleased to engage more students through adopting these changes. Based on the findings of the study, major issues are identified. The study’s findings have implications for materials development, teacher development and school management. The research also reveals the importance of conducting a needs analysis for stakeholders. Finally, the study’s limitations, together with recommendations for further research based on authentic transcripts/materials of workplace talk, or further interventions, observations and feedback in terms of teachers’ process in engaging action research, are discussed.
39
Jones, David Kenneth. "The music of Jeffrey Lewis." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/the-music-of-jeffrey-lewis(b712684d-e7c0-4194-9932-e484dd60a2e0).html.
Full textAbstract:
The present thesis investigates the music and career of Jeffrey Lewis (born 1942). The thesis is broadly divided into three sections. First is an account of the composer’s life, told mainly through an overview of his works, but also through a sketch of his early years in South Wales, his studies in Cardiff, Darmstadt, Kraków and Paris, his academic career in Leeds and Bangor, and his subsequent early retirement from academia. There follows a more detailed study of six works from the period 1978 – 1985, during which certain features of Lewis’s musical language came to the fore, perhaps most notably a very individual and instantly recognisable use of modal language. After an Epilogue, the thesis concludes with an Appendix in the form of a Catalogue in which all Lewis’s known compositions are listed, together with details of performances, broadcasts and recordings. Lewis’s music often plays with our temporal expectations; the close interrelationship between texture, structure, harmony and melody, and its effect upon our perception of the passage of time, are explored in the main analyses. These are conducted partly by means of comparison with other works by Lewis or his contemporaries. Memoria is examined in relation to a similarly tranquil score, Naaotwá Lalá, by Giles Swayne. The following chapter discusses the extra-musical inspiration for Epitaph for Abelard and Heloise, whose relationship to Tableau is then explored in the next. The difficulties of creating a large-scale structure that unifies the work’s various harmonic elements are also investigated. The analysis of Carmen Paschale considers it in relation to Lewis’s other choral music, whilst the final analytical chapter compares and contrasts two three-movement works, the Piano Trio and the Fantasy for solo piano. Lewis’s melodic writing in the Piano Trio is discussed in relation to that of James MacMillan, and the origins of the first movement of Fantasy in Oliver Knussen’s Sonya’s Lullaby are explored. In the Epilogue, the possible reasons for Lewis’s current neglect are explored, various influences on Lewis’s musical thinking are laid out, and his achievements are assessed.
40
Qari, Israa. "Politeness study of requests and apologies as produced by Saudi Hijazi, EFL learners, and British English university students." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/politeness-study-of-requests-and-apologies-as-produced-by-saudi-hijazi-efl-learners-and-british-english-university-students(c85e2177-b3f5-4169-b3f8-59ee267b3586).html.
Full textAbstract:
The current thesis contributes to the existing literature on politeness research and teaching English as a second language (TESOL) by investigating requests and apologies as produced by Saudi Arabic native speakers, Saudi English as a foreign language (EFL) learners, and British native speakers. Data was collected through the use of discourse completion test questionnaires from 160 university students. Participants were divided into six groups: 40 male Saudi students; 40 female Saudi students; 20 male Saudi EFL students; 20 female Saudi EFL students; 20 British males; and 20 British females. The data was analysed based on Brown and Levinson’s politeness theory and using the Cross Cultural Speech Act Research Project (CCSARP) request and apology coding systems. Results showed that in specific situations, there were significant differences between the mean scores of the groups in terms of their strategy use. From a cross-cultural comparative perspective, Saudi males and females generally preferred to use direct strategies in their requests; whereas EFL and British groups were systematically more indirect. However, the Saudis also used the largest number of modifiers, such as religious softeners and prayers. On closer inspection, it seems that directness as used by the Saudis does not equate impoliteness, as suggested by Brown and Levinson (1987). Rather, it might be the case that the British tend to express polite forms by using syntactic and linguistic devices; whereas the Saudis tend to express polite forms by using direct linguistic means mitigated by the use of semantic softeners. From a pedagogical perspective, Saudi EFL learners showed consistent parallels with British native speakers’ preference for using indirect styles, although at somewhat a lower rate. Linguistically, they appeared to limit their use to specific strategies; mainly to query preparatory forms. The British, on the other hand, demonstrated a wider use of indirect strategies using various types of linguistic devices. Moreover, EFL learners reflected negative pragmatic transfer from their Mother tongues (L1) in their answers. These were mostly linguistic realisations which were directly and literally translated from Arabic to English, and which also resulted in ungrammatical English formations. They also demonstrated negative pragmatic transfer in their choice of perspective. For example, just like the Saudis, both EFL groups preferred the use of the hearer perspective more than the speaker perspective. The British, on the other hand, used the speaker perspective more. Furthermore, there appeared to be a number of gender differences between males and females within each group, but the difference between Saudi males and females was most prominent. These will be discussed in the thesis conclusion. The thesis concludes with recommendations for instructors and policy makers to include in their classrooms and curriculum making, such as the inclusion of the indirect forms that the British used in this study, and were not part of the original CCSARP speech-act classification.
41
Pacheco, Daza Ivonne Patricia. "Exploring the understanding of epistemic beliefs and approaches to teaching of in-service university teachers in Colombia, South America." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/exploring-the-understanding-of-epistemic-beliefs-and-approaches-to-teaching-of-inservice-university-teachers-in-colombia-south-america(a58b5721-6e22-4a3c-b837-ed4293e4a1b5).html.
Full textAbstract:
To promote a change in epistemic beliefs in in-service university teachers and a consequent improvement of their teaching methods to encourage students to take a more sophisticated approach to learning their subjects, I explored the relationships between epistemic beliefs and approaches to teaching in a group of 111 lecturers across different disciplines at the University, Colombia, South America. This correlational research is based on epistemic metacognition research (Hofer & Pintrich, 1997) and phenomenography research (Marton & Booth, 1997). The methodology comprised quantitative and qualitative research techniques including the participation of a selected sample in face-to-face and online interventions. I also conducted two questionnaires, the Discipline-Focused Epistemic Beliefs Questionnaire (DEBQ) (Hofer, 2000) and the Approaches to Teaching Inventory (ATI) (Trigwell & Prosser, 2004). Furthermore, I carried out interviews that were later analysed according to phenomenographic principles. Based on the findings, I concluded that the DEBQ and the ATI are suitable in measuring epistemic belief and approaches to teaching in a university setting. As I found correlations between epistemic beliefs and approaches to teaching, I concluded that epistemic beliefs do play an important role and influence the way in which teachers approach their own teaching. Additionally, as there was a statistically significant decrease in the Information Transmission/Teacher-Focused Approach through the online intervention, and as epistemic beliefs and approaches to teaching are correlated, the results indicate the possibility of a change from naive to more sophisticated epistemic beliefs. The results also indicate the possibility of changing epistemic beliefs and approaches to teaching through an online intervention or facilitated by online learning environments. The results also indicate the possibility of changing approaches to teaching through short-term interventions as well. Regarding disciplinary differences, lecturers did have different perceptions. I concluded that discipline did have an influence and an impact on epistemic beliefs and approaches to teaching. There was no statistically significant difference between genders or the number of years of experience. Finally, there were variations in lecturers‘ ways of experience learning, teaching, Information and Communication Technologies (ICTs), and knowledge. The description of lecturers' experiences of learning, teaching, ICTs, and knowledge shows 13 qualitatively distinct categories of descriptions. Also 13 holistic views, in a form of outcome space, were derived from their various ways of experiencing those phenomena.
42
Althonayan, Fahdah. "The impact of organisational behaviours of a Saudi private women's university on students' learning experiences during their college years." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/the-impact-of-organisational-behaviours-of-a-saudi-private-womens-university-on-students-learning-experiences-during-their-college-years(5c4ef8ae-4e36-400b-91f2-5dce8054b90e).html.
Full textAbstract:
There is little research that addresses how the organisational behaviour of universities in Saudi Arabia influences students’ experiences. Additionally, research is scant regarding the impact of university behaviours in Saudi Arabia as it relates to gender, particularly female students. This qualitative case study addresses these gaps in the literature by examining how and in what ways college organisational culture (behaviour) influences students’ learning experiences through their college years in a new, private women’s university in Riyadh, Saudi Arabia. Semi-structured interviews with campus administrators, faculty members and students were conducted and triangulated with data obtained from campus observations and document analysis. Specific attention was given to students’ perceptions of their academic, social and functional experiences during their college experiences. Data showed that the university reflected more than one organisational structure, which explained many aspects of the university’s administrative style. In general, students and staff seemed to be influenced by the university’s organisational structure and administrative style, as well as other aspects of the university’s culture, which all played important roles in shaping students’ and staff members’ experiences within the college. Findings from this study suggest a positive correlation between collegiality and student involvement. Bureaucratic features as well as political features of the university’s organisational structure seemed to have a mixed relationship with perceptions of research participants. Symbolic features that emphasised shared values, rituals and harmony all seemed to have a clear, positive correlation with students’ and staff members’ experiences. The scarcity of new publications that investigate the influence of higher educational institutions’ organisational behaviours on students, both in general and specifically in Saudi Arabia, highlight a need for further examination of this topic using different methodological approaches. Studying this subject will not only benefit institutions by identifying their strengths and weaknesses, but will also help optimise universities’ efforts to improve the quality of education offered to students. Additionally, more research in this area would benefit students by identifying their needs and perceptions about their academic, social, functional and overall college experiences.
43
Ahn, Mi Young. "Sense of belonging as an indicator for social capital : a mixed methods analysis of students' sense of belonging to university." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/sense-of-belonging-as-an-indicator-for-social-capital-a-mixed-methods-analysis-of-students-sense-of-belonging-to-university(c54c267b-f939-4463-9763-a58d12fcc398).html.
Full textAbstract:
Social capital, from the collective social capital theory perspective, is constituted by trust, social network and participation. Social capital is agreed to be crucial for civil society and wellbeing, but there is no general consensus on how to define and measure it. Sense of belonging shares important meanings with social capital, but is more amenable to measurement. Social capital, primarily a metaphor, is elastic, implicative, and versatile, whereas belonging is a more concrete and tangible concept that is suitable for the measurement. This research explores how belonging is related to social capital, and examines whether belonging can be used as an indicator for social capital. A mixed methods, qualitative and quantitative research design was developed to collect data on students’ sense of belonging to Bangor University. A new instrument, the 10 Words Question, was developed to elicit participants’ own thoughts and feelings, while a survey questionnaire was used in parallel, with questions about belonging, social capital, and demographic information. The empirical analysis reveals that there are four main domains of belonging, academic and social engagement, surroundings, and personal spaces. This challenges previous research on the subject in the UK. The findings suggest that students’ sense of belonging is strongly associated with social capital. Further conceptual and statistical analysis shows that there is significant overlap with each of the main components of social capital. One implication of the study is that a one-dimensional approach to students’ sense of belonging to an institution may result in poorly targeted and ineffective policies. The research highlights the complex characteristics of belonging, so if students’ belonging is to be used to promote academic success and retention, more conceptually refined approaches and empirically detailed evidence will be required. This research also demonstrates that belonging data can be used as a simple alternative indicator for social capital.
44
Malallah, Seham. "A study in some aspects of foreign language learning at Kuwait University with special reference to computer assisted language learning." Thesis, Bangor University, 1994. https://research.bangor.ac.uk/portal/en/theses/a-study-in-some-aspects-of-foreign-language-learning-at-kuwait-university-with-special-reference-to-computer-assisted-language-learning(c650c11b-a3ad-4a5c-b0d5-b8058d0073dc).html.
Full textAbstract:
This thesis is concerned with foreign language learning and teaching. The initial aim of the thesis is to examine Gardner's (1985) model to find out whether this model is applicable to English foreign language learning (EFL) in Kuwait. The purpose is to determine the extent to which previous research findings can be generalised to a sample of University students in EFL courses in Kuwait. The thesis comprises three integrated background literature reviews: approaches to foreign language teaching and their implication for TEFL in Kuwait; 'CALL': (Computer Assisted Language Learning); and the role of the attitude, motivation and anxiety in foreign language learning. Two pieces of research are reported with two contrasting methodologies: a survey questionnaire, and an ethnographic approach examining the effectiveness of CALL. The research was conducted on Kuwait University undergraduates enrolled in English courses offered by the English Language Centre at Kuwait University during the 1992-1993 academic year. First, the research focuses on the inter-relationships between attitude, motivation, anxiety and achievement in the English language. Second, the research identifies the methods of teaching, instructional materials, class activities and appropriate teacher roles that students most prefer. Third, the research introduces new instructional materials via the use of computer programs in an EFL class. The effect of Computer Assisted Language Learning on students' motivation toward learning English as a foreign language, students' feeling of anxiety in the English class and their achievement in the foreign language are each examined by classroom observation and interviews. The results of the research show that: (1) in general, students appear to have a strong motivation to learn English; express a definite degree of preference toward English and native speakers of English, and lack feelings of anxiety. (2) The more a student is exposed to the English language through being in an English medium College, visiting and staying in an English speaking country and watching English programmes on T.V., the more a student needs the English language either for present studies or for future career, the more motivated to learning English and more positive attitudes towards the language are apparent. (3) Students' ability in English has a significant relationship with a variety of factors investigated: the higher the student's ability in English, the greater the motivation to learn English, the more favourable is the student's attitudes toward the English language and the less anxiety the student's experiences in the English class. (4) 'CALL' enhances students' motivation to learn the foreign language, lowers their anxieties and improves their achievement in the English language. The thesis concludes with an integration of theory and research, and makes a series of recommendations about developments in EFL in Kuwait University.
45
Al, Awaisi Huda S. "The experience of Sultan Qaboos University newly graduated nurses during their first year of practice in the Sultanate of Oman." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-experience-of-sultan-qaboos-university-newly-graduated-nurses-during-their-first-year-of-practice-in-the-sultanate-of-oman(07d3cf1b-4740-416a-9bc6-e64ae57d6d12).html.
Full textAbstract:
Background: Studies have demonstrated that new graduate nurses' (NGNs) transition experience is complex and often negative leading to dissatisfaction with nursing and increased attrition. Many existing studies of NGNs' transition experience are small, qualitative, concerned with NGNs experiences in the West. No study has been conducted to date examining NGNs' transition experience in any of the developing countries where the cultural context and nursing education and practice are different to those in the West. Aim: To explore the experience of NGNs during their transition period in one of the developing countries, the Sultanate of Oman. Method: Qualitative case study utilising an embedded-single case design was conducted to investigate the transition experience of baccalaureate NGNs graduating from Sultan Qaboos University (SQU) and working at Sultan Qaboos University Hospital (SQUH). Data were collected from the perspective of NGNs and also from the perspective of other key informants using triangulated methods. This includes individual and focus group interviews, observation and documentary analysis. Results: Four over-arching themes are identified from NGNs' transition experience in the Sultanate of Oman. These are 'Studying Experience'; 'Role Transition'; 'Working Conditions' and 'Status of the Nursing Profession'. This study showed that nursing is not an attractive choice for Omani students to study and pursue as a future career because of its low status. During the transition period, NGNs experienced reality shock which mainly resulted from a theory-practice gap. NGNs had limited practical experience but a high level of theoretical knowledge, which they were unable to utilise in practice. They found the working environment to involve many competing priorities resulting in task-orientation and compromised patient care. This study showed that many NGNs resented their involvement in basic nursing care, which they believed should not be part of their role as degree nurses. Despite the challenges of the transition period, many NGNs remarked that nurses play the most important role at the hospital and they are proud being nurses. Conclusion: Omani NGNs' transition experience is complex and similar in many respects to NGNs experience in the West. However, there are distinctive challenges Omani NGNs faced due to the Omani culture, working environment and the status of nursing in Oman.
46
Webster, Sarah. "Protest activity in the British student movement, 1945 to 2011." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/protest-activity-in-the-british-student-movement-1945-to-2011(0111ba06-9b2d-468c-9bf0-11b938b15d37).html.
Full textAbstract:
This thesis examines the historical pattern of protest activity involving students from the University of Manchester and the London School of Economics between the academic years 1945/46 and 2010/11. Gathered through a protest event analysis of the universities’ student press, quantitative protest event data is presented that establishes a continuous pattern of protest activity at both institutions from the mid-fifties onwards. Adding to a small body of scholarship on student activism beyond the sixties epoch, the thesis challenges the assumption that student protest peaked in the late sixties, which currently dominates the student protest literature. The decade’s wave of student unrest is widely presented as exceptional and unprecedented, a golden age of student protest, casting non-sixties student generations as politically apathetic. The quantitative data refutes these claims, demonstrating an ongoing history of student protest on both campuses that sets precedent for the sixties mobilisations and undermines the idea that student apathy is pervasive on the post-sixties university campus. Between 1945/46 and 2010/11, University of Manchester students are involved in 840 protest events, while London School of Economics students participate in 505 protest events, a combined total of 1345 protest events. Using qualitative data drawn from the student press and other archival materials alongside the numeric data, the thesis argues that the British student unrest in the sixties had precedent in the fifties and early sixties, noting tactical and ideological similarities. Further, the thesis refutes the student apathy narrative using protest activity as evidence of student political participation, but also pointing to student engagement in formal and informal political activity, such as political party membership, voluntary action and campaigning for NGOs and pressure groups. Echoing studies on youth political participation, the thesis finds that students remain politically engaged across the twentieth and twenty-first century. Drawing together social movement theory with insights from the archival materials and student press, the thesis identifies factors contributing to the emergence, decline and survival of student protest activity at the University of Manchester and London School of Economics. The thesis establishes that progressive political and social values, student produced movement frames, access to resources on campus, political opportunities and campus activist networks interact to facilitate the emergence of student unrest. It also demonstrates that political factionalism and some forms of authority responses to unrest are key factors in declines in student protest activity. The thesis argues that attempts at co-option and repression by the state and the university, normally understood to prompt declines in protest, may actually provoke further activity amongst students. Applying Nella Van Dyke’s theory of ‘hotbeds of activism’ to the British context (1998), the thesis argues protest activity survives across the timeframe, because both universities have developed student activist networks and subcultures that maintain the traditions and practices of activism on campus. Activist expertise is transferred between student generations through the student unions, student societies and informal groupings, ensuring that that the campus activist networks are primed to seize opportunities for protest activity on and off campus.
47
Ali, Mansoor. "Motivations and attitudes towards learning English in Pakistan : a mixed-methods study of urban-rural postgraduate learners' motivations and attitudes towards studying English at a public university in the Khyber Pakhtunkhwa province." Thesis, University of Portsmouth, 2016. https://researchportal.port.ac.uk/portal/en/theses/motivations-and-attitudes-towards-learning-english-in-pakistan(cfcf1939-5bfd-4c45-bfc7-038537925997).html.
Full textAbstract:
Postgraduate learners are not only important for contributing to the development of Pakistan, but their age and exposure to English has the potential to reveal interesting motivations and attitudes towards learning English when compared to lower-level learners. This thesis investigates the motivations and attitudes toward learning English in rural-urban contexts of postgraduate (MA/MSc) non-major English as Second Language (ESL) students in Pakistan. This thesis addresses three main objectives. First, to identify postgraduate learners' motivational orientations toward learning English and their attitudes toward English as a World Language (EWL); second to determine whether the learners' gender has an effect on their attitudes toward EWL; third to identify learners' perceptions about the de-motivational factors related to impeding their successful English learning in the classroom. This study employed a concurrent mixed-methods design. The data collected from a remote public university in the developing province of Khyber Pakhtunkhwa in Pakistan, with the survey completed by 500 students, and the semi-structured interviews were conducted on 26 postgraduate students. The quantitative data were analysed using factor, correlation, and regression analyses and t-tests. The qualitative data were analysed using thematic analysis. In contrast to earlier studies, this study identified that learners exhibit a wide range of L2 motivational orientations. The findings confirmed the newly-discovered ‘National Interest’ orientation in its extended form categorised as 'National-Islamic Interests, and confirmed Dörnyei's recent Ideal L2 self in this context, and also points toward the emergence of the rarely noted 'L2 Indigenous Integrative’ orientation, related to using English for local purposes. Similarly, the other rarely noted orientations of 'EWL as a L2 motivation', 'Family Interests', and 'Use of English for Voicing Females' Rights' emerged in the study. The traditional concept of L2 Integrative did not emerge, which confirms findings from studies such those by Lamb (2004) suggesting that L2 Integrative may be unattainable in a globalizing world. The findings also highlighted four aspects of the learners' positive attitudes towards EWL: 'attitudes toward the non-native varieties of English', ‘attitudes toward English as a main source of global communication', ‘attitudes toward the use of English as a tool of cross-cultural communication', and ‘attitudes toward the supremacy of native speakers and their Englishes'. The study revealed that learners' attitudes toward EWL had a positive correlation with learners’ motivational orientations. In general, learners' gender did not have an impact on their attitudes toward EWL. However, females appeared to hold more positive beliefs in the supremacy of native speakers and their use of English. Finally, the three main sources of learners' de-motivation: teacher-related factors (methods of teaching, behaviour, etc.), learner-related factors (feelings of L2 anxiety and reduced confidence), and factors related to the classroom environment and facilities are highlighted. On the basis of all findings, theoretical implications, suggestions for language policymakers and recommendations for further research are provided in Pakistan.
48
McElvogue, Douglas Murdo. "A study of the archaeological remains of vernacular boat finds from North Wales in the care of University of Wales Bangor." Thesis, Bangor University, 2002. https://research.bangor.ac.uk/portal/en/theses/a-study-of-the-archaeological-remains-of-vernacular-boat-finds-from-north-wales-in-the-care-of-university-of-wales-bangor(eb4d3005-9703-4467-b408-244565cea52c).html.
Full textAbstract:
This thesis is a study of five individual nautical archaeological finds from North Wales. They are the Llyn Peris logboat, Pwll Fanog wreck, Llyn Peris boat, Llyn Padarn boat and the Talsarnau boat. The five vessels are used to assess the inter-reliability of coefficients and ratios of form. The main body of the thesis consists of a record of the five vessels to gain a better understanding of their construction, hull form and a general understanding of the boat building tradition of North Wales. Therefore the production of a descriptive catalogue of hull timbers recovered accompanied by illustrations where applicable forms the core of this thesis. The variations in date and location of the vessels gives a maritime in-site into the various historical periods and geographical areas of North Wales. Each vessels is considered in its historical context. The inter-reliability and usability of coefficients of form generated are accessed against McKee's (1989), descriptive variations of form and the Great Lakes historic ships research project classification of form, termed GHLS (Wilson, 1989: 212). The use of a computer software package, Hull Form 8, to generate the coefficients and ratios of form is also assessed. The body of the thesis is concluded by a discussion on objectives reached and lessons learnt. It is concluded that McKee's ratio of form are inter-reliable whilst the use of coefficients of form are not. The use of a computer software package is deemed viable and of use, however certain cautions must be expressed when using such a package. It should be used as an analytical tool and not a design tool. No further enhancement of the archaeological lines drawing should be carried out.
49
Hou, Heng. "Exploring the role of an online learning community in supporting preservice English language teachers’ school placement in a Chinese normal university." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-role-of-an-online-learning-community-in-supporting-preservice-english-language-teachers-school-placement-in-a-chinese-normal-university(b04765c8-db97-470e-94c6-ae37ce474a5e).html.
Full textAbstract:
In recent years there has been growing enthusiasm among researchers for the promotion of online learning communities designed to support professional learning in preservice teacher education. The primary purpose of this qualitative study is to explore the role of such an online community in supporting student teacher learning during the school placement in a Chinese Normal University, and hence to enrich the understanding of student teachers’ learning experiences in an online ecology. The study’s subjects included a cohort of 42 student teachers enrolled on a four-year preservice teacher education programme, along with two university supervisors at one of China’s teacher-training universities. Primary data were collected from six weeks of online threaded discussions and from semi-structured group interviews. Supplementary data were taken from an end-of-school-placement evaluation and web-tracking logs. Data analysis has been informed and illuminated by the theoretical proposition of communities of practice. The findings of the study indicate that the online learning community is a valuable resource for supporting student teachers both personally and professionally. Findings suggest that online communication not only helps student teachers tackle immediate teaching concerns and technical problems, but, more importantly, provides them with opportunities to reflect collectively, to co-construct new teaching ideas, and to gain professional discourse competence through articulating and negotiating their evolving thoughts on teaching as a profession. In this regard, student teachers are found to be more comfortable with online self-disclosure of their personal and professional encounters and critiquing each other than they are with face-to-face communication. The research also shows that university supervisors experience mixed feelings about the fact that student teachers are more able to take ownership of their learning and therefore become less dependent on supervisor guidance as time wears on. Furthermore, these findings provide evidence suggestive of a possibly reciprocal relationship between Chinese view of learning and the building of online learning communities. Based on the results of the study, I provide recommendations as to how the significance of the school placement can be reinforced in fostering distributed student teachers’ professional growth. The results also contribute to a better understanding of the key factors in the design and implementation of effective online learning communities within preservice teacher education in China. Finally, the analytical approach used in this study provides fresh methodological insight into an alternative means of analysing online postings. It thus contributes both to the theorisation of learning communities in the context of computer-mediated communication, and to the further development of concepts drawn from the communities of practice literature.
50
Benine, Fabiana. "Organiza??o da informa??o em portais de bibliotecas universit?rias." Pontif?cia Universidade Cat?lica de Campinas, 2009. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/820.
Full textAbstract:
Made available in DSpace on 2016-04-04T18:36:39Z (GMT). No. of bitstreams: 1
Fabiana Benine.pdf: 427311 bytes, checksum: bb808eb9e7dc99ff5d7754692150739d (MD5)
Previous issue date: 2009-02-18It refers to a work about the organization of the information in portals of university libraries whose objective was identify the parameter, as well as, the commom and specific variables used for the organization of the information in portals of university libraries. This research is a descriptive case study and multiple cases, whose sample is deliberat, and the two portals selected for this research are part of the Digital Library of the Learning Community of the Catholic Institution Chains of the Higher Education (CVA RICESU). The collection of the data was done by a script which identified, in scientific-technical literature, the administrative structure of the university libraries, services and products offered by the portals of the university libraries. After this collection and discussion of datas, it was noticed the organization of the information in those portals does not have any form of organization and the information in them are blended whit other services and products.
Trata-se de um trabalho sobre a organiza??o da informa??o em portais de bibliotecas universit?rias que objetivou identificar par?metros, bem como as vari?veis comuns e espec?ficas utilizadas para a organiza??o da informa??o nos portais de bibliotecas universit?rias. A pesquisa ? caracterizada como estudo de caso descritivo e de casos m?ltiplos, na qual a amostra ? intencional, uma vez que os dois portais selecionados para tal fazem parte da Biblioteca Digital da Comunidade de Aprendizagem da Rede das Institui??es Cat?licas de Ensino Superior (CVA-RICESU). A coleta dos dados se deu por meio de um roteiro onde foram identificadas, na literatura t?cnico-cient?fica, as estruturas administrativas das bibliotecas universit?rias e de servi?os e produtos oferecidos pelos portais das bibliotecas universit?rias. Ap?s a coleta e discuss?o dos dados, observou-se que n?o h? nenhuma forma de organiza??o da informa??o nesses portais, al?m de as informa??es contidas nos mesmos n?o diferenciarem os servi?os e os produtos.