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Dissertations / Theses on the topic 'University support'

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Published: 10 January 2023

Last updated: 28 January 2023

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1

Schneider, Achim. "Hypermedia Support for University Activities." Thesis, University of Auckland, 1995. http://hdl.handle.net/2292/1922.

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Hypermedia has become one of the most dynamically developing and widely pursued fields of computer science. The range of applications of hypermedia systems - in many academic and non-academic areas - is continually growing. This thesis addresses hypermedia support for university activities. During the last few years. many universities have started to build up a large campus-wide information system (CWIS) based or a networked hypermedia system connected to the Internet. In this thesis a more advanced form of CWIS, the so-called University Transaction, Information, and Communication System (UTICS) is introduced. UTICS is based on the distributed hypermedia system Hyper-G and additional stand-alone hypermedia systems. UTICS was designed to serve as framework for a collection of research efforts, aiming at exploring advanced applications for hypermedia systems in universities. The research covered in this thesis includes the following areas: (i) advanced hypermedia presentation systems for public relations exercises, including virtual walk/fly-throughs and interactive telewatching, (ii) automated preparation and updating of hypermedia documents, (iii) support for teaching, in particular the authoring and distribution of interactive courseware, (iv) publishing of electronic reference material, (v) hypermedia support for the organization of conferences, and (vi) future evolution of large-scale hypermedia systems.

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2

Murdock, Daniel P. "School-wide behavioral support a theory-based program implementation study of positive behavioral interventions and support /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1196103714.

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Thesis (Dr. of Education)--University of Cincinnati, 2007.
Advisor: D. Michael Malone. Title from electronic thesis title page (viewed Feb. 18, 2008). Includes abstract. Keywords: Positive Behavioral Interventions and Support; Theory-Driven Evaluation; School-wide Behavioral Support. Includes bibliographical references.

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3

George, Ryan Thomas. "Information flow to support front end planning." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1181666151/.

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Thesis (Ph.D.) -- Clemson University, 2007.
Title from first page of PDF file. Document formatted into pages; contains xvi, 385 p. ; also includes graphics (some col.). Contains additional supplemental file.

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4

Martin, Krista. "Social support, campus involvement, and the adjustment to university." Waterloo, Ontario : Wilfrid Laurier University, 1996. http://wwwlib.umi.com/cr/wlu/fullcit?pMQ21886.

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Thesis (M.A.)-Wilfrid Laurier University, 1996.
Includes bibliographical references (l. 35-41). Issued also online via the World Wide Web; full text files in PDF format available to WLU users. Available in microfiche format.

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5

Martin, Krista. "Social support, campus involvement, and the adjustment to university." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq21886.pdf.

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6

Hale, Kimberly D. "University Students Provide Literacy Support in a Pediatric Clinic." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7041.

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7

Dula, Mark. "Learning Support Effectiveness in Mathematics at a Tennessee University." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2576.

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Every year thousands of students graduate from high school and move on to higher education, but many of them are not yet prepared for college level courses. The Tennessee Board of Regents does not currently allow 4-year institutions to teach courses that are below college level, so many institutions are using programs such as learning support courses to assist a growing population of underprepared students. The purpose of this study was to determine if the 1-term and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability and Statistics and students who took a learning support section of the course. The subjects of this study were students who enrolled in a Probability and Statistics class (either regular sections or learning support sections) at a 4-year institution from the 2013 summer semester through the 2014 fall semester. The criteria used for selecting subjects included: (1) enrolled in a section of Probability and Statistics, (2) had a valid ACT mathematics subsection score on file with the institution, and (3) recorded a final grade in the course. Students were then grouped by ACT mathematics subsection score and type of course (learning support or regular). When students were grouped by matching ACT mathematics subscores there were no real significant differences in 1-term retention, 2-term retention, or final course grade between students who took a 4-hour learning support section of probability and statistics and students who opted to take a regular 3-hour version of the same course, with one exception. Of students who scored a 17 on the ACT mathematics subsection, the students enrolled in a regular course had a 1-term retention rate that was significantly higher than the learning support course.

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8

Dula, M. E., James Lampley, and Donald W. Good. "Learning Support Effectiveness in Mathematics at a Tennessee University." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/249.

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9

Kraft, Nicholas A. "An infrastructure to support interoperability in reverse engineering." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1181250782/.

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10

Lawrence, Sandra A. "An integrative model of perceived available support, organisational stress and support mobilisation /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19277.pdf.

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11

Rahman, Zillur, and zillur@deakin edu au. "STUDENT SUPPORT: BRIDGING THE GAP BETWEEN STUDENTS AND THE UNIVERSITY." Deakin University. Graduate School of Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030206.130122.

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Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education. BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances. Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the countrys culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials. To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.

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12

Curtis, Andrew. "Language, learning and support : overseas students at a British university." Thesis, University of York, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283436.

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13

Tang, Jenny Sau-man. "University support for mainland Chinese research students in Hong Kong." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.650103.

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Internationalization has brought many changes to the landscape of higher education in Hong Kong. The Hong Kong government's move to expand research training, develop Hong Kong into a regional education hub, build a closer connection with Mainland China after the return of Hong Kong's sovereignty in 1997, and the proportional decrease in University Grant Council's (UGC) annual funding to the higher education sector has led to an increasing number of Mainland Chinese Research (MCR) students enrolling in Hong Kong universities. They have gradually outnumbered the local students and become the majority of the research student population in Hong Kong. This study aims to identify the unmet needs and problems of MCR students and to evaluate the support provided by universities in Hong Kong. This is done with reference to a detailed empirically grounded case study of one university department's support services, from the perspective of MCR students enrolled during the period 1991 to 2008. The students' perspectives are examined in the light of their experience, personal backgrounds and the changing contexts of the case study university and department. In many respects MCR students experience some of the same problems international research students experience when they move to study in Hong Kong because of the difference between the academic training and living environments in Hong Kong and Mainland China. The theoretical framework of this study is therefore based on research relating to the internationalization of higher education and the experiences of international students. Focus is placed on a combination of the models of internationalization of higher education proposed by Altbach, Marginson and Knights and De Wit, which display the different levels of contexts for the case study, namely global, local, and institutional. From this a new research model is proposed that combines all three levels of contexts and aims to present a better understanding of the phenomenon by exploring the dynamics among the factors displayed in these different levels of contexts. The analysis investigates the impacts of the socio-economic and cultural contexts and changes in the higher education sectors in Hong Kong and Mainland China. Attention is given to the development of research training in the university during the case study period, and to policies related to the flow of MCR students to Hong Kong. Results reveal the changing profiles of MCR students during the case study period, their diverse backgrounds, and goals, and the demands they make for support services from the university. Conclusions examine the gaps between the needs of this group of students and the student support services provided by the university. Results also call for greater reflection on the impact on the Hong Kong higher education sector brought about by MCR student mobility.

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Chigumete, Tinatsei Gabriella. "Workplace health promotion: a case of Rhodes University support staff." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/44509.

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Background: Non-communicable diseases are rapidly advancing as leading causes of morbidity and mortality across social classes, exerting pressure on existing financial, organizational, and human resources. Health promotion is a common practice in the prevention of noncommunicable diseases, but workplace health promotion has not yet been well established in many workplaces. Identification of past workplace initiatives and exploring their facilitating and limiting factors is thus important to take into consideration when planning future initiatives. Well-informed and guided workplace health promotion initiatives are essential to improve the general health of staff, and these also need to take the broader cultural, socioeconomic, and environmental factors influencing non-communicable diseases in the target population into account. This two-phase study was conducted at Rhodes University. A needs assessment was conducted to identify current policies and practices of workplace health promotion and to identify any shortcomings of the initiatives that have previously been attempted to raise awareness of non-communicable diseases at Rhodes University. The second phase of this project aimed to address concerns raised in the first phase through a health promotion initiative for support staff that focuses on the prevention of noncommunicable diseases through heart healthy diets and physical activity. Method: The first phase of the current study involved working with the support staff and key stakeholders. Using the participatory action research approach and the PRECEDE-PROCEED model to guide the research, 11 semi-structured interviews with key stakeholders and 10 focus group discussions were conducted with support staff members to identify factors affecting workplace health promotion. Participant opinions on how to improve these initiatives were sought. The participants were asked to identify areas on which the intended intervention should focus, as well as to identify their preferred means of communicating health messages. During this phase, a group of support staff members who volunteered their involvement in the design and delivery of the educational intervention was also identified. They chose to go by the name, the Health Awareness Group.In an interim phase of the study, three health information leaflets informed by the results from the above activities were designed. These leaflets underwent a series of qualitative evaluations by other health professionals, a culture and African languages expert, and the Health Awareness Group, to assess content validity, context specificity, and cultural appropriateness for the target group. A series of quantitative tests for readability, suitability, and actionability was also conducted. The health information leaflets were then used as written materials in the educational intervention of the project. Members of the Health Awareness Group were also trained as peer educators through a series of workshops. This enabled them to promote and raise awareness of heart healthy diets and physical activity to others in the workplace. Workshops were participatory in nature and were guided by the Social Cognitive Theory. They were also equipped with the completed health information leaflets to distribute to their peers and to use as reference sources of information when needed. Results: Participants in the semi-structured interviews reported that some health promotion initiatives have previously been attempted and advertised to support staff, but the turnout was poor and most staff did not seem to understand the health benefits of these initiatives. The support staff, in turn, stated that most health talks were conducted in English, contained medical jargon, and that they would have preferred these initiatives either to be simplified or presented in their home language, and to display cultural sensitivity. Support staff have also reported that advertisements were too cliche to elicit their interest. They also suggested incentivising initiatives for better participation. Another key suggestion was to facilitate these initiatives in the university departments they work or other convenient venues, rather than at central venues. It was also suggested that these initiatives be part of the work calendar, as they are often 'impromptu' and, as a result, staff members did not have enough notice to take time off work. Several staff members requested 're-runs of these initiatives because one-time show cases are often inadequate'. Colourful visual representations on posters or leaflets, short plays or films were also proposed as modes of delivering health information. During the design of the material to be used for this project's intended intervention, the health information leaflets were deemed readable, suitable, actionable, context-specific, and culturally appropriate. Workshops conducted during Phase 2 of the study proved to be valuable in training peer educators. Members of the Health Awareness Group also deemed the workshops useful, and reported their readiness to be agents of change in the workplace. Conclusions: Based on the input of key stakeholders and support staff, health promotion policies and protocols for non-communicable diseases have not yet been developed. Health promotion initiatives, especially for support staff, that address non-communicable diseases have previously been attempted at the university but were not well-received. Factors affecting workplace health promotion were identified. Knowledge of these factors was useful in designing and tailoring the written educational materials and the educational intervention to the needs of the support staff and to redress the deficiencies of previous initiatives. The health leaflets were deemed appropriate for use by the target population. They addressed pertinent information needs. The health information leaflets and workshops were useful in equipping the Health Awareness Group with knowledge on heart healthy diets and promotion of physical activity. Continued the involvement of representatives from the Human Resources and Wellness offices will assist in ensuring the sustainability of this workplace health initiative.

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15

Morgan, Ruth C. "Factors of Resilience that Support University Art and Design Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2074.

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Graduation rates in bachelor's degrees in the United States continue to be lower than stakeholders expect, despite the many advantages of college completion. This phenomenological study investigated the interplay between resilience, coping strategies, and college completion for undergraduate art and design students in an effort to improve graduation rates. The purpose of this study was to address gaps in the literature regarding art and design students' resilience and academic success. Findings were interpreted using 3 conceptual frameworks: resilience theory, Bronfenbrenner's ecology of human development, and Dweck's theory of mindsets and self-beliefs. Research questions guiding this study addressed the external and internal factors that support resilience, the most stressful situations students faced while attending the university, and the coping strategies students used to manage stress, regain resilience and graduate. Data collection included individual semi-structured interviews with 11 graduating seniors and an alum from a single public university in the eastern United States. Data were supplemented by individual semi-structured interviews with 1 faculty member and 2 campus counselors from the same university who had extensive interactions with art and design undergraduates. Key results from the data analysis found that supportive relationships with peers, access to financial aid, stress-free living environments, motivation, tenacity, and self-efficacy were important factors for academic success. The most stressful situations students reported were studio critiques, a lack of compatibility with roommates, and health issues. This study promotes positive social change by providing information for stakeholder's use in bolstering students' resilience in order to manage stress and improve college completion rates.

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16

Roberts, Pamela A. "Support services for international university students : an Australian case study." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/1607.

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The purpose of this study was to contribute to an improved understanding of international students’ support needs by identifying the issues that are significant to students in terms of their study experience, the services they consider as valuable and the factors that contribute to the degree to which those services are taken up. Included within the parameters of this study is a review of the background development of international education from a global and national perspective and the legislative and governing frameworks which impact on educational institutions that provide courses of study to international students. This is followed by a review of the literature in relation to international student experiences as regard the culture of support, adjustment issues and support service provision and utilisation.The research was undertaken in one university with a long history of enrolling international students in courses of study in Australia. The university has a corporatised model of operations with a strong emphasis on meeting strategic targets and ‘balanced scorecard’ outcomes. In 2010 10, 702 international students were enrolled onshore in the education institution across various programs of study and these students account for close to 25% of the institution’s total onshore student population. Within the setting, support services are provided in accordance with the legislated requirements for education providers in Australia. Utilisation of services within the university is variable and no research exists which had examined in any depth the culture of support service provision, student awareness, use, access, perceived importance and barriers to use of services.A three stage research process was used to examine the phenomena, involving interviews with key support service providers in the university, focus groups with international students and a subsequent survey, to which 395 international students responded. The majority of international students were of the view that the range of support services provided was appropriate and met their needs. There was clear evidence however that the current services needed to be improved and that a more student centred focus was crucial to ensure services were provided in a way which was useful. Issues raised as influencing use of services by international students included the culture, importance, awareness, quality of information, access, timeliness and cost.One overarching recommendation is made and associated implementation strategies proposed, both related to the future management and direction of support and support services delivery in the university. Central to the recommendation is the need to implement a student centred model of support and support service delivery within the university. As set out in the conceptual model developed, the critical elements needed to support this approach include the need to: conduct a review of the current services to ensure they are provided in a way which is useful to students, design a quality framework for the delivery of services which includes the coordination, delivery and ongoing management and monitoring of services, review strategic plans and identify organisational learning needs to facilitate development of the student centred model of support service delivery.

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17

Williams, David Michael. "A validation of the fundamental research model of group support systems /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1257792931&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1193759281&clientId=22256.

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18

Buckley, Bryan Douglas. "Congressional support for campaign finance reform and climate change legislation." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1256570492/.

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19

Waller, Bennie D. "Decision support systems : agent-based or query-based for better decision making /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1800262941&SrchMode=2&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258487485&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2007.
Typescript. Major professor: Brian J. Reithel "May 2007." Includes bibliographical references (leaves 129-136). Also available online via ProQuest to authorized users.

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20

Cory, Rebecca Claire. "Identity, support and disclosure issues facing university students with invisible disabilities /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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21

Carter, Wesley Vaughn. "Media Marketing Strategies University Leaders Use to Increase Alumni Financial Support." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787979.

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Colleges and universities in the United States could end operations in record numbers largely from financial shortfalls. The Urban Institute reported that nonprofit organizations lost $3.4 billion in reneged pledges from 2013 to 2014 from donor dissatisfaction, creating a problem because financial losses can occur from a lack of understanding on how media marketing efforts affect fundraising. The purpose of this qualitative multiple case study was to identify traditional and social media marketing strategies that some nonprofit college and university leaders use to increase alumni financial support. Interviews took place with 7 college or university leaders at 3 private, nonprofit colleges or universities in the southeastern United States. The 7 leaders consisted of 3 vice presidents, 2 provosts, and 2 presidents. The conceptual framework differentiated media into categories, 2 of which were owned media and earned media. As the primary data collection instrument, collection of marketing literature for each school and 7 semistructured interviews occurred. In the data analysis process, transcription of interview data and coding using the modified van Kaam method took place discovering themes. The 4 themes discovered included social media effectiveness, evolution of traditional marketing blending with social media marketing, social media marketing efficiency, and the multiplier effect of social media. Implications for social change included increasing the scholarship ability of schools, creating an affordable environment for students to receive postsecondary education. Additional benefits included enhanced economies for communities where a college or university resides and an improved level of education per capita in the areas surrounding a college or university.

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Kambwa, Arlette. "Support services to aid international students adjustment to Ball State University." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1129715.

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This research focuses on exploring the developmental adjustment that international students experience while pursuing an education at Ball State University and the support services available to aid them. The research is both qualitative and quantitative. The research includes surveys of undergraduate and graduate students as well as residential and non-residential students. Past research completed at Ball State University related to international students have explored topics such as faculty behavior, graduate student perceived social support satisfaction, the history of international students, attitudes of American students, hierarchy of adjustment problems as perceived by African students, and evaluating educational credentials. The review of literature utilized as a foundation for this research identifies adjustment issues such as interpersonalrelationships, cultural differences, finances, language and academics. The literature also includes suggestions for services related to admissions, counseling, language assistance, academics, financial aid, social outlets and pre-departure orientations. The findingscomprise demographics of the Ball State University international students, the adjustment problems they reported experiencing, the support services they have utilized to help them solve their problems and their satisfaction level with the services. The conclusion of the research states numerous suggestions for implementation for the support service offices at Ball State University as well as recommendations for future research.
Department of Secondary, Higher, and Foundations of Education

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23

Hill, Helen. "A CASE STUDY OF THE STUDENT ACADEMIC SUPPORT SYSTEM: STATE UNIVERSITY." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2299.

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ABSTRACT In 1985, the Florida Legislature mandated the development of a computer assisted academic advisement program for the State University System. This study of the Student Academic Support System (SASS) explored the administrator and advisor viewpoints, rather than traditional student perception assessments, in order to add to the understanding of computer assisted advising as it now stands in the State of Florida. The goal of this research was to determine the best practices of computer assisted advising throughout the State University System. Individuals who use or have responsibility for the advising system were identified in each institution in the State University System. An instrument was developed to identify the use of key components of the Student Academic Support System and interviews were scheduled. A review of the literature and results of this study found that there were many factors that influenced the success or failure of a computer assisted advising system. Factors such as funding, administrative sponsorship from the highest levels of the institution, institutional culture, advisor computer proficiency, and the existence of alternate computer advising technologies played significant roles in the development and implementation of the mandated state computer advising system. The qualitative interviews utilized in this case study highlighted the complexities of computer assisted advising. This research studied the perceptions and practices of administrators and advisors in the 11 State Universities in Florida. This research study documents the history of the development and implementation of computer assisted advising within the Florida State University System. As such, this research provides insight for administrators, technology professionals, and policy makers in the field of student advisement. Implications of this study, for the Florida State University System, show that strong administrative support and acceptance of the value of the system by advisors are necessary for successful implementation of a computer assisted advising system. Continued assessment, modification, and funding must be a priority for any institution that utilizes computer assisted advising systems. A properly implemented advising tool, such as the Student Academic Support System, results in a better informed student and a more effective sharing of information between students, advisors, and the university. Properly advised students will reach their educational goals in a timely and efficient fashion. The use of computer assisted advising was found to result in a satisfying academic experience for the advisor and to increase a student's level of satisfaction with the advising encounter.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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24

Carter, Wesley. "Media Marketing Strategies University Leaders Use to Increase Alumni Financial Support." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5061.

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Colleges and universities in the United States could end operations in record numbers largely from financial shortfalls. The Urban Institute reported that nonprofit organizations lost $3.4 billion in reneged pledges from 2013 to 2014 from donor dissatisfaction, creating a problem because financial losses can occur from a lack of understanding on how media marketing efforts affect fundraising. The purpose of this qualitative multiple case study was to identify traditional and social media marketing strategies that some nonprofit college and university leaders use to increase alumni financial support. Interviews took place with 7 college or university leaders at 3 private, nonprofit colleges or universities in the southeastern United States. The 7 leaders consisted of 3 vice presidents, 2 provosts, and 2 presidents. The conceptual framework differentiated media into categories, 2 of which were owned media and earned media. As the primary data collection instrument, collection of marketing literature for each school and 7 semistructured interviews occurred. In the data analysis process, transcription of interview data and coding using the modified van Kaam method took place discovering themes. The 4 themes discovered included social media effectiveness, evolution of traditional marketing blending with social media marketing, social media marketing efficiency, and the multiplier effect of social media. Implications for social change included increasing the scholarship ability of schools, creating an affordable environment for students to receive postsecondary education. Additional benefits included enhanced economies for communities where a college or university resides and an improved level of education per capita in the areas surrounding a college or university.

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25

Xu, Yaquan. "A new feature selection method based on support vector machines for text categorization /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1264617241&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1185285538&clientId=22256.

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Cebi, Esra. "University Students." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610828/index.pdf.

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The main purpose of the present study was to examine the effect of perceived social support, psychological distress, prior help-seeking experience, and gender on attitudes toward seeking psychological help of university students. In addition to the main purpose
gender, faculty, living arrangement, and year of study differences in attitudes toward seeking psychological help and students&rsquo
knowledge about the psychological counseling services of the METU Health and Guidance Center were investigated. The sample consisted of 417 (223 female, 194 male) undergraduate students of Middle East Technical University. The data was gathered using the scale of Attitudes Toward Seeking Psychological Help-Shortened (ASPH-S), the Multidimensional Scale of Perceived Social Support (MSPSS), General Health Questionnaire (GHQ-12) and a demographic information form. It was found that nearly half of the participants (47%) had knowledge about the psychological counseling services of the METU Health and Guidance Center. Friends were the most frequently stated sources of help (59%) in times of need for personal problems. Females had more positive attitudes toward seeking psychological help than males. Students of the Faculty of the Arts and Sciences, and students of the Faculty of the Education were found to have more favorable attitudes than of the Faculty of Engineering students. Finally, hierarchical regression analysis showed that perceived social support, prior help-seeking experience, and gender significantly predicted attitudes toward seeking psychological help. However, psychological distress was not associated with help-seeking attitudes.

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Anyaba, Prince Nwabueze. "Novel techniques for the synthesis of three-way catalytic converter support materials." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252937927/.

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Eager, Sandra Carmel. "Emergency nurses stress support and burnout /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051125.150721/index.html.

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Hartwell, Julie Anna. "Administrators' perceptions regarding middle college/early college academic support strategies and student performance." Connect to this title online, 2009.

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Sauer, Karen. "University Professors' and Department Directors' Perceptions Regarding Support for Freshman Academic Performance." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4021.

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In Chile, 50% of students who enroll in Chilean colleges do not graduate, negatively impacting their families' economic situations as well as national development. The purpose of this qualitative bounded case study was to gain a deeper understanding of the perceptions held by math, English, and general education professors regarding the support provided to freshman students in a program at 1 campus of a private Chilean university. Deci and Ryan's self-determination theory emphasizing internal and external motivations and social constructivism theory emphasizing development as a process comprised the conceptual framework. Both theories provide meaningful understanding of the drivers that support students in their learning process. The research questions focused on understanding the support that math, English, and general education professors and directors might provide to freshman students. A purposeful homogeneous sampling was used to identify 9 professors and 3 directors. Data collection involved semistructured interviews, peer debriefing, and member checks to triangulate the data. The findings revealed that the university could benefit from implementing a seminar program to acclimate conditionally admitted students to university studies. A 1-week seminar was developed. This study may contribute to positive social change by influencing professors' and directors' perceptions regarding possibilities for supporting students in improving their academic performance, thereby raising student passing and graduation rates to positively impact national development in Chile.

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Wilson, Mava F. "An Online Community for Computer Technology Support and Training for College Office Support Staff." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/337.

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Educational institutions strive to stay on the edge of technological advances in response to stakeholders' desire to receive value for their investment. Rapid changes in computer technology present a dilemma to colleges and universities in the support and training arena. An important segment of the institutional population, office support staff are vital to the everyday running of departments with extremely diverse responsibilities critical to the institutional mission. Office support staff seem to be left out when support and training programs for new technology are being planned. With technology changing so quickly it is vital that organizations have support and training programs in place that will continually provide office support staff with updated skills. The developmental study used an implementation analysis method to develop an online support community (OSC) to provide a central location to find and contribute support for computer technology issues that affected productivity. A needs assessment comprised of literature reports, focus group feedback, and historical records as well as the results of a pre-survey and inventory ensured data triangulation and was used to define content areas for technology support and training. A Learning Management System was used to plan and design the OSC in the initial treatment and workplace software, SharePoint, for the second treatment. Discussion forums and content areas were created using the defined technology content areas. Office support staff participated in the study and data were collected using surveys, content postings, interviews and electronic reporting. The OSC was evaluated after the first and second treatments using an evaluation model of reaction, learning, behavior, and results. The results indicated that an OSC can be effectively used to provide technology support for office support staff. Elements necessary for design include: long-term documentation, content matter experts, medium that allows for open-ended login, evidence of knowledgeable participants sharing useful data, participant leaders, and IM for immediate answers. The need for support and training for office support staff is ongoing and necessary for the productive and efficient completion of their job and work responsibilities. The results will be useful in designing online support communities and for planning support and training events.

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Miao, Angelina Yinzi. "How do student entrepreneurs use the business support? : A study of student entrepreneurs and Drivhuset at Linnaeus University, Växjö." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35638.

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With the entrepreneurial milieu in Linnaeus University (Växjö), students are encouraged to get involved in entrepreneurial activities. The number of student entrepreneurs has been increasing recent years. However, there is a blank in the study of student entrepreneurs. The entrepreneurial education system and the features of student entrepreneurs are the focus of the research about student entrepreneurs. At the same time, no sufficient study has been done about student entrepreneurs’ usage of the business support that could be offered to them. By studying student entrepreneurs’ situation, their relationship with support agencies, their selection of business support and the way they use the support, the research question ”how do student entrepreneurs use support agencies” will be answered by the end of this thesis.

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Justice, Cheryl A. "An exploratory study of the social and psychological experiences of freshman who are receiving academic support /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1799143071&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1269365285&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2009.
Typescript. Vita. "May 2009." Dissertation chair: Dr. William B. Kline Includes bibliographical references (leaves 155-161). Also available online via ProQuest to authorized users.

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Givens, Wade Alexander. "Development of a site-specific herbicide application decision support system." Master's thesis, Mississippi State : Mississippi State University, 2007. http://sun.library.msstate.edu/ETD-db/ETD-browse/browse.

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Wang, Jianxiong. "A support vector machine approach to a classification problem in robotics /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17886.pdf.

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Macarthy, Kadiatu, and Wei Yang. "SUPPORT FACILITIES FOR STUDENTS IN THEIR ENTREPRENEURIAL VENTURES AT LINNAEUS UNIVERSITY : HOW CAN THE INTERNATIONAL STUDENTS SEEK AND EXPERIENCE THE SUPPORT THEY GET FROM THE UNIVERSITY TO DEVELOP THEIR ENTREPRENEURIAL VENTURES." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67356.

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We see an increasing need for more entrepreneurs to match the changing nature of the globe in this dynamic world. In 2012, the Swedish government considered entrepreneurship to be a theme running throughout the entire educational system. The university is one place to develop the entrepreneurial spirit, especially among students. Universities play a very important role in enhancing national development because of their central role in the production of high-level manpower and research that are necessary for achieving national goals. Through research, universities generate new knowledge and understanding that are instrumental for developing new technology and promoting information transfer. Most international students experience three levels of shock: culture shock, language shock and academic shock. Sohrabpour et al. (2013) defined these shocks as a disease suffered by those who enter a new cultural environment. In this paper, we discussed the role that the university plays in supporting international students to develop entrepreneurial ideas and become established at Linnea University in Växjö. We believed that if being an international student poses challenges, launching an entrepreneurial venture is sure to have even more complex constraints that will potentially kill their entrepreneurial spirit. Thus, we examined the support facilities that are available to help international students start their entrepreneurial ventures and how they are experiencing these facilities at universities. We took Linnea University in Växjö as a case study.

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Peretz, Andersson Einav, and My Ljungberg. "Commercialization Activity and Support Structure of Swedish universities." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15648.

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Knowledge and technology has in recent decades become a driving force of economic growth and national productivity (Goldfarb & Henrekson, 2003). This recognition has had an impact of the universities’ core mission. Traditionally, the core mission of uni-versities has been teaching and researching, but nowadays the universities are also ex-pected to take on an active role in commercialization of the research result as a part of their mission. The Swedish government invests heavily in R&D and perceives the in-vestment as vital for the innovation system. However, the high investment have caused a lot of controversy and debates due to the perception of low innovation output in rela-tion to the investment, a phenomenon which is generally known as “The Swedish para-dox”. The Swedish paradox is influenced by several factors, one of them is that the high expenditures in university R&D generates poor outcome in relation to the investments (Henrekson & Rosenberg, 2001; Goldfarb and Henrekson, 2003). The purpose of this thesis was to explore how Swedish universities’ influence the Swedish paradox through their commercialization activities and support structures. Commercialization activities refer to the various activities which universities may choose in order to commercialize its research, including patenting, licensing, spin-offs and human capital activities. The support structure refers to the structure which the universities use to facilitate commer-cialization. In order to fulfill the purpose a multiple case-study approach was chosen in which semi-structured interviews were conducted. The chosen universities in the study were Halmstad University, Jönköping University, Linnaeus University and Lund Uni-versity. The underlying reason for the chosen approach was that the material needed to answer the purpose was to be found in a qualitative approach. The main finding of the study is that there exists insufficiencies in university commer-cialization activities and support structures which may explain why research results tend to remain at the universities, hence influencing the Swedish paradox. The results gave indications of; the tendency of too complex commercialization systems, lack of encour-agement of researchers’ involvement in commercialization, the modest use of collabora-tive agreements for collective efforts in commercialization and low prioritizing of li-censing and patenting, and finally, the necessity of a culture which advocates commer-cialization and senior management support who places commercialization as a central issue. This study leverages an insight into universities commercialization and its influ-ence on the Swedish paradox, the result of this study is valuable for both universities, in order to improve their commercialization performance and for the region and nation for a possibility to increase the output of university commercialization.

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Cosby, Michael C. "Effects of support grid vane angles on single phase heat transfer within rod bundle subchannels." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1202419092/.

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Wilkinson, Shelley. "The evaluation of an information design to support decision making in diabetes /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19216.pdf.

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Zajdlewicz, Leah. "Predicting employee intentions to support a hotel re-brand /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19211.pdf.

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Porter, Jennifer Lynn. "Public Pumping: The Nursing Mom's Support Program at Virginia Tech." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/51163.

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The Lactation Support Program at Virginia Tech, renamed the Nursing Mom's Support Program, was established in 1999 when a group of women through the Women's Center and Work/Life Resources publicized a private concern about expressing milk. While the basic goal was to create a universal opportunity for women seeking to express milk during the workday, university administrators also saw the program as a way to advance the progressive goals of the university and increase the recruitment of competitive faculty and students. Lack of awareness about the program and struggles of women today reflect the original abandonment of an education component that would have maintained a collective conversation about the needs of working women, mothers, and caregivers in general. Even though many of the women in this study did not use the spaces, or were unaware of their existence, most participants felt that the program represented a significant success for the university and stated that they felt supported because of the mere existence of these spaces. Viewed in this manner, it is possible to see how the production of space and its symbolic value masks over any residual injustices and replaces concerns about milk expression on the individual. Yet, the permeable nature of lactation (scheduling, cleaning pump parts, storing milk, etc.) means that the women expressing milk will always be visible. This visibility creates an opportunity to continue to address milk expression as a public concern and shift social expectations of what it means to be a worker.
Master of Science

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Whanchit, Wararat. "The use of network-based communication to support EFL writing at Walailak University." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/27644.

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The aim of the study was to investigate the potential of using network-based communication (NBC) in an English as a Foreign Language (EFL) writing classroom. It has been hypothesised that EFL writers benefit from the interactions through NBC with two peer groups (readers and students) in two aspects: 1) NBC permits explicit feedback that influences revisions, and 2) exposure to the target language in NBC leads to incorporation of language. The study integrated an online course (BlackBoard Courselnfo) into a writing classroom of thirty-two EFL students at Walailak University (WU), Thailand. The students wrote and submitted their drafts electronically to the asynchronous discussion forum where peers read the drafts, interacted with the writers and provided feedback. Taxonomies as defined by Faigley and Witte and Bridwell were used to identify revisions made in the sequential drafts. The feedback was analysed based on fifteen moves and two characteristics: text-specific (TS) and request for revision (RQ). The drafts and the feedback were cross-checked to determine the feedback effects as evidenced in revisions. The results show that students benefited from interaction with the audience when they made use of the provided feedback. The students made many changes mainly at the format and sentence levels. However, only a minority of revisions came from the online peer response while the majority originated from other sources such as selfinitiation. Feedback by the two peer groups differed in content, length and quantity. Students incorporated comments into all linguistic levels of their writing, and these were mainly surface corrections, TS and RQ feedback. Evidence from the online course indicated scarce and inconsistent participation implying low motivation. These findings have led to the conclusion that NBC has the potential to support EFL writing, but the students in this particular study were not highly motivated to become involved in the activities. The study also revealed that exposure to the target language for a short time (one academic term) did not result in language incorporation apart from the incorporation of the explicit feedback. Despite its limitations, this study provides some insights into further development in the field of EFL writing and NBC.

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Ostaniewicz, Alexandra J. "Transitions '98, evaluation of a support group program for first-year university students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/MQ44820.pdf.

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Dwyer, Andrea L. "University student stress in relation to self-efficacy, social support, and coping strategies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ58030.pdf.

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Droege, Kelly Marie. "Nontraditional students' perceptions of student support services at the University of Wisconsin-Stout." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007droegek.pdf.

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Dlamini, Khosie Konkhekluhle. "Library research support for masters and PhD students at the University of Eswatini." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32628.

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The changing academic and technological environment coupled with evolving research practices have greatly impacted the role played by academic libraries within the institutions they serve. This has sparked a global concern amongst academic libraries to re-evaluate their services as a means to aligning themselves to this new environment. As a result, academic libraries are transforming themselves and bringing about new services, particularly focussing on how they can enhance research output by providing support to researchers. Given this context, this study seeks to ascertain the extent of research support by University of Eswatini (UNESWA) Libraries for masters and PhD students at UNESWA. To address this objective, the following critical questions were generated: What are the current services being provided by UNESWA Libraries to support masters and PhD students at the University of Eswatini?; What are the library research needs of masters and PhD students at UNESWA?; To what extent are these needs being met by UNESWA Libraries?; and, If there are library research needs of masters and PhD students at UNESWA that are not being met by UNESWA Libraries, what research support services need to be put in place to address this deficiency? Schoombee's (2014) research lifecycle adapted for library research support was used as a supporting theoretical framework to guide the study. The study adopted a convergent parallel mixed methods approach within a pragmatism paradigm and a case study design. Academic staff members and librarians at UNESWA were purposively sampled whilst a census was conducted for all masters and PhD students at UNESWA. Data was collected using a structured paper-based questionnaire and semi-structured interviews. Quantitative data was analysed using the Statistical Package for the Social Sciences (SPSS) and qualitative data was analysed thematically (by content analysis). The study concludes, inter alia, that despite the various library research support services provided by UNESWA Libraries for masters and PhD students, an expanded suite of research support services to more fully meet UNESWA's masters and PhD students' library research needs, is required. The study recommends that UNESWA Libraries should utilise available technologies and incorporate additional research support services that speak to the research needs of digital age masters and PhD students.

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Etéus, Mathias, and Erica Hellberg. "Support within a Swedish university dual career program - golf students' and stakeholders' perspectives." Thesis, Högskolan i Halmstad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33595.

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Syftet med föreliggande studie var att utforska golf student-idrottares upplevelser av stöd i deras dubbla karriärs miljö från ett helhetsperspektiv. Samt att utforska nyckelpersoners perspektiv på den dubbla karriärens miljö och stödet som finns för golf student-idrottarna, från ett helhetsperspektiv. För att undersöka syftet gjordes två semistrukturerade intervjuguider, en med frågor om fem olika domäner, idrottslig, akademisk, psykosocial, psykologisk och finansiell. Den andra hade frågor i samma domäner samt frågor om strukturen inom den dubbla karriär miljön. Deltagarna i studien var nio golf student-idrottare som tävlade på internationell eller nationell nivå, medelåldern var 21 (SD=1.80), samt tre nyckelpersoner med en medelålder på 41.33 (SD=8.39). Baserad på resultatet har en utvecklad version av Athletic talent development environment model tagits fram. Föreliggande studies slutsats var att student-atleterna upplevde mer stöd än brist på stöd i deras dubbla karriär miljö och att mest stöd gavs inom den idrottsliga domänen.

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Marshall, Sarah. "The employment, development and support of part-time lecturers in one UK university." Thesis, Open University, 2004. http://oro.open.ac.uk/49325/.

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This research explored the nature and extent of the contribution of part-time lecturers to student learning in Higher Education, through a case study of one UK University. It drew on the experiences and opinions of part-time lecturers themselves, and of course directors, who had direct responsibility for managing the courses on which the part-timers taught. The primary data for the study was collected through a survey of each of these two groups of staff, covering the academic year 2000-2001. While the survey data in this study were largely quantitative, the inclusion of open questions provided opportunities for staff to express their own views. The issues raised were analysed against the background of previous research and emerging policy and legislation. The overall picture that emerged was of a group of staff who were enthusiastic and knowledgeable about their subject areas and committed to teaching students. However, their enthusiasm was tempered in many cases by the general failure of the university to manage this very important human resource strategically or effectively. There were examples in the responses of poor communication with part-time staff, poor administration, especially in relation to contracts and payment, lack of consideration of the information and resource needs of part-time lecturers, limited training and development opportunities, high levels of uncertainty and a tendency for managers to view part-time lecturers as a `flexible commodity'. Course directors frequently referred to the additional administration and student support that full-time academics had to take on because of the nature of the contracts given to most part-time lecturers. While there were a few examples of part-time lecturers who were well-integrated and expressed a sense of belonging to the faculty and the organisation, there were many who felt isolated and marginalised: they were rarely included in decision-making processes received only such information as directly related to the module(s) they were teaching, rarely communicated with students outside the lecture theatre or classroom and, when they did undertake broader roles (which many did), were rarely paid for the additional work. Some recommendations are made for a more strategic and inclusive approach to the management of part-time lecturers, which it is believed would have benefits for part-time and full-time lecturers alike, and would also enhance the quality of the student experience. Suggestions are also made for future research and development, including an exploration of the potential for web-based communication to reduce isolation.

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Smith, Tona E. "Sexual assault : an examination of disclosure, reporting, and support among female university students /." View online, 2004. http://repository.eiu.edu/theses/docs/32211131200564.pdf.

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Yowell, Deidre Lee. "Support for Higher Education: Perceptions of Selected University Administrators and Legislators in Tennessee." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1506.

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This quantitative study examined the perceptions of selected university administrators and legislators concerning levels of support for Tennessee public higher education. The purpose of the study was to gain a greater understanding among the various constituents as to the needs and restraints facing higher education funding. The population targeted for this study was comprised of 132 members of the Tennessee General Assembly, the Executive Director of the Tennessee Higher Education Commission (THEC), the Chancellor of the Tennessee Board of Regents (TBR), the President of the University of Tennessee System, and 36 Chief Administrators at 9 state-supported universities. The principal investigator used a web-based survey development company to design, collect, and store survey responses. Results obtained from the study were examined using independent samples t tests, one-way ANOVAs, and a Pearson correlation coefficient. From these tests, 8 out of 13 research questions had statistically significant findings. Analysis of the data revealed that legislators and higher education administrators in the State of Tennessee perceived funding for higher education differently. There were significant differences between the 2 groups concerning use of higher education reserves during weak economic times, the explanation for tuition rises, how much costs students should incur for higher education, level of importance placed on state appropriations for funding higher education, and how they perceived priority of higher education in the state budget. There was a significant difference between one's political party affiliation and perception of access to higher education being an issue. Democratic participants tended to perceive access to higher education as more of an issue than Republican participants. A significant difference was also found between one's education level and ranking of higher education in the state budget. Participants having earned a graduate degree tended to prioritize higher education with significantly greater regard in the state budget than the participants with no graduate degree.

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