Tesis sobre el tema "Educational institution"
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Лебедєв, М. y М. І. Скрипник. "Educational institution contracting process: stages and procedures". Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16888.
Texto completoMelnyk, K. V., N. V. Borysova y V. I. Melnyk. "Automation of employee evaluation in educational institution". Thesis, Odessa National Academy of Food Technologies, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/44719.
Texto completoMarkmann, Margaret Mary T. "Katharine Drexel: Educational Reformer and Institution Builder". Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/179571.
Texto completoPh.D.
Amidst the racial animosity that characterized the nineteenth century, Katharine Drexel, the Philadelphia heiress, believed that education would be the equalizer between white and black America. Grounded in a strong sense of Catholic social justice, Drexel committed her fortune to providing educational opportunities that frequently eluded African Americans. She established a community of Roman Catholics nuns for that specific purpose. By combining their efforts to address the deficiencies in African American education, Drexel's religious congregation reflected the efforts of other nineteenth century groups of women who pooled their efforts to address social concerns of the larger American society.
Temple University--Theses
Martínez, Contreras Ysrael Alberto. "The Transformational Leadership in a Public Educational Institution". Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/117845.
Texto completoEl liderazgo transformacional permite a los directivos influenciar en sus docentes quienes reconocen y atribuyen mando al director. La investigación indagó cuáles son las características del liderazgo transformacional del director de una institución educativa pública de la UGEL 07. A través del estudio reconocimos las características del liderazgo transformacional en el director. En la investigación se identificaron tres elementos del liderazgo transformacional atribuidos al director. También se analizaron las opiniones vertidas por los docentes y los datos obtenidos de los encuestados a fin de obtener una descripción del ejercicio del liderazgo transformacional en la institución seleccionada.
Mullen, Gary. "Integrating Equine-Assisted Activities and Therapy (EAAT) into a Higher Learning Institution". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/845.
Texto completoGonzaga, Reed Ryan Ronald. "The Impact of a Community-Based College Access Program at a Midwestern Institution". Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10643055.
Texto completoLow-income, first-generation, urban students are typically underprepared academically for college-level course work and lack knowledge, which most non-first-generation students possess (Ward, Siegel, & Davenport, 2012). Success in higher education depends on students effectively navigating and transitioning into an institution (Pike & Kuh, 2005). Community-based nonprofit organizations support first-generation, low-income, urban students as they navigate through the provision of college access/readiness programs (Smith, Benitez, Carter, & Melnick, 2012). The purpose of this study was to examine the impact of one community-based college access program on the persistence, retention, and matriculation of its participants. Quantitative data included retention rates and grade point averages of 39 students who participated in the program and 82 similarly qualified non-participants. The retention rate for students participating in the program was 95% and the GPA was 2.88, as compared to a 79% retention rate and a GPA of 2.40 for similarly qualified students. The difference in both retention rates and GPA was statistically significant. For the qualitative portion of the study, focus groups were conducted to understand perceptions of 15 participants who were first-generation, low-income, urban students. Their responses were viewed through the lens of Schlossberg's (1989) theory of marginality and mattering. In addition, staff members who have worked longitudinally with students were interviewed. Three themes emerged: relationships, intentional experiences, and self-advocacy. Based on the findings from this study, college access programs should design their curriculum and experiences around the relationship between students and staff members.
Wilson, TaJuan RaKeem. "The Impact of TRIO Student Support Services at a Midwestern Institution". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125269.
Texto completoFirst-generation, low-income, and disabled college students are an increasing population (Tinto, 2012). TRIO Student Support Services (SSS) is an academic support program funded by the U.S. Department of Education that seeks to support this demographic to overcome challenges and thrive while in college (Coffman, 2011). Utilizing a mixed methods approach, the goal of this study was to examine the student success outcomes of retention and grade point average of TRIO SSS students compared to students who are similarly qualified but not being served by TRIO SSS at a Midwestern, large, public, four-year institution. In addition, TRIO SSS seniors were interviewed during focus groups. During focus groups, students reflected on their overall programmatic experiences in TRIO. A total of 1,913 students were involved in the quantitative analysis, and 16 TRIO seniors participated in the focus groups. Data analysis resulted in the emergence of four major themes: (a) relationships, (b) loyalty, (c) trust, and (d) transformation. These findings were consistent with other studies conducted within the scope of Tinto’s (2012) theory of student retention. All of the interview participants identified a profound and personal emotional connection to their time in TRIO SSS. This study was significant due to the lack of previous research that couples the experiences of students with quantitative data. Implications for practice included, but were not limited to, stronger support for first-generation students through a range of campus partnerships and initiatives. Recommendations for future research included expanding this study by examining TRIO programs at other institutions and gathering perceptions of first-generation students through multiple focus groups.
Payton, Whitney Monique. "Factors Affecting Institution Selection for Undergraduate Gates Millennium Scholars". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2016. http://digitalcommons.auctr.edu/cauetds/27.
Texto completoWampler, Douglas R. "Legacy systems migration in the small liberal arts educational institution". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1273274.
Texto completoDepartment of Computer Science
Eid, O. M. "The khalwa as an Islamic educational institution in the Sudan". Thesis, University of Edinburgh, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370219.
Texto completoMcArdle, Gerard M. M. "An analysis of gender issues in a co-educational institution". Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393763.
Texto completoTeeple, Jamie Eric. "A Multidisciplinary Normative Evaluation of Media as an Educational Institution". University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1372859710.
Texto completoMason, Tisa Ann. "The commuters' alma mater: Profiles of college student experiences at a commuter institution". W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618744.
Texto completoMartin, Robin. "African American Leadership in Urban Institutions of Higher Education: A Case Narrative of the Social, Cultural, and Institutional Impact of an Individual Leader at a Historically White Institution". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368024654.
Texto completoDorsey, Gwendolyn C. "An Examination of the Lived Educational Experiences of Successful Latinas Currently Enrolled in a Four-Year Institution". Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3738491.
Texto completoThis qualitative research study discovers, investigates and explores how selected Latinas make meaning of their high school experience. This study also examines whether there are any resources and/or factors that contributed to their success. The 14 participants are currently enrolled as full time students at a post-secondary institution. The researcher conducted one in-depth, semi-structured interview with each participant. Qualitative research methods (Merriam, 2009) were used to analyze what participants shared. Social capital theory was the theoretical perspective that provided the lens for this study (Coleman, 1988; Putnam, 2000; Stanton-Salazar, 2001). A concept map containing four categories, self, family, school and community, along with a constructivist outlook were included in the overall approach to interpret how Latinas made meaning of their experience. Results from analysis of the data revealed five main themes: (a) Self Identity, (b) Family Influences, (c) Educational Experiences, (d) Advocacy, and (e) Community Connections. These themes and the categories in the concept map are interrelated and were found to have an impact on how Latinas access, acquire, network, and build upon social capital. The conclusions, along with the implication to theory, inform the implications for practice in school systems and policy.
Hernández, Diana Marie. "The Actions Institutional Agents Take to Support First-Generation Latino College Students at A Catholic Hispanic-Serving Institution: An Embedded Case Study". W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192466.
Texto completoPerrell, Amber Renee. "The Impact of Sense of Belonging Interventions on Social Integration at a Small, Private Institution". Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784995.
Texto completoHigher education institutions continue to struggle with encouraging retention for first-year students. Prior research has shown that establishing social integration during the first-year of college is a crucial component of a successful transition and has a positive influence on student persistence and academic success (Astin, 1993; Chapman & Pascarella, 1983; Tinto, 1993). Social integration has historically been defined in terms of peer connections and involvement (Tinto, 1993); however, recent research has explored the importance of sense of belonging as an important psychosocial component in the transition to college (Strayhorn, 2012a). Sense of belonging focuses on feelings of fit, perceptions of social support, and feeling as though one matters to the community. The current study sought to explore the conceptual framework in which sense of belonging was included as a component of social integration. Moreover, this study explored whether institutional action could influence first-year students’ overall social integration through a focus on peer connections, involvement, and sense of belonging.
This quasi-experimental, quantitative study analyzed the influence of a campus intervention focused on social integration, called the Belonging Reinforcement Intervention (BRI). The BRI program was delivered to first-year students at a small, private institution during the first three weeks of their collegiate experience. The Belonging Reinforcement Intervention included researched components related to social belonging and normalizing students’ not feeling an immediate sense of fit (Walton & Cohen, 2011a), reinforcing institutional commitment and belonging through communications (Hausmann et al., 2007), and research focused on peer mentoring as a way to encourage campus involvements (Peck, 2011). The study used a national instrument, the Mapworks Transition Survey, to determine if this intervention could influence the various components of social integration.
The findings from the study support a comprehensive view of social integration that includes sense of belonging. The findings further indicate that students who participated in the BRI program showed statistically significant increases in peer connections, involvement, and the current study’s social integration scale which included sense of belonging. Furthermore, the findings suggest that the BRI program was particularly beneficial for Hispanic students with their intent to become involved and for female students for their overall social integration. The results of this study have implications for future institutional interventions and developing lasting programs that will help first-year students to succeed and persist in their college experience. The conclusions presented suggest that a broader definition of social integration can allow institutions and researchers to better understand and support the challenges students face during the transition to college.
Karousou, Regina. "Investigating undergraduate students' transitions within one institution of higher education". Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11873/.
Texto completoIssaias, Theodossios D. (Theodlossios Demetrios). "Re-imaging the knowledge factory : an alternative role for Attica's educational institution". Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65550.
Texto completoCataloged from PDF version of thesis.
Includes bibliographical references (p. 103-108).
Point of departure for this thesis is a concern regarding educational institutions' current state and the dialectic that it suggests with the city within which they reside. US universities and specifically MIT are used as case studies to depict the contemporary conditions that characterize research and education and their impact in their physical, economic and social context. Last, using as a test-field the city of Eleusina in Greece, this proposal aims to destruct the accumulated and concentrated value embedded in the knowledge economies of universities. The recent financial crisis in Greece has created conditions in which the state of emergency defines sovereignty itself. Nevertheless, by seeking to trade on values of authenticity, locality, culture opens space for political thought, and potentially actions within which alternatives can be both formulated and achieved. Universities as cultural institutions are taking part in this dynamic process. Educational institutions could provide the platform for redefining and negotiating the cultural commons. Operating in multiple geographies, universities are part of the global networks of knowledge. They are also significant nodes of the knowledge system and its global-local dialectic. The manifestation of these systems in urban space makes universities ideal places for this exploration. The restructuring of the Greek University, already an undergoing process, gives the opportunity to re-imagine education in its contemporary context. This project is sited in the city of Eleusina; one of the most devastated areas in the country both by the recent crisis and by its industrial past. On the other hand the city's unique superimposition of layers created through the centuries - evident in the urban fabric - in addition with the current uncertainty, are used as the pivot for the proposal of an alternative educational institution.
by Theodossios D Issaias.
S.M.
Sharma, Pradeep. "Identity formation, newcomer dynamics and organisational change in a higher educational institution". Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/12625.
Texto completoEllis, John Alfred. "The factors that motivate teachers and administrative staff in an educational institution". Thesis, Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036995.
Texto completoCover title: The factors that motivate teaching and administrative staff in an educational institution. Includes bibliographical references (leaf 74-79).
Chey, Chor Khoon. "Cultural acclimatisation: Foreign students studying in a private educational institution in Singapore". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/308.
Texto completoSparrow, Alice Pickett 1939. "THE SOCIOLOGICAL IMPACT OF THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT ON AN INSTITUTION OF HIGHER EDUCATION". Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275273.
Texto completoFenwick, Stephanie. "Exploring Faculty Members’ Multicultural Competence at a Faith-Based Institution". ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/480.
Texto completoVarnavas, Andreas. "Achieving excellence through organisation learning : developing the capabilities of a hospitality educational institution". Thesis, Middlesex University, 2006. http://eprints.mdx.ac.uk/13553/.
Texto completoBoyne, Grace Marie 1948. "Cross-cultural communication: Perceptions on an educational institution by urban and traditional Indians". Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291447.
Texto completoLynch, Robin Vann. "Mentoring and 'Others': The Mentoring Experiences of African American Students in a Predominantly White Institution of Higher Education". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392384339.
Texto completoVisser, Joy-Anne. "Challenges and support needs of mature postgraduate part-time students at a higher education institution". Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18044.
Texto completoENGLISH ABSTRACT: The researcher wished to ascertain what challenges mature, part-time, postgraduate Masters students faced. The research project focussed on the challenges faced by mature, part-time, postgraduate Masters students, in particular those challenges concerning their higher education institution. The interview schedule questions were based on the main challenging domains as revealed in the literature review. The researcher also gave the students the opportunity to voice any other challenges/support that was not covered in the interview schedule. The interview schedule was used at the face-to-face interviews and e-mailed to students that were unable to have interviews. The researcher used Qualitative Research Design so she could elicit verbal/written, descriptive accounts of students' experiences of challenges and support at their higher education institution. The focus points allowed the researcher to gather much information with regard to the support the students got in the challenging domains namely; Home, Family, Work, Colleagues, Social, Financial, Institution and any Other Challenges/Support. The mature, part-time, postgraduate Masters students felt they needed more support in various areas as well as from their institution of higher education. The researcher's aim is to bring the challenging domains and findings to the attention of those concerned with student support and recommend some support measures that could be adopted. Further research topics were also put forward.
AFRIKAANSE OPSOMMING: Dit was die navorser se wens om te bepaal watter uitdagings volwasse, deeltydse, nagraadse Meestersgraad studente in die gesig staar. Die navorsingsprojek het gefokus op die uitdagings wat ondervind word deur volwasse, deeltydse, nagraadse Meestersgraad studente veral uitdagings aangaande hoër opvoedkundige instellings. Die onderhoud skedule vrae is gebaseer op die hoof uitdagende areas soos getoon in die Literatuur Oorsig. Die navorser het ook die studente 'n geleentheid gegee om enige ander uitdagings of vorme van ondersteuning te noem wat nie in die onderhoud skedule gedek is nie. Die onderhoud skedule is gebruik in persoonlike onderhoude wat ook ge-epos is aan studente wat nie die onderhoude kon bywoon nie. Daar is gebruik gemaak van Kwalitatiewe Navorsing sodat die navorser die nodige verbale/geskrewe, beskrywings van die studente se ervarings, uitdagings en ondersteuning by die hoër opvoedkundige instellings kon bestudeer. Die fokuspunte het die navorser toegelaat om baie informasie met betrekking tot die ondersteuning wat studente gekry het in uitdagende areas bv. Huis, Familie, Werk, Kollegas, Sosiale, Finansiële, Instelling en enige ander uitdagings/ondersteuning te verkry. Die volwasse, deeltydse, nagraadse Meestergraad studente het gevoel dat hul meer ondersteuning benodig in verskeie areas sowel as van hul hoër opvoedkundige instelling. Die navorser se doel is om uitdagende areas en bevindings onder die aandag van diegene betrokke in die ondersteuning van studente te bring, en sommige meganismes wat as ondersteuning kan bied aan te beveel. Verdere navorsingsonderwerpe is ook na vore gebring.
Dalgety, Michael Franklin. "Student-athlete perceptions of a summer pre-enrollment experience at an NCAA Division I-AAA institution". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/81.
Texto completoD'Cunha, Fidelis Teresa. "A Qualitative Case Study on the Functional Role of the Chief Mission Officer within the Organizational Structure of a Catholic Higher Education Institution: A Strategy to Preserve the Integrity of Institutional Mission and Identity". University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404776046.
Texto completoRapaport, Irene. "Women's informal learning experiences at work : perspectives of support staff in an educational institution". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37229.pdf.
Texto completoScheepers, Margarietha Johanna. "A strategic marketing planning framework for a private educational institution / by Margarietha J. Scheepers". Thesis, Potchefstroom University for Christian Higher Education, 2000. http://hdl.handle.net/10394/2773.
Texto completoKeelen, Kevin Michael. "Educational plans in achieving student transfer goals results from a private, two-year institution /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925733431&sid=9&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Texto completoSmith, Kandis Marie Beaman. "Barriers, benefits and consequences of technology in classroom instruction : a case study of a Research I institution /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924926.
Texto completoCarr-Winston, Melodie. "A Mixed-Methods Study Investigating the Relationship between Minority Student Perceptions of the Climate and Culture of Their Institution and the Climate and Culture of Higher Education". Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426680.
Texto completoThe researcher conducted a mixed-methods study at a private, Midwestern, Predominantly White institution in order to determine the relationship between minority student perceptions of higher education and minority student perceptions of their institution. The goal of the study was to determine whether minority student perceptions of the climate and culture of their institution influenced their perception of higher education as a whole. Another objective was to determine whether minority student perceptions connected to minority student retention. To determine the relationship, the researcher surveyed 20 undergraduate, African American students and conducted one-on-one interviews with three of the students between the fall of 2017 and the summer of 2018.
The researcher analyzed the results of the climate and culture perceptions survey instruments to determine relationships between minority student perceptions of the culture of higher education and minority student perceptions of the culture of their school. Secondly, the researcher analyzed the relationship between minority student perceptions of the climate of higher education and minority student perceptions of the climate of the school. Through quantitative analysis, the researcher determined there was no relationship between minority student perceptions of the culture and climate of higher education broadly, and their perceptions of the culture and climate of their institution.
Qualitative analyses suggested students believed their perception of school climate and culture mirrored the climate and culture of higher education. Perceptions included facing racism and microaggressions, a lack of support from faculty, and not feeling intentionally included in campus programming all while having a sense of safety on campus. Regardless of whether student perceptions of higher education were positive or negative, each student who did not graduate that year intended to return the following academic year. Individual reasons for intent to return determined the relationship between minority student perceptions of higher education and minority student retention.
Recommendations from the researcher included exploring mentoring programs geared toward minority students, investigating the benefits of a diversity course for all students, implementing an African American Studies program, conducting research focused on reasons minority students remain at an institution, and the functionality of other groups considered minority in higher education. Exploring the aforementioned suggestions in depth could lead to a better overall understanding of how minority students can receive support and experience more retention in higher education.
Booysen, Lene. "Educational interpreting in undergraduate courses at a tertiary institution : perceptions of students, lecturers and interpreters". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97131.
Texto completoENGLISH ABSTRACT: In recent years, there has been an increase in the use of educational interpreting at tertiary institutions in South Africa. Various pilot studies, as well as long-running interpreting projects at North West University, University of the Free State, and the University of Johannesburg have shown that educational interpreting is a viable way of implementing a multilingual language policy and accommodating various languages in the classroom. Educational interpreting has also been researched at Stellenbosch University (SU) in recent years and following the success of a 2011 pilot project at the Faculty of Engineering, the university plans to implement the service in other faculties as well (see Stellenbosch University Language Policy 2014). The study reported in this thesis was conducted at SU and was interested in the perceptions of interpreting held by the three main role players in the interpreting service. The main focus of the study was on examining perceptions of interpreting held by second year Engineering students who attended lectures in which educational interpreting was used as mode of delivery. The data collected on these perceptions was also contextualised by findings from data collected on students’ language backgrounds (including language use, language attitude and actual and perceived language proficiency). As a secondary aim, the study was interested in the perceptions held by lecturers and interpreters working in the Faculty of Engineering. Findings indicated that students generally had positive perceptions of interpreting and felt that interpreting was a good way to accommodate various languages at SU. It also proved useful to collect data on students’ language backgrounds in order to contextualise the results of the interpreting questionnaire, as important nuances emerged which were not apparent when these results were considered on their own. This lead to the insight that feedback from students regarding their experience of the interpreting service should be contextualised in terms of their language backgrounds, as this would lead to more valuable and useful feedback. Finally, lecturers and interpreters both showed positive perceptions of interpreting, with a marked progression in perception of the role of the interpreter in the classroom becoming apparent as experience of educational interpreting increased. The most important suggestion to follow from this finding was that students and lecturers should be made (more) aware of what interpreting entails, how interpreters are trained and how they prepare for lectures, as this should lead to more positive perceptions and increased use of this service.
AFRIKAANSE OPSOMMING: Opvoedkundige tolking het oor die afgelope paar jaar baie gewild geword by tersiêre instellings. Verskeie loodsprojekte en gevestigde tolkprogramme by NWU, UVS en UJ het bewys dat opvoedkundige tolking ‘n lewensvatbare manier is om meertalige taalbeleide te implementeer, en om die gebruik van verskeie tale binne die klaskamer moontlik te maak. Opvoedkundige tolking word ook by SU nagevors en sedert die sukses van ‘n loodsprojek gedurende 2011 by die Fakulteit van Ingenieurswese het die gebruik van opvoedkunidge tolking in klaskamers begin toeneem. Die studie het belang gestel in die persepsies van tolking van die drie hoofrolspelers van die tolkdiens. Die primêre fokuspunt van die studie was om die persepsies van tolking van tweedejaar-ingenieurswesestudente wat lesings gehad het met opvoedkundige tolking te ondersoek. Die data wat oor hierdie persepsies ingesamel is, is ook gekontekstualiseer deur bevindinge wat gemaak is uit die beskouing van data oor die studente se taalagtergrond (insluitende taalgebruik, taalhouding, en werklike en waargenome taalvaardigheid). Die sekondêre fokuspunt van die studie was om insigte te verkry oor die persepsies van tolking van dosente by die Fakulteit van Ingenieurswese, asook van die tolke wat die ingenieursmodules getolk het. Soos reeds genoem het die Fakulteit van Ingenieurswese reeds sedert 2011 sekere modules aangebied deur middel van opvoedkundige tolking. Teen die tyd wat data ingesamel is in die tweede semester van 2013 was dit moontlik om data te verkry van tweedejaar-ingenieurswesestudente wat reeds vir amper twee semesters aan opvoedkundige tolking in hul klaskamer blootgestel is. Die bevindinge van die studie het oor die algemeen aangetoon dat studente ‘n positiewe persepsie gehad het van tolking, en dat hulle gevoel het tolking ‘n goeie manier is om verskeie tale by die universiteit te akkommodeer. Die gebruik van data oor studente se taalagtergrond as konteks vir die bespreking van die persepsiedata was ook baie handig, aangesien belangrike nuanses vorendag gekom het wat nie duidelik was toe die persepsiedata op sy eie beskou is nie. Dosente en tolke het beide ‘n positiewe persepsie van die tolking getoon, met ‘n duidelike progressie wat plaasgevind het in hul persepsie van die rol van die tolk in die klaskamer namate die omvang van hul ervaring met opvoedkundige tolking vermeerder het.
Luna, Michael. "A Case Study of the Influence of Multipurpose Spaces on Campus Life at an Institution of Art and Design". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285138.
Texto completoMany colleges and universities have space on campus that extends beyond a traditional classroom. These areas include but are not limited to dining hall facilities, residence halls, college bookstores, and outdoor quads that serve as a focal point of the institution. In the case of a small, private, Los Angeles-based art and design college, this type of space was not always formally available to its students. Thus, a sense of student community engagement was absent from the college experience.
The purpose of this qualitative study was to explore how the implementation of a new multipurpose space at a college of art and design had the ability to alter the social and academic experiences of art and design students. The study amplified the voices of students who lacked power and longevity at an art and design institution. In a case study method of design, an interview protocol was used for primary data collection, with additional data obtained through document collection and participant observation. Environmental theory served as a conceptual framework for this research. Ten students and seven faculty, staff, or other administrators participated in this study in the fall of 2016. Findings emphasized that art and design students have a need to foster expression and thrive in environments where strong levels of student engagement are present.
The new facility serves as the central platform to highlight values or desires that ultimately sustain the heartbeat and magnificence of the new space. Participant motivation to utilize the new space was driven by the opportunity to experience stronger engagement in spaces that were previously nonexistent. While data were collected from multiple college stakeholders, the primary focus of this research was the influence on student culture. The findings suggested a need for new systematic processes that equate to a series of short- and long-term recommenda- tions for policy and practice.
This study provides recommendations for policies and practice that may transfer to similar institutional contexts and provide institutional leaders with insights and strategies to develop community and facilitate a stronger sense of campus life in the context of an art and design school.
Avent, Yolanda Latrice. "A SOCIOHISTORICAL ANALYSIS OF THE BLACK CHURCH AS AN EDUCATIONAL INSTITUTION: UNDERSTANDING PARISHIONERS ENGAGEMENT AND MOTIVATION TO SEEK HIGHER EDUCATION". Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/104089.
Texto completoDoctor of Philosophy
Learning from the experiences of Black adult learners within the Black church provides an opportunity to learn from a culturally relevant space that has deeply rooted historical ties in the Black community. The over-arching research question in this study is: How does the Black church meet the needs of its adult learners, and what can higher education institution learn from these practices to retain Black students while creating a more inclusive environment? While research on adult learners is plentiful, the intersection of the Black church as a lens in which to design more culturally relevant spaces and pedagogy has not been as prominent. These experiences provide insight into how higher education institutions can provide a more learning centered and welcoming environment for Black students. This mixed methods study centered on the experiences Black adult learners who engaged in educational programs within the Black church. The quantitative analysis focused on preset motivational dimensions to measure how they impacted the adult learners' reasons for participating in church based adult education using a survey instrument. The qualitative analysis centered on their experiences during their engagement in the educational programs and their reasons for engaging through utilizing semi structured interviews. The findings suggest that adult learners perceived their experiences within the Black church as ones in which they developed a greater sense of empowerment and achievement. The participants' construction of their experiences was guided by their conceptualizations of what it meant to be Black student in an educational setting, and more specifically in the Black church. There were four major themes that highlighted the experiences of these adult learner learners, which included: (1) The Black church shielded learners from negative identity association, (2) Advocacy from the Black church was considered significant to learner engagement, (3) Trust in the educational spaces contributed to the learners' success, (4) Culturally relevant learning spaces positively influenced learner engagement. The findings of this study continue the discussion on how adult learners make sense of their experiences related to the Black church and higher education, and more importantly how create more inclusive learning spaces that remove barriers for Black students.
Avent, Yolanda Latrice. "A Sociohistorical Analysis of the Black Church as an Educational Institution: Understanding Parishioners Engagement and Motivation to Seek Higher Education". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104089.
Texto completoDoctor of Philosophy
Learning from the experiences of Black adult learners within the Black church provides an opportunity to learn from a culturally relevant space that has deeply rooted historical ties in the Black community. The over-arching research question in this study is: How does the Black church meet the needs of its adult learners, and what can higher education institution learn from these practices to retain Black students while creating a more inclusive environment? While research on adult learners is plentiful, the intersection of the Black church as a lens in which to design more culturally relevant spaces and pedagogy has not been as prominent. These experiences provide insight into how higher education institutions can provide a more learning centered and welcoming environment for Black students. This mixed methods study centered on the experiences Black adult learners who engaged in educational programs within the Black church. The quantitative analysis focused on preset motivational dimensions to measure how they impacted the adult learners' reasons for participating in church based adult education using a survey instrument. The qualitative analysis centered on their experiences during their engagement in the educational programs and their reasons for engaging through utilizing semi structured interviews. The findings suggest that adult learners perceived their experiences within the Black church as ones in which they developed a greater sense of empowerment and achievement. The participants' construction of their experiences was guided by their conceptualizations of what it meant to be Black student in an educational setting, and more specifically in the Black church. There were four major themes that highlighted the experiences of these adult learner learners, which included: (1) The Black church shielded learners from negative identity association, (2) Advocacy from the Black church was considered significant to learner engagement, (3) Trust in the educational spaces contributed to the learners' success, (4) Culturally relevant learning spaces positively influenced learner engagement. The findings of this study continue the discussion on how adult learners make sense of their experiences related to the Black church and higher education, and more importantly how create more inclusive learning spaces that remove barriers for Black students.
Cox, Glenda. "Explaining the relations between culture, structure and agency in lecturers' contribution and non-contribution to Open Educational Resources in a higher education institution". Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20300.
Texto completoDitchburn, Pamela Joy. "The history of Tiger Kloord 1904-1956 : a missionary society educational institution in Southern Africa". Thesis, SOAS, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498286.
Texto completoRishe, Karl K. "A Case Study: The Investigation of how the Catholic missional and identity at a small, private, catholic, liberal arts institution is manifested in the institutional culture". University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1447688091.
Texto completoDeng, Jin. "Expatriate Students' Perceptions of Attendance and Persistence at a Private Malaysian Institution". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4278.
Texto completoSurber, Angeline M. "E-learning Factors Influencing Strategies| Multi-Case Study of Employee Training at a Higher Educational Institution". Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256272.
Texto completoE-learning modality is a viable choice for higher educational students and due to many associated features with e learning methodologies, it has become a desirable business option tool for incorporating into educational and organizational training structures. Using e learning platforms is an effective way to manage training costs for employees, enhance organizational knowledge, update employee skills, remain competitive, and meet overall organizational goals. The problem is in a high tech, knowledge based society, in order for organizations and institutions to remain competitive and effective, it is important that management identify e learning technology factors and models that influence organizational training structures and examine how those e learning factors and models can be adopted, synergized, and strategized into the overall organizational strategic planning process. The purpose of this qualitative multi case study was to examine and gaining a deeper understanding of e learning modalities, factors, and technologies that influence organizational training models, adoption, and integration into overall institutional strategies for employee training at teaching and learning facilities. The participants of the study were from a Southwestern Community College institution, and included directors and operational staff members from two employee training facilities. Both purposeful and convenience sampling selections were used with a targeted sample size of 13 participants. Of the 13 participants for the study, three were excluded, which left a total of 10 participants. To gain relevant data to address the purpose of this study, data gathering consisted of participants’ responses to 17 open ended interview questions that addressed two overarching research questions. Through conducting a thematic analysis of the interview responses, eight respective categories emerged which aligned to the study’s two research questions. Key findings noted in this research study were the cost and challenges to acquire and update e-learning resources and to be innovative. In conclusion, the participants from the different sites viewed the importance differently on how e learning should be a part of the overall organizational strategic plan and noted several e-learning factor similarities and differences. Future research is needed to examine factors affecting the adoption and integration of e learning training into business strategies from an in-house corporate training environment.
Moodley, Kumaree. "Exploring the leadership capacity development needs of middle management within a selected higher education institution". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/11309.
Texto completoAmerica, Carina. "Management education via the internet: factors facilitating and inhibiting the adoption of WEBCT at a faculty in a higher education institution". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2432_1188476943.
Texto completoThe emergence of the Internet and the World Wide Web in particular, impact increasingly on the activities of commerce and industry and in the process also change the manner in which courses are delivered in higher education. The aim of this study ws to investigate the relationship between certain antecedent factors and the adoption of a specific technology called WebCT among lecturers within a business faculty at a higher education institution.
Juškienė, Airina. "Ugdymo institucijų vadovų vadybinių kompetencijų edukacinė analizė". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_161857-44638.
Texto completoImplementing the Educational law of Lithuania Republic, the requirements for the leader of a training institution and his competences continuously grow and change for the changing activity character in the career. The leaders become the axis of the whole organization; the results of the organization depend upon their competences. The competences, qualifications and interpretations of competence conception, the analysis of competence levels are reported in the master‘s work. The general competence concepts and the need for the effective management in the organization are summarized there, too. The theories about personal, subject – communicative, social psychological, professional, managemental and didactic competencies are discussed. The results of the research about the training institution leader‘s management competences conception are laid out in the work. The results have revealed that the social (relations to other people and social environment harmonizing skills and qualities) and educational (self-education) competences are the most important ones to the leaders. The raised goals have been realized, the research results have been summarized and the conclusions and recommendations have been formulated in the master‘s work.
Contier, Xavier Sven Colverson. "The institution of the museum in the early twenty-first century in Scotland". Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/19480.
Texto completoOsigwelem, Kenneth Ugochukwu. "Exploring the application of profile theory based strategy for managing talent positioning in a Nigerian Higher Education Institution". Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/8564/.
Texto completoWhite, Timothy Raymond Howard. "Lovedale 1930-1955 : the study of a missionary institution in its social, educational and political context". Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001856.
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