Dissertations / Theses: 'University programs'

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Nemoto, Tomoko. "PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214778.

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CITE/Language Arts
Ph.D.
Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating from the 1960's. The focus of previous program evaluations has been on language achievement at the end of the program of study (Lynch, 1996). However, to improve or maintain program quality, teacher education of future foreign language instructors is essential; thus, improvements in the quality and/or control of teacher education programs is also important. The primary purpose of this study is to propose and test a multi-faceted approach to program evaluation that originates from the administrative side of two graduate programs in Applied Linguistics. This marks the first time in the field that this approach has been implemented. First, time series enrollment models were examined to investigate the overall stability of the two graduate education programs for non-traditional students from 1993 to 2010 (for the Master's programs) and 1995 to 2010 (for the doctoral programs). Second, logistic regression models were examined to investigate the characteristics of the students who did and did not graduate from the programs. Third, event history Cox regression models were examined to investigate the amount of time spent by the graduate students to complete the degree using potential demographic and enrollment pattern factors as predictors. Finally, a dynamic model was formulated and tested to simulate the program's potential future enrollments based in part on the results of the prior model analyses and publically available data. The results indicated the potential for developing a relatively strong time series enrollment prediction model for near future enrollments using the data available in the administrative database. However, the student success/failure models and event history program study time prediction models were relatively weak and the results indicated the difficulty of predicting whether students will successfully complete the graduate programs using data typically collected from the students when they enter the program. The simulation results showed a potential decline in enrollments over the next decade mainly due to the decline of the 18-year-old student population in Japan, the decreasing size of the foreign language teacher population, the long, gradual recession in Japan, and the revision of university faculty employment status by the Japanese Ministry of Education.
Temple University--Theses

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Quinlan, Elizabeth. "Women's participation in Canadian university mathematics programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0009/MQ29170.pdf.

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An, Li. "University programs in software engineering : a survey." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64074.pdf.

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McGraw, Lora K. "Challenging masculinities: a program analysis of male-based university sexual violence prevention programs." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35389.

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Master of Arts
Department of Sociology, Anthropology, and Social Work
Nadia Shapkina
This study examines male-based sexual violence prevention programs on college campuses. In an effort to combat the widespread problem of sexual violence against college women, universities have implemented sexual assault prevention programs. While past programs have focused on risk-reduction strategies that target women, new programs are beginning to focus on approaching men to challenge hegemonic masculinity and gender social norms that are conducive to sexual violence. Thus far, the methods of these programs have not been studied in detail. This study uses interviews, observation, and document analysis to analyze the methods and messages of male-based sexual violence prevention programs at six universities in the United States. The research describes and analyzes the origins, goals, structures, strategies, success, and challenges of these programs. Their strengths and limitations are discussed, and suggestions and considerations for the programs are provided. As male-based violence prevention programs become more popular on college campuses, this research offers a deeper understanding of these programs that may inform and improve the effort to combat violence against college women.

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Oleksiak, Timothy Patrick. "Subject formations in university rhetoric programs and departments." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000082.

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Fields, Andrew R. "Leadership self-efficacy in university co-curricular programs." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/108.

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University educators are concerned with student leadership development in order to generate much-needed leaders in every aspect of society. This sequential mixed methods study found that students who participate in a university co-curricular outdoor education leadership training program, combined with the experience of leading a wilderness backpacking trip, had increased leadership self-efficacy. Empirical evidence was found to support leadership development, as well as the effectiveness and importance of university co-curricular outdoor education leadership training programs. This research is significant to educators for determining priorities in providing resources and designing effective co-curricular programs to create tomorrow's leaders.

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Dantas, Stephanie. "Positioning of Ontario University Business Programs - Guelph-Humber." Master's thesis, NSBE - UNL, 2014. http://hdl.handle.net/10362/11752.

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics
Universities need a unique and differentiated positioning to stand out and continue to grow in the Ontario Higher Education marketplace. The University of Guelph-Humber’s business program does not currently have a clear positioning strategy, which is necessary to increase enrolment and ultimately profits. In essence, it has yet to find the one unique word that is synonymous with the University of Guelph-Humber. With the use of qualitative and quantitative research, this thesis will present a better understanding of the decision-making process when applying to a business program and to propose a positioning strategy for Guelph-Humber that is credible, compelling and distinctive.

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Harbin, James Terry. "Hispanic parents' perspective of english language learner programs /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=3&did=1441185771&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1218830163&clientId=22256.

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Oliveira, Deise Cruz. "Comparison of the University of Iowa's community-based and University-based pediatric dental clinics." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/1252.

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The Muscatine Pediatric Dentistry Clinic (MPDC) at the Muscatine Center for Social Action (MCSA) was established January 4th, 2005. It is a partnership between the MCSA and The University of Iowa's Department of Pediatric Dentistry. MPDC operates Tuesdays (care provided by senior dental students) and Thursdays (care provided by pediatric dentistry residents). Students and residents are supervised by a pediatric dentistry faculty member. MPDC's mission is to provide dental care to low income children residing in Muscatine and Louisa counties, in Iowa. Care includes diagnostic, preventive, restorative, and emergency services. MPDC targets a population that has been traditionally underserved by local dentists including Medicaid-enrolled children and low income children without dental insurance. MPDC offers dental students the opportunity to gain experience treating children with the ultimate goal of increasing the number of practicing general dentists who serve pediatric populations. MPDC completed 6 years of operation on January 4th, 2010. The main goals of this study were to describe patient characteristics, clinical activities and parental satisfaction at the Muscatine clinic and to compare characteristics of the Muscatine clinic to those of the University of Iowa's pediatric dentistry clinic at the College of Dentistry. Clinical activities and patient profile variables for MPDC were reported for the entire fiscal year 2009-10 year. Variables include patient age, gender, type of insurance, number of dental procedures completed, type of treatment received, and number of visits per patient. A satisfaction survey was given to the parent of each patient presenting to the MPDC clinic between November 16th, 2009 and January 17th, 2010. Two broad research questions were addressed in this study: 1) Are parents satisfied with MPDC and the treatment provided to their children? 2) Are there are differences in the population served and treatment provided at the Muscatine clinic and the University of Iowa pediatric dentistry clinic at the College of Dentistry? The results of this study provide information that contributes to a fuller understanding about the population served by MPDC, the treatment received, and parental satisfaction with the clinic. It also compares characteristics of the Muscatine clinic to the University of Iowa's pediatric dentistry clinic at the College of Dentistry. The results of this study may help guide MPDC staff and the University of Iowa's Department of Pediatric Dentistry in future decision-making regarding clinic activities and dental school curriculum.

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Hager, Cassandrea Jane. "Developing standards for undergraduate university construction education internship programs." Texas A&M University, 2003. http://hdl.handle.net/1969.1/2294.

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Personally observed variability among construction education internship programs prompted this investigation. The schools of construction that form the Associated Schools of Construction (ASC) encourage its members to provide curricula that produces qualified professionals for the construction industry. There is agreement within ASC that a practical component along with classroom curriculum is needed for construction students?? education (Senior, 1997). Although construction programs have different ways of accomplishing this experiential component, most do have some sort of internship or cooperative program (Chapin, et al., 2003). Construction internships vary greatly from one program to the next ?? in length, supervision, academic deliverables, and whether credit is earned. No common set of internship field experience standards or best-practices guidelines have been developed for construction education. This study was divided into three subproblems. Subproblem One describes the status of construction internship programs currently administered in selected American undergraduate universities. Subproblem Two identifies elements that students, companies and schools perceive to support valuable, satisfying internship experiences. And, Subproblem Three incorporates findings from Subproblems One and Two to identify common elements to provide a structure for construction internship programs, in order to develop a set of guidelines for construction education internship programs. Three constituencies were surveyed: 1) university undergraduate construction programs, 2) construction companies, and 3) students of the respective construction programs. The school survey utilized ASC membership rosters to survey 91 schools, with 56 participating (62%). The company survey randomly sampled 200 of the Top 400 U.S. Construction Companies listed in Engineering News Record??s ENR Sourcebook 2003, with 75 participating (37.5%). The student survey had 31 students from eleven schools in nine different states voluntarily participate. Univariate analyses on only one variable at a time served to describe the survey population, and by extension, the population from which the sample was selected. The data were analyzed utilizing frequency percentages and summary averages including mode and mean. Based on the findings of this study, it was concluded that a set of ??best-practices?? guidelines were needed for construction education internship programs. A set of best practices guidelines for developing construction education internship programs are provided.

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Vallop, Suwandee McCarthy John R. "Student involvement in extracurricular programs at Kasem Bundit University." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604383.

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Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 1, 2006. Dissertation Committee: John R. McCarthy (chair), Edward R. Hines, James C. Palmer, Linda L. Timm. Introductory letter, instrument and questionnaire in English and Thai. Includes bibliographical references (leaves 119-130) and abstract. Also available in print.

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Fudge, Irene. "Peer tutoring programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36121.pdf.

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Salleh, Norani M. "Curriculum planning for special education programs, National University of Malaysia." Thesis, Boston University, 1988. https://hdl.handle.net/2144/38096.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This work is essentially a planning document. Issues discussed in this document include: the special education services available in Malaysia; views by critical constituencies of special education and its future prospects in Malaysia; teacher training programs for special educators; special education programs in selected other countries; three proposed special education programs for the National University of Malaysia; the feasibility of establishing the proposed programs; and, plans for implementing the special education programs. Using a qualitative approach a sample of thirty-one people including parents, educators, professionals, administrators and the public were interviewed in order to explore the current situation of the special populations, teacher training for special educators and educational provisions for special populations in Malaysia. Participants agreed that not all special needs children are being helped; that only certain groups or categories of special needs children are served in Malaysian schools; that more special education provisions must be provided; that more special educators should be trained for the Malaysian schools; that the Specialist Teachers' Training Institute is the only teacher training college for training special educators; that no Malaysian universities are directly involved in undergraduate degree programs for special education personnel; and, that special education is not just for children with specific disabilities but for the entire gamut of children having special needs. The participants viewed the proposed special education programs by the National University of Malaysia as timely. They also believed that training programs should not be confined to teachers but offered also to administrators, school inspectors, supervisors and parents. This survey Malaysia on the constituencies curriculum for and analysis of special education in basis of the expressed enabled the researcher the Special Education views of important to propose a Programs at the National University of Malaysia.
2031-01-01

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Gatson, Jacqueline M. "Industry–university engagement in multicultural engineering programs: an exploratory study." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/18948.

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Doctor of Education
Department of Educational Leadership
Michael Holen
Facing the rapidly increasing globalization of world economies and a steadily diversifying domestic consumer base, U.S. corporations have embraced the benefits of hiring more employees with diverse perspectives and experiences. Particularly in industries dependent upon knowledge of science, technology, engineering, and mathematics, recognition has grown that the American work force is seriously constrained by the clear underrepresentation of minority participants. In engineering, the most prevalent attempt to address these issues is through the establishment of multicultural engineering programs (MEPs), often designed as partnerships between universities and major corporate entities. These programs strive to identify, recruit, retain, educate and ultimately employ significant numbers of students of color to strengthen industry innovation and competitiveness. This investigation was initiated to expand the limited research literature on MEPs and the nature of their partnerships with industry. Using qualitative methodology, an exploratory viewpoint, and the lens of the Commitment-Trust Key Mediating Variable Model (KMV) of Relationship Marketing, the relationships of five mature and highly regarded university MEPs and one of their self identified primary industry partners were examined. Leaders of the National Association of Multicultural Engineering Program Advocates, the national representative body for MEPs, identified exemplary MEPs in the organization’s five regions; using a selection paradigm, five institutions were chosen for study selected from four of the regions. Each institution then identified a primary industry partner. Participants responded to in-depth interviews (MEPs) and questionnaires (industry) with respect to the nature, benefits, and challenges to both entities in the partnerships. Documents were reviewed for each program and industry. Responses were coded, crosschecked, and analyzed for patterns and themes. In particular, the study explored the issue of how commitment and trust are established in these partnership relationships. Twenty-four patterns and three themes emerged. Clearly, university-industry multicultural engineering partnerships are viewed as engendering important employment opportunities for underrepresented program graduates, promoting a well-developed pipeline of minority employee talent for industry, and increasing funding both for university multicultural programming and minority student support. The study also reports on the broad range of activities these partnerships practice. It suggests avenues for further study to enhance university-industry engagement.

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Dandamudi, Sravanthi. "An animation framework for improving the comprehension of TinyOS programs." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263409875/.

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Moore, Michael Courtney. "The CADET Training Program Versus the Student Certification Program: A Study of IT- Support Training Programs at Western Kentucky University." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1435.

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Technology is a critical component of modern-day success. Advancements in technology have improved communication between individuals and companies. Technological advancements have allowed students to earn college degrees online. People who habitually use technology expect a high level of performance and support. As new technologies are implemented, such as complex web services or new operating systems, the dependence for information technology (IT) support grows in demand. Even learning curves can be cumbersome without proper assistance from IT professionals. Companies and institutions must accommodate user needs by implementing fast, efficient, and friendly support. In order to offer optimal customer support, representatives must be knowledgeable of the products and services that are supported. At Western Kentucky University’s (WKU) IT Helpdesk, a training program called Consultant Accelerated Development and Education in Technology (CADET) focuses on software, hardware, customer service, and procedures mandated by the IT Division. Prior to CADET, the Student Certification program was used to train student consultants. The Student Certification program was developed to satisfy training needs that allowed consultants to support end-user technical issues. CADET was developed in 2008 to replace the Student Certification program. This study explored the question if CADET training is more effective in preparing consultants to do their jobs than the Student Certification program. The study investigated the effectiveness of CADET training compared to the Student Certification program by surveying IT Helpdesk student consultants. The survey results indicated which program was more adequate. Both programs contained the same training content, but training delivery methods differed. A t-test was used to compare both programs and determine the outcome of the study’s hypotheses. The Student Certification program did not accommodate different learning styles. The teaching methods only included traditional classroom-style delivery. CADET training did accommodate different learning styles, delivering training through a wide variety of formats including video, audio, assessment, assignment, and face-to-face training. The research focused on the importance of addressing different learning behaviors. The study suggested that CADET is more adequate in preparing students to do their job duties. When both Student Certification survey and the CADET survey were compared, CADET training is more adequate in 26 out of the 27 training sessions. The results suggested that learning style accommodation is directly related in the success in the CADET training program over the Student Certification program.

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Kitt, Cory. "A review of the University of Wisconsin-Stout pre-college program." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004kittc.pdf.

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Ding, Anning. "Programs and curricula at a Chinese vocational university: A case study." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280691.

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This study attempted to investigate the characteristics of vocationalization and localization of program structure and curricular system at Chinese vocational universities. As a case, Nantong Vocational College was chosen for an in-depth study. Both interviews and document analysis were applied as data collection to reveal the nature of programs and curricula. A field research strategy was adopted. Institutional administration and external management network were examined and organizational behavioral change was analyzed. Both vocationalism and localism were developed and adopted at Chinese vocational universities along with China's modernization campaign and China's involvement into the global world. In this unique social transitional process, localization of global influence was visited as both significant and magnificent. The local economic structure was altered and a new labor market rose. In addition, China's national bureaucratic structure under the Communist Party of China and the central government played a decisive role in guiding the transition from the mandatory planned economy to a market oriented economy. In this turbulent social economic context, Nantong Vocational College was forced to internalize the institutional initiatives for adaptation to the external transformation. Consequently, the college organizational structure and management mechanisms altered both at the institutional and departmental levels. Business management strategy was adopted. Programs and curricula were further vocationalized and localized as a result in line with the globalized local economic structure. Academic pursuance retreated to vocational training, to job skill building and competency acquisition for local economic development and the needs of the labor market. Following conclusions are drawn: (1) Program structure and curricular system has changed and is changing toward vocationalism and localism. (2) Chinese vocational universities have become semi-political and semi-economic institutions serving the national interests under the guidance of the Party and the central government. (3) Program restructuring and curricular reconfiguration were initiated and managed to serve the changing local economic needs. (4) Institutional administration adopted business type mechanism for marketization and competition. (5) Global forces contributed to the localization of the institutional change.

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King, Tara M. "Admitted student programs, freshmen matriculation, and persistence at Ball State University." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221289.

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This study attempted to determine if participants in admitted student programs at Ball State University matriculated and persisted at a greater rate and had more academic success than students who did not participate in admitted student programs.Students who participated in one or more admitted student programs matriculated at a greater rate (73.3%) than those who attended on-campus admissions programs (59.0%) and those who did not attend an admitted student program or an on-campus admissions program (42.7%). Matriculates who attended an admitted student program persisted into the second semester of study at a greater rate (93.9%) than those who attended no programs (77.5%), and had a higher mean grade point average in the fall semester (2.85/4.00) than those who attended no programs (2.58/4.00).
Department of Educational Leadership

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Fu, Hui-Ju Camille. "A status and vision investigation of U.S. university piano pedagogy programs." connect to online resource, 2007. http://digital.library.unt.edu/permalink/meta-dc-3671.

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Fu, Hui-Ju Camille. "A status and vision investigation of US university piano pedagogy programs." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3671/.

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The two major research questions were: “What is the current status of 20 prominent piano pedagogy programs?” and “what is the vision of an ideal future piano pedagogy program from the perspective of 20 piano pedagogy leaders?” Subjects were the leaders of the top 20 US university piano pedagogy programs. A survey study with interview questions was used as the instrument for the study. The results showed that faculty, curriculum, and teacher training were three top factors that contributed to the quality of the programs. Most interviewed subjects held a doctoral degree in music. The curricular content and degree options were diverse across the selected programs. The content of teacher training included private and group teaching. The perceived best qualifications of a piano pedagogy instructor were to have a balanced education. Most programs had small or little to no budget, however, the preparatory program was perceived to be an enhancement to teacher training program finances. The greatest challenges were faculty acquisition and financial limitations. Gaining more money was the most common improvement priority for programs. To envision an ideal future piano pedagogy program, most leaders stated that an ideal program should contain encourage: (1) collaborating with other divisions' faculty members for developing a diverse curriculum, (2) providing multiple types of teacher training, (3) offering knowledge that is highly pertinent to students' future careers, (4) continually adjusting topics in the curriculum, and (5) utilizing all the possible resources to establish up-to-date facilities. The chief obstacle was a lack of money. However, finding a major donor, and developing a preparatory program to generate money may help to overcome the obstacles. Having administrators with positive attitudes toward pedagogy could help programs to gain more resources. Encouraging students to participate in workshops and conferences could enrich the training. Several recommendations may help emerging pedagogy programs, such as : (1) raising faculty's visibility in public, (2) developing a diverse curriculum and collaborating with other faculty from different divisions, (3) establishing a preparatory program, (4) offering diverse degree options, (5) developing a general pedagogy degree, and (6) educating administrators on the importance of piano pedagogy.

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Mikael, Bahar. "The effects of study abroad programs on teachers' professional development /." Full-text of dissertation on the Internet (708.33 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/mikaelbe/mikaelbe_masters_04-07-2010-1.pdf.

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Herrera, Ricardo. "The college-university experience of Latino AVID students." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1970030431&sid=13&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Silas, Irene. "Do We Belong? Understanding How Program Directors Perceive the Role of the Intensive English Programs on University Campuses." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/890.

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This qualitative case study examines the perspectives of leaders of five intensive English programs (IEPs) about their departments’ positions at U.S. public universities as well as their perceptions of the directors’ roles in developing visibility on campuses. The data was collected through interviewing and analyzed using the Constant Comparative Method which produced five distinctive themes: planned happenstance; belonging; funding; work with university; director’s role. The cross-case findings presented similar ideas from all of the participants – intensive English program legitimacy and visibility on campuses have still not been achieved. The findings from the study can aid IEP directors, and especially their supervisors, in understanding the need to create belongingness for those programs and to provide better involvement of members into university communities.

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Aramburuzabala, Higuera Pilar, Cynthia Martínez-Garrido, and Rocío García-Peinado. "University teacher training in Spain: Evolution and perspectives." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117096.

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In Spain, the first formal experiences in the field of University Teacher Training (abbreviated to FPU in Spanish) appear in the seventies, responding to isolated initiatives. In the eighties the first groups of FPU specialists are configured in scattered universities with the support of the government. Later, specialized departments arise that rely on the also emerging distance learning services and educational technology. Today, in a time when there are major changes in the university structure and the teaching models, it seems clear that the teaching and research staff will have to adapt to a very different environment. Thus, FPU becomes a powerful tool that can help improve the quality of university teaching and promote the professionalization of the teaching role. This article aims to make an approach to the experiences and research in the field of the FPU that were held in Spain from its origins. It also describes some of the emerging trends in the university system that will form the basis of a new University. This analysis will provide information to the debate on the professionalization of the teaching role that is currently taking place.
En España, las primeras experiencias formales en el campo de la Formación del Profesorado Universitario (FPU) aparecen en los años setenta, respondiendo a iniciativas aisladas. Con el apoyo de las administraciones en los años ochenta se configuran los primeros núcleos de especialistas en FPU en centros universitarios dispersos. Posteriormente surgen departamentos especializados que se apoyan en los también incipientes servicios de educación a distancia y tecnologías educativas. En el momento actual, de profundos cambios en la estructura universitaria y los modelos didácticos, parece claro que el personal docente e investigador tendrá que adaptarse a un entorno muy distinto al conocido hasta hace poco tiempo.La FPU se convierte, así, en un poderoso instrumento que puede contribuir a mejorar la calidad de la docencia universitaria y a impulsar la profesionalizacióndel rol docente. En este artículo se pretende hacer una aproximación a las experiencia se investigaciones que en el campo de la FPU se han llevado a cabo en España desde sus orígenes. Se describen también algunas de las tendencias emergentes del sistema universitario que constituirán la base de una nueva universidad. Este análisis aportará información al debate sobre la profesionalización del rol docente que se está desarrollando en la actualidad.

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Sun, Xing. "Nonindustrial private forest landowner participation in incentive programs and regeneration behavior." Master's thesis, Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-09242007-094521.

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Olson, Elizabeth M. "An examination of university students' perceptions of their secondary career guidance programs." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004olsone.pdf.

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Wright-Hayes, Jane F. "Revenue generating and profitability practices of university-based continuing dental education programs." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2414.

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Continuing dental education is a necessity for the dental professional. In dentistry, a profession described as a life-long learning endeavor, dental professionals are challenged with keeping up-to-date with the ever-changing scientific and technological advances of their profession. Continuing dental education plays an important role in providing dental practitioners with the opportunity to keep abreast of the latest advances in the dental industry. University-based continuing dental education programs, that provide the professional development needed by dental professionals to maintain and upgrade their skills and knowledge-base, have grown from their early origins as a primary service to dental school alumni members, to playing a pivotal role in regulating and professionalizing the dental industry as well as contributing to the financial well-being of their dental schools and universities. As educational funding continues to shrink while the cost of educating competent dental practitioners continues to rise, continuing dental education has developed revenue generating opportunities for their dental schools. This study was designed to analyze the current financial and revenue generating practices of continuing dental education units within both public and private dental schools, with a goal of providing a conceptual framework to develop a standardized financial model for determining the profitability of programs. Employing a cross-sectional survey method approach, this study obtained quantitative and qualitative data through the use of an electronic survey that was sent to both private and public dental school members of the Association for Continuing Dental Education (ACDE). The results of the findings of this study summarized data into several categories and compared the data between public versus private dental schools including the CDE unit's size, programs, revenue generation, program and unit expenses, corporate funding, net income, institutional overhead fees, gifts-in-kind, surplus revenue, and other factors considered when calculating profitability of CDE programs. These findings helped to create a framework for the development of a financial model, the Comprehensive Program Budget that may be used to more accurately project program profitability, thereby insuring that CDE units are self-sufficient and positive contributors to the financial well-being of their institutions.

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Yen, Ling Ling. "Students' perceptions of college technology programs and acquired technology skills." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11082007-112226.

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Oakley, Fran Ridgeway. "Beliefs of Georgia educators regarding after-school programs." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/fran_m_oakley/oakley_fran_r_200801_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 123-128) and appendices.

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Humphrey, Sharon McNeel. "A study of the influence of preschool settings on school achievement." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04012008-102923.

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Yin, Lishu. "Pullout and inclusion programs for ESL students a study of reading achievement /." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-03282007-154922.

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Kelich, Catherine E. "Program evaluation of baccalaureate nursing programs : at one and five years after graduation." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865958.

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Administration and faculty are now being held accountable for the learning process in educational programs at the institutional level. The purpose of this study was to describe and compare baccalaureate graduates' perceptions of Ball State University School of Nursing's education program and employers' perceptions of those graduates. This study also examined graduates demographic characteristics such as, personal information, education, professional practice, and professional activities. Stufflebeam's (1966) CIPP Model for evaluation was utilized as a theoretical framework. A convenience sample of all graduates of 19881990 one year after graduation and 1986-1987 graduates five years after graduation and employers willing to participate completed the questionnaires and/or demographic sheet. The perceptions of graduates towards Ball State University School of Nursing's educational programs and employers'perceptions towards the graduates were examined in descriptive design.A list of names was received from Ball State University's Alumni Office. Questionnaires were coded and mailed with a cover letter and a stamped, self-addressed envelope.All participants were informed of rights as human subjects and the confidentiality of this study. A cover letter informed subjects of procedures, risks, and benefits. Ball State University's Institutional Review Board granted permission to conduct the study.The findings of this study of one and five year postgraduates lead to the general conclusion that Ball State University's baccalaureate nursing program has been successful. These findings are consistent with those found in the literature. In general, the graduates expressed satisfaction with all aspects of the baccalaureate nursing education.The findings from the instrument to measure employers' perceptions (one and five years after graduation) were positive. Approximately three fourths of employers indicated the graduates functioned at above expected levels in regards to communication, nursing, leadership skills, andprofessionalism. The graduates had a successful transition into practice, and employers were satisfied with the graduates' performances.
School of Nursing

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34

Farooq, Ghulam Boonyong Keiwkarnka. "Utilization of immunization services among mothers of under 1 year old children in sub-district Turbat, district Kech, Balochistan, Pakistan /." Abstract, 1999. http://mulinet3.li.mahidol.ac.th/thesis/2542/42E-GhulamF.pdf.

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Yee, Winston M. "Are police directed crime prevention programs effective?, an evaluative study of the University of Manitoba Campus Police's crime prevention programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0005/MQ32976.pdf.

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Early, Gene. "An executive role study : investigating Expectation Enactment in the role of the Chancellor of the University of the Nations, Kona." Thesis, Open University, 1999. http://oro.open.ac.uk/57948/.

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This research created an Expectation Enactment Analysis, which was used to study the Chancellor of a Christian, faith-based, missions-oriented university. The study was grounded in the field of managerial work, jobs, and behaviour. It also drew on symbolic interactionism, role theory, role identity theory, and enactment theory. The framework for Expectation Enactment Analysis contains seven components viewed from three perspectives. The components are 1) identification of contextual parameters, 2) Role Episode analyses, 3) interviews of the Chancellor and his Role Set Members, 4) identification of Managerial Agenda items, tasks, and activities, 5) identification of three Expectation Enactment Programs, 6) expectations enacted, and 7) Impact Analysis. The three perspectives are organizational, interpersonal, and personal. This Analysis developed the Expectation Enactment Program model-an open systems, role construct--integrating the managerial agenda as an internal standard for internal processing and external performance. Additionally, the Analysis linked external performance to expectation enactment and the Role Incumbent's impact on the organization, his Role Set Members, and himself. The study employed a naturalistic, "inquiry from the inside" approach characterised by a longitudinal, field based, case study format relying on qualitative methods. It was an exploratory study designed to create a conceptual framework for further developing an understanding of managerial roles. This methodology involved intensive participation on the part of the researcher. As a result, it extends this type of research only occasionally seen in the field of managerial work, jobs, and behaviour. Expectation Enactment Analysis integrates work from a breadth of related disciplines. Such an Analysis offers the possibility of understanding 1) the functioning of a Role Incumbent in role, 2) the impact of that functioning on an organization, Role Set Members, and him/herself, and 3) potential leverage points for creating change within the organization through the Role Incumbent. The Analysis offers future possibilities for application in research, management education, and executive development.

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King, Deborah. "Deepening democracy? : a study of democracy education programs in Thailand /." [St. Lucia, Qld.], 2004. http://adt.library.uq.edu.au/public/adt-QU20050410.120201/index.html.

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DuVarney, Daniel C. "Abstraction-Based Generation of Finite State Models from C Programs." NCSU, 2002. http://www.lib.ncsu.edu/theses/available/etd-20020328-101420.

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by

Daniel C. DuVarney

PhD Dissertation submitted to the Faculty of the North Carolina State University in partial fulfillment of the requirements for the degree of

PhD

in

Computer Science

Approved

S. Purushothaman Iyer, Chair
W. Rance Cleaveland
K.C. Tai
John W. Baugh

January 22, 2002
Raleigh, North Carolina

Abstract

Model checking is a major advancement in the quest forpractical automatic verification methods for computer systems, and has been effectively used to discoverflaws in real-world hardware systems. Unfortunately, applying model-checking techniques to software systems has proved to be more difficult, due to the large number of states and irregular transitions of such systems. One promising method for generating reasonably-sized models from programs is the use of data abstraction, in which the program data is mapped from a large set of possible values to a much smaller set of abstract values. This thesis develops a method which, given a program in the C language and an abstraction mapping, allows the automatic construction of an abstract labeled transition system (LTS), which is much smaller than the concrete LTS (the LTS which would be generated without the benefit of abstraction). The method is shown to be sound in the sense that if a program is well-behaved in its use of pointers, then any linear temporal logic formula which holds true for the corresponding abstract LTS will also hold true for the concrete LTS. Furthermore, if a design exists in the form of a transition system, then the abstract LTS can be checked against the design for bisimilarity. Bisimilarity ensures that the program is a faithful implementation ofthe design. A suite of software tools has been implemented based upon the theory. These tools interface with the Concurrency Workbench, a model checking system. A case study is presented which shows the practicality of this technique for verifying real-world C programs.

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Lorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30185.

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This study examined the perceptions of music education students, professors, administrators and music teachers in the field with respect to the call for reform in Canadian music teacher training programs. The role that these various groups envision themselves having in this process was also investigated. Fifty-five subjects from the provinces of Quebec and Alberta responded to items on a written questionnaire. From within this subject pool, 19 subjects participated in a series of two interviews in order to gain further insight on various questionnaire items. Results demonstrated a moderate degree of similarity in responses from the stakeholder groups on numerous issues including the current status of music education programs, recommendations for future reform, and effective methods to enact such reforms. Results highlighted the need (a) to increase collaboration levels amongst all stakeholders involved in the process of music teacher training reform and (b) to better align the curriculum content of the university classroom with the needs of the teaching field. Implications for further practises are discussed.

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Bradway-Hesse, Becky Harris Charles B. "Rhetoric, belles lettres, and the emergence of writing programs in the American university." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924344.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 13, 2006. Dissertation Committee: Charles Harris (chair), Ronald Fortune, Curtis White. Includes bibliographical references (leaves 304-316) and abstract. Also available in print.

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Senson, Christine. "Nutrition and physical activity promotion programs, a needs assessment of McMaster University students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0033/MQ47360.pdf.

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42

Lorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0029/MQ64167.pdf.

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43

Evers, Janet M. "Recreational sports programs for special populations at Virginia Polytechnic Institute and State University." Master's thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-01122010-020044/.

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Grosik, Sarah Arva. "The Path to University Admission in the United States through Intensive English Programs." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/459817.

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CITE/Language Arts
Ed.D.
In recent years, university-based Intensive English Programs (IEPs) have expanded to serve the growing population of international students who wish to earn their degrees at U.S. universities. Many of these IEPs have shifted their focus to assist these academically bound international students by functioning as a bridge to enrollment in American undergraduate or graduate degree programs. Accordingly, it has become increasingly important to investigate and better understand how such programs are serving this student population. This dissertation explores how one university-based IEP is preparing its academically bound international students for their subsequent academic studies. In order to gain greater insight into students’ experiences throughout the college-going process, current and former students were interviewed about the ways in which this IEP facilitated their admittance to, enrollment in, and academic readiness for success in university degree programs. Additionally, interviews with instructors and administrators, observations of IEP courses and advising sessions, and student test score and academic record data were all analyzed to gain a more holistic understanding of the processes these students undergo in the pursuit of their academic goals. This study draws upon Lave and Wenger’s (1991) theory of situated learning as a theoretical framework to examine the academic socialization that international students studying at a university-based IEP experience throughout the college-going process. The findings from this study revealed that in addition to English language instruction, university-based IEPs with academically bound student populations must also provide their students with the college choice support and academic readiness skills necessary to achieve their goals. By conducting an in-depth analysis of one university-based IEP, this dissertation offers concrete implications that IEP administrators and instructors can enact in order to better support their students throughout the university applications and admissions processes, while providing these students with the linguistic and academic skills necessary for ultimate success in their undergraduate or graduate degree program.
Temple University--Theses

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Yammine, Elena. "Factors Associated with Employment for Graduates of Canadian Health Sciences Undergraduate University Programs." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35020.

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This project seeks to study the patterns of employment arising from an undergraduate education in health-related sciences. We employed descriptive and multivariate statistical methods to analyze two existing databases retrieved from Statistics Canada. The first source is the National Graduate Survey (NGS), and the second is the Labour Force Survey (LFS). We applied ordinary logistic regression to both the NGS and LFS to determine the statistically significant factors associated with successful employment in the health sector. Our results show that employability is associated with province, educational attainment, occupation, and industry. This study suggests that employed recent graduates employed in health-related industries were mainly employed in public sectors. Individuals who were employed in health-related industries were commonly young individuals. Individuals who graduated from health-related field of study also had one of the highest rates of working in their degree field. Most individuals working in a health science-related industry were part-time workers. A study of this nature can allow for the development of policies and standards to ensure students receive the appropriate training in health science-related university programs for future job prospects. Further research is needed to assess how much impact these factors have on the employability in health science-related industries for Canadian university graduates.

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Auguste, Wadner. "The evolution of war on poverty programs." Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only. Instructions for remote access, 2002. http://www.kutztown.edu/library/services/remote_access.asp.

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Neill, James T. "Enhancing life effectiveness the impacts of outdoor education programs /." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/40186.

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Thesis (Ph.D.)--University of Western Sydney, 2008.
A thesis presented to the University of Western Sydney, College of Arts, Centre for Educational Research, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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Di, Toro Barbara S. "NON-CREDIT COMMUNITY ARTS PROGRAMS: A COMPARATIVE CASE STUDY OF THREE PROGRAMS WITHIN RESEARCH UNIVERSITIES." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/69356.

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Educational Administration
Ed.D.
The purpose of Non-credit community arts programs: A comparative case study of three programs within research universities is to examine the perceptions of the various stakeholders of non-credit community arts programs to determine the perceived benefits received by all stakeholders from the non-credit program, the university, and its surrounding community, the variables of a successful program, and the sustainability of these programs within their parent institution. The research methods used included a preliminary 41-question survey distributed to 76 non-credit community arts programs embedded within colleges or universities to determine the specific programs within research universities. These 76 collegiate divisional community schools of the arts belong to the 400 members of community arts schools in the National Guild of Community Schools of the Arts. The results of the survey were used to determine the three non-credit community arts programs that were selected for the case study. The case study of each of the three non-credit community arts programs was used to learn the perceptions of the various stakeholders of each of the programs and their respective parent institution. The stakeholders included research university administrators, the non-credit program's executive administrators, the program's faculty, staff, students, and parents of students that participate in the non-credit community arts programs. Site visits, interviews, either in person or via phone conversation, and review of printed materials were employed to obtain from the various stakeholders the perceived benefits of these non-credit community arts programs, the variables that contribute to a successful program and their sustainability within the research university. The diversity of the stakeholders interviewed provided a thorough observation of these programs from varying perspectives to discover their impact on the individual students as well as the university, its internal community and the community-at-large.
Temple University--Theses

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Putra, Andreas Wahyu Gunawan. "Evaluating training programs : evaluating training programs for front line associates in the hotel sector in Sydney : demonstrating Kirkpatrick's model : a dissertation /." View thesis View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040401.164719/index.html.

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Thesis (D.B.A.) -- University of Western Sydney, 2003.
"A dissertation presented ... in partial fulfilment of the requirements for the degree of Doctor of Business Administration" Includes bibliographical references.

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50

Moser, Susan. "K-12 Educational Programs in Contemporary Art Museums: An Examination of University and Non-University Non-Collecting Institutions of Contemporary Art." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4031.

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This museum thesis project will provide an overview of kindergarten through 12th-grade (K-12) educational programs at six non-collecting art institutions within the United States, contextualized within a selected historiography of art museum education. This project is designed to aid the Virginia Commonwealth University Institute for Contemporary Art (ICA). The ICA is a non-collecting institution that will be located on VCU’s Monroe Park campus. As the ICA staff sets out to articulate a vision and scope for its K-12 education programs, it will benefit from the information offered in this thesis project, especially given that there is no existing literature specifically about K-12 programs at non-collecting museums of contemporary art.

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Dissertations / Theses on the topic 'University programs'

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