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1
Nxumalo, Edmund Linduyise. "An evaluation of the roles of CHE and the SETAs in the accreditation of NQF Level 5 learning programmes". Thesis, Link to the Internet, 2009. http://etd.sun.ac.za/jspui/handle/10019/1925.
Testo completo
2
Oakshott, Stephen Craig School of Information Library & Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997". Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.
Testo completoAbstract (sommario):
This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
3
Selesho, Jacob M. "The historical perspectives of Quality Assurance in South African Higher Education Institution". Interim : Interdisciplinary Journal, Vol 5, Issue 1: Central University of Technology, Free State, Bloemfontein, 2006. http://hdl.handle.net/11462/417.
Testo completoAbstract (sommario):
Published ArticleQuality Assurance has changed drastically in the last five years and these changes have impacted heavily on the operation of Higher Education Institutions in South Africa. The paper will review the process of quality assurance from as early as Certification of Council of Technikons Education (SERTEC) and Quality Promotion Unit (QPU) days. SERTEC and QPU did, pave the way for the Higher Education Quality Committee (HEQC) to perform its roles as assigned by the Council of Higher Education (CHE).
4
Nobatyi, Andile. "Pivotal role of the UNISA council in corporate governance". Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1012351.
Testo completoAbstract (sommario):
There have been calls the world over for academic institutions to adopt corporate forms of management. Unisa Council declared its commitment to corporate governance in the Annual report 2009. This study aims to determine whether Unisa Council activities and decisions comply with corporate governance as per the King III Code and identify any area(s) of improvement. Case study research was undertaken to investigate compliance with the principles of good governance as recommended in the Code. A checklist was used to collect data from university documents and this data was analysed by pattern matching. Unisa performance was then compared with that of University of KwaZulu-Natal. Unisa Council performed 91percent of recommended practices and thereby complied with 87 percent of principles of good governance as per the King III Code on Corporate Governance. Unisa did not comply with three principles and neither complied nor not-complied with five principles as the level of performance of corresponding recommended practices was below the threshold of 75 percent. UKZN achieved 91 percent performance of the recommended practices and thereby obtained 87 percent compliance. The study also showed that practicing corporate forms of management to improve academic governance does not necessarily relegate academic interest to lower levels. This means that these institutions delivered on their mandate from the Higher Education Act, 1997 (as amended). Unisa and UKZN are primarily public institutions of higher education and not profit driven, despite them embracing corporate forms of management.
5
Groth, Christiane. "Virginia Business Higher Education Council: A case study of interest group formation". W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1539618895.
Testo completoAbstract (sommario):
An exploratory case study of the Virginia Business Higher Education Council (VBHEC), a higher education lobbying group of business and education interests, was conducted to gain greater insight to state-level higher education interest group formation. A qualitative method was utilized and interviews with founding members of the VBHEC were carried out to understand why participants felt the need to organize such a group at that particular time as well as why members joined the group and continued their participation. The case study covered the time period from the early 1990s through the Council's incorporation in September of 1996. Findings were compared to prevailing theories of interest group formation: (a) that interest groups form in response to a disturbance in the environment (Truman, 1951); (b) that group members require the receipt of benefits for their participation (Olson, 1965); (c) that group leaders require benefits to sustain their participation (Salisbury, 1969); and (d) that interest group formation requires individuals who share a deep commitment to a particular philosophy or ideology (Moe, 1980; Sabatier, 1992).;The findings of the VBHEC case study provide support for the assertion that interest groups form when disturbances in the operating environment occur and that a group's sustainability can be attributed to members' deep commitment to a shared ideology or philosophy. The case study also provided strong evidence of the important role an interest group's leadership plays in sustaining member interest and participation. Participants indicated that the viability of the VBHEC rested primarily in the continued leadership of the group's chair while analysis of the group's formal and informal leadership provided evidence that having politically astute leadership attuned to changes in the political environment also facilitated the group's formation. The case study did not, however, provide evidence to support the assertion that an interest group's leaders required benefits in return for taking on a leadership role.
6
Melson, Richard J. "The X factors for presidential leadership of member institutions of the Council for Christian Colleges and Universities| A comparative study". Thesis, Dallas Baptist University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3634585.
Testo completoAbstract (sommario):
Recent empirical research and literature in higher educational leadership posited a sharp increase in the vacancies of college and university presidencies in the near future. To complicate this problem further, the literature also indicated a significant shortfall in the number of qualified candidates to fill this leadership vacuum. The purpose of this research study was to consider the X factors for presidential leadership of member institutions of the Council for Christian Colleges and Universities (CCCU) compared to the presidents of public universities and other private colleges in the U.S. The primary research question sought to understand the characteristics and differences of the presidents of CCCU member institutions compared to the presidents of public universities and other private colleges, and focused on seven facets of college and university presidents including: (a) demographics; (b) career paths; (c) educational background; (d) search and hiring processes; (e) duties; (f) characteristics of long-serving presidents; and (g) job satisfaction. The dataset provided by the American Council on Education's The American College President 2012 research study was used to determine if statistically significant differences exist between the presidents of CCCU member institutions and the presidents of public and other private colleges and universities. The results from this research study indicated there were statistically significant differences between the presidents of CCCU member institutions compared to the presidents of public universities and other private colleges with regard to demographics, career paths, search and hiring processes, duties and characteristics of long-serving presidents.
7
Braganza, Agnes Logan. "Beyond the campus: Image and saga of the state coordinating council: A case study of the State Council of Higher Education for Virginia, 1977-1987". W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618484.
Testo completoAbstract (sommario):
The purpose of this study was to contribute to an understanding of the milieu in which higher education policy is formed in the United States, using the Commonwealth of Virginia as a case study seeking to explain the image and saga of its State Council of Higher Education. Virginia is an appropriate state upon which to focus because it is taking its place among the leading states in public higher education.;Although control of higher education policy now resides largely in the states and their statewide coordinating councils and governing boards, there is not a clear identity of any state's presence. This study was an attempt to determine if such an identity exists, and, if so, to describe it using a distinctive approach to the recent history of American higher education.;Papers, policy and position statements, documents and Council minutes of State Council of Higher Education for Virginia (SCHEV) from 1977 to 1987 were studied. Interviews were conducted with persons involved in higher education in the Commonwealth 1977 to 1987. to evaluate legislative opinion about SCHEV, a questionnaire was mailed to each member of the 1988-89 General Assembly and responses compared with those from a similar 1976 survey. Newspaper reports and news releases were analyzed.;It was hypothesized that the concept of organizational saga which Burton Clark developed to explain campus image and evolution is useful as a method of analyzing and describing a statewide coordinating council of higher education.;It was concluded that the Clark's concept of organizational saga fits the State Council of Higher Education for Virginia. as the story unfolded, it showed a formal organization with its own legend, with its own set of beliefs, and with pride in itself for major accomplishments in improving the state's system of higher education.;Further study is recommended on the appointment process by which lay persons fill positions on the higher education bodies, on measuring the effectiveness of statewide coordinating boards and the influence of their executive officers, on the construction of target budgets of the state system of higher education, and on the relationship between the State Council and the General Assembly.
8
Lebotse, Keitumetse G. "Buffer for universities or agent of government? Examining the roles and functions of the Tertiary Education Council in higher education in Botswana". Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4275.
Testo completoAbstract (sommario):
Magister Educationis - MEdThe purpose of the study is to understand the roles, functions and perceived performance of the Tertiary Education Council (TEC) in higher education governance in Botswana. The study describes the relationship between the government, the TEC and higher education institutions in Botswana. The main objectives of the study are to: a) Examine the roles and functions of the TEC in Botswana’s higher education regarding policy formulation, quality assurance and coordination in the planning and development of tertiary education. b) Explore potential tensions between the roles and functions of the TEC and those of some of its stakeholders. c) Establish the performance of the TEC in relation to the three functions of policy formulation, quality assurance and coordination in the planning and development of tertiary education. The study is located within the broader framework of higher education governance. It examines the different models of higher education governance (such as state control, state interference and state supervision models) and the relationship involved between different stakeholders in governance of higher education. Furthermore, the framework focuses on the implications of the dynamics of higher education governance on the roles and functions of buffer bodies. The study adopted a single case study approach and it was designed to allow for the use of multiple sources of evidence. Data was collected through a review of both institutional and policy documents, semi-structured interviews with eight informants from the TEC and the Ministry of Education and Skills Development, as well as a survey targeting institutional heads of higher education institutions in Botswana. The use of qualitative and quantitative methods of data collection provided useful and in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The findings of the study reveal that there are differing conceptions of the TEC’s role in higher education in Botswana. Whereas the TEC sees itself as ‘middleman’ between the government and higher education institutions, the higher education institutions conceptualise the role of the TEC as an extension of government. The differing views on the TEC’s role, as either buffer or agent, result in different expectations of the roles and functions of the TEC. In addition, the study revealed that Botswana’s higher education system is characterised by fragmentation and duplication of roles, which limit the mandate of the TEC, thereby creating tensions between the TEC and other constituencies in the Botswana higher education system. The study thus contributes to the understanding of the roles and functions of the TEC in the governance of higher education in Botswana. It also contributes to the understanding of the relationship between the different stakeholders involved in the governance of higher education and the implications of this relationship on the roles and functions of buffer bodies. Overall, the study shows the complexities involved in the governance of higher education in a young and evolving system of higher education, and in a context in which the roles and functions of the key players are contested and inconsistently understood.
9
Sahin, Asu. "Perceptions Of Student Council Members On Their Participation In Decision Making In Higher Education". Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606546/index.pdf.
Testo completoAbstract (sommario):
iv
ABSTRACT
PERCEPTIONS OF STUDENT REPRESENTATIVES ON THEIR
PARTICIPATION IN DECISION MAKING
IN HIGHER EDUCATION
Sahin, Asu
M.S., Department of Educational Sciences
Supervisor: Prof. Dr. Hasan Simsek
This study aims to investigate the perceptions of the student representatives in
the student council at Bilkent University, in Turkey, as to how well the student council
system in this university works in terms of enabling the participation of students in the
decision making process of the university administration.
A qualitative research design was used to collect data from the ten members of
the student council at Bilkent University. Standardised open ended interview questions
that were prepared by the researcher were used to collect data through face to face
interviews, which were recorded and transcribed by the researcher. The data were
analysed through content analysis technique and the results were presented
descriptively.
The results revealed that majority of the students are aware of the fact that the
student council is necessary in order to enable the participation of the students in the
decision making process. The council members generally think that the council has a
meaningful involvement in the decisions made at the university only on student related
issues. They think that they are not seen as one of the key decisions makers on issues
related to other aspects of the university.
v
According to the results of the research, it is understood that there is a need to
revise the system taking student opinions into account as well in a way that it represents
the whole student body, the student council participates in the decisions made at all
levels of the university, and on all issues concerning the university.
Keywords: Participation in decision making, higher education, student governments,
student councils.
vi
ÖZ Ö
GRENC KONSEY Ü
YELERNN YÜ
KSEK Ö
GRETMDE KARAR VERMEYE KATILIMLARI HAKKINDAK ALGILAMALARI Sahin, Asu Yü
ksek Lisans, Egitim Bilimleri Bö
lü
mü
Tez Yö
neticisi: Prof. Dr. Hasan Simsek Eylü
l 2005, 81 sayfa. Bu arastirmanin amaci, yü
ksek ö
gretim kurumlarinda ö
grenci konseyi ü
yelerinin yö
netim sü
recinde alinan kararlara katilim aç
isindan ö
grenci konseyi sisteminin ne ö
lç
ü
de etkili olduguyla ilgili algilamalarini incelemektir. Arastirmada, Bilkent Ü
niversitesi Ö
grenci Konseyi&rsquo
nin on ü
yesi veri toplamak iç
in ö
rneklem olarak kullanilmistir. Veri toplamak iç
in arastirmaci tarafindan hazirlanan standart aç
ik uç
lu mü
lakat sorulari kullanilmis ve yü
z yü
ze gerç
eklestirilip ses kaydi yapilan mü
lakatlar daha sonra arastirmaci tarafindan desifre edilmistir. Elde edilen veriler iç
erik analizi teknigiyle analiz edilmis ve sonuç
lar betimleyici bir sekilde sunulmustur. Bulgular, ö
grenci konseyi ü
yelerinin ç
ogunun konseyin varliginin ö
grencilerin karar verme asamalarina katilimlarini sagladigi iç
in gerekli oldugunun farkinda olduklarini gö
stermistir. Konsey ü
yelerinin konseyin sadece ö
grencilerle ilgili konularda anlamli bir katilimlari oldugunu dü
sü
ndü
kleri gö
rü
lmü
stü
r. Arastirmanin sonuç
larina gö
re, sistemin ö
grenci gö
rü
slerine de yer vererek onlarin tü
m kararlarda ve tü
m karar verme basamaklarinda temsilini saglayacak sekilde yeniden dü
zenlenmesine ihtiyaç
oldugu anlasilmaktadir.
10
Chidindi, Joseph. "Discursive constructions of quality assurance: the case of the Zimbabwe Council for Higher Education". Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7800.
Testo completoAbstract (sommario):
Quality assurance is on the contemporary agenda in higher education and has been prioritised across the globe. It has been conspicuous through the emergence of numerous quality assurance bodies, and in Zimbabwe, where this study takes place, the government has constituted the Zimbabwe Council for Higher Education. This study aims to identify the discourses drawn on by academics and those working within Zimbabwe Council for Higher Education to construct the roles and processes of external quality assurance practices in universities in Zimbabwe. The study was grounded on the premise that external quality assurance processes in higher education can vary according to their contextual environment. Fairclough’s Critical Discourse Analysis as a method driven theory not only provided a methodology, a way of collecting and analysing my data, but it was also a substantive theory, which provided a particular way of understanding the world through discourse. Fairclough’s Critical Discourse Analysis is grounded in a Critical Realist view of the social world that enabled generalisations about the effect discourse was having on the phenomenon of interest: quality assurance in higher education. One-to-one and group interviews were used to yield exploratory, descriptive and explanatory data. To corroborate and augment data from interviews, key documents related to quality assurance in universities in Zimbabwe and obtained from the Zimbabwe Council for Higher Education were analysed. There were a number of profound discourses that emerged in the research study. There was a discourse of ‘control’ in which Zimbabwe Council for Higher Education put in place compliance mechanisms, setting minimum requirements for universities to offer ‘credible’ higher education. There was a discourse of ‘power struggle’ in which universities endeavoured to maintain their institutional autonomy in response to what was perceived as Zimbabwe Council for Higher Education’s requirement of compliance. In the context of higher education in Zimbabwe, an important implication of the study was evident in the discourse of ‘gold standard’ of quality assurance which assumed that quality entails a generic best practice but which fails to take context into account. While a generic ‘global’ notion of best practice in quality assurance was dominant in the discourses of quality identified in this study, there were other discourses that focused on what quality might look like within the resource constraints of the context. The study highlighted the importance of collegiality between quality assurance organisations and universities to realise success of quality assurance intentions.
11
Butland, Mark James. "The Council of Regional Accrediting Commissions Framework for Competency-Based Education| A Grounded Theory Study". Thesis, National American University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635635.
Testo completoAbstract (sommario):
Colleges facing pressures to increase student outcomes while reducing costs have shown an increasing interest in competency-based education (CBE) models. Regional accreditors created a joint policy on CBE evaluation. Two years later, through this grounded theory study, I sought to understand from experts the nature of this policy, its impact, and the possible need for it to be revised. Findings indicate that the Council of Regional Accrediting Commission’s (C-RAC) Framework was helpful as an educational tool but was also a product of its time and may need to be updated. Analysis of survey responses, a focus group discussion, and semi-structured interviews revealed themes centering around a) the value of the Framework, b) its alignment with accreditors and changing times, and c) the need for its revision. A grounded theory of a narrative lifecycle for the Framework details a progression through six stages that is driven by predictable narrative features. Implications of a narrative policy lifecycle view of the Framework underscore the need for revision of the Framework, and the potential usefulness of applying a narrative paradigm to other higher education accreditation work.
12
Aljafari, Tahani. "An analysis of higher education and the Gulf Cooperation Council : a new mechanism and mode of governance?" Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628852.
Testo completoAbstract (sommario):
This thesis asks the question : How might we understand and explain the recent developments in the Gulf Cooperation Council (GCC) countries and emerging region of the GCC over the past decade? This thesis examines the way m which the GCC countries, comprising the United Arab Emirates (UAE), Bahrain, Oman, Qatar, Kuwait and Saudi Arabia, have put into place a number a number of strategic internationalisation activities in higher education in order to foster each country's movement from an oil-based economy to knowledge-based economy. These initiatives have been given high priority and are underpinned by massive resources. I examine the ways in which these initiatives represent a unique model of development for universities, which depart from the classical models that have otherwise characterised universities, and their role in national development. I look specifically at the role of the GCC in this project, and ask whether it also is creating a new regional space of governing. Conceptually, this research draws upon Robert Cox's Historical Critical Theory (1996) and Jessop's (2005) Strategic Relational Approach (SRA) to the structuring of social and political life. On the one hand, a critical theory approach directs attention to the social and political complex as a whole rather than to its separate parts. This enables us see the linkages between higher education initiatives in the GCC countries, and the wider political, cultural and economic dynamics of which they are a part. On the other hand, Jessop's SRA Strategic Relational Approach Qessop, 2005) is used to reveal the ways in which social and political outcomes are contingent upon strategic choices. Methodologically, the study deploys Burawoy's (1998) Extended Case Method that facilitates a theoretically informed and empirically grounded analysis of multi-scalar sets of social relations involved in the development of higher education in the GCC (Muhr, 2008). A more complex picture is thus drawn through the usage of a 'framework of action' that is structured historically. I explore the ways in which in the GCC, the framework of action consists of three interacting forces: ideas (KBE, internationalisation), material capabilities (natural resources), and institutions (regimes, society) with reciprocal relations. The research findings reveal that the GCC's strategic selectivity of new university formation is conditioned by wider global trends towards internationalisation and regionalisation on the one hand, and the unique strategies of each of the GCC countries in the study, on the other. These latter initiatives are implemented through different modes of institutional development - such as Education City Qatar (ECQ), Dubai International Academic City (DIAC), and King Abdullah University of Science and Technology (KAUS1), with each country responding to internal and external pressures. These new events may be seen semiotically as the historical implementation of certain strategies/actions and are now deciphered as signs of the way forward. In conclusion, regardless of a policy for regional integration or not, the very significant investment and new dynamics generated with the new events like KAUST, ECQ and DIAC collectively compromise, and contribute to, a nascent regionalism via the Gulf Cooperation Council.
13
Harris, Norman Scott. "Tenure Practices in Christian Higher Education: Policies of Member Institutions in the Council for Christian Colleges and Universities". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4873/.
Testo completoAbstract (sommario):
This study identified tenure policies and practices among Council for Christian Colleges & Universities (CCCU) member schools. A survey of CCCU member schools was conducted; 65 usable questionnaires were received. A response rate of 69% was achieved. Schools also provided portions of their faculty handbooks addressing tenure. The purpose of the study was to determine (a) what CCCU schools grant tenure, (b) why they grant tenure, (c) specific tenure policies and practices, (d) what CCCU schools do not grant tenure, (e) why they do not grant tenure, (f) retention policies used in place of tenure, and (g) how CCCU schools' tenure policies compare with the American Association of University Professors (AAUP) guidelines. The data suggests that (a) the majority of CCCU schools (68%) grant tenure, (b) these schools represent nearly all religious affiliations within the CCCU, and (c) they are large in relation to CCCU schools that do not grant tenure. The predominant reasons given for granting tenure are protection of academic freedom, mutual commitment by institution and faculty, and recruiting / retaining quality faculty. The schools grant tenure based on teaching, scholarship, service, and the integration of faith and learning. Tenure success rates seem high. Thirty-two percent of the CCCU colleges and universities do not grant tenure. These schools are small in relation to CCCU schools that grant tenure. They represent nearly all religious affiliations within the CCCU. The predominant reason given for not granting tenure is tradition / institutional values. The majority of these schools use a gradated contract system while some use an eventual continuous contract system. The CCCU member schools' tenure policies are largely consistent with AAUP guidelines.
14
Tuberty, Jared T. "The Council of Student Personnel Associations in Higher Education: A Historical Analysis of Inter-Association Collaboration in Student Affairs". Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1539097186242367.
Testo completo
15
Eatman, Canela. "An Exploration of Black National Pan-Hellenic Council (NPHC) Sorority Membership as it Relates to Academic Achievement and Civic Engagement". FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3518.
Testo completoAbstract (sommario):
The purpose of the study was to explore the experience of 13 Black, National Pan-Hellenic Council (NPHC) sorority members as they relate to their academic achievement and civic engagement. Participants were female, upperclassmen students at four different Historically Black Colleges and Universities (HBCUs), half private and the other public. Criterion, purposive, and snowball sampling were used to secure participants.
Using the Community of Practice as a theoretical framework, which is comprised of five stages, participants’ experiences were described, analyzed, and interpreted to inform the study. Data were collected through individual phone interviews, using a semi-structured interview protocol, and were analyzed using inductive analysis.
Four themes emerged from the inductive analysis and those themes derived subthemes: (a) Support- (1) academic support, (2) financial support, and (3) engaging and influence; (b) Academic Intention- (1) understanding academic achievement before sorority membership, and (2) understanding academic achievement after sorority membership; (c) Service- (a) civic engagement, (b) volunteering, and (c) filling a need; lastly, (d) Social Awareness- (a) personal service goals, (b) personal social responsibility, and (c) understanding civic engagement agents.
The study provided implications for practitioners in higher education, such as the need to understand the historical significance, to advise these groups in a comprehensive manner, to conduct further research on the experiences of graduate chapter members caused by life experiences, and to identify sorority interests prior to membership for optimal outcomes. The study findings have implications for future support, research, and resources offered in helping these women navigate both student life and sorority membership. It is recommended that future researchers continue to examine the experiences of Black, NPHC sorority women, in order to inform higher education practitioners to better assist with their growth and development.
16
Coates, Chad O. "Private Higher Education in Jamaica: Expanding Access in Pursuit of Vision 2030". Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1329100651.
Testo completo
17
Pessia, Wayne J. "Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education". Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628.
Testo completo
18
Smith, Jenni L. "Academic advising among institutions in the Council for Christian Colleges and Universities". Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371478.
Testo completoAbstract (sommario):
The purpose of this study was to examine how academic advising was conducted among institutions in the Council of Christian Colleges and Universities (CCCU). The study examined organizational advising models used by these institutions and to what extent they utilized developmental advising methods. The sample consisted of all 105 member institutions of the CCCU. The sample equaled the population. A web-based survey was sent to each person responsible for academic advising at the 105 institutions.More than three-fourths of the respondents in this study reported they did not have a stand-alone office for academic advising. Faculty advisors were the primary group responsible for academic advising. The organizational model most utilized was the Faculty-Only Model. When asked if the respondent's institution achieved six ideal student developmental outcomes for advising programs, over 50% responded partially achieved for each of the six categories.If these institutions want to do more than partially achieve student developmental outcomes, they may need to reevaluate what they want their advising goals to accomplish and what type of organizational model is best for their institution. In order to combine the benefits of using both faculty and professional advisors, it would be beneficial for many of the CCCU institutions to gradually move toward a shared organizational advising model as time and institutional resources allow.Department of Educational Leadership
19
Dibela, Pumza. "An investigation into the administration of the National Student Financial Aid Scheme for undergraduate students and its impact on the students' academic progress at a historically Black university". University of the Western Cape, 2018. http://hdl.handle.net/11394/6244.
Testo completoAbstract (sommario):
Masters in Public Administration - MPAThis study investigated the administration of the National Student Financial Aid Scheme (NSFAS) for undergraduate students and its impact on the students' academic progress at a Historically Black University (HBU) in the Western Cape Province. It therefore dealt with the students' inability to fund their university education and the challenges they experienced because of the way in which NSFAS was administered at the university. The aim of the study was to investigate how the financial assistance received from NSFAS, or a lack thereof, impacted on the students' academic progress, and ultimately, their retention and success. The objective was to arrive at recommendations that could improve the process and enable the students to concentrate on their academic studies without financial stress and agony.
20
Sert, Semih. "An Analysis Of The Diffusion Of Structures And Practices In A High-level Bureaucratic Organization In Turkey By Using "". Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609592/index.pdf.
Testo completoAbstract (sommario):
This study analyzes the process of the diffusion of structures and
practices in an organizational setting using the theory of new institutionalism
as the theoretical basis. The explanation of the diffusion process has been
subject to major variations due to epistemological and ontological reasons.
Former theories of organizational reality looked at organizations as their sole
units of analyses and accounted for the diffusion process accordinglyhowever, today, it is widely observed and accepted that organizational behavior is shaped by historical and environmental factors. This investigation aims to provide evidence for how certain structures and practices diffuse through organizational settings while others do not. Consequently, a qualitative design was conducted to explore the diffusion process in the case of the Council of Higher Education, a high-level bureaucratic organization in Turkey. Fifteen key informants, present or former university rectors and members of the Council, were interviewed and the accumulated data were analyzed qualitatively. Also, the findings were matched and supported with relevant documents analyzed additionally. The findings drawn from the investigation indicate that the emergence of the Council implicates a pattern visible throughout the history of Turkish higher education. The Council is spotted as an important agent in redefining Turkish higher education and thus creating a new organizational field for it. Yet, highly dynamic and interactive face of today&rsquo
s higher education calls for reconsideration of the Council and its functions. A major conclusion that can be reached in this context is that the issue of legitimacy depends on the satisfaction of several demands and expectations at various levels. Therefore, even a formal and regulative organization, such as the Council of Higher Education is prone to the pressures of the organizational field it operates within and is called upon to redefine its structures and implementations accordingly in order to secure its legitimacy.
21
Jorge, de Melo Susana. "Regionalising higher education transformation in Europe : what kind of positionality for the Council of Europe in relation to the Bologna Process, 1999-2010?" Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618825.
Testo completoAbstract (sommario):
This thesis sets out to provide an in-depth analysis of the connectivity between the Council of Europe (CoE) and the Bologna Process. Since 1999, the Bologna Process has been consolidated as a governance structure aimed at advancing a regionalising project of higher education transformation termed "European Higher Education Area" (EHEA). As a member of the Bologna Process, the CoE represents a pan-European international organisation that has promoted regional co-operation in higher education since the early 1950s. Focusing on the period 1999 to 20 10, the thesis examines the following two questions: in what ways does the CoE higher education policy trajectory demonstrate relationships to the Bologna Process? And how do these relationships signal a common positionality with rcspect to the politico-economic direction of higher education transformation in Europe? The investigation of these questions is framed by a critical theory approach and empirically grounded in an extended ethnographic case study conducted between November 2008 and June 2010, during which period integrated in the CoE Higher Education and Research Division as a lrainee!pal1icipant observer. On the basis of this study, the thesis advances the argument that the connectivity between the CoE and the Bologna Process entailed a redefinition of the CoE highcr education policy trajectory: a trajectory that became increasingly characterised by a reinforcement of the objective of furthering the marketization of the European higher education sector - as similarly pursued in the Bologna Process. This shin, however, is misrepresented in the CoE higher education discourse, which is marked by the absence of economic imaginaries. In summary, the thesis seeks to contribute to expanding knowledge on the European level political and policy-making dynamics that underpin the making of the EHEA by counteracting the prevalent tendency to analyse the Bologna Process from the standpoint of the European Union.
22
Moreton, April L. "Career Paths of Female Chief Academic Officers in the Council for Christian Colleges and Universities". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2788/.
Testo completoAbstract (sommario):
This study examined the career paths of women administrators serving as chief academic officers in Christian colleges and universities which belong to the Council for Christian Colleges and Universities (CCCU). The CCCU is a professional association of evangelical Christian institutions dedicated to integrating faith and learning. The exploration included each administrator's demographic information; her early, adolescent, college, and graduate school experiences; early vocational experiences; the effect of marriage and motherhood on her career; critical factors she identified as important in achieving her current position; and the importance of spiritual convictions or Christian faith in career decision making. Sixteen of the eighteen identified women holding the rank of chief academic officer agreed to participate in the study. The typical woman administrator was 50, married, and the mother of one or more children. She most likely had received her education in the humanities, with the terminal degree of choice being a Ph.D. She had served at her current institution for more than five years, but in her current administrative position for less than five. As an adolescent she excelled in the humanities, less so in math and science, and was involved in many extracurricular activities, including music endeavors, leadership, and her local church. She had received the most encouragement from her mother, although both parents expected her to do her best in school. For post secondary education, she had benefited from a mentor, had excelled easily, and had taken no time off between her bachelor's and master's degrees or between her master's or doctoral degrees. Although she had aspired to teach and received most of her early vocational experience in the professoriate, she had not aspired to be an administrator. As an adult, she had married in her 20's and had children before the age of 30. She had an unusually supportive spouse and believed her marriage to be a key factor in her career success. Her family and professional roles were potentially conflicted and required her to "juggle" her responsibilities. She believed the influence of her mentors, faith influences, and chairing an academic department were critical experiences that had led to her position in administration. Regarding her spiritual convictions and disciplines, she adamantly believed both affect her daily work and personal life. CCCU women administrators are deeply committed to their Christian higher education callings, highly educated, persistent, spiritually minded, and devoted to their families.
23
Baghdady, Ahmed Mahmoud Ibrahim. "Perceived challenges in university branch campuses : a case study of five Western campuses in a GCC state". Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/39666.
Testo completoAbstract (sommario):
This study explores the challenges perceived by senior officers in Western university branch campuses in a Gulf Cooperation Council (GCC) state and aims to provide insights into how leaders dealt with them. Thus, the study addresses four research questions. First, how campus senior officers perceive the challenges? Second, to what extent are these challenges a result of operating in a different cultural context? Third, how do senior officers deal with these challenges and maintain the quality of their home universities? Finally, how can the study findings be theorised to inform future policy and practice? As a form of transnational higher education, some of the GCC states have established branch campuses of leading Western universities to provide quality higher education to their citizens locally and build knowledge economies. Campus managers, usually from their home Western universities, face challenges related to the local cultural context. These challenges include the GCC state societal views of the campuses, the Western University approach to co-education, the GCC state development efforts to grow a Knowledge Economy through quality Western-style education, and national students’ academic preparation. This research was conducted as an exploratory qualitative multiple case study of five branch campuses. Data were collected through interviews with senior officers from the campuses and the host organization in the GCC state, and the five campuses' annual reports. Data were analysed through open and axial coding. Then thematic analysis was used to identify themes from the data. The study revealed that the major challenges for campus officers are recruiting academically strong students from the pool of citizens, and understanding the local culture and adjusting aspects of the curriculum to fit the local context especially for campuses that offer social sciences and arts programmes. Campus officers engaged in efforts to make school students more qualified for admission by the campuses, and some leaders made adjustments to the curriculum to better suit their students’ abilities.
24
Franklin, Douglas S. "Student Development and Learning in Campus Recreation: Assessing Recreational Sports Directors' Awareness, Perceived Importance, Application Of and Satisfaction With CAS Standards". Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1177514055.
Testo completo
25
Pavlick, Donna L. Rosser Vicki J. "A study of why a select group of African American students persisted to baccalaureate attainment". Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/7109.
Testo completoAbstract (sommario):
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb. 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dr. Vicki J. Rosser, Dissertation Supervisor. Vita. Includes bibliographical references.
26
Scott, Susan W. "Analysis of the Impact of CACREP Accreditation of Counselor Education Programs on Student Knowledge Outcomes". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2746/.
Testo completoAbstract (sommario):
The principal investigator (PI) for this study analyzed mean scores on the
National Counselor Examination (NCE) of students from CACREP accredited and non-
CACREP accredited programs. Data was provided by the National Board of Certified
Counselors, Inc., for a total of ten examination administrations across six years.
The fourteen variables examined in the study consisted of the eight common-core
knowledge domains identified in CACREP standards, the five counselor work behavior
areas identified by NBCC via periodic job analysis of counseling practice, and one
overall or total score on the NCE. NCE mean scores of students from CACREP
accredited programs were higher than NCE mean scores of students from non-CACREP
accredited programs on all variables across all ten NCE administrations. Data seem to
indicate that students from CACREP accredited programs perform significantly better on
the NCE than students from non-CACREP accredited programs, in all fourteen variables.
Sample size was large, totaling 9707, so the PI calculated effect sizes using
Cohen's d for each variable to aid interpretation of statistical significance. Five variables
had large effect sizes of .70 or higher. The higher effect size statistics were associated
with the counselor work behavior areas, with the highest effect size (.85) associated with
the overall, or total, score on the NCE. Statistically significant results in the counselor work behavior areas, in the presence of large effect size statistics, may represent reasonably good support for CACREP accredited programs' superiority in developing overall counselor clinical skills and knowledge beyond simply content knowledge. Additionally, the large effect size of the Total Score variable might be interpreted to indicate that student knowledge gained from CACREP accredited programs is superior to student knowledge gained from non-CACREP accredited programs.
27
Gwaltney, Richard T. "Resident Assistant Training Programs at Member Schools of the Council of Christian Colleges and Universities". Wright State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=wright979162215.
Testo completo
28
Moreku, Clement. "The involvement and participation of student representative councils in co-operative governance in higher education institutions in South Africa". Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/680.
Testo completoAbstract (sommario):
Thesis (Phd. (Education Management )) - Central University of Technology, Free State, 2014The dawn of democracy in South Africa resulted in an emphasis on the involvement and participation of stakeholders in decision-making processes. At public higher education institutions, involvement and participation were guaranteed by the enactment of the Higher Education Act 101 of 1997. This Act provides that co-operative governance should be practiced in the governance of public higher education institutions. Students are stakeholders in higher education institutions. This means that according to the Act, students ought to be represented in the governance of public higher education institutions. The representation of students in university governance became a new phenomenon in the democratic South Africa. This thesis explored the involvement and participation of student representative councils in the co-operative governance of South African higher education institutions. It evaluated the role and effect of SRCs in the co-operative governance of public higher education institutions in South Africa. Following the merging of these institutions, universities have multi campuses, all of which need to be represented in the universities Managements through SRCs. This study employed the QUAN-Qual (explanatory) mixed methods design which included the use of a questionnaire and in-depth, open-ended, semi-structured interviews. The sample for the study was made up of hundred and fifty-three respondents and nine interviewees from three types of South African higher education institutions. The quantitative part of this study investigated the nexus between the involvement and participation of SRCs in co-operative governance at public higher education institutions. The correlation between SRCs’ perception of participation and co-operative governance was also examined. The study also explored the SRCs’ perception of the implementation of co-operative governance at different universities types. The qualitative part of the study investigated perception of the nature of co-operative governance the SRCs at different universities. It also examined perceptions regarding whether participatory democracy was practiced at universities, v challenges experienced in the governance of universities and what the SRCs thought should be done to address those challenges. The study found that SRC members feel that they are both involved and also participate in the governance of public higher education institutions in South Africa. This was further enhanced by research hypotheses that revealed that there is a statistically significant relationship between the SRCs’ perception of their involvement and participation in university governance and their perception of the implementation of co-operative governance in the South African higher education institutions. Although SRC members feel that they are involved and that they participate in co-operative governance, interviews have revealed that they experience the following problems: SRC members have annual budget deficits at their universities and as a result, they fail to fulfill their mandates by the student body. SRCs find it difficult to deal with the challenges pertaining to multi-campus set-ups in their institutions. The existence of student political structures contributes to ideological differences amongst SRC members. This affects effective student governance at universities. The capacity building of SRC members at higher education institutions is not adequately addressed by managements of these institutions. The researcher recommends that it is important that HEIs adhere to the HE Act 101 of 1997, as amended. Adherence to the Act will ensure that there is compliance with the law and will minimise the chances for HEIs to be placed under administration. The managements of universities and SRCs need to co-operate in order to ensure that co-operative governance in HEIs is effectively implemented. Workshops and meetings are held at universities between SRCs and managements regarding issues of co-operative governance. SRCs need to involve themselves in national and international student activities in order for them to gain knowledge and skills about student governance. The researcher designed a multi-campus student governance model that will effectively deal with the challenges mentioned above.
29
Hottenstein, Kristi N. "A Qualitative Case Study on Human Subject Research Public Policy Implementation at One Council on Undergraduate Research Institution". University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1460468749.
Testo completo
30
Walker, Lila Bowden. "The Effect of Membership in the Council of Adult and Experiential Learning on the Quality of Prior Learning Assessment Services in Senior Level Institutions Accredited by the Southern Association of Schools and Colleges". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277929/.
Testo completoAbstract (sommario):
Over the past 20 years there has been a dramatic increase in the number of adults enrolling in institutions of higher education across America. Adult students presently constitute nearly one-half of all undergraduate enrollment. This influx of adults has generated interest in nontraditional programs, including external degree programs, degree completion programs, and prior learning assessment programs. The purpose of this study was to determine if an association existed between membership in the Council for Adult and Experiential Learning (CAEL) and quality in prior learning assessment services as provided by senior level institutions in the Southern Association of Colleges and Schools accrediting region. CAEL has been a pioneer in developing adult degree programs and commissioned Urban Whitaker in 1989 to define the standards for quality in such programs. A survey instrument utilizing these standards, principles, and procedures as the criteria for quality prior learning assessment services was mailed to a random sample of CAEL member and non-member institutions in the Southern Association accrediting region. Member and non-member responses were compared utilizing the Chi-square statistical analysis to determine any differences.
31
Gardner, Angelette. "Characteristics of Faculty Evaluation Formats for Promotion, Tenure, and Annual Review". TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/19/.
Testo completo
32
Midgett, Pam. "Trends in admission policy criteria for CACREP approved masters and doctoral counselor education programs". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4912/.
Testo completoAbstract (sommario):
Counselor education program faculties evaluate applicants to masters and doctoral level programs using criteria that the faculties hope will predict the applicant's potential for academic success and then effectiveness as a counselor, counselor educator, or researcher. Choosing admission criteria to assess this level of potential in an applicant is quite a task. Those counselor education programs that are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) have the benefit of the admission guidelines provided by CACREP standards for accreditation. These guidelines give only basic, general direction to programs regarding their admission criteria but each individual program determines their own criteria for admission. The purpose of this study was to discover any recognizable trends in admission policy criteria, in terms of specific criteria used to evaluate and select students from the applicant pool, for CACREP accredited masters and doctoral programs. This study also sought to discover any recognizable trends in admission policy criteria, in terms of a specific number of criteria used to evaluate and select students for CACREP accredited master and doctoral counselor education programs. This qualitative study investigated 178 masters level CACREP accredited counselor education programs and 45 doctoral CACREP accredited counselor education programs. The CACREP Website provided contact names and Web address for each program. Admission criteria were pulled from the program Websites. If no criteria were present on the Website, the program contact person was contacted by phone or by email. A contact form for the masters level programs, and another for the doctoral level programs, was developed to record program criteria. A rate or return of 96% for the masters level programs and 91% for the doctoral programs was achieved. For the purposes of this study, a trend was defined as 1) any measure being required by 50% or more of the responding programs, or 2) the number of measures used by a program being equal to the mean number of measures used by all programs. The masters level program trends were for counselor education programs to use the following criteria to assess applicants: transcripts, grade point average (GPA), letters of reference, applications, Graduate Record Exam (GRE) scores, letters of intent, and interviews with faculty members. A trend was also discovered for masters level programs to use between 3 and 12 measures to assess applicants for admission with a mean score of 7.01, a median score of 7, and a mode of 7. The doctoral level program trends were for counselor education programs to use the following criteria to assess applicants: transcripts, letters of reference, letters of intent to address goals, aspirations, experiences, and purpose, GRE scores, applications, and GPA. A trend was also discovered for doctoral level programs to use between 4 and 10 measures to assess applicants for admission with a mean score of 8.097, a median score of 8, and a mode of 9. Given the high rate of return, the trends discovered can be said to reflect the admission criteria used to assess applicants for admission into CACREP accredited masters and doctoral counselor education programs in the United States. A limitation could be that the data was collected using different methods of communication in that some data was collected from Websites, some from email correspondence, and some data from phone conversations. It seemed that the Websites and the emails gave the admission criteria but the phone conversations gave an understanding of not only the criteria used but the process used in selecting students from the applicant pool.
33
Reddy, Kistammah Bergmann. "Perceived deterrents to participation in compensatory education educationally disadvantaged adult South Africans". University of the Western Cape, 1991. http://hdl.handle.net/11394/8461.
Testo completoAbstract (sommario):
Philosophiae Doctor - PhDSouth African society is regulated by inequality and discrimination based on race. Fundamental human rights and privileges have been extended only to a small sector of the population. The majority of South African citizens remain constrained within a context of imposed inferiority in every aspect of their lives. Inequality, entrenched in political and economic apartheid structures, is also reflected in educational provision for Black citizens. Decades of apartheid schooling have resulted in a large population of illiterate, low-literate and educationally disadvantaged adults. Educational, political and economic discrimination all contribute to relegate Blacks to the lowest socioeconomic strata of South African society. Since numerous Blacks, particularly Africans, are restricted from effectively learning in South African schools, there is an escalating need for compensatory adult education Segregation and unequal educational provision have always characterized education in South Africa. The system of apartheid schooling was formalized by the government in 1953 when different education systems for distinct population groups were introduced. Inequalities in the structural features of apartheid schooling were evident in the discriminatory allocation of funds for public education. In 1953 government funds allocated for the education of each White child were approximately R128 (Rands), for every Indian and Coloured child R40, and for every African child R17 (a 7:1 ratio between the 'White and the African allocations). In 1976, the year of uprising by school children in Soweto, the discrepancy in allocation of educational funds had widened to a 10:1 ratio with the White allocation rising to R724, Indian to R357, Coloured to R226, and Africans to only R71 (Horrell, 1982, p. 115). At that time White, Indian and Coloured children were provided with at least ten years of free compulsory schooling. Nonetheless, the unequal distribution of educational funds afforded White children better educational facilities and better qualified teachers than those provided for other racial groups. The deliberate system of uneven educational provision for the various population registration groups was reinforced in the early 1960's with the progressive extension of free and compulsory schooling to Coloureds and Indians. This was done through the Coloured Person's Education Act of 1963 and the Indian Education Act of 1965. Africans, who constituted the majority of the population and who could least afford to pay for education, were not granted free and compulsory education until almost 20 years later. Not unexpectedly, failure and drop out rates among Africans within this system were very high, with the majority of school goers not staying beyond primary school (seven years) (Christie, 1986). Until the 1970's approximately 70 percent of Africans attending schools were attending primary school, and less than 1 percent of Africans were in Matric, the final year of formal schooling in South Africa (Christie, 1986, p. 56).In the late 1970's the White-controlled government was forced to make changes in Black education. In 1976 Black South African school children throughout the country demonstrated to the world their intolerance of the apartheid education system by rising up in protest. Continued school unrest into the 1980's not only revealed the need for an immediate and critical assessment of South African schooling, but also demanded an examination of the whole spectrum of education in South Africa. The immediate government response to these protests took the form of violent repression, student expulsions, school closures, teacher and student arrests, and the banning of 18 Black consciousness groups. Only in 1981 did the government react to the educational crisis in a more conciliatory manner with the establishment of the De Lange Commission of Inquiry. The proposals made by the Commission challenged the fundamental structures of apartheid society. The Commission recommended a single, unitary department of education for all South Africans and a changed school structure. After dragging its feet for two years, the government officially rejected the Commission's recommendation for a unitary education system for all South Africans.
34
Scott, Michael R. "Administrator and faculty support for assessment at Virginia public colleges and universities". Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134434/.
Testo completo
35
Frosi, Miriam. "Um estudo sobre o alinhamento dos currículos dos cursos de ciências contábeis de IES da região sul do brasil com as propostas de currículo da ONU/UNCTAD/ISAR e do Conselho Federal de Contabilidade". Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4303.
Testo completoAbstract (sommario):
Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-07-07T23:18:17Z
No. of bitstreams: 1
MiriamFrosi.pdf: 727229 bytes, checksum: 5cbd9d89b48c8cb1dc375ce18100b6d7 (MD5)Made available in DSpace on 2015-07-07T23:18:17Z (GMT). No. of bitstreams: 1 MiriamFrosi.pdf: 727229 bytes, checksum: 5cbd9d89b48c8cb1dc375ce18100b6d7 (MD5) Previous issue date: 2013-02-26
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Este estudo tem como objetivo avaliar o alinhamento dos currículos dos cursos de Ciências Contábeis ofertados em IES da Região Sul do Brasil à proposta de currículo mundial da ONU/UNCTAD/ISAR e à proposta de currículo do Conselho Federal de Contabilidade (CFC). A pesquisa é classificada como aplicada, qualitativa e quantitativa, descritiva e documental. A amostra é formada por 165 Instituições da Região Sul que oferecem cursos de Ciências Contábeis na modalidade presencial e que disponibilizaram seus currículos nas respectivas páginas eletrônicas. Os resultados indicam que há alinhamento entre os currículos das IES dos estados da Região Sul do Brasil ao currículo proposto pela ONU/UNCTAD/ISAR e ao currículo proposto pelo CFC. Os testes estatísticos comprovam que não há diferenças significativas entre as médias de alinhamento dos currículos das IES dos estados da Região Sul do Brasil em relação à proposta de currículo da ONU/UNCTAD/ISAR. Em relação à proposta de currículo do CFC, os testes indicam que as médias entre os cursos das IES dos estados do RS e PR tendem a ser iguais, enquanto as médias de RS e SC e SC e PR tendem a ser diferentes. Ao se comparar o comportamento do alinhamento nas IES com os conceitos dos cursos no ENADE, os resultados da análise revelam diferenças estatisticamente significativas entre os percentuais de alinhamento dos currículos à proposta da ONU/UNCTAD/ISAR dos cursos com conceitos 4 e 5 no ENADE, se comparados aos sem conceito, e pequena possibilidade de igualdade entre o alinhamento dos currículos dos cursos 4 e 5 comparados com os de conceitos 2 e 3. Em relação à proposta do CFC, os resultados da análise também revelam diferenças estatisticamente significativas entre os percentuais de alinhamento dos currículos dos cursos com conceitos 4 e 5 no ENADE, se comparados aos sem conceito e com conceito 2, e possibilidade de igualdade entre o alinhamento dos currículos dos cursos 4 e 5 comparados com os de conceito 3.
This study aims to evaluate the alignment of the Accountancy curricula offered by IES in Southern Brazil to the UN / UNCTAD / ISAR proposed global curriculum and the Federal Accounting Council (CFC) proposed curriculum. The research is classified as applied, qualitative and quantitative, descriptive and documentary. The sample is formed by 165 institutions from the Southern that offer courses in Accounting in the classroom and who provided their resumes on their homepages. The results indicate that there is alignment between the curricula of the 165 IES from the Southern States of Brazil to the curriculum proposed by the UN / UNCTAD / ISAR and the one proposed by the CFC. Statistical tests show that there are not significant differences between the mean alignment of IES curricula of the Southern States of Brazil in relation to the UN / UNCTAD / ISAR proposed curriculum. Regarding the proposed CFC curriculum, the tests indicate that the averages between courses of IES from the States of RS and PR tend to be the same as the means of the RS and SC and SC and PR tend to be different. When comparing the behavior of the alignment in IES with the concepts of the courses in ENADE (National Test of Student Performance), the analysis results show statistically significant differences between the percentage of the alignment to the curriculum proposed by the UN / UNCTAD / ISAR of the courses with concepts 4 and 5 in ENADE, compared to those without concept, and little possibility of equality between the alignment of course curricula 4 and 5 compared with the ones with concepts 2 and 3. Regarding the CFC proposal, analysis results also reveal statistically significant differences between the percentages of the alignment of course curricula with concepts 4 and 5 in ENADE, compared to the ones with no concept and the ones with concept 2, and the possibility of equality between the alignment of course curricula 4 and 5 compared with the ones with concept 3.
36
Wort, Belinda Evelyn. "The response of higher education institutions to the recommendations in the Higher Education Quality Committee audit reports". Diss., 2012. http://hdl.handle.net/2263/30126.
Testo completoAbstract (sommario):
The first cycle of quality assurance (QA) was conceptualised and developed between 2001 and 2004 as reflected in the policy documents of the Higher Education Quality Committee (HEQC). The HEQC as the national QA agency was created as the permanent sub-committee of the Council on Higher Education (CHE) to take care of the QA responsibility in 2001. The national QA agency had to operate within the divisions created in higher education under apartheid, which often created perceptions based on prejudice about the distribution of quality. The South African higher education landscape has been exposed to the first cycle of the Higher Education Quality Committee QA cycle during which conducted 34 institutional audits, accredited approximately 5000 new programmes, subjected 85 programmes to national reviews, trained approximately 550 institutional auditors and 1500 programme evaluators and conducted many workshops and training opportunities for higher education institutions (HEIs). The main aim posed by this study was to determine the response of HEIs to the recommendations in the HEQC audit reports. The sub-questions of the research are (i) What process was followed to develop the quality improvement plan? (ii) Who were the role-players in the development of the quality improvement plan? (iii) What influenced their actions in the development of the quality improvement plan? (iv) What value did the quality improvement plan development have for the institution? (v) How does the quality improvement plan fit into the comprehensive quality management system of the institution? To answer the research questions, interviews were carried out on six participants. The findings were that the primary research question has been addressed conclusively by the three institutions through the experience of participants. The responses indicate how they have embraced improvement at the respective institutions which in turn have grown as a result of the HEQC audit process. The conclusion was an in depth response to the recommendations in the audit reports, illustrating ownership of quality improvement plan processes within the institutions. From the results of the secondary research questions it is concluded that the participants’ responses provided the richness of the quality improvement plan process in the audit process. The responses reflected and confirmed the processes followed in developing the quality improvement plans and the role and influence of role- players in the quality improvement plan process. The responses reflected the value of this process and revealed how it had been incorporated into the comprehensive annual planning processes of the institutions. The study concludes that the participating institutions responded differently and effectively to the recommendations in the HEQC audit reports, with the improvement reflected in the manner and approach institutions displayed when responding to recommendations, reflecting systematic processes. CopyrightDissertation (MEd)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
unrestricted
37
WEN-CHIA, CHEN, e 陳文家. "A Comparative Study on the Higher Education Evaluation & Accreditation Council of Taiwan and Quality Assurance Agency for Higher Education in British". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/51454454499451429427.
Testo completoAbstract (sommario):
碩士國立臺北教育大學
教育政策與管理研究所
95
Abstract The purpose of the study is to analyze and compare the Higher Education Evaluation & Accreditation Council of Taiwan and Quality Assurance Agency for Higher Education in British. Employing documentary analysis, and comparative researvh method developed by G. Z. F. Bereday. Finally, has the following conclusions: 1. The development of higher educational evaluation in British was earlier than Taiwan ablot eleven years only. 2. Taiwan and British’s government have a great of attention on higher education, so both of them take card to set up the higher education evaluation institution. 3. The institution style of HEEACT and QAA is quango. 4.About the institutions, the board of director is the highest level of direct system. It set up a president under the board of directors to handle all business. 5. There are three part in the board of directors, it include representative of official, representative of higher education institutions, and representative of scholars and professors. 6. The judgment of QAA’s evaluation reports is the accreditation system, HEEACT, too. 7. The broad of institution operation that QAA is better than HEEACT. 8. The treasury of HEEACT is interfered by policy easily. 9. About the reviewer, the most of evaluation activities in both of HEEACT and QAA apply the peer evaluation. 10. Both of HEEACT and QAA make the most of SEDs, the meaning is that hope all the institutions have good execution in self-evaluation. 11. There are different evaluation indictors in HEEACT and QAA because the evaluation purposes is different. 12. Both of HEEACT and QAA’s arrangement during evaluation period are similar. There are three main part during the period that is the prepared for evaluation; visited evaluation; produced evaluation reports, esc. In addition, all the evaluation period are more than a half year at least. 13. The QAA’s institution audit have a middle circle to review the higher education institutions documents. 14. During the produced evaluation reports period, both of HEEACT and QAA operate a interactive model between them with institutions, and most reports will be published. The purpose are hope the report get more complete and accurate. 15. There are not directly power of reward and punishment to higher education institutions for QAA and HEEACT. But governments cite and consult their reports directly. 16.Both of institutions release pubilictions demonstrate that they emphasis on information dissemination. But the openness of information in QAA is more than HEEACT. 17.The role of students during evaluations get more important in both of institutions. But QAA more clearly point the importance than HEEACT. 18.The External examiner reports is one of evaluation indictors in both of institutions. The last, based on the findings, the study provides some suggestions for the governance and HEEACT. 19.Both of institutions set up plans for evaluation reviewers training. 20.There are strategic plan of future in both of institutions. They demonstrate their ambitions in the management. Keyword: Higher education evaluation、HEEACT、QAA
38
Lai, Wen-Ting, e 賴文鼎. "AHP on Financial Curriculum Guideline of Council on Economic Education(CEE)── A Case Study of Junior High School civic teachers". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/cj5r2g.
Testo completoAbstract (sommario):
碩士國立臺灣師範大學
公民教育與活動領導學系
106
The purpose of this study is to explore the important order of the American Economic Education Association CEE eighth grade (8th grade) financial education curriculum outline (2013) to provide ideal financial education curriculum content as future Taiwan financial curriculum blueprint. First, through the literature analysis to explore the financial management, financial education, and other countries’ (the United States, Australia, and Taiwan) financial courses, take CEE financial management curriculum outline (2013) as reference to design questionnaires. Second, the target population is junior high school civic teachers in Taiwan, and use variance of analysis and analytic hierarchy process for research. The conclusions are as follows: 1.Different background variables (teaching region, gender, different teaching years, the number of different financial management courses) of junior high school civic teachers on six standard topics of CEE financial education curriculum outline, all background variables are no significant difference. 2.The junior high achool civic teachers on six standard topics of CEE financial education curriculum outline in the order of importance: Saving, Financial Investing, Protecting and Insuring, Earning Income, Buying Goods and Services, and Using Credit. 3.CEE financial education curriculum outline in the order of overall importance: The top three curriculum standards are " Financial Investing --5. Financial risk, including the actual loss, high risk with high pay. ", "Saving --5. Different people save for different reasons, have their own preferences.", "Saving --3. Interest rate is the market decision."
39
Ledbetter, Neal Brian. "Best Practices Of Online Undergraduate Spiritual Formation At Select Institutions Of Christian Higher Education: A Delphi Study". Diss., 2018. http://hdl.handle.net/10392/5477.
Testo completoAbstract (sommario):
The purpose of this research project was to establish consensus among experts regarding best practices of online undergraduate spiritual formation with a specific focus on the Council for Christian Colleges and Universities (CCCU). Prior to this project, there was no consensus regarding best practices of online spiritual formation at the undergraduate level. Even less research existed with regard to the practices used among CCCU member institutions. Therefore, this project sought to identify the best practices implemented by CCCU member institutions to provide effective spiritual formation in their online undergraduate programs.
This project was a mixed methods exploratory sequential design utilizing the Delphi Method. Sixteen expert faculty and administrators teaching in or overseeing Christian ministry departments within CCCU member institutions were enlisted to participate as panelists in this study. Round 1 gathered answers to 16 open-ended questions that were developed based on the CCCU definition of spiritual formation. Round 2 utilized a four-point Likert type scale with panelists evaluating the importance of 78 thematic practices that emerged from round 1. Round 3 utilized a simple agree or disagree dichotomous scale evaluating the importance of the remaining practices to online undergraduate spiritual formation. After three rounds of a Delphi Study with experts in the field of online spiritual formation at the undergraduate level, thirty consensus best practices were identified.
Chapter 1 outlines the purpose and driving questions of this project related to best practices of online undergraduate spiritual formation. Chapter 2 reviews the precedent literature regarding the theological and theoretical foundations for Christian education and spiritual formation, as well as reveals a gap in the literature related to undergraduate online spiritual formation among CCCU member institutions. Chapter 3 articulates the design of this project and the use of the Delphi Method. Chapter 4 reveals the findings from each of the three rounds in this Delphi Study. Finally, chapter 5 analyzes and evaluates the findings of this project, including the thirty consensus best practices that were identified and their contribution to precedent literature, educational practice, and advancement of online Christian education.
40
Ellis, Maria Elizabeth. "Managing a private higher education institution within the current higher regulatory context in South Africa". Diss., 2012. http://hdl.handle.net/10500/6033.
Testo completoAbstract (sommario):
The South Africa higher education environment has been regulated through the enactment of policies promulgated by the governments of the day since the establishment of South African higher education. Even in the early days, the higher education sector comprised both public and private higher education institutions. Since South Africa’s democratic election in 1994, the higher education environment has been altered by the current government by means of policy enactment. Limited research has been conducted on the impact of the current regulatory context on the management of a private higher education institution. Therefore, the focus of this study was to determine how a private higher education institution within the current higher regulatory context in South Africa is managed.
A qualitative research methodology was used to study the phenomenon. For this purpose, a case study, an accredited and registered private higher education institution was identified and individual interviews conducted with its six managers. The study adhered to ethical principles and techniques to enhance the validity/trustworthiness of the findings.
The study found that the current regulatory enactment that was initiated under the new democratic government elected in 1994 had far-reaching implications for the private higher education sector. As a consequence, management structures, policies and procedures, quality assurance processes and procedures and management functions were altered. However, some of the regulatory criteria still have an impact on the management functions as private providers still struggle for full recognition by the government.Educational Studies
M. Ed. (Education Management)
41
Human, Nadia Emelia. "The role of a responsive curriculum in optimising learning in higher education". Thesis, 2017. http://hdl.handle.net/10500/23263.
Testo completoAbstract (sommario):
Higher education has been challenged to respond to the inequalities of the past. This required an education system that is more responsive to the needs of underprepared students. The question that arises is whether Higher Education Institutions (HEIs) curricula create opportunities for students to adhere to the demands of the world of work and to assist students to take responsibility for their own learning. The purpose of this study is to investigate the role of a responsive curriculum in optimising learning in higher education. An interpretative and descriptive qualitative approach was used in which semi-structured interviews and document analysis served as data collection techniques enabling the researcher to gain more depth in understanding the reality of the responsiveness of curricula used in the Department of Informatics at a Higher Education Institution in Gauteng. The study revealed that there is a dynamic but complex relationship between a responsive curriculum and optimisation of learning. Although the investigated curricula, responds to aspects of the knowledge domain, the findings seemed to indicate that there was not always a clear indication that the curricula fully respond to the needs of the students and industry. The findings further suggest that although content knowledge of the curricula plays a crucial role in the development of students, the needs of industry, society and students should also be met.
Although the study’s results cannot be generalised due to the small sample, the researcher is of the opinion that more can be done to improve the state of the current curricula. Inclusive curriculum development training should be provided to all stakeholders (lecturers, students and industry). This descriptive study concludes with the suggestion of using a responsive curriculum model that would enable curriculum developers to design a responsive curriculum allowing students to experience optimal learning in higher education.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
42
La, Cock Wium. "Management of the migration process of a TVET college to the Department of Higher Education and Training". Diss., 2017. http://hdl.handle.net/10500/25519.
Testo completoAbstract (sommario):
The aim of this study was to investigate the management of the function shift of Technical and Vocational Education and Training Colleges at the Department of Higher Education and Training. When the function shift of TVET Colleges took place, it provided an opportunity to research a phenomenon and obtain data that were not previously researched, as this was the first ever function shift or migration of colleges from the Department of Basic Education to the Department of Higher Education and Training. As such, this research not only explores a new phenomenon but also contributes to the body of knowledge regarding TVET in South Africa. This research was conducted at a TVET College in Newcastle, Kwa-Zulu Natal, South Africa.
A qualitative, phenomenological study was conducted. The instruments for collecting data were individual and focus group interviews. Field notes were compiled during the various interviews, as deemed necessary by the researcher. All interviews were recorded digitally. The said digital recordings were transcribed and emanating themes were identified. Managers were selected as the interviewees. As this research was based on the management of the function shift, they were the most appropriate choice. A sample of staff was also interviewed, as two separate focus groups, to balance the scope and extent of the data, thus attempting to not only view the managerial paradigm as the sole reality.
Findings made from the data were that the function shift was preceded by a previous migration of staff. That migration, however, saw colleges remaining in the same educational stream or level namely that of basic education. The staff at colleges, or technical colleges as they were called at the time, were previously employed by the State. This changed when the State created governing bodies for colleges or college councils, as they are known. Technical Colleges were then renamed Further Education and Training Colleges. These colleges were reporting to the Department of Education which saw a name change to the Department of Basic Education, as explained above. Employees were given the opportunity to migrate from State employment to council employment, which most staff members did. These college councils were later found to be dysfunctional, and the State arranged for colleges to be returned to the auspices of the State, but this time round they were usurped in the newly formed Department of Higher Education and Training. From a management perspective, the function shift was successful with minor challenges. Thus the staff felt that they did not receive adequate communication, thereby adversely affecting their financial positions.
The researcher recommends further research among TVET Colleges regarding the management of this function shift. It is also recommended that all current channels of communication with staff be revisited, and improvement therein pursued, where possible. A final recommendation is that managers involved in a function shift be subject to a refresher course in change management before a function shift is implemented.Educational Leadership and Management
M. Ed. (Education Management)
43
Moropa, Malakia Shere. "Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case". Diss., 2016. http://hdl.handle.net/10500/23240.
Testo completoAbstract (sommario):
This study deals with the impact of educational policy on the National Senior Certificate: Pre-1994 and Post democracy South African case. The qualitative approach was used in this study, and the research findings were based on the analysis of documents. The transition from apartheid education to the present education system in South Africa has not been without challenges. In the past, South African education reflected the fragmented society in which it was based. Outcomes
based education (OBE)/Curriculum 2005 (C2005), since its inception, was riddled with challenges. OBE/C2005 by its nature is complex. It is not user-friendly for developing countries such as South Africa. The aim of this study is to explore the impact of educational policies on the
2008 National Senior Certificate results. Historical-educational research is undertaken with the view of putting the education phenomenon into proper perspective. Venter (1985) is of the opinion that historical education investigation refers to the systematic placing of historical education variables in the spotlight. The general, continual pedagogical and fundamental problems are accentuated against the multiplicity of historical detail. This then makes historical-educational research an orderly (systematic and controlled) process of knowledge enrichment (Venter & Van Heerden 1989:106). The National
Senior Certificate was established in terms of National Education Act 27 of 1996. Curriculum 2005 has been described in policy documents as a “paradigm shift” because it represents a radical departure from the previous curriculum in terms of the following: theoretical
underpinnings, structure and organisation, teaching and learning process, and assessment (South Africa, Department of Education 1997:1). Pre-1994, the researcher discovered that the education of black people in rural areas in particular and South Africa in general was, in most instances, negatively impacted by policies of the
previous government (1948-1953). The apartheid government used poor funding models to ensure that there were low teacher-pupil ratios and teacher qualifications were of unequal standard. Unequal pattern of spending continued well into the post-1994 democratic era.
This poor funding model which impacted negatively on rural schools made infrastructural provision in rural areas difficult.
Post -1994 democratic dispensation, the researcher discovered that the government have competitive legislative policies in place, but the challenges lay in the fact that those policies were impulsively implemented. Hence the many challenges. This is shown by the frequency of curriculum changes which took place in a very short space of time. Stakeholders played a major role in insuring that schools received quality service by challenging some of the decisions the government was taking. The government has had to take the
recommendations into account.Public Administration and Management
M.Admin. (Public Administration)
44
Lange, Bålman Miriam. "GRAVIDA KVINNORS INTAG AV KOSTTILLSKOTT : En kvantitativ studie med fokus på järn och probiotika". Thesis, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-157637.
Testo completoAbstract (sommario):
Sammanfattning Bakgrund Vitamin- och mineralbrister hos gravida kvinnor kan leda till missfall och allvarliga störningar i barnets utveckling. Moderns tarmflora överförs med stor sannolikhet till barnet under förlossningen och kan därför innebära ett viktigt steg i utvecklingen av barnets tarmflora. En tänkbar lösning för att säkra ett adekvat intag kan vara konsumtion av kosttillskott och probiotika. I dagsläget finns osäkra uppgifter om hur många gravida kvinnor som intar tillskott. Syfte Att undersöka hur många gravida kvinnor i Västerbottens län som valde att inta kosttillskott, främst järn och probiotika, samt om det fanns en skillnad mellan olika faktorer och intag. Metod En kvantitativ tvärsnittsstudie där gravida kvinnor (n=1473) från Northpop-studien i Västerbottens län svarade på ett frågeformulär gällande intag av kosttillskott och faktorer som ålder, utbildning, kostregim etc. De statistiska tester som användes var Chi-2-test, oberoende t-test och Mann Whitney U-test. Materialet analyserades i SPSS. Signifikansnivån sattes till p<0,05. Resultat Majoriteten av deltagarna svarade att de intog kosttillskott. Faktorer som ökade intaget av kosttillskott hos gravida kvinnor var högre ålder (p=0,030) jämfört med lägre ålder, högre utbildningsnivå (p=0,006) jämfört med lägre utbildningsnivå och vegetarisk/vegansk kost (p=0,021) jämfört med blandkost. Femtiofem procent uppgav att de intog järntillskott. De faktorer som ökade intaget av järntillskott hos gravida kvinnor var vegetarisk/vegansk kost (p=0,001) jämfört med blandkost. Probiotika intogs av 2 procent. Ett högre intag av probiotika sågs hos personer boende i stadsområde (p=0,024) jämfört med övriga boenderegioner samt de som åt vegetarisk/vegansk kost (p=0,001) jämfört med blandkost. Slutsats Majoriteten av deltagarna intog någon typ av kosttillskott, hälften intog järntillskott och en liten andel intog probiotika. Lågutbildade, yngre, de som äter blandkost och bor utanför stadsområde verkar vara i riskgruppen för att inte inta kosttillskott.Abstract Background Vitamin and mineral deficiencies in pregnant women can lead to miscarriage and serious disturbances in children’s development. The intestinal flora of the mother is most likely transmitted to the child during childbirth and may lay the foundation for the child's health. One possible solution to ensure an adequate intake may be the consumption of dietary supplements and probiotics. At present, there is insufficient data on supplement consumption among pregnant women. Objective The purpose of the study was to examine how many pregnant women in Västerbotten County chose to consume dietary supplements, mainly iron and probiotics, and whether there was a difference between different factors and intake. Method A quantitative cross-sectional study where pregnant women (n=1473) from the Northpop-study in Västerbotten County responded to a questionnaire regarding consumption of dietary supplements and factors such as age, education, diet etc. The material was analyzed in SPSS with Chi-2-test, independent T-Test and Mann-Whitney U-Test. Using significance level <0.05. Results The majority of participants, 90 percent, responded that they consumed dietary supplements. The factors that increased the intake of dietary supplements in pregnant women were higher age (p=0.030), higher education (p=0.006) and vegetarian/vegan diet (p=0.021). Iron was reported to be consumed by 804 people, 55 percent. The factors that increased the intake of iron supplement in pregnant women were vegetarian/vegan diet (p=0.001). Probiotics were consumed by 25 people, 2 percent. Living in urban areas (p=0.024) and eating vegetarian/vegan diet (p=0.002) increased consumption of probiotics. Conclusion The majority of participants chose to consume some type of dietary supplement, half of the participants consumed iron supplements and a small part consumed probiotics. It appears that pregnant women who are low educated, younger, eating an omnivorous diet and living outside urban areas are in the risk zone for not consuming dietary supplements.
Northpop