Tesi: "Academic programme"

1

Pachagadu, S., e Beer K. J. De. "Academic literacy programme model design". Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/371.

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The pass rate of grade 12 learners is shockingly low and this is supposed to be the feeding ground for Higher Educations in South Africa. Alet Rademeyer quotes from a document of Advocate Paul Hoffman, SC, and director of the Centre for Constitutional Rights, that the South African School System only delivers one out of 29 functional literate Black matriculants. It is a national crisis and is an indication of gigantic proportions. The aim of the Academic Literacy Programme (ALP) at the CUT is to improve student's academic literacy skills which will ultimately boost the student throughput rate at the CUT. The programme will help students develop their academic language skills whilst creating a positive attitude towards the English language.

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Chiu, Man-ming Joseph. "The design of an ESL academic reading skills programme". Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862638X.

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3

Chiu, Man-ming Joseph, e 趙敏明. "The design of an ESL academic reading skills programme". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862638X.

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4

Wong, M. "Academic literacies and the Academic Pathway to Undergraduate Studies (APUS) programme at Urban University Malaysia". Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3007228/.

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Millions of young people transition from K-12 education to higher education each year. Many meet university entry requirements effortlessly, and yet there are also many who must further demonstrate sufficient readiness for higher learning despite having gained entry into university. For these “transition” students, higher education institutions have increasingly created pathway programmes in order justify letting lesser prepared students through their gates, but with intention to assist them up to speed academically. This thesis documents a research case study conducted on the Academic Pathway to Undergraduate Studies (APUS) (pseudonym) programme at Urban University Malaysia (pseudonym). The study aimed to determine the effectiveness of academic literacies, as a teaching and learning approach within the APUS programme in better preparing students for further study at the university. The articulations of APUS students on their ability to employ academic literacies post APUS were gathered as a means of gaining one perspective on the programme’s effectiveness. A third aspect of the study is the practitioner reflection done in order to locate possible curricular (or other) improvements to the programme based on the study’s findings. Academic literacies was used as the theoretical foundation for the study as it is also the current pedagogical framework for developing essential academic competencies within the programme. This study utilised a documentary analysis approach and student interviews as the two primary research methods, triangulated against a literature review. The study has produced five main findings revolving around misalignments in the learning outcomes of certain modules and between disciplinary assessments. A second finding shows that APUS students perform less well academically than their non-pathway disciplinary peers across all disciplines. It has also found that Computer Science-stream of the module find that the academic literacies component of the programme lacks relevance to their disciplinary learning. Despite the unearthing of these gaps within the programme, APUS students still find that the programme is helpful overall in their personal projections of what future academic competencies post-transition will be needed in order to be successful in completing a full undergraduate degree programme. The study concludes with several strategic recommendations for change to the programme.

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Mahomed, Shariefah. "A formative evaluation of the SAEP non-academic bridging year programme". Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/20266.

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This dissertation reports on a formative theory-based evaluation of the non-academic component of the Bridging Year Programme (BYP) implemented by the South African Education and Environment Project (SAEP), a Non-Governmental Organisation (NGO) working mainly in the impoverished community of Phillipi near Cape Town, South Africa. The focus of the evaluation was: (1) to extract the underlying assumptions of the non-academic component of the BYP, (2) to assess the plausibility of the underlying programme assumptions and (3) to develop an outcome monitoring framework for the non-academic component of the BYP. The Bridging Year Programme Description This programme recruits learners from poor socio-economic backgrounds who have gained a National Senior Certificate (NSC) at bachelors pass level but have not gained access to their tertiary level programmes of choice. Its aim is two-fold, (1) to assist learners to improve their NSC standard in order to gain access to their tertiary education programme of choice and (2) to provide them with personal development skills to cope with the academic and social demands of tertiary education. The assumption is that if the learners' personal development skills are enhanced their prospects of success in tertiary education and the employment market will be improved. Thus, the programme comprises an academic component and a non-academic (personal development) component. The scope of this evaluation focused specifically on the non-academic component of the BYP. Background A review of local and international bridging courses found that most students from poor socio-economic backgrounds are underprepared to cope with the social and academic workload of tertiary education, leading to high tertiary-dropout rates. A number of programme evaluations found that if students are provided with a set of non-academic (personal development) skills including planning and organising, prioritising their workload and English literacy skills, they will be better prepared to cope with the academic demands, thus improving their prospects of success at tertiary institutions.

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Mahomed, Shariefah. "A formative evaluation of the SAEP non-academic bridging year programme". Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20266.

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This dissertation reports on a formative theory-based evaluation of the non-academic component of the Bridging Year Programme (BYP) implemented by the South African Education and Environment Project (SAEP), a Non-Governmental Organisation (NGO) working mainly in the impoverished community of Phillipi near Cape Town, South Africa. The focus of the evaluation was: (1) to extract the underlying assumptions of the non-academic component of the BYP, (2) to assess the plausibility of the underlying programme assumptions and (3) to develop an outcome monitoring framework for the non-academic component of the BYP. The Bridging Year Programme Description This programme recruits learners from poor socio-economic backgrounds who have gained a National Senior Certificate (NSC) at bachelors pass level but have not gained access to their tertiary level programmes of choice. Its aim is two-fold, (1) to assist learners to improve their NSC standard in order to gain access to their tertiary education programme of choice and (2) to provide them with personal development skills to cope with the academic and social demands of tertiary education. The assumption is that if the learners' personal development skills are enhanced their prospects of success in tertiary education and the employment market will be improved. Thus, the programme comprises an academic component and a non-academic (personal development) component. The scope of this evaluation focused specifically on the non-academic component of the BYP. Background A review of local and international bridging courses found that most students from poor socio-economic backgrounds are underprepared to cope with the social and academic workload of tertiary education, leading to high tertiary-dropout rates. A number of programme evaluations found that if students are provided with a set of non-academic (personal development) skills including planning and organising, prioritising their workload and English literacy skills, they will be better prepared to cope with the academic demands, thus improving their prospects of success at tertiary institutions.

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Becciolini-Lebas, Elisabeth. "Le suivi somatique dans un programme expérimental de prescription d'héroïne /". Genève : [s.n.], 2002. http://www.unige.ch/cyberdocuments/theses2002/Becciolini-LebasE/these.pdf.

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8

Yahya, Sawsan. "Improving students' behaviour and academic achievement through a counselling intervention programme". Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622776.

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In the cultural context of low achievement in Arab Israeli schools, this work-based study describes and evaluates a successful counselling intervention in one Israeli Arab elementary school. The intervention took place over six months and involved twenty activities. A mixed methods approach was adopted to evaluate the intervention. The use of both qualitative and quantitative methods provided an informative evaluation of the perceptions of students, teachers and parents about the effectiveness of the intervention. Students, parents and teachers reported that from their point of view, student behaviour, student/teacher/parent relationships and learning improved during the intervention. This positive analysis of perceptions was qualified by the possibility that other factors that were not analysed might be influential. The lessons learned from the intervention, such as the need for creating a teacher – parent strategic alliance, renouncing the use of aversive control and the adaptation of teaching styles to student learning styles, may prove to be a transformative approach to the education of Arab Israeli students.

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Grandjean-Perrenoud-Contesse, Yves. "Enseignement des compétences cliniques aux étudiants en médecine : apport d'un programme d'entraînements optionnels /". Genève : Médecine et hygiène, 2004. http://www.unige.ch/cyberdocuments/theses2004/GrandjeanY/these.pdf.

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10

Damore, Deborah Rose. "H.H.S.C. Spiritual Health Care Centre, integrated spiritual health care graduate academic programme". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0015/MQ55440.pdf.

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11

Patsika, Natasha. "Social connectedness, collaborative learning and student performance in an academic development programme". Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/18424.

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This study investigated the relationship between social connectedness, collaborative learning and the academic performance of students in an academic development (AD) programme at a South African university. A final sample of 119 students responded to a survey questionnaire containing the campus connectedness scale and the collaborative learning scale, each measured on a six-point Likert scale. A multiple regression analysis revealed that social connectedness is a significant predictor of academic performance, which was measured using grade point average (GPA). The study found that collaborative learning did not contribute to variations in GPA, however it did relate positively to social connectedness. The results provide useful information to staff in the AD programme about elements of the programme that are succeeding in supporting student achievement. Includes bibliographical references (pages 49-54).

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A, l.-Zefeiti Ali Salim. "A stakeholder evaluation of an English for Academic Purposes (EAP)writing programme". Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520651.

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13

Miyoba, Erwin. "A Process Evaluation of the Academic Component of the Hope Scholars Programme (HSP)". Master's thesis, Faculty of Commerce, 2019. https://hdl.handle.net/11427/31752.

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The Hope Scholars Programme (HSP) is an after-school programme implemented by the South African Education and Environment Project (SAEP) in Cape Town, South Africa. After-school programmes (ASPs) are widely described as programmes that are implemented independently of the school day and are aimed at improving the learning outcomes and advancement of kindergarten and high school learners. The HSP began in 1998 with a goal to equip HSP learners with foundational literacy and numeracy skills for the future education and training (FET) phase and subsequent education. HSP activities are implemented under four broad service areas: (a) academic tutoring sessions; (b) experiential learning; (c) psychosocial support services; and (d) community engagement. The scope of this evaluation was the academic component under which the programme offers intensive tutoring in mathematics, natural science and English literacy. The objective of the evaluation was to assess the implementation fidelity of the academic component for programme quality and effectiveness improvement purposes. A conceptual framework for measuring implementation fidelity by Carroll, Patterson, Wood, Booth, Rick and Balain (2007) was used to guide this evaluation. Using the logic model for the programme, the evaluation focused on examining whether the HSP sessions were implemented with the intended process mechanisms through which the programme was designed to lead to its desired academic outcomes. Both primary and secondary data were used to conduct the evaluation. Primary data were collected through oneon-one in-depth interviews with HSP staff members and the volunteer tutor and focus group interviews with the HSP learners. Secondary data were obtained through the review of the HSP documents. An inductive content analysis was employed to analyse the data. The results indicated that the academic component of the HSP was implemented with limited fidelity and poor quality. Programme implementation challenges identified need to be resolved to enhance the quality of the HSP services and programme effectiveness. This evaluation contributes to the literature on: (a) the duration and frequency of the tutorial sessions; (b) the extent to which learners attend; and (c) dropout from the programmes and causes for dropping out in the context of after-school programmes. Among the contributing factors of learner dropout from the HSP, influences that were found unique to the South African context were mistrust between the learners and their parents (mistrust at home) and sweeping of classrooms.

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Miles, Jean. "The impact of a career development programme on career maturity and academic motivation". Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/143.

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The present study addresses the problems experienced by South African youth in making effective, informed career decisions. The goal of this study was to determine the effect of a career intervention programme on the career maturity and academic motivation of Grade 11 learners at Alphendale High School. Furthermore, the relationship between career maturity and academic motivation was explored. Using a pre-post test quasi-xperimental design it could be demonstrated that different dimensions of the learners’ career maturity and their academic motivation improved subsequent to the career intervention programme and therefore underscored the value of a career intervention programme.

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Hans, Garelda Nicolette. "Addressing the needs of underachieving students in an extended curriculum programme". University of the Western Cape, 2014. http://hdl.handle.net/11394/5120.

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Magister Educationis - MEd
The purpose of this study is to determine the nature of support services offered to Extended Curriculum Programme students in a South African university. The primary goals of support services in higher education are to support students holistically and reduce barriers to learning in the teaching and learning environment. One of the faculties in a South African university established a support unit to assist with the low throughput level. The academic support unit is housed in the Academic Development Department (ADD) in a faculty. The unit attempts to address the needs of underachieving students in the Extended Curriculum Programme (ECP). The thesis first identifies the challenges the ECP students are experiencing. Then, support services in the university and in the support unit are described. Thereafter, the challenges experienced by the centre of support services in the university and the support unit are illuminated. Qualitative data was gathered through individual interviews with senior management. Then, a focus group discussion with tutors who volunteer in a support unit was facilitated and lastly the staff members employed in the support unit were also interviewed individually. The thesis was able to identify the intrinsic and extrinsic barriers to learning the ECP students are experiencing. It became evident that the support services available in the university and the support unit are not sufficient to address the needs of the students. The challenges the support service centre of the university and the support unit are experiencing are twofold. The first is a lack of organisational resources that hinders service delivery, the second is a lack of skills and expertise in attain structures that limits the provision of support services.

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Naidoo, Saloshana. "Exploring the undergraduate Information Technology experience of an extended four-year programme". Thesis, University of Pretoria, 2005. http://hdl.handle.net/2263/66229.

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Student academic progress has been at the centre of concern to all higher education institutions in South Africa. It is understood that student progress emanates from a range of dynamics that gives students different educational experiences. The student cohort at University of Pretoria (Abdulghani et al., 2014) come from diverse cultural backgrounds in South Africa, aptly called the rainbow-nation, and subsequently bring different levels of proficiency and world experiences to the higher education sector. The student population is like a tapestry interwoven from different cultures and includes students from all 'walks of life', rich and poor, alternative lifestyle and background, as well as students who are disabled, and students who have diverse sexual orientations. The transition from school to university is regarded as a time of extreme stress for students arriving at the university door for the first time. The expectations of students are mostly unknown, but educators know that students entering university come from positions of extreme inequality, not only in terms of schooling, but also of financial and other resources. It is well-documented that in addition to all the other changes, a large number of students arrive at the university lacking the necessary knowledge and skills that will help them cope at university. These are largely students that come from underprivileged schools that still bear the ravages of apartheid education. To assist students in overcoming the lack of these skills and bridging the educational gap, higher education has to address these needs. Hence, it is the intention of this research to "explore the undergraduate Information Technology experience of an extended programme". The research is a four-year longitudinal study of IT students in the extended (four-year) IT degrees at UP, and has analysed interviews conducted with IT graduates in a range of professional settings. Taken together, these components have been designed to expand the researcher's understanding of undergraduate IT experience (extended programmes) and the transition from university to the workplace. Furthermore, it focuses on how students in Information Technology experience their education, how they gain knowledge of what Information Technology is, and what their post-graduation plans are. Based mainly on the theoretical framework of Vincent Tinto (1975), this study provides an analysis of research regarding student experiences, retention and withdrawal in the extended four-year programme (E4YP) in IT. The research methodology used to conduct this study includes a mixed methods approach undertaken from more than one point of view. The researcher used a combination of qualitative and quantitative research features. The data was generated by surveys (online questionnaires and mini-questionnaires), mini-essays and the results of statistical analysis using academic results and Students� Academic Readiness Survey (STARS) scores. The findings of this study paint a portrait of typical first-year students irrespective of study direction. Their experiences and journey during the first-year are fraught with issues such as finance, accommodation, transport, gender inequality, institutional hiccups, loneliness and exhaustion, and difficulty in finding their way around campus. However, many expressed experiencing the euphoria of freedom from school/parental rules, meeting new friends and socialising, and enjoying the general feeling of being a university student.
Thesis (PhD)--University of Pretoria, 2017.
Informatics
PhD
Unrestricted

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Schneider, Sue. "The impact of assessment on an English as a Foreign Language academic reading programme". Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340780.

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Grant, Janice M. "Students' academic expectations and experience during the first year of their undergraduate nursing programme". Thesis, University of Salford, 2012. http://usir.salford.ac.uk/37465/.

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The thesis examines why first year nursing students leave their programme of study and the factors that influence whether they stay or leave. A descriptive, exploratory study design was undertaken using two survey instruments, the College Students Expectations Questionnaire and the College Student Experiences Questionnaire. Data about the expectations and experiences of one cohort of nursing students were collected at the beginning and compared with experiences the end of their first year of study. Additional data obtained from institutional records. There was a preponderance of first generation university students who entered the university through completion of an Access to Health Studies course. This group entertained similar high expectations of academic achievement to the school leavers. These expectations were not that was not matched by their experiences in the main. The most successful students being those in the 30 to 39 age group. Overall, students’ degree classifications did not match their expected performance. The findings show that most students who left the programme intended to return but did not do so. Identifying predictors of success for nursing students remains a key issue for the nursing profession. The findings indicate that although student attrition is multi-factorial, focussing on the predictors of success can overshadow the need to identify and support students who possess the potential for success if additional support is provided. The findings also underline the importance of helping students connect with their learning environment during the first year and to develop self efficacy skills early.

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McCartney, Jane Alison. "Experiential learning in an undergraduate BPHARM programme: impact of an intervention on academic achievement". Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19037.

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The extended role of today’s pharmacist with the emphasis on patient-focused care has highlighted the need for increased exposure of undergraduate pharmacy students to experiential learning in patient-centred environments, and additional skills development in therapeutics, problem solving and clinical decision making. At the Nelson Mandela Metropolitan University (NMMU), final year pharmacy students complete a university-coordinated, hospital-based, structured experiential learning programme (ELP) for the exit-level module, Pharmacology4. However, the students consistently experience difficulties in the application of pharmacological knowledge during the transition from lecture-based learning to the patient-focused clinical setting. The student population at the NMMU is diverse, with varied cultural, ethnic, language and secondary level education backgrounds, as well as different learning preferences and approaches. The extent to which these factors affect academic achievement in the experiential learning environment is unknown. Central research question The central research question for this study was therefore, “What would be the effect of an intervention aimed at supporting undergraduate pharmacy students during clinical placements, on academic achievement in, and student attitudes towards, experiential learning programmes (ELP)?” In order to explore the research question, several factors which may influence academic achievement in ELPs were investigated, namely: academic achievement (pre-university, in the BPharm programme and, in pharmacology); the admission route into the BPharm programme and the subsequent rate of academic progression; English reading comprehension ability; learning styles; problem solving ability; the extent to which students are prepared for application of knowledge in the ELP, in terms of assessment methods used prior to the final year and previous pharmacy work-based experience. In addition, the students’ lived experience of the ELP was explored, and the need for, and nature of, an intervention was determined. The research was based in a pragmatic paradigm, using an advanced mixed methods approach. An intervention-based, two-phase, quasi-experimental design was employed with an initial exploratory Preliminary Phase (in 2013) preceding the larger experimental framework (Phases One and Two, in 2014 and 2015 respectively). The research design was primarily quantitative, with pre- and post- testing conducted before and after the ELP. The ELP was completed by the comparator cohort in Phase One and the experimental cohort in Phase Two. Supplementary qualitative data was collected before, during and after the ELP. The intervention, in the form of supplementary academic support sessions, was developed from the qualitative data using an iterative approach, and implemented during the ELP in Phase Two. Attitudes and expectations of the students towards the hospital-based ELP were generally positive and realistic. Areas of concern included the difficulties experienced in the application and integration of pharmacological knowledge, both in the clinical setting and the clinical case study-based assessments; students feeling overwhelmed, inadequate and inferior in the clinical environment, compounded by an absence of clinical pharmacists as role models; and feeling unprepared for patient-focused care. The qualitative data strongly supported the need for supplementary academic support sessions. The intervention was developed and implemented in Phase Two, using patient case-based, active learning strategies. The majority of students (91.0%; n = 104) reported improved case analysis skills. A statistically significant (p = .030, Cohen’s d = 0.34) improvement was noted in the summative Pharmacology4 assessment marks obtained by the experimental cohort post-intervention, although of small practical significance. Predictors of academic achievement in the ELP were found to be language, specifically English reading comprehension skills, academic achievement in the BPharm programme and pharmacology, the university admission score, the rate of academic progression, and problem solving ability. Previous pharmacy-based work experience and assessment questions requiring application of knowledge were also found to influence achievement in the ELP. The need for an intervention in the form of supplementary academic support sessions was confirmed. The intervention was subsequently developed and successfully implemented, with student-reported self-perceived improvements in patient case analysis skills. These positive findings were supported by quantitative data which showed a statistically significant improvement in academic achievement in the ELP. Several predictors of academic achievement in the ELP were identified, and invaluable insight was gained into the nature of the difficulties experienced by pharmacy students in the transition from lecture-based learning to experiential learning in patient-focused environments.

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Hartley, Mogamat Shaheed. "The effectiveness of an outreach programme in science and mathematics for disadvantaged grade 12 students in South Africa /". Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20031008.101245.

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Vučetić, Vitomir. "Evaluation d'un programme didactico-expérientiel de formation au travail groupal analytique : processus, satisfaction et changement de stratégies de coping /". Genève : [s.n.], 2004. http://www.unige.ch/cyberdocuments/theses2004/VuceticV/these.pdf.

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22

Van, Schalkwyk Susan C. "Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch University". Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/920.

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Issitt, Stephen. "Evaluating the impact of a Presessional English for Academic Purposes Programme : a corpus based study". Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7080/.

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This thesis investigates the impact of an intensive programme of English for academic purposes upon the second language writing development of postgraduate students at the University of Birmingham. The study uses a 300,000 word corpus (EAPCORP) of essays from the beginning and end of the programme covering two separate years, in order to identify and measure written linguistic feature development. A multidimensional investigative approach underpins both of the two main analytical tools applied to the EAPCORP, with the basic premise that it is possible to identify register differences between different types of language by the assemblage and analysis of a large number of textual features. Firstly, Coh-Metrix is a programme employing a range of algorithms applied to a series of data bases to analyse the linguistic structure of texts. Secondly, MAT (Multidimensional Analysis Tagger) employs algorithms developed by Douglas Biber and uses an automated text tagger. The analyses suggest strongly that there has been progression from the initial production of a high frequency of features characteristic of speech to that more typical of academic writing. The results emphasise the importance of well-designed EAP programmes especially in uncertain economic contexts.

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Nakani, Nomvuyo Constance. "The structure and operational functioning of the Employee Assistance Programme at the Universitas Academic Hospital". Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53450.

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Employee assistance programmes are workplace programmes developed to assist work organisations to address productivity issues resulting from the psychosocial problems experienced by employees. These psycho-social problems may include health, marital, financial, alcohol, drug, legal, emotional, stress, or other personal issues that may affect job performance. EAPs also serve the organisation by consulting with the organisation about matters that may have an influence on the organisational performance and by giving assistance to individual employees. In the beginning (19th century), EAPs were more concerned about helping employees with alcohol problems in the workplace, which later changed to a more broadened scope to address a wide range of problems. Services are currently rendered according to best practices based on the application of core technologies. These core technologies include training and development, marketing, case management, consulting with the work organisation, networking, monitoring, and evaluation and are essential for the operation and functioning of successful EAPs. Furthermore, EAP standards were developed to benchmark practice and provide guidelines to encourage EAP practice to implement proactive strategies, interventions and tools consciously and purposely. The researcher believes that employee assistance intervention can help prevent the development of more serious psycho-social problems which may in turn impact negatively on the health and productivity of an employee. The premise of the study is on describing the structure and operational functioning of the EAP at UAH in order to redesign the EAP, if indicated. ? A literature study was carried out to illustrate the EAP core technologies and standards and its role in and impact on the structure and operational functioning of EAP. . The study seeks to enquire the structure and operational functioning of EAP and their influence on each other through the following objectives:- to explore and describe the profile of the UAH as an organisation (which forms part of designing an EAP); ? to explore the needs of the hospital (management, union members, and operational staff members) in terms of the EAP; ? to explore the existing structure and operational functioning of the EAP, with specific reference to the EAP core technologies; and ? to provide recommendations to the management of the UAH, for the redesign of the EAP, should such redesign be indicated. The empirical findings obtained from a sample of employees from Universitas Academic Hospital (supervisors, unions, and employees) revealed the core aspect of the study through the quantitative research method. The research had applied the quantitative approach, since observations were systematically undertaken in a standardized statistical procedure. The study also used applied research since it aimed at solving a problem in practice, by providing specific recommendations to the management of the institution. Data were collected by means of a survey where a questionnaire was developed and distributed amongst members of the target group (supervisors, unions, and employees). The study indicated that there is a need for implementation of other core technology in the EAP, e.g. training and development, marketing, consulting with the work organisation, networking, monitoring, and evaluation rather than only focusing on counselling in the administration of the programme. The study also revealed the importance of conducting needs assessment of an organisation before designing an EAP to ensure that the needs of the organisation and its employees are met and to enhance the utilisation rate of the programme. The study further indicated that for the programme to function effectively, it had to have a steering committee represented at the highest level and representative of all sections in the organisation. The research conclusions and recommendations served as a basis for developing guidelines to enhance the structure and operational functioning of EAP in the UAH. These recommendations seek to assist the management of UAH to promote the effective operational functioning of an EAP and enhance the well-being of employees and good service delivery.
Mini Dissertation (MSW)--University of Pretoria, 2015.
Social Work and Criminology
MSW
Unrestricted

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Majoli, Stefano. "Santé et hygiène bucco-dentaires au Cameroun : étude préliminaire pour la mise en place d'un programme de prévention chez des écoliers /". Genève : Ed. Médecine et hygiène, 2003. http://www.unige.ch/cyberdocuments/theses2003/MajoliS/these.pdf.

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26

Hallenberg, Katja Marjatta. "Scholarly detectives : police professionalisation via academic education". Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/scholarly-detectives-police-professionalisation-via-academic-education(e2fa75fe-b763-4b24-a8af-62767167d0c4).html.

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The thesis explores the role of academic education in police professionalisation. Due to its high complexity, specialisation and status, detective work is well-suited for illustrating these developments and the practical and symbolic benefits they can bring to the police and policing as a whole. The overall approach of thesis is iterative. Literature from police studies and sociology of professions provides the conceptual and theoretical framework for the empirical data of 24 semi-structured interviews conducted with 14 police national training coordinators and local police trainers. The increasing academisation of police training and the formalisation of the police-academia relationships suggest police professionalisation has reached a tipping point. This is seen in the current investigative skills training in England and Wales, which is characterised by growing centralisation, standardisation, and emphasis on formalising the professional knowledgebase of investigations and policing – a trend which the Professionalising Investigation Programme exemplifies. While the police (including the investigative specialism) can be shown to display many of the qualities of professions, it has lacked the level of instructional abstraction characterising other professions, typically provided by higher education and, crucially, leading to externally recognised qualifications. Developing academic police education is not without its challenges, chief among them the perceived epistemological and cultural divide between the ‘two worlds’ of police and academia. A successful transformation requires careful consideration of the content and format of the arrangements, investment, support, acceptance and engagement from police, academia and government, and a simultaneous change to cultural dispositions (habitus) and internal and external structures (field). This is worth the effort as a number of practical and symbolic benefits of police academic education can be identified. It has the potential to improve the quality of service by deepening police knowledge and understanding and facilitating community-oriented approaches. More importantly, academic education bestows a rich cultural capital, strengthens and legitimises police expertise, market monopoly, and status in the eyes of the public, other professions and the government. It enables the survival of the profession, giving it the tools to prevail in conflicts over competence and the right to define and interpret policing and its social context. In summary, police professionalisation via academic education can be explained in terms of agency and structure both; as a deliberate occupational upgrading spurred by social and economic aspirations and aimed to reconceptualise and relegitimise policing; and as an inevitable reaction to wider changes and a deeper ontological shift taking place in the society.

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27

Goodman, Susan. "An investigation into improving scientific literacy in Israeli university students within an academic English reading programme". Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/65084/.

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The commitment to improving scientific literacy is voiced by governments throughout the world. One of the main objectives is the development of an informed and active citizenry able to participate in decision-making processes concerning socio-scientific issues (SSIs). There is a growing literature which suggests that engaging with the complexity of SSIs demands a high level of critical-thinking skills. These skills include: open-mindedness, independence, and scepticism. This three-year long study attempted to develop an intervention which will, in particular, provide subjects with an ability to be more open-minded, evaluate counter opinions, and respect those holding such opinions. The importance of developing an ability to value the ‘other' emerged from years of teaching academic English within an Israeli university, where initiating fruitful classroom discussion was problematic. The lack of dialogue resulted from individuals voicing strongly held opinions and seeming to be unable to acknowledge, and evaluate opposing views. This project was designed as an action research study. Both quantitative and qualitative data was collected, and analysed within an interpretive framework. As both the researcher and researched, many of my teaching methods were modified during the course of this study, including the introduction of pair-work in class. The study was conducted in three cycles over three consecutive years, primarily with two classes (one humanities and one science) in the pre-academic, mechina, program of an Israeli university. The mechina is a year-long programme and the students I taught had a single semester of English. This meant that three different cohorts of students were studied, (there were always 25-30 students in each class, so about 50 students were studied each year). The classes I taught were proficient in English, and were required to do a research project as part of the course. This project became my intervention. I developed a project based on devil's advocate which required them to choose an SSI that interested them, write a statement of their opinion, and then, much to their astonishment, find evidence to support the counter opinion. I gave a lesson on how to evaluate sources available on the internet. Although the project was set up as a standard research exercise, which is what they expected, the majority of students identified that this project made them more aware of the value of counter opinions – more ‘open-minded'. The primary method for collecting feedback on the project, and on other aspects of my course, utilized a projective technique – students wrote their views anonymously on a piece of paper; these are then analysed by coding the responses. This study also employed questionnaires, which were given to all students. These showed that the majority had little or no science education in high school, and yet registered high levels of interest in science and technology on a three-level Likert item. These findings add support to research that shows the more science studied in high school the lower the interest in the subject. Furthermore, by including a standard VOSTS (Views On Science-Technology-Society) I was able to show that my students believed the general public should participate in governmental decisions relating to SSIs. Responses to open-ended questions showed that most students, including those in the humanities, believed everyone should take science courses at university, and should have science classes in school (though not the current curriculum). In conclusion, this research indicated that interest in science was not related to studying the current school science curriculum. And feedback from the intervention demonstrated that students could be aware of a change in their cognitive skills, and independently acknowledge the importance of being open-minded – an important step towards promoting an active, informed, scientifically literate society.

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28

Nagdee, Saffiya. "The relationship between a selection battery and the academic performance of students on an MBA programme". Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27260.

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The study is a quantitative analysis into the selection process of the Masters in Business Administration (MBA) programme at the Tshwane University Technology (TUT). The selection battery used at TUT to select the MBA applicants is comprised of the Situation Specific Evaluation Expert (SpEEx), the English Literacy Skills Assessment (ELSA), and the 15 Factor Questionnaire (15FQ+). This test battery aims to obtain information on an applicant with regards to his/her cognitive potential (verbal and non-verbal ability), language proficiency, and personality. Therefore, the aim of the study was to investigate the relationship between the selection battery and the academic performance of those students selected into the MBA programme at TUT by examining the differences between the scores of the psychometric selection batteries and the academic performance of those students selected. Upon analyses and interpretation of the data it was determined that there were no statistically significant differences between the scores of the different components of the selection batteries used and the academic performance of those selected.
Dissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
unrestricted

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29

Favrod-Coune, Thierry. "Evaluation de l'impact à long terme d'un programme expérimental d'activité physique de longue durée en groupe chez des patients diabétiques et cardio-vasculaires /". Genève : [s.n.], 2004. http://www.unige.ch/cyberdocuments/theses2004/Favrod-CouneT/these.pdf.

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30

Metcalfe, Anthea Gail. "A response to employment equity policy in a South African University: A case study of an academic mentoring programme". University of the Western Cape, 2008. http://hdl.handle.net/11394/7862.

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Magister Educationis - MEd
This study investigates the factors that conditioned the establishment of, and responses to, a centrally coordinated, institution wide change initiative aimed at promoting equity in the academic workplace in an historically white South African university. It is examined by presenting two kinds of analyses, firstly, an institutional analysis that explores the environmental and managerial conditionalities that influenced the reception, interpretation and responses to the national policy framework. Secondly, a bottom-up analysis that explores the distinctive disciplinary contexts that conditioned the responses of the participants. The study reveals that top-down approaches to managing change have limited capacity to influence the nature and pace of change on the ground, despite the best intentions of institutional managers. The study illustrates that the distinctive disciplinary context conditioned the responses to, and outcomes of the change initiative. In this study, the authority of the academic project powerfully trumps the legitimacy and credibility of the institutional transformation initiative.

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31

Heke, Justin Ihirangi, e n/a. "Hokowhitu : a sport-based programme to improve academic, career, and drug and alcohol awareness in adolescent Maori". University of Otago. School of Physical Education, 2005. http://adt.otago.ac.nz./public/adt-NZDU20070430.124346.

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The purpose of this project was to design and evaluate a sport-based life skills intervention designed for indigenous New Zealand (Maori) youth who may be exposed to drug or alcohol abuse. An indigenous research approach known as Kaupapa Maori research was utilised. As an indigenous approach, Kaupapa Maori signifies the importance of research with Maori being initiated, determined, and validated by Maori and in particular, by those directly involved with the research initiative (Bishop, 1996; Tuhiwai-Smith, 1999). As a result of adhering to a Kaupapa Maori approach the participants determined additional areas of interest including academic self-esteem, intrinsic motivation for schoolwork and career awareness. Therefore, the initial project grew to include several other life skills areas identified by the participants. The life skills basis of the 'Hokowhitu' intervention was adapted from the Going for the Goal (GOAL) and Sports United to Promote Education and Recreation (SUPER) programmes developed by Professor Steve Danish (Danish, 1997; Danish & Nellen, 1997; Danish, Meyer, Mash, Howard, Curl, Brunelle & Owens, 1998). The GOAL and SUPER programmes taught life skills to adolescents including informed decision-making, health-enhancing activities (e.g., goal setting) and health-compromising activities (e.g., drug & alcohol abuse). A New Zealand (NZ) version of the GOAL programme was successfully pilot-tested in 1997-1998 in NZ schools with non-Maori adolescents (Hodge & Danish, 1999; Hodge, Cresswell, Sherburn, & Dugdale, 1999). The evaluation of the Hokowhitu programme used both quantitative and qualitative analyses. The qualitative investigation received an enthusiastic response and supportive results for the Hokowhitu programme. Many of the research participants preferred the qualitative investigative approach because of the culturally recognised components (e.g., Te kanohi ki kanohi or face-to-face method used to ask questions). The quantitative investigation used; Mann-Whitney U, Wilcoxon, Chi Square and McNemar statistical tests (Harraway, 1995). The outcome of the overall programme evaluation showed that the Hokowhitu programme provided improvements in; (a) academic self-esteem, (b) increased intrinsic motivation for schoolwork, (c) increased career awareness, and (d) increased drug and alcohol awareness in adolescent Maori. Also, there was some statistical support for the Hokowhitu programme and evidence that life skills and Kaupapa Maori ideologies were able to be successfully integrated into a sport-based programme.

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32

Paul, Julie. "Evaluating the impact of a universal FRIENDS for Life Programme on emotional distress and academic self-perceptions". Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12978/.

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FRIENDS For Life' (Barrett, 2004) is a ten-week programme for children aged 7 - 11 years, based on cognitive behavioural principles, designed to teach coping skills and techniques to manage anxiety and depression. This study describes an evaluation of a universal programme, delivered to a class of Year 5 children in a school in a socio-economically disadvantaged community located in the East of England. A review of literature, combining narrative and systematic approaches, presents what is known about the development of emotional distress and academic self-perceptions in children, underpinned by the principles of Social Cognitive Theory (Bandura, 1986). Evidence for the effectiveness of Cognitive Behavioural Therapy with children is critiqued, with specific attention to the FRIENDS programme delivered as a universal intervention. A quasi-experimental non-equivalent groups design (intervention group and wait-list control) was employed to evaluate the impact of the programme upon children's levels of emotional distress, their academic self-perceptions and teacher ratings of pupil behaviour. Pre and post-test measures comprised the Paediatric Index of Emotional Distress, (O'Connor et al, 2010), the Myself-As-Learner Scale (Burden, 1998) and the Strengths and Difficulties Questionnaire (Goodman, 1997). A change score analysis revealed statistically significant reductions in self-reported levels of emotional distress and teacher-rated hyperactivity for the intervention group in comparison to the control group. Both groups showed significantly improved overall behaviour and prosocial skills. There was no evidence of a significant change between or within groups for academic self-perceptions. The limitations associated with quasi-experimental designs are highlighted, together with the difficulties of operationalising abstract constructs such as 'emotional distress' and 'academic self-concept.' The results are discussed in relation to the theoretical and methodological implications highlighted in previous chapters. Particular attention is paid to the significance of contextual influences operating in concert with the programme components in mediating outcomes. Implications for future research and the role of the Educational Psychologist supporting universal therapeutic programmes in schools are discussed.

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33

Marcos-Cuevas, Javier. "Learning and knowledge processes in an academic-management consulting research programme. The case of the MC Centre". Thesis, Cranfield University, 2006. http://hdl.handle.net/1826/1820.

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The purpose of this thesis is twofold: to explore learning and knowledge processes in an academic-management consultancy collaborative research programme, and to investigate the enablers and barriers of these processes. The research is driven by an interest in understanding the nature of the divide between academic management research and management practice, the so called `relevance gap'. A narrative review of Organisational Learning theory is used to inform and ground the research. In addition, a systematic review on learning and knowledge processes within and across organisations is conducted. From the systematic review, a conceptual framework is derived to guide empirical work. This framework identifies three key classes of enablers and barriers to learning and knowledge processes: `content', `practices' and `people'. The research design consists of an in-depth, longitudinal single case study with five embedded units of analysis (research projects). The case is explored by means of participant observation, semi-structured interviews, repertory grids and document analysis over a period of five years (2001-2006). The study identifies a number of paradoxes at individual, group and organisational levels that affect learning and knowledge processes in this case. Among others, a lack of a clearly articulated purpose, unclear mechanisms to exploit research findings, and non-sustained engagement of people help to explain how learning and knowledge failed to occur in some research projects but thrived in others. Purposeful engagement is proposed as an overarching integrative theme to enhance learning and knowledge in academic-management consulting research programmes. This thesis contributes to theory providing a theoretically-informed, empirically¬grounded conceptualisation of enablers and barriers to learning and knowledge processes in academic-management consulting research programmes. This conceptualisation offers new perspectives to dimensionalise the divide between academic management research and management practice, contributing to the relevance gap debate. The thesis contributes to methodology by providing an exemplar of the adoption of an evidence-informed approach to knowledge using systematic review in the management field.

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34

Marcos, Cuevas Javier. "Learning and knowledge processes in an academic-management consulting research programme. The case of the MC Centre". Thesis, Cranfield University, 2006. http://dspace.lib.cranfield.ac.uk/handle/1826/1820.

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Abstract (sommario):

The purpose of this thesis is twofold: to explore learning and knowledge processes in an academic-management consultancy collaborative research programme, and to investigate the enablers and barriers of these processes. The research is driven by an interest in understanding the nature of the divide between academic management research and management practice, the so called 'relevance gap'. A narrative review of Organisational Learning theory is used to inform and ground the research. In addition, a systematic review on learning and knowledge processes within and across organisations is conducted. From the systematic review, a conceptual framework is derived to guide empirical work. This framework identifies three key classes of enablers and barriers to learning and knowledge processes: 'content', 'practices' and 'people'. The research design consists of an in-depth, longitudinal single case study with five embedded units of analysis (research projects). The case is explored by means of participant observation, semi-structured interviews, repertory grids and document analysis over a period of five years (2001-2006). The study identifies a number of paradoxes at individual, group and organisational levels that affect learning and knowledge processes in this case. Among others, a lack of a clearly articulated purpose, unclear mechanisms to exploit research findings, and non-sustained engagement of people help to explain how learning and knowledge failed to occur in some research projects but thrived in others. Purposeful engagement is proposed as an overarching integrative theme to enhance learning and knowledge in academic-management consulting research programmes. This thesis contributes to theory providing a theoretically-informed, empirically¬grounded conceptualisation of enablers and barriers to learning and knowledge processes in academic-management consulting research programmes. This conceptualisation offers new perspectives to dimensionalise the divide between academic management research and management practice, contributing to the relevance gap debate. The thesis contributes to methodology by providing an exemplar of the adoption of an evidence-informed approach to knowledge using systematic review in the management field.

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35

Goodwin, Megan Kate. "The effect of a gross motor intervention programme on perceptual-motor skills and academic readiness in preschool children". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96986.

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Thesis (MA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Children in preschool are at an optimal time for the development of gross and fine motor skills. Children who enter into preschool with developmental delays struggle to keep up with their peers. These developmental delays often perpetuate into later school years, with negative effects. Visual-motor integration (VMI) is a hugely important skill that children need to develop before formal schooling commences. It forms the basis for academic skills like reading and writing, as well as many sport skills. Having a VMI and/or gross motor development delay can affect a child’s academic experience greatly. When referring specifically to reading and writing, many underlying gross motor processes occur simultaneously to enable the child to perform tasks successfully. Success in the classroom depends a great deal on developed VMI and gross motor skills. Research shows investigation into various factors that account for differences and delays in motor skills. Socio-economic status is mentioned as a factor that can negatively affect VMI and gross motor skills development. Gender differences have also been known to be a reason for varying success in VMI or fine motor skills and gross motor skills. It is most important that delays and differences in VMI and gross motor skills success should be the focus of preschool education curriculums. The purpose of the current study was to improve the VMI skills of children who presented below average VMI skills scores. The Beery-Buktenica Developmental Test of Visual-Motor Integration 6th Edition (DTVMI) was used to measure the participants VMI skills, and the Test of Gross Motor Development 2nd Edition (TGMD-2), was used as a measure of gross motor skills. The supplemental tests of the DTVMI, as well as the subtests of the TGMD-2, were performed. Two preschools were conveniently selected to participate in the study, one from a high socio-economic background and one from a low socio-economic background. Of the total participants initially tested (N=77), only a small number (N=23), scored below average VMI scores and continued to participate in the study. From these participants (N=23) an experimental (n=12) and a control group (n=11) were randomly selected. The experimental group participated in a 14-week intervention programme, two sessions per week each with a duration of 45 minutes, that focused on the underlying gross motor processes that relate to reading, writing and VMI skills. After the 14 weeks the participants were tested again to measure the effects of the intervention programme. All data collected were statistically analysed.The most relevant result found in the current study showed that participants from the low socio-economic school showed significantly lower VMI skills than participants from the higher socio-economic school. No differences in VMI skills were found between the genders. Overall in both VMI and gross motor skills the intervention programme was beneficial to the participants, although these results were not found to be statistically significant. This study emphasises that the disparities in VMI skills between children from low- and higher socio-economic backgrounds should be addressed before they enter school. This will ensure that these differences become minimised. This study suggests that gross motor activities can be beneficial to VMI skills of preschool children. More research is needed to fully determine the potential of gross motor intervention programmes in improving academic skills such as VMI.
AFRIKAANSE OPSOMMING: Voorskoolse kinders bevind hulle in ŉ optimale periode van groot- en fynmotoriese ontwikkeling. Kinders van hierdie ouderdom met ontwikkelingsagterstande sukkel om op skool by hulle eweknieë by te bly. Hierdie ontwikkelingsagterstande duur gewoonlik voort tot in latere skooljare met negatiewe implikasies. Visueel-motoriese integrasie (VMI) is ŉ baie belangrike vaardigheid wat kinders voor hulle formele skooljare in aanvang neem, moet ontwikkel. Dit vorm die basis vir akademiese vaardighede soos lees en skryf, asook vir baie sportvaardighede. ŉ Kind se akademiese ervaring kan baie nadelig deur ŉ VMI en/of groot motoriese ontwikkelingsagterstand beïnvloed word. Met spesifieke verwysing na lees en skryf, moet baie onderliggende groot motoriese prosesse gelyktydig plaasvind om die kind in staat te stel om take suksesvol uit te voer. Sukses in die klaskamer is grootliks van ŉ ontwikkelde VMI en groot motoriese vaardighede afhanklik. Navorsing toon ondersoeke na verskeie faktore wat vir verskille en agterstande in motoriese vaardighede verantwoordelik is. Sosio-ekonomiese status word beskou as een van die faktore wat VMI en groot motoriese ontwikkeling negatief kan affekteer. Dit is ook bekend dat geslagsverskille ŉ rede vir variërende sukses in VMI- of fyn motoriese- en groot motoriese vaardighede is. Dit is van uiterste belang dat agterstande en verskille in VMI- en sukses met groot motoriese vaardighede die fokus van voorskoolse opvoedkundige kurrikulums moet wees. Die doel van die huidige studie was om die VMI vaardighede van kinders met ondergemiddelde VMI vaardigheid tellings te verbeter. Die Beery-Buktenica Development Test of Visual-Motor Integration 6th Edition (DTVMI) is gebruik om die deelnemers se VMI vaardighede te bepaal en die Test of Gross Motor Development 2nd Edition (TGMD-2) is gebruik om hulle groot motoriese vaardighede te bepaal. Die aanvullende toets van die DTVMI, asook die sub-toets van die TGMD-2, is uitgevoer. Twee voorskoolse skole, een uit ŉ hoë sosio-ekonomiese- en een uit ŉ lae sosio-ekonomiese omgewing is met ŉ gerieflikheidsteekproef geselekteer om aan die studie deel te neem. Van die totale aantal deelnemers (N-77) wat aanvanklik getoets is, het slegs ŉ klein aantal (N=23) ondergemiddelde VMI tellings behaal om met die studie voort te gaan. Vanuit hierdie deelnemers (N=23) is ŉ eksperimentele- (n=12) en ŉ kontrole groep ewekansig geselekteer. Die eksperimentele groep het aan ŉ 14-week intervensieprogram, twee keer per week, wat elk 45 minute geduur het, deelgeneem. Die intervensieprogram het op die onderliggende groot motoriese prosesse wat net lees, skryf en VMI vaardighede verband hou, gefokus. Na afloop van die 14 weke is die deelnemers weer getoets om die effek van die intervensieprogram te bepaal. Al die ingesamelde data is statisties verwerk. Die mees relevante resultaat wat in die huidige studie gevind is, dui daarop dat die deelnemers van die lae sosio-ekonomiese skool beduidende laer VMI vaardighede as die deelnemers van die hoër sosio-ekonomiese skool getoon het. Geen verskille in VMI vaardighede is tussen die geslagte gevind nie. Alhoewel die resultate nie statistiese betekenisvol was nie blyk dit dat in geheel beskou die intervensieprogram, in beide VMI- en groot motoriese vaardighede, voordele vir die deelnemers ingehou het. Die huidige studie beklemtoon dat die verskille in VMI vaardighede tussen kinders vanuit lae- en hoë sosio-ekonomiese agtergronde aangespreek moet word voordat hulle in skole toegelaat word. Dit sal verseker dat hierdie verskille tot die minimum beperk word. Hierdie studie suggereer dat groot motoriese aktiwiteite voordele vir die VMI vaardighede van voorskoolse kinders kan inhou. Verdere navorsing is nodig om die potensiaal van groot motoriese intervensieprogramme op die verbetering van akademiese vaardighede soos VMI ten volle te verstaan.

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36

Sprang, Zelbia. "The influence of a learning strategies programme on low achieving black secondary school students' academic achievement / Zelbia Sprang". Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/8139.

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Abstract (sommario):

The purpose of this study was to determine, by means of a review of literature and an empirical investigation, the influence of a learning strategies pro!:,rramme on low achieving Black Secondary School students' academic achievement. From the review ofliterature and the empirical study it was concluded that the effective use of learning strategies have an influence on academic achievement defined as Grade Point Average (GPA). It was also concluded that the effective use ofleaming strategies can make learning more etTicient and effective. It was concluded from the literature review that variables such as self-efficacy, intrinsic values, test anxiety, strategy use and self-regulation have an influence on cO!:,TJlitive development and a subsequent influence on the efficient use ofleaming strate!:,ries, which in turn influence academic achievement. The literature review indicated that learning strategies involve three types of strategies, namely cognitive (such as elaboration and organisation); metacognitive (strategies used to monitor learning) and resource management strategies (such as time management, management of one's environment, exertion of effort and help seeking). Motivation is also important for effective learning. Motivation processes such as expectancy, self-efficacy and attributions affect the learner's thoughts positively (when a learner is highly motivated) or negatively (when the learner lacks motivation). Expectancy (the individual's belief that what he/she desires will follow his/her involvement in a particular task) motivates the learner to participate in learning tasks when it is at a high level. A low expectancy level, on the other hand, causes less involvement as a learner will opt tor non-participation rather than being labelled a failure. The more successful a learner is, the higher his/her self-efficacy becomes. Self-eflicacy is a learner's personal beliefs relating to his/her capability ofperfonning a learning task successfully. High self:efficacy stimulates etTort and persistence when problems are encountered and is thus a determinant of learning involvement and high achievement. Learners become involved in particular learning activities because they regard themselves capable of performing such activities and they tend to avoid activities perceived as beyond their capabilities. High achievement level associated with high self: efficacy, is characterised by learning strategy use as the learner will do everything possible to aid his/her learning so that success is achieved. High achievers develop a positive outlook in their learning experiences and this affects their attributions. Attributions, which are defined as the learner's interpretation of the causes of his/her successes or failures, determine future perfonnance. A highly motivated learner attributes his/her failures to controllable, internal and unstable causes such as effort, which enable the learner to work towards improvement. A less motivated learner attributes his/her failures to stable causes such as aptitude and thus limits the learner's chances for improvement as aptitude is fixed. The empirical study indicated that learning strategies influence academic achievement. The learning strategies (memory, summary and test-taking) which were taught to the subjects during the experimental treatment are good predictors of academic achievement as these variables contributed significantly to academic achievement.
Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

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37

George, Rodrique E. "Peer group interaction, academic integration and persistence in a foundation programme at a university in the Western Cape". UWC, 2020. http://hdl.handle.net/11394/7556.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
This research paper is based on an investigation of the factors that enabled final year students to persist in a four-year degree programme (Foundation Programme). This study is important given that students who generally enrol for this programme terminate their studies before completion. This is a qualitative study in which interviewing was employed to collect the data. The conceptual framework is underpinned by Tinto’s model of student persistence with specific focus on student involvement through peer group interaction in the formal structure of the classroom. It also hones in on informal engagement which goes beyond the nature of the classroom. It further explores the relevance of academic integration, which encompasses a student’s ability to become well-grounded intellectually in the sphere of the institution in order to respond in a critical and systematic way to its educational demands. In addition, it further interrogates how peer group interaction and academic integration impact students’ ability to persist with their studies. Thus, the findings confirm that relationships exist between peer group interaction, academic integration, and persistence.

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38

Quinn, Lynn. "A social realist account of the emergence of a formal academic staff development programme at a South African university". Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003954.

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Using social realist theory and particularly the morphogenetic/morphostatic methodology advocated by Margaret Archer, this study offers a critical examination of the emergence of a formal academic staff development programme at a small South African university (SSAU). Archer’s morphogenetic approach enabled an investigation of the interface between culture, structure and agency (at macro, mezo and micro levels) in order to theorize about the material, ideational and agential conditions that obtained and which in turn enabled the emergence of the Postgraduate Diploma of Higher Education (PGDHE) at the SSAU. The study therefore advances concrete propositions about the cultural, structural and agential conditions for transformation which existed at a particular time in the history of higher education (and the subfield of educational development) which enabled the introduction of the PGDHE. Analysis of the data suggests that what occurred at SSAU was a disruption of the morphostatic synchrony between structure and culture brought about by new discourses and structures emanating from the broader international and national higher education context. In particular, it seems that attempts at reconciling the constraining contradictions between the discourses and structures related to quality assurance on the one hand and educational development on the other resulted in a conjunction between transformation at the levels of both the cultural system and social structure. This conjunction, along with the actions of key Institutional agents and the morphogenesis of the staff of the Educational Development Unit, created sufficiently enabling conditions in the Institution for the introduction of the PGDHE. The research adds to knowledge through insights into the contribution that the ideas, beliefs, values, ideologies and theories about higher education broadly and about educational development specifically make to enabling or constraining conditions for the professionalization of academic staff in higher education institutions. It uncovers how relevant structures at the international, national and institutional levels can shape the practice of educational development and specifically staff development. It has generated insights into how the relevant people and the positions they hold can impact on staff development practices. In summary, the research could contribute towards emancipatory knowledge which could be used by SSAU and educational development practitioners elsewhere to inform future planning and decision making in relation to educational development and more specifically staff development practices in their contexts.

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39

Van, Reenen-Le Roux Valdi. "Adult learning and social reconciliation: a case study of an academic programme at a Western Cape Higher Education Institution". University of the Western Cape, 2012. http://hdl.handle.net/11394/2891.

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Abstract (sommario):

Magister Educationis - MEd
Heterogeneous school communities are becoming more apparent under local and global conditions. A school community is more diverse and similar, not only racially but also in respect of economic, cultural, national and ethnic identities. Schools would require leaders who are mindful of the need for conflict sensitivity and social reconciliation within a globalising classroom.Through the lens of critical constructivism, I investigated the extent to which a higher education institution achieved the aims of the ACE in School Leadership, a continuing professional development programme. I relied upon a qualitative research approach to gather rich descriptive data from interviews conducted with nine school leaders who had graduated from the ACE School Leadership programme. The Literature Review is based on readings regarding critical constructivism, globalisation, conflict‐sensitivity and reconciliation.I found that the programme expanded the school leaders’ basic knowledge about conflict sensitivity and social reconciliation, but not sufficiently in terms of developing a critical consciousness to deal with conflict effectively. I concluded that conflict‐sensitive schools required school leaders that produced knowledge critically through a rigorous process of engagement and reflection. The ACE School Leadership programme had limitations in the extent to which it could prepare and equip school leaders in this regard.
South Africa

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40

Krügel, Rhelda. "The predictive power of two measures on academic success of first year B Ed English major students / Rhelda Krügel". Thesis, North-West University, 2011. http://hdl.handle.net/10394/10287.

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The research focused on the importance of and the problem of English proficiency/literacy regarding Grade 12 learners exiting the school system and seeking entry at Institutions of Higher Learning (IHLs). Grade 12 learners’ final results have been used as a benchmark for admission into tertiary education for many years. These results have come under scrutiny over the past few years. IHLs are faced with the problem to generate ways to address the access of ill-prepared learners exiting Grade 12 and then to solve the problem of low levels of throughput and high drop-out rates among first year students, therefore the multi-faceted nature of access into South African IHLs was discussed, as well as alternative routes to enter IHLs. The researcher has experienced that the dropout rates of first year BEd English major students have been rather high. The purpose of this research was to determine what the predictive power of two measures, the English matric results of the National Senior Certificate (NSC) and the English Literacy Skills Assessment (ELSA) were on the academic success of first year BEd English major students of the North-West University on the Vaal Triangle Campus. This was primarily done to improve first year BEd English major students’ English proficiency/literacy, as well as to increase their throughput rate. The major findings of this study pointed to the lack of English language proficiency/literacy of first year BEd English major students and the low throughput rate of these students. Although the ELSA proved to be the best predictor of academic success for first year BEd English major students, the Grade 12 English results also showed a statistical significant prediction capability. The results showed that there was no significant difference between ELSA 1 (which was used as pre-test) and ELSA 2 (which was used as post-test). An improvement in the ELSA 2 results was expected, as it was written as a post-test at the end of the first year BEd English major modules, indicating that the curriculum of the first year BEd English major students had little or no positive influence on the results of the ELSA 2. This resulted in the recommendation that it would be to the advantage of first year BEd English major students to change the current first year BEd English major curriculum in order to improve students’ English proficiency/literacy, as well as their throughput rate, which will result in improved academic success.
PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

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41

Gavin, Adrian. "The perceptions of sub-clinically anxious children, their parents and teachers, of a targeted intervention based on the 'FRIENDS for Life' programme". Thesis, University of Lincoln, 2015. http://eprints.lincoln.ac.uk/19883/.

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A participatory action research and constructivist grounded theory-based intervention, by an educational psychologist, to determine helpful and unhelpful factors in targeted group intervention with three anxious primary school girls. The aims of this research were to explore the perceptions of anxious, reticent children, their parents and teachers of a modified and targeted intervention, implemented by an educational psychologist (EP) and based on the FRIENDS for Life programme (FRIENDS)(Barrett, 2004). A case study approach was used to gather the data necessary to address the aims. The targeted intervention was delivered weekly by the EP using an integrated, study-specific, participatory action research (PAR) and constructivist grounded theory (Charmaz, 2014) (CTG) approach for data analysis and theory development. Two settings within a primary school were strategically used by the EP to dilute any stigma associated with intervention for the three anxious target group (TG) girls aged between nine and eleven (N=3). The three girls were also participant during the same period in the universal application of the programme with the rest of their class peers (N=9). The thesis takes as it starting point the fact that anxiety is thought to be one of the most common forms of psychological distress in children and young people (CYP) (Cartwright-Hatton et al., 2004) with prevalence being reported as high as twenty one per cent (Kashani and Orvaschel, 1990) and most studies estimating around ten per cent (Carr, 2006). Fortunately, the school-based programme FRIENDS for Life, (FRIENDS), based on Cognitive Behaviour Therapy (CBT) principles, appears to be efficacious both at a targeted and universal level with CYP. Little is known however about this programme’s application specifically with sub-clinically anxious CYP who are frequently apprehensive about verbal interaction at school and for whom mild to moderate anxiety is indicated. This study attempts to fill this gap. Modifications were made to the FRIENDS programme activities to allow for children’s non-verbal programme participation and to optimise the reticent target group children’s comfort within the group setting. The role of the EP in building therapeutic alliance with the anxious children was also explored. Study findings suggest that the intervention was positively perceived by participants and that the children perceived story-writing to be their preferred way of working with FRIENDS programme content. The use of the seven principles, based on the acronym PRECISE, was deemed useful to the EP in building therapeutic relationship with the reticent children. Findings underpin the study’s proposal for a conceptual model for EPs involved in group work with anxious children. The proposed ‘EPPPE’ model describes how EPs can use the PRECISE (P) principles in applying their skills in sensitive Programming (P) within a school community’s cognitive Ecological (E) context to support anxious children in targeted intervention.

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Zia, R. "A study to investigate the requirements of a continuing professional development programme for higher education academic staff in Punjab, Pakistan". Thesis, Swansea University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636735.

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This study traces the trends in higher education in Pakistan in the light of the country's educational policies and plans from 1971 to date. The implications contained therein for the continuing professional development of the higher education academic staff are highlighted. The existing facilities available, specifically, for the continuing professional development of the academic staff of degree colleges of Punjab are also identified. A postal questionnaire survey was conducted to collect data from all the degree colleges of Punjab to identify the prevailing state of continuing professional development of the academic staff in these colleges. Out of the replies to the postal enquiry, two institutions with highly dissimilar responses were selected as miniature case studies, basically to verify and enhance the data obtained through the questionnaire. Further, interviews were conducted with a sample of principals of degree colleges of Punjab, the persons in-charge of providing in-service education to the lecturers of these degree colleges of Punjab, the education officials as executive agents of the government's educational plans and the education ministers as policy-makers and the data were collected and collated to identify the requirements for a continuing professional development programme for the academic staff of the degree colleges of Punjab within the unique contextual factors of the country. The study indicates diversity in structure and provision of professional development activities for the academic staff of the degree colleges of Punjab. The study concludes that there is considerable need and scope for the initiation of a continuing professional development programme at the level of the degree colleges in Punjab.

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43

Alouf, Ahmed Mohammed. "The academic and professional language needs of Saudi undergraduate students in an English language programme : a cyclical evaluation model (CEM)". Thesis, University of Newcastle upon Tyne, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685446.

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44

Amos, Trevor. "The development of academic literacy in the first-year psychology course at Rhodes University: an assessment of the tutorial programme". Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002432.

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This research is concerned with the cognitive development of students in higher education. Specifically, it is recognised that the demands facing students are different to those previously encountered in secondary education. These demands include being able to master what Strohm Kitchener (1983) calls ill-structured problems and learning the groundrules of their academic disciplines. This is termed academic literacy. Current thought in academic development proposes that students need to be shown how to mobilise their cognitive processes to meet these demands. It is argued that this is best accomplished when such activities are integrated into the discipline itself as opposed to being an add-on process. Taking into account the social and dialectical nature of learning (Vygotsky, 1978), academic development and academic literacy are seen to best occur within the tutorial system. The purpose of this research was to evaluate the 1997 first-year Psychology tutorial programme at Rhodes University, Grahamstown to assess how academic literacy was being developed. A qualitative research approach was followed, guided by the ten stage evaluation model of education programmes (Jacobs, 1996) and an adapted version of the Context, Input, Process and Product approach to evaluation (Parlett and Hamilton cited in Calder, 1995, p.25). Using indepth interviews, data was gathered from eight first year students, seven staff members and one programme co-ordinator. Focus groups were used to gather data from nine tutors. Further data collection techniques included observation of tutor briefing sessions and tutorials as well as documentary research. Data was analysed using qualitative data analysis techniques (Coffey & Atkinson, 1996). The Psychology Department at Rhodes University aims to integrate the development of academic literacy into mainstream teaching at the first year level through its tutorial programme. The Department has conceptualised its understanding of academic development as the development of academic, vocational and professional literacy which is rather unique. Academic literacy is defined and conceptualised further in a list of pre-determined skills (reading, writing and general skills) to be developed incrementally. This conceptualisation of academic literacy tends to neglect to include the mobilisation of relevant cognitive processes explicitly and the implementation tends to remain implicit. A lack of tactical strategies to implement academic development is evidence of the difficulty in moving from the philosophical level of academic development to the practical level. The programme is perceived as disorganised and lacking in a co-ordinated or incremental development of the predetermined skills.

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Magunje, Caroline G. N. "Using mobile phones to support learning : a case of UCT first year female science students in the Academic Development Programme". Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/11742.

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Includes bibliographical references.
In recent years, South African universities have been faced with increased massification as a result of more students entering higher education institutions. Some of the students are from poor communities such as rural areas and former black townships which are still educationally disadvantaged. These students, who have been described as ‘digital strangers’ in other studies, have had very little access to or had never used computers prior to university. With increased computerisation in higher education institutions, digital strangers face problems integrating into computer based learning. In contrast to computer access, mobile phone ownership is pervasive and ownership is not socially differentiated in the South African context. This study therefore sought to explore the use of mobile phones to support learning by first year female science students in an extended academic program at the University of Cape Town. Using critical theory, Gee’s notions of Big (D) and little (d) discourses and a qualitative case study methodology, the study examined student’s technological identities. Whilst the results of the study show the powerlessness that digital strangers feel when exposed to computers during their first year of study, the results also show that students identify with their mobile phones because the technology is part of their Discourse. The mobile phone provides emancipation and empowerment that the students need to survive in a challenging science fields through informal and affective learning necessitated by the various internet enabled applications of the technology. The study also showed that students found transferable skills from their mobile phones to computers, thereby enhancing their transition into computer based learning. The study recommends that higher education institutions should consider mobile phones as viable learning tools and the technology should not be regarded as separate from the computer, but rather the two should be viewed as complimentary educational tools.

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Mogashana, Disaapele Gleopadra. "The interplay between structure and agency: How academic development programme students 'make their way' through their undergraduate studies in engineering". Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16601.

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Includes bibliographical references
The interplay between structure and agency: How Academic Development Programme students 'make their way' through their undergraduate studies in engineering. This study explores and seeks to explain the ways in which a group of Academic Development Programme (ADP) students 'made their way' through their studies in engineering at the University of Cape Town. Underpinned by Bhaskar's realist philosophy of social science, the study uses Margaret Archer's morphogenetic realist social theory to explore the interaction between the university (social and cultural relations) and the students (agential relations). Data was generated through a series of three interviews with each of 12students in the fourth year of their studies and through an analysis of selected university documents. Margaret Archer's morphogenetic approach, which allows for the temporal analytical separation of structure, culture and agency, provides methodological and analytical tools to investigate interactions between their respective emergent properties. It posits that structure and culture predate the actions of agents who transform it. As such, structural and cultural emergent properties condition the situations in which agents find themselves. Furthermore, agents' personal emergent properties, such as corporate agency and reflexivity, allow them to deliberate on their courses of actions. Key to this theoretical approach is the notion that structure and culture do not act in a deterministic way; their properties can only become powers when they are activated by agents' projects. With regard to structure, it was found that the combination of a fragmented curriculum, a shortened examination period, and unfavourable examination timetables all served as potential constraints to students' projects. With regard to culture, it was found that the ideas of mainstream students and lecturers about ADP students exacerbated such ADP students' experiences of marginalisation and exception. Moreover, the study found that the mainly black student enrolment of the Academic Support Programme for Engineering in Cape Town (ASPECT) was experienced by students as racial prejudice. While the findings suggest that students thus found themselves in extremely constrained circumstances, they were also found to have exercised corporate agency and different modes of reflexivity to overcome some of their constraining circumstances. Following an analytical process of retroduction, the study suggests that the ADP, although it facilitated students' entry into the university, simultaneously positioned them within a situational logic of constraining contradiction and as such exacerbated their experiences of exception. Moreover, it is argued that, although the university has made major structural changes to accommodate students from disadvantaged educational backgrounds, the ideas that shape the ADP space perpetuate the view that these students have an educational' deficit'. In conclusion, the study suggests that higher education should reconsider the idea of separate programmes, as their inherent situational logic appears to work against some of their fundamental goals, which are to facilitate redress and to widen participation.

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Swartz, Andrew Mervyn. "An evaluation of the school feeding programme as a service delivery mechanism to improve academic performance of needy learners in Bonteheuwel". Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1662.

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Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2009
The study centres on the school feeding programme in the Bonteheuwel area, which is a predominantly Coloured residential area in close proximity to Cape Town International Airport. The school feeding programme is a national initiative that is driven by the Western Cape Education Department on a provincial level. The research investigated whether the school feeding scheme is being implemented effectively and efficiently. This implies that it was necessary to determine:  The current status of school feeding in Bonteheuwel;  Whether it adequately meets the needs of needy learners; and  If the current scheme is found to be inadequate, what can be done to improve the situation? As the study uses both descriptive and empirical approaches, a questionnaire was constructed to obtain views of selected members of Bonteheuwel’s community. Responses to the questions/statements in the questionnaire were analysed by a Cape Peninsula University of Technology registered statistician and the statistical analysis provided positive answers to the above determinations, which revealed that the school feeding programme was not effective and that more should be done to improve its delivery. The final chapter proposes a number of recommendations to improve implementation of the school feeding programmme.

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Jamieson, Barbara Mary Jamieson. "An investigation of the relationship between student characteristics, the learning experience and academic achievement on an online distance learning MBA programme". Thesis, Heriot-Watt University, 2015. http://hdl.handle.net/10399/3065.

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The main purpose of this study is to develop and test a conceptual framework of the antecedents of academic achievement for students studying online. The study is essentially exploratory in nature and an adaptation of Biggs’ 3P (Biggs, 1993a) model provides the theoretical framework. A wide range of antecedent variables is considered, including individual student characteristics and behavioural aspects of studying online. Uniquely, the study positions developmental aspects of the student learning experience (deconstructed at course level using an eight level developmental hierarchy derived from Bloom’s taxonomy (Bloom et al., 1956)) as an intermediate outcome. Regression models are calibrated to determine which factors influence both the student learning experience and academic achievement. Variation in the student learning experience (as an intermediate outcome) is explained by student satisfaction with course materials and certain individual student characteristics and behavioural aspects of online study. Disadvantaged students lack previous experience in the study of Economics; have certain learning styles (sensing and verbal); and in the online study context find it difficult both to interact with faculty and to work alone. In terms of academic achievement, the parsimonious model explains 48% of the variance in overall performance in the Economics exam. After student ability the next most important variables of significance relate to developmental aspects of the learning experience, specifically, the level of difficulty experienced both in applying theory to business problems and understanding numerical calculations. The policy implications of the findings are considered and specific recommendations are provided for the enhancement of Edinburgh Business School course resources. The research findings indicate that, in building a theoretical framework for online learning, there is merit in taking into account course-level developmental aspects of the student learning experience. As well as their significance in helping to explain variation in academic achievement, the insights gained on student learning facilitate the design and targeting of interventions to address specific educational needs. It is hoped that this approach may help to address some of the concerns that exist that, in education, technology is not always used in ways which enhance student learning.

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Stevens, Howard. "Access, barriers to participation and success amongst adult students in an undergraduate academic programme at a University in the Western Cape". University of Western Cape, 2020. http://hdl.handle.net/11394/7602.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
The choice of topic for the research paper was influenced by my experiences of attending university as an adult student and contemporary policy developments. In its White Paper for Post School Education (2013) the Department of Higher Education and Training (DHET) expresses intentions to expand access to post-school education for all people of all ages, including adults. The research paper focuses on the relationships between access, barriers to participation and success related to adult students who attended a university.

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Greef, Samantha. "National Diploma (Engineering : Electrical) extended programme students' perceptions of the benefits of academic development initiatives at the Nelson Mandela Metropolitan University". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/3305.

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During the last two decades, political change in South Africa has resulted in significant changes to higher education (HE) admission policies. Increased admission into South African universities has meant an increase in student diversity and different levels of preparedness of the students negotiating their way through their academic studies. Academic success of students remains a focus and one way of addressing this has been the introduction of various extended programmes at South African universities. Extended programmes have various academic development initiatives embedded in the coursework. These are designed to assist the academic progress of students. However, student success remains elusive as so many factors may impact. The purpose of this study therefore, was to investigate the perceptions of the National Diploma (Engineering: Electrical) Extended Programme students with regard to the benefits of the academic development initiatives offered by the NMMU, in order to gain a deeper understanding of their experiences as Extended Programme students. An exploratory sequential research design was employed, consisting of two phases of data collection, following each other successively (Creswell, 2012). The first phase of the data collection involved both quantitative and qualitative data. This was followed by a consecutive collection of qualitative data with the aim to enhance the themes that emerged from the first phase of this study. This mixed-methods research design facilitated the gathering of rich data to answer the research questions. The results indicated that these students perceived the academic development initiatives they received as positive and beneficial to their development. In addition, they felt adequately prepared for the mainstream curriculum; acquired and applied many skills relative to their field; and considered themselves to be at an advantage when comparing themselves to their mainstream counterparts.

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