subject:( Accounting Study AND teaching Higher Universities AND colleges Faculty S o Paulo Teachers In service training S o Paulo Learning)

1. [No author]. Doc??ncia no Ensino Superior: um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em cursos de Ci??ncias Cont??beis .

Degree: 2015, Fundação Escola de Comércio Ãlvares Penteado

URL: http://tede.fecap.br:8080/jspui/handle/jspui/702

► The study of the teaching profession has been the subject of research in different contexts, among the different approach of possibilities this theme stands out… (more)

Subjects/Keywords: Contabilidade ??? Estudo e ensino (Superior). Universidades e faculdades ??? Corpo docente ??? S??o Paulo. Professores ??? Forma????o ??? S??o Paulo. Aprendizagem.; Accounting - Study and teaching (Higher). Universities and colleges - Faculty - S??o Paulo. Teachers - In-service training - S??o Paulo. Learning

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APA (6^th Edition):

author], [. (2015). Doc??ncia no Ensino Superior: um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em cursos de Ci??ncias Cont??beis . (Thesis). Fundação Escola de Comércio Ãlvares Penteado. Retrieved from http://tede.fecap.br:8080/jspui/handle/jspui/702

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

author], [No. “Doc??ncia no Ensino Superior: um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em cursos de Ci??ncias Cont??beis .” 2015. Thesis, Fundação Escola de Comércio Ãlvares Penteado. Accessed February 16, 2020. http://tede.fecap.br:8080/jspui/handle/jspui/702.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

author], [No. “Doc??ncia no Ensino Superior: um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em cursos de Ci??ncias Cont??beis .” 2015. Web. 16 Feb 2020.

Vancouver:

author] [. Doc??ncia no Ensino Superior: um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em cursos de Ci??ncias Cont??beis . [Internet] [Thesis]. Fundação Escola de Comércio Ãlvares Penteado; 2015. [cited 2020 Feb 16]. Available from: http://tede.fecap.br:8080/jspui/handle/jspui/702.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Doc??ncia no Ensino Superior: um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em cursos de Ci??ncias Cont??beis . [Thesis]. Fundação Escola de Comércio Ãlvares Penteado; 2015. Available from: http://tede.fecap.br:8080/jspui/handle/jspui/702

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Columbia University

2. Alyaseen, Haneen Juma. A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation.

Degree: 2017, Columbia University

URL: https://doi.org/10.7916/D8708CQ6

► New innovative methods of teaching and learning adopted from mainstream research and development in educational theory and practice are being adapted to serve the unique… (more)

Subjects/Keywords: Teachers – Training of; Dentistry; Dentistry – Study and teaching; Universities and colleges – Faculty

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APA (6^th Edition):

Alyaseen, H. J. (2017). A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8708CQ6

Chicago Manual of Style (16^th Edition):

Alyaseen, Haneen Juma. “A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation.” 2017. Doctoral Dissertation, Columbia University. Accessed February 16, 2020. https://doi.org/10.7916/D8708CQ6.

MLA Handbook (7^th Edition):

Alyaseen, Haneen Juma. “A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation.” 2017. Web. 16 Feb 2020.

Vancouver:

Alyaseen HJ. A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2020 Feb 16]. Available from: https://doi.org/10.7916/D8708CQ6.

Council of Science Editors:

Alyaseen HJ. A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8708CQ6

Florida Atlantic University

3. Toussaint, Mario J. The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.

Degree: 2016, Florida Atlantic University

URL: http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739

►

Summary: A report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not… (more)

▼

Summary: A report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of Academic Service Learning (ASL) into intermediate algebra courses improved students’ performance, their motivation to learn the subject, and attitudes towards mathematics learning. ASL is an educational strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Duffy, Barrington, West, Heredia, & Barry, 2011). The subjects in this study were thirty-four students enrolled in intermediate algebra at a large public university in southeast Florida. The participant group consisted of fifteen students who completed the requirements of the ASL program and the comparison group consisted of nineteen students who initially showed interest in the program but dropped out of the study early in the semester. Through a mixed method analysis, the study found that the proportion of students who passed the course in the ASL group was greater than the proportion of students in the non-ASL group. Similarly, the mean final course grade in the ASL group was higher than the mean final course grade in the non-ASL group. The results of the qualitative analyses showed that all the participants enjoyed the ASL experience. In addition, some participants felt that the ASL project raised their motivation to learn mathematics and increased their competence in mathematics. However, both quantitative and qualitative analyses revealed that the students’ participation in the ASL project did not affect their attitudes towards mathematics learning. The study concluded that Academic Service Learning has the potential to help improve students’ success rates in developmental mathematics courses as well as increase their motivation to learn the subject.

2016

Degree granted: Dissertation (Ph.D.) – Florida Atlantic University, 2016.

Collection: FAU

Advisors/Committee Members: Furner, Joseph M. (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Curriculum, Culture, and Educational Inquiry.

Subjects/Keywords: Action research in education.; Service learning.; Universities and colleges – Public services.; Teacher-student relationships.; Algebra – Study and teaching (Higher); Educational technology – Evaluation.; Motivation in education.; Academic achievement.

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APA (6^th Edition):

Toussaint, M. J. (2016). The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Toussaint, Mario J. “The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.” 2016. Thesis, Florida Atlantic University. Accessed February 16, 2020. http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Toussaint, Mario J. “The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.” 2016. Web. 16 Feb 2020.

Vancouver:

Toussaint MJ. The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University. [Internet] [Thesis]. Florida Atlantic University; 2016. [cited 2020 Feb 16]. Available from: http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Toussaint MJ. The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University. [Thesis]. Florida Atlantic University; 2016. Available from: http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

4. Lamb, Keith Whitaker. The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc28447/

► Seeking to identify and further understand the variables considered when ranking specialty programs in colleges of education, this research study surveyed all deans, and associate… (more)

Subjects/Keywords: Reputation; perceived quality; U. S. News and World Report; higher education; brand equity; Teachers colleges – Ratings and rankings – United States.; Universities and colleges – Ratings and rankings – United States.; cation – Study and teaching (Higher) – United States.; Branding (Marketing)

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APA (6^th Edition):

Lamb, K. W. (2010). The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28447/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lamb, Keith Whitaker. “The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs.” 2010. Thesis, University of North Texas. Accessed February 16, 2020. https://digital.library.unt.edu/ark:/67531/metadc28447/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lamb, Keith Whitaker. “The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs.” 2010. Web. 16 Feb 2020.

Vancouver:

Lamb KW. The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28447/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lamb KW. The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28447/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Nelson Mandela Metropolitan University

5. Smith, Bridget. An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus.

Degree: Faculty of Arts, 2009, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/893

► Nursing lecturers are faced with the challenge to adapt their teaching styles and attitudes to accommodate the new nursing student that enters the nursing field.… (more)

▼ Nursing lecturers are faced with the challenge to adapt their teaching styles and attitudes to accommodate the new nursing student that enters the nursing field. These students have expectations and demands which differ highly from past students. Another challenge for lecturers is the demands of a nursing curriculum. The students that commenced with the four year course during 2005 at the Port Elizabeth Nursing Campus experienced negativity with regards to their training. The objectives of the study are to explore and describe the training experiences of the fourth year student nurses of the Port Elizabeth Nursing Campus and to co-construct guidelines to assist nursing lecturers to gauge the understanding of students during their four years of nursing training. The participants used for the study were all fourth year nursing students. They had positive and negative experiences of their training during the four years. The negative experiences related to the demands of the curriculum, lecturers’ poor subject knowledge and insufficient material resources needed for their studies. Regardless of the negativity experienced, students encountered positivity with regards to lecturers’ attitudes. The researcher focused on a qualitative study using an explorative, descriptive, contextual and phenomenological approach. A semi-structured approach was adopted to obtain data. Once consent was obtained from the relevant authorities, four fourth year nursing students were interviewed. The interviews were conducted by an independent role-player within the Department of Health to ensure an unbiased approach. Guba’s model was used to assess trustworthiness and data was analysed. Ethical considerations were ensured throughout the research process. Themes and sub-themes were identified. Based on the research findings, guidelines were co-constructed to assist nursing lecturers to better understand nursing students during their training. The findings of the study will be brought to the attention of nursing lecturers and management personnel of the campus. It was concluded that nursing students need to be consulted on issues concerning their training and development before implementation, and that they be respected and cared for as students based on their human rights.

Subjects/Keywords: Nurses – In-service training – South africa; Nurses – Study and teaching; Universities and colleges – Employees – Training of

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Smith, B. (2009). An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/893

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smith, Bridget. “An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus.” 2009. Thesis, Nelson Mandela Metropolitan University. Accessed February 16, 2020. http://hdl.handle.net/10948/893.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smith, Bridget. “An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus.” 2009. Web. 16 Feb 2020.

Vancouver:

Smith B. An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2009. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10948/893.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith B. An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus. [Thesis]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/893

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Cape Peninsula University of Technology

6. Mhungu, Blessed Aspinas. Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology .

Degree: 2018, Cape Peninsula University of Technology

URL: http://etd.cput.ac.za/handle/20.500.11838/2798

► Rapid advances in information technology and the Internet continue to create higher education learning solutions for the networked-world learner. Given the potential of these resources,… (more)

▼ Rapid advances in information technology and the Internet continue to create higher education learning solutions for the networked-world learner. Given the potential of these resources, opportunities and initiatives must be seized to promote the enhancement of student learning in higher education. The promise of faster communication networks and changes in students’ expectations have rendered urgent the understanding of technology and online learning for use in studio-based teaching and learning spaces in the networked global village of the 21st century. Paradoxically, however, the use of e-learning solutions in design-related education remains limited. In studio-based courses such as graphic and architectural design, for example, the facilitation of learning through electronic media at South African universities ranges from the minimal to the non-existent. A hands-on approach to studio-based teaching and learning is preferred, supported by the argument that it is hard to facilitate experiential learning through semi-synchronous online tools. The danger of this unsubstantiated model of thinking is that it is likely to lead to under-usage of Learning Management System (LMS) tools by educators in studio-based teaching and learning spaces. The problem is that no research has been done on this area in South Africa that is capable of providing conclusive evidence on which corrective measures can be based. Hence, the aim of this study is to understand the reasons for the limited adoption and use of LMSs in studio-based teaching and learning in South African higher education design-related disciplines. Within the interpretive epistemological paradigm, a qualitative research approach was adopted to source and analyse interview data from design students and lecturers at the Cape Peninsula University of Technology (CPUT). An Activity Theory (AT) analytical framework was employed. The findings suggest that reservations regarding the use of LMSs are more a function of prevailing perceptions than they are substantive. Unfounded negative assumptions about the functionality, relevance (usefulness), accessibility and ease of use of the systems emerged as the leading constructions of and explanations for the challenges faced. The study provides not only clarity on LMS usage patterns in studio-based educational spaces, but also useful comparative data on how an activity theory-grounded in ActAD framework can enhance the analysis of LMS activities in studio-based teaching and learning within the curricula for subjects like graphic design and architecture.

Subjects/Keywords: Learning Management Systems; Design – Study and teaching (Higher); Universities and colleges – Computer-assisted instruction; Internet in higher education; Educational technology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mhungu, B. A. (2018). Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2798

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mhungu, Blessed Aspinas. “Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology .” 2018. Thesis, Cape Peninsula University of Technology. Accessed February 16, 2020. http://etd.cput.ac.za/handle/20.500.11838/2798.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mhungu, Blessed Aspinas. “Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology .” 2018. Web. 16 Feb 2020.

Vancouver:

Mhungu BA. Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology . [Internet] [Thesis]. Cape Peninsula University of Technology; 2018. [cited 2020 Feb 16]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2798.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mhungu BA. Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology . [Thesis]. Cape Peninsula University of Technology; 2018. Available from: http://etd.cput.ac.za/handle/20.500.11838/2798

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Portland State University

7. Michaud, Meredith Esther. Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2016, Portland State University

URL: http://pdxscholar.library.pdx.edu/open_access_etds/3079

► Information literacy is widely acknowledged as important for student success in higher education. Information literacy is the ability to sort through a large amount… (more)

Subjects/Keywords: Information literacy – Study and teaching (Higher); College freshmen; Universities and colleges – Faculty – Attitudes; College teachers – Attitudes; Educational Leadership; Higher Education; Information Literacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Michaud, M. E. (2016). Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/3079

Chicago Manual of Style (16^th Edition):

Michaud, Meredith Esther. “Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices.” 2016. Doctoral Dissertation, Portland State University. Accessed February 16, 2020. http://pdxscholar.library.pdx.edu/open_access_etds/3079.

MLA Handbook (7^th Edition):

Michaud, Meredith Esther. “Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices.” 2016. Web. 16 Feb 2020.

Vancouver:

Michaud ME. Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices. [Internet] [Doctoral dissertation]. Portland State University; 2016. [cited 2020 Feb 16]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3079.

Council of Science Editors:

Michaud ME. Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices. [Doctoral Dissertation]. Portland State University; 2016. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3079

Stellenbosch University

8. Herman, Nicoline. The role of context in decision making about professional learning by lecturers at a research-intensive university.

Degree: DEd, Curriculum Studies, 2015, Stellenbosch University

URL: http://hdl.handle.net/10019.1/97890

► ENGLISH ABSTRACT: The professional learning of academics for the teaching function inherently is a change imperative and it has become an important enterprise in the… (more)

Subjects/Keywords: Professional learning communities; Universities and colleges – Research; Education, Higher – Study and teaching; UCTD

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APA (6^th Edition):

Herman, N. (2015). The role of context in decision making about professional learning by lecturers at a research-intensive university. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/97890

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Herman, Nicoline. “The role of context in decision making about professional learning by lecturers at a research-intensive university.” 2015. Thesis, Stellenbosch University. Accessed February 16, 2020. http://hdl.handle.net/10019.1/97890.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Herman, Nicoline. “The role of context in decision making about professional learning by lecturers at a research-intensive university.” 2015. Web. 16 Feb 2020.

Vancouver:

Herman N. The role of context in decision making about professional learning by lecturers at a research-intensive university. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10019.1/97890.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Herman N. The role of context in decision making about professional learning by lecturers at a research-intensive university. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/97890

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of KwaZulu-Natal

9. [No author]. Use of web 2.0 technologies for teaching and learning in selected Federal Universities in Southwest Nigeria.

Degree: 2016, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/13420

► This study investigated the extent of use of Web 2.0 technologies for teaching and learning (TAL) purposes in selected federal universities in southwest Nigeria. The… (more)

▼ This study investigated the extent of use of Web 2.0 technologies for teaching and learning (TAL) purposes in selected federal universities in southwest Nigeria. The study addressed the following research questions: What kinds of Web 2.0 technologies are used by academic staff and students, and for what purposes? To what extent are Web 2.0 technologies integrated into TAL in Nigerian universities? How does system quality, information quality and service quality influence attitude towards the use of Web 2.0 technologies for TAL in the federal universities? How does attitude influence intention to use Web 2.0 technologies for TAL in the federal universities? How does media synchronicity influence intention to use Web 2.0 technologies for TAL in the federal universities? What net benefits can be derived from the use of Web 2.0 technologies for TAL purposes? The study was guided by a blend of theoretical frameworks that included the updated DeLone and McLean model; the Media Synchronicity Theory and Technology Acceptance Model. The study adopted the post-positivist paradigm and employed the mixed methods approach with quantitative method as dominant over qualitative method. A convergent mixed method design was employed along with the survey research design using structured questionnaires and semi-structured interviews to collect quantitative and qualitative data respectively. The population of the study comprised of undergraduate students and academic staff drawn from two purposively selected federal universities in Southwest Nigeria. Survey questionnaires were used to collect data from 195 academic staff and 331 undergraduate respondents, while interviews were used to elicit data from 8 heads of faculties and 8 faculty librarians. Quantitative data was analysed using descriptive statistics and SPSS while qualitative data was analysed using thematic analysis. Results of quantitative data analysis were presented using tables and charts while the results of the qualitative data analysis were presented in narrative description. Reliability and validity of survey instruments were ascertained through pre-test of data collection instruments and Cronbach Alpha test respectively. Response rates of 81.3% for academic staff, 93.8% for students and 87.5% for faculty heads and librarians respectively were achieved. The findings revealed a high level of awareness and use of Web 2.0 technologies among academic staff and students. The findings further established frequent or occasional use of Web 2.0 technologies such as Wikipedia, Instant messaging, Facebook, WhatsApp, YouTube, LinkedIn, Skype and blogs. The findings also revealed that students were more enthusiastic about the use of Web 2.0 than academic staff. Moreover, the findings revealed that service quality, information quality, and system quality jointly influenced attitude towards the use of Web 2.0 technologies for TAL. The findings revealed a significant positive relationship between attitude, media synchronicity and intention to use Web 2.0 and net benefits of using Web… Advisors/Committee Members: Mutula, Stephen O (advisor).

Subjects/Keywords: Computer-assisted instruction – Nigeria.; Teaching and learning in higher education.; Web 2.0 – Study and teaching – Nigeria.; Universities and colleges – Nigeria.; Library and information science.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2016). Use of web 2.0 technologies for teaching and learning in selected Federal Universities in Southwest Nigeria. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13420

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

author], [No. “Use of web 2.0 technologies for teaching and learning in selected Federal Universities in Southwest Nigeria. ” 2016. Thesis, University of KwaZulu-Natal. Accessed February 16, 2020. http://hdl.handle.net/10413/13420.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

author], [No. “Use of web 2.0 technologies for teaching and learning in selected Federal Universities in Southwest Nigeria. ” 2016. Web. 16 Feb 2020.

Vancouver:

author] [. Use of web 2.0 technologies for teaching and learning in selected Federal Universities in Southwest Nigeria. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10413/13420.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Use of web 2.0 technologies for teaching and learning in selected Federal Universities in Southwest Nigeria. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13420

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Smith, Timothy Lee. A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY.

Degree: 2016, Southern Baptist Theological Seminary

URL: http://hdl.handle.net/10392/5056

► A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY Timothy Lee Smith, Ph.D. The Southern Baptist Theological… (more)

▼ A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY Timothy Lee Smith, Ph.D. The Southern Baptist Theological Seminary, 2015 Chair: Dr. Michael S. Wilder Many faith-based academic institutions began to deteriorate in the twentieth century as the institutions wandered toward a secular educational platform. Because of this transition, there is a renewed call for faith-based institutions to move beyond an environment of piety by creating a climate of faith and learning as the foundational synergistic roots in preparing graduates to embrace the cause of Christ. To address this concern, a sequential transformative mixed methods study was implemented to describe the factors, as expressed by presidents of Christian institutions, which predict the missional success of Southern Baptist Convention liberal arts educational institutions. In addition, this study argued that presidents of Christian institutions can clearly describe the factors of missional success of Christian institutions and a self- assessment model of institutional success can be established from the learned factors. In stage 1 of the study, 24 presidents of CCCU institutions, but not leaders of SBC schools, agreed to provide factors through an e-Delphi approach that predicted the success of Christ-centered institutions. Ninety factors were gathered during the initial phase of the study. With the completion of two additional rounds of surveys with the same presidents, a group of 56 factors were found important or very important in achieving the success of a Christ-centered institution. These factors were then examined through a factor analysis statistical process that established 6 clusters. In the second stage of the study, presidents of SBC institutions ranked the factors in each cluster. The results revealed that the most important cluster that included 5 factors addressed the importance of right Christian persons and explained 66 percent of model. The second cluster contained 19 factors about operational principles of the institution. Both of these clusters explained nearly 80 percent of the model of success. Results illustrated that presidents can express the factors that predict the success of Christ-centered higher educational institutions. The significance of these findings is the opportunity to examine the historical cases where Christian institutions wandered from their Christian faith and to look forward in using this model in promoting the success of a Christian higher educational institution. Advisors/Committee Members: Wilder, Michael S (advisor).

Subjects/Keywords: Southern Baptist Convention – Study and teaching (Higher); Baptist universities and colleges.; Christian universities and colleges.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Smith, T. L. (2016). A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY. (Thesis). Southern Baptist Theological Seminary. Retrieved from http://hdl.handle.net/10392/5056

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smith, Timothy Lee. “A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY.” 2016. Thesis, Southern Baptist Theological Seminary. Accessed February 16, 2020. http://hdl.handle.net/10392/5056.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smith, Timothy Lee. “A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY.” 2016. Web. 16 Feb 2020.

Vancouver:

Smith TL. A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY. [Internet] [Thesis]. Southern Baptist Theological Seminary; 2016. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10392/5056.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith TL. A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY. [Thesis]. Southern Baptist Theological Seminary; 2016. Available from: http://hdl.handle.net/10392/5056

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

11. Singo, Titus Tshiduhulwana. An exploratory study of the effects of professional development school experience on the research, teaching, and service of professors at a large midwestern university.

Degree: PhD, Department of Educational Administration, 1998, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:47207

Subjects/Keywords: Universities and colleges – Faculty – Education (Continuing); College teachers – Education (Continuing); Education – Study and teaching; College teachers – Training of; Professional education – Michigan

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APA (6^th Edition):

Singo, T. T. (1998). An exploratory study of the effects of professional development school experience on the research, teaching, and service of professors at a large midwestern university. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47207

Chicago Manual of Style (16^th Edition):

Singo, Titus Tshiduhulwana. “An exploratory study of the effects of professional development school experience on the research, teaching, and service of professors at a large midwestern university.” 1998. Doctoral Dissertation, Michigan State University. Accessed February 16, 2020. http://etd.lib.msu.edu/islandora/object/etd:47207.

MLA Handbook (7^th Edition):

Singo, Titus Tshiduhulwana. “An exploratory study of the effects of professional development school experience on the research, teaching, and service of professors at a large midwestern university.” 1998. Web. 16 Feb 2020.

Vancouver:

Singo TT. An exploratory study of the effects of professional development school experience on the research, teaching, and service of professors at a large midwestern university. [Internet] [Doctoral dissertation]. Michigan State University; 1998. [cited 2020 Feb 16]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47207.

Council of Science Editors:

Singo TT. An exploratory study of the effects of professional development school experience on the research, teaching, and service of professors at a large midwestern university. [Doctoral Dissertation]. Michigan State University; 1998. Available from: http://etd.lib.msu.edu/islandora/object/etd:47207

University of Johannesburg

12. Modiphane, Mpho Calphonia. A curriculum framework for communication studies at teacher training institutions.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/6444

►

M.Ed.

The main aim of the study is to develop an appropriate curriculum framework for Communication Studies at teacher training institutions. 4 This aim will… (more)

Subjects/Keywords: Communication - Study and teaching (Higher); Teachers colleges - South Africa - Curricula; Universities and colleges - Curricula; Education, Higher - South Africa - Curricula; Competency based education

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APA (6^th Edition):

Modiphane, M. C. (2012). A curriculum framework for communication studies at teacher training institutions. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Modiphane, Mpho Calphonia. “A curriculum framework for communication studies at teacher training institutions.” 2012. Thesis, University of Johannesburg. Accessed February 16, 2020. http://hdl.handle.net/10210/6444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Modiphane, Mpho Calphonia. “A curriculum framework for communication studies at teacher training institutions.” 2012. Web. 16 Feb 2020.

Vancouver:

Modiphane MC. A curriculum framework for communication studies at teacher training institutions. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10210/6444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Modiphane MC. A curriculum framework for communication studies at teacher training institutions. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

13. Zey, John Nicholas, 1952-. Program assessment: industrial hygiene and safety sciences.

Degree: 2010, University of Missouri – Columbia

URL: https://doi.org/10.32469/10355/10270

► Program assessment has long been a critical element for academic programs to ensure continuous quality improvement of their programs. More recently, occupational safety, health and… (more)

Subjects/Keywords: Industrial hygiene – Study and teaching (Higher) – Evaluation; Universities and colleges – Evaluation

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APA (6^th Edition):

Zey, John Nicholas, 1. (2010). Program assessment: industrial hygiene and safety sciences. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/10270

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zey, John Nicholas, 1952-. “Program assessment: industrial hygiene and safety sciences.” 2010. Thesis, University of Missouri – Columbia. Accessed February 16, 2020. https://doi.org/10.32469/10355/10270.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zey, John Nicholas, 1952-. “Program assessment: industrial hygiene and safety sciences.” 2010. Web. 16 Feb 2020.

Vancouver:

Zey, John Nicholas 1. Program assessment: industrial hygiene and safety sciences. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2020 Feb 16]. Available from: https://doi.org/10.32469/10355/10270.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zey, John Nicholas 1. Program assessment: industrial hygiene and safety sciences. [Thesis]. University of Missouri – Columbia; 2010. Available from: https://doi.org/10.32469/10355/10270

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

14. Hogue, Laurel Kay. Innovation in summer sessions : a qualitative, multi-case study of public universities summer session programs through the use of academic entrepreneurship.

Degree: 2017, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/61933

► The emergence of academic entrepreneurship is a recent phenomenon and the application of academic entrepreneurship is not consistent nor has consensus among institutions (Mars and… (more)

▼ The emergence of academic entrepreneurship is a recent phenomenon and the application of academic entrepreneurship is not consistent nor has consensus among institutions (Mars and Metcalfe, 2009). Mars and Rios-Aguilar (2010) posited that to understand the benefits and barriers of supporting and creating entrepreneurial activity in higher education, researchers need to apply the following conceptual dimensions when studying academic entrepreneurship: (1) creative disruption; (2) (dis)equilibrium; (3) innovation; (4) value creation; (5) [and] opportunity recognition. In this dissertation, a qualitative multi case study examined academic entrepreneurship with particular attention focused on the summer session administrator and how that role influences and interprets university entrepreneurial activity. Through data analysis, the researcher sought to understand how university summer session administrators as institutional entrepreneurs foster innovation and entrepreneurship within a university landscape and additionally, how university summer session programs engage in entrepreneurial market and nonmarket or socially-oriented activities; ultimately recognizing how institutions may adopt the activity into the broader university strategic plan (Mars and Rios-Aguilar). The participants for the study consisted of three summer session administrators, their supervisors and faculty and staff whom support market or non-market like activity during the summer session. Data collection methods included audio-recorded personal interviews, focus groups, document collection and observations were conducted at three public higher education institutions located within the North Central region of the North American Association on Summer Sessions (NAASS). Through data analysis, three themes and a number of subthemes emerged: 1) Campus Collaboration, with subthemes of: a) Expanded Student Support Services, and b) Facility Usage; 2) Business Enterprise with subthemes: a) Incentivizing and Risk Management, b) Marketing c) Data Analysis and Reporting; and 3) Enrollment Management with the subthemes: a) Outreach to New Audiences, b) Retention and Completion Efforts and c) Year Round University. The implications of this study suggest a business enterprise dependent on revenue will be aware of competing market forces, will use data driven decision-making and utilize incentive models to drive entrepreneurial culture. Secondly, enrollment management issues such as retention and graduation rates are increasingly reliant on the success of summer sessions. In addition, administrators play a vital role in shaping enrollment goals, fee structures and advising infrastructures for their organizations as supported by Sims, 2007. Finally, summer session administrators are collaborating with offices across campus to provide student support services. The intent is to work across service silos, present a united front to students while maintaining service expectations year-round rather than just Fall and Spring semester. Most entrepreneurial activity identified… Advisors/Committee Members: Martin, Barbara N. (advisor).

Subjects/Keywords: Entrepreneurship – Study and teaching (Higher); Public universities and colleges

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hogue, L. K. (2017). Innovation in summer sessions : a qualitative, multi-case study of public universities summer session programs through the use of academic entrepreneurship. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/61933

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hogue, Laurel Kay. “Innovation in summer sessions : a qualitative, multi-case study of public universities summer session programs through the use of academic entrepreneurship.” 2017. Thesis, University of Missouri – Columbia. Accessed February 16, 2020. http://hdl.handle.net/10355/61933.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hogue, Laurel Kay. “Innovation in summer sessions : a qualitative, multi-case study of public universities summer session programs through the use of academic entrepreneurship.” 2017. Web. 16 Feb 2020.

Vancouver:

Hogue LK. Innovation in summer sessions : a qualitative, multi-case study of public universities summer session programs through the use of academic entrepreneurship. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10355/61933.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hogue LK. Innovation in summer sessions : a qualitative, multi-case study of public universities summer session programs through the use of academic entrepreneurship. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/61933

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Fink, Susan Jo Breakenridge. An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1623

► The purpose of this study was to explore how instructors at a mid-sized Midwest four-year undergraduate private university view the purpose, structure, format and use… (more)

Subjects/Keywords: Teaching – Education (Higher) – Outline, syllabi, etc. – Midwest; Universities and colleges – Study and teaching – Outline, syllabi, etc. – Midwest; College teachers – Outline, syllabi, etc. – Midwest; Education, Higher – Curricula – Midwest

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fink, S. J. B. (2011). An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1623

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fink, Susan Jo Breakenridge. “An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University .” 2011. Thesis, Drake U. Accessed February 16, 2020. http://hdl.handle.net/2092/1623.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fink, Susan Jo Breakenridge. “An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University .” 2011. Web. 16 Feb 2020.

Vancouver:

Fink SJB. An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University . [Internet] [Thesis]. Drake U; 2011. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/2092/1623.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fink SJB. An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1623

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina – Greensboro

16. Rikard, Grace Linda. Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation.

Degree: 1979, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24394

► The purpose of this study was to investigate teacher perceptions of selected organizational characteristics that described the management systems of their Schools and Departments of… (more)

Subjects/Keywords: Physical education and training – Study and teaching (Higher); Universities and colleges – Departments – Administration; College teachers – Attitudes

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APA (6^th Edition):

Rikard, G. L. (1979). Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24394

Chicago Manual of Style (16^th Edition):

Rikard, Grace Linda. “Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation.” 1979. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed February 16, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24394.

MLA Handbook (7^th Edition):

Rikard, Grace Linda. “Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation.” 1979. Web. 16 Feb 2020.

Vancouver:

Rikard GL. Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 1979. [cited 2020 Feb 16]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24394.

Council of Science Editors:

Rikard GL. Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation. [Doctoral Dissertation]. University of North Carolina – Greensboro; 1979. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24394

17. NC DOCKS at The University of North Carolina at Greensboro; Rikard, Grace Linda. Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation.

Degree: 1979, NC Docks

URL: http://libres.uncg.edu/ir/uncg/f/Rikard_uncg_8002577.PDF

► The purpose of this study was to investigate teacher perceptions of selected organizational characteristics that described the management systems of their Schools and Departments of… (more)

Subjects/Keywords: Physical education and training $x Study and teaching (Higher); Universities and colleges $x Departments $x Administration; College teachers $x Attitudes

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APA (6^th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Rikard, G. L. (1979). Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Rikard_uncg_8002577.PDF

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Rikard, Grace Linda. “Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation.” 1979. Thesis, NC Docks. Accessed February 16, 2020. http://libres.uncg.edu/ir/uncg/f/Rikard_uncg_8002577.PDF.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Rikard, Grace Linda. “Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation.” 1979. Web. 16 Feb 2020.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Rikard GL. Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation. [Internet] [Thesis]. NC Docks; 1979. [cited 2020 Feb 16]. Available from: http://libres.uncg.edu/ir/uncg/f/Rikard_uncg_8002577.PDF.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Rikard GL. Teacher perceptions of the organizational management systems in their schools and departments of health, physical education, and recreation. [Thesis]. NC Docks; 1979. Available from: http://libres.uncg.edu/ir/uncg/f/Rikard_uncg_8002577.PDF

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Durban University of Technology

18. Ramouthar, Shayna. Aligning private higher education with the needs of the local tourism industry.

Degree: 2015, Durban University of Technology

URL: http://hdl.handle.net/10321/2483

►

Submitted in full requirement of Degree of Master of Management Sciences Specialising in Hospitality and Tourism , Department of Hospitality and Tourism, Faculty of Management… (more)

▼

Submitted in full requirement of Degree of Master of Management Sciences Specialising in Hospitality and Tourism , Department of Hospitality and Tourism, Faculty of Management Sciences, Durban University of Technology, Durban, South Sfrica. 2015.

There is a considerable gap between what is provided by tourism education providers and the needs expressed by the industry. Literature pertaining to private higher education institutions based in KwaZulu-Natal (KZN) curriculum provision is very limited. Therefore, this study sought to determine whether tourism qualifications offered at registered private higher education institutions in KZN are aligned with the needs of the local tourism industry. This study accordingly identified and investigated the gaps between the needs of the local tourism industry and the core tourism curriculum offered at private institutions. In addition, the study closely examined the curricula offered by analysing and comparing the similarities and differences between the tourism curriculums of each private institution. In order to provide solutions and recommendations for future curriculum development, stakeholder’s views on what a tourism curriculum offered at private higher education institutions should entail was evaluated. Respondents comprised of managers from selected sectors of the local tourism industry, tourism graduates, tourism curriculum designers and tourism academics of the selected private higher education institutions. To achieve the first and third objective, a mixed-methods approach was adapted. This empirical study utilised electronic surveys to obtain a sample of 164 participants. A document analysis entailing thematic analysis was also complied to address the second objective. The findings revealed that there are more similarities amongst the education providers’ formal curriculum content than differences. However, the tourism curricula on offer by all the sampled private higher education institutions were observed not to align with the needs of the local tourism industry. Therefore, this study identified numerous gaps between the needs of the local tourism industry and the provisions by private higher education institutions. The misalignment was found to be attributable to multiple factors for which recommendations are made.

M

Advisors/Committee Members: Naidoo, Krishna Murthi.

Subjects/Keywords: Tourism – Study and teaching (Higher) – South Africa; Tourism – Employees – Training of – South Africa; Private universities and colleges – Curricula – South Africa; Education, Higher – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ramouthar, S. (2015). Aligning private higher education with the needs of the local tourism industry. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/2483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ramouthar, Shayna. “Aligning private higher education with the needs of the local tourism industry.” 2015. Thesis, Durban University of Technology. Accessed February 16, 2020. http://hdl.handle.net/10321/2483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ramouthar, Shayna. “Aligning private higher education with the needs of the local tourism industry.” 2015. Web. 16 Feb 2020.

Vancouver:

Ramouthar S. Aligning private higher education with the needs of the local tourism industry. [Internet] [Thesis]. Durban University of Technology; 2015. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10321/2483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ramouthar S. Aligning private higher education with the needs of the local tourism industry. [Thesis]. Durban University of Technology; 2015. Available from: http://hdl.handle.net/10321/2483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Crider, Amy Leigh. A New Freshman Composition Pedagogy for Christian Colleges and Universities.

Degree: 2018, Southern Baptist Theological Seminary

URL: http://hdl.handle.net/10392/5473

► Freshman composition instructors at Christian institutions face a disturbing predicament: competing pedagogies, administrative pressure to prove freshman composition’s merit, public clamoring for greater return on… (more)

▼ Freshman composition instructors at Christian institutions face a disturbing predicament: competing pedagogies, administrative pressure to prove freshman composition’s merit, public clamoring for greater return on the college investment, technology redefining what “writing” is, a postmodern audience, and most concerning, the challenge to find an instructional model in a sea of pedagogies void of Christian ideology. The field of composition and rhetoric, unlike literature and other disciplines, does not have a pedagogy that successfully reconciles faith and scholarship. The purpose of this Doctor of Education thesis is to ignite a conversation among Christian composition faculty by introducing a prototype Christian freshman composition pedagogy built on a Christian theological, philosophical, and educational foundation rather than maintaining the common practice of overlaying Christian ideas on secular pedagogies. The proposed writing pedagogy is beyond a perfunctory skills and service course because communication through writing is not only divinely modeled, it is essential for human flourishing. The structure of this Trinitarian writing theory is dually aimed at both the writing pedagogue, by providing the resources from which the teacher can develop an instructional pathway, and the student writer, by providing the resources from which the learner develops functional writing strategies encased within a biblically-grounded motivation for writing. Rooted in Kevin Vanhoozer’s Trinitarian Theology of Communication, this Christian writing pedagogical theory unfolds through a series of similarly-shaped triune-based structures that move from theological formation to methodological practice. Chapter 1 argues that composition pedagogy is in crisis, not only at Christian colleges and universities, but secular institutions as well. Providing a context for the aforementioned crisis, chapter 2 historically traces composition instruction trends in America. While Christian scholars have proposed ways to apply faith and learning in other academic fields, no thoroughly Christian writing pedagogy has yet been created. Chapter 3 overviews secular strategies developed in response to the composition instruction crisis and those strategies’ lack of effectiveness. Chapter 4 serves to build the theological and philosophical foundation of a new instructional design theory. Chapters 5-9 provide a detailed progression of the new writing theory from its theological inception to the methodological and practical culmination as an act of worship for the student writer. Craig Bartholomew’s Tree of Knowledge provides the systematic method this project uses to rebuild composition theory; Kevin Vanhoozer's Trinitarian Theology of Communication model is the theological base that provides the key theoretical categories of the new writing pedagogy. Chapters 10-12 examine how the theory’s biblically-based distinctives translate to the classroom. Advisors/Committee Members: Foster, Anthony W (advisor).

Subjects/Keywords: English language – Rhetoric – Study and teaching (Higher); Academic writing – Study and teaching (Higher); Christian universities and colleges.; Christian education.

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APA (6^th Edition):

Crider, A. L. (2018). A New Freshman Composition Pedagogy for Christian Colleges and Universities. (Thesis). Southern Baptist Theological Seminary. Retrieved from http://hdl.handle.net/10392/5473

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Crider, Amy Leigh. “A New Freshman Composition Pedagogy for Christian Colleges and Universities.” 2018. Thesis, Southern Baptist Theological Seminary. Accessed February 16, 2020. http://hdl.handle.net/10392/5473.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Crider, Amy Leigh. “A New Freshman Composition Pedagogy for Christian Colleges and Universities.” 2018. Web. 16 Feb 2020.

Vancouver:

Crider AL. A New Freshman Composition Pedagogy for Christian Colleges and Universities. [Internet] [Thesis]. Southern Baptist Theological Seminary; 2018. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10392/5473.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crider AL. A New Freshman Composition Pedagogy for Christian Colleges and Universities. [Thesis]. Southern Baptist Theological Seminary; 2018. Available from: http://hdl.handle.net/10392/5473

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Northeastern University

20. Timmons, Maureen L. Cultivating a taste for curricular innovation at one university.

Degree: EdD, School of Education, 2014, Northeastern University

URL: http://hdl.handle.net/2047/d20018706

► This study sought to understand whether, and if so how, food can serve as a unifying element in the general education curriculum at a post-secondary… (more)

Subjects/Keywords: curricular innovation; diffusion of innovations; food; general education; interdisciplinary; narrative inquiry; Higher Education; Interdisciplinary approach in education; Food; Study and teaching (Higher); Universities and colleges; Curricula; Curriculum planning; Curriculum change

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APA (6^th Edition):

Timmons, M. L. (2014). Cultivating a taste for curricular innovation at one university. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018706

Chicago Manual of Style (16^th Edition):

Timmons, Maureen L. “Cultivating a taste for curricular innovation at one university.” 2014. Masters Thesis, Northeastern University. Accessed February 16, 2020. http://hdl.handle.net/2047/d20018706.

MLA Handbook (7^th Edition):

Timmons, Maureen L. “Cultivating a taste for curricular innovation at one university.” 2014. Web. 16 Feb 2020.

Vancouver:

Timmons ML. Cultivating a taste for curricular innovation at one university. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/2047/d20018706.

Council of Science Editors:

Timmons ML. Cultivating a taste for curricular innovation at one university. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018706

21. Fitzgerald, John A. A study of the comprehensive examination administered to graduate students in the Department of Education, Massachusetts State College, 1939.

Degree: Education, 1940, University of Massachusetts

URL: https://scholarworks.umass.edu/theses/2628

Subjects/Keywords: Education Study and teaching Massachusetts; Training of teachers Massachusetts; Universities and colleges Examinations

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APA (6^th Edition):

Fitzgerald, J. A. (1940). A study of the comprehensive examination administered to graduate students in the Department of Education, Massachusetts State College, 1939. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/2628

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fitzgerald, John A. “A study of the comprehensive examination administered to graduate students in the Department of Education, Massachusetts State College, 1939.” 1940. Thesis, University of Massachusetts. Accessed February 16, 2020. https://scholarworks.umass.edu/theses/2628.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fitzgerald, John A. “A study of the comprehensive examination administered to graduate students in the Department of Education, Massachusetts State College, 1939.” 1940. Web. 16 Feb 2020.

Vancouver:

Fitzgerald JA. A study of the comprehensive examination administered to graduate students in the Department of Education, Massachusetts State College, 1939. [Internet] [Thesis]. University of Massachusetts; 1940. [cited 2020 Feb 16]. Available from: https://scholarworks.umass.edu/theses/2628.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fitzgerald JA. A study of the comprehensive examination administered to graduate students in the Department of Education, Massachusetts State College, 1939. [Thesis]. University of Massachusetts; 1940. Available from: https://scholarworks.umass.edu/theses/2628

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

22. Thompson, Kristine A. (Kristine Ann). Finding vocation in academic work : early career in the evolving field of physical therapy.

Degree: PhD, Department of Educational Administration, 2000, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:30617

Subjects/Keywords: Physical therapy schools – Faculty; Physical therapy – Study and teaching; Physical therapy – Vocational guidance; College teachers; Educators; Junior colleges – Faculty; Teachers; Universities and colleges – Faculty; Career development

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APA (6^th Edition):

Thompson, K. A. (. A. (2000). Finding vocation in academic work : early career in the evolving field of physical therapy. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:30617

Chicago Manual of Style (16^th Edition):

Thompson, Kristine A (Kristine Ann). “Finding vocation in academic work : early career in the evolving field of physical therapy.” 2000. Doctoral Dissertation, Michigan State University. Accessed February 16, 2020. http://etd.lib.msu.edu/islandora/object/etd:30617.

MLA Handbook (7^th Edition):

Thompson, Kristine A (Kristine Ann). “Finding vocation in academic work : early career in the evolving field of physical therapy.” 2000. Web. 16 Feb 2020.

Vancouver:

Thompson KA(A. Finding vocation in academic work : early career in the evolving field of physical therapy. [Internet] [Doctoral dissertation]. Michigan State University; 2000. [cited 2020 Feb 16]. Available from: http://etd.lib.msu.edu/islandora/object/etd:30617.

Council of Science Editors:

Thompson KA(A. Finding vocation in academic work : early career in the evolving field of physical therapy. [Doctoral Dissertation]. Michigan State University; 2000. Available from: http://etd.lib.msu.edu/islandora/object/etd:30617

Rhodes University

23. Du Toit, Pieter. A case study: exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme.

Degree: Faculty of Education, Education, 2009, Rhodes University

URL: http://hdl.handle.net/10962/d1003313

► The study was undertaken as the first cycle of an action research project. It presents a case study that explores the potential of the combined… (more)

Subjects/Keywords: Education, Higher – South Africa; Graduate students – Study and teaching – South Africa – Case Studies; Action research in education – South Africa – Case Studies; Universities and colleges – Graduate work – South Africa – Case Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Du Toit, P. (2009). A case study: exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003313

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Du Toit, Pieter. “A case study: exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme.” 2009. Thesis, Rhodes University. Accessed February 16, 2020. http://hdl.handle.net/10962/d1003313.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Du Toit, Pieter. “A case study: exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme.” 2009. Web. 16 Feb 2020.

Vancouver:

Du Toit P. A case study: exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme. [Internet] [Thesis]. Rhodes University; 2009. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10962/d1003313.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Du Toit P. A case study: exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme. [Thesis]. Rhodes University; 2009. Available from: http://hdl.handle.net/10962/d1003313

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Oklahoma

24. Leach, Georgia Belle. Art requirements in teacher training programs of Southern colleges since 1900.

Degree: PhD, 1963, University of Oklahoma

URL: http://hdl.handle.net/11244/1605

Subjects/Keywords: Art in universities and colleges.; Education, Teacher Training.; Art Study and teaching.

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APA (6^th Edition):

Leach, G. B. (1963). Art requirements in teacher training programs of Southern colleges since 1900. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1605

Chicago Manual of Style (16^th Edition):

Leach, Georgia Belle. “Art requirements in teacher training programs of Southern colleges since 1900.” 1963. Doctoral Dissertation, University of Oklahoma. Accessed February 16, 2020. http://hdl.handle.net/11244/1605.

MLA Handbook (7^th Edition):

Leach, Georgia Belle. “Art requirements in teacher training programs of Southern colleges since 1900.” 1963. Web. 16 Feb 2020.

Vancouver:

Leach GB. Art requirements in teacher training programs of Southern colleges since 1900. [Internet] [Doctoral dissertation]. University of Oklahoma; 1963. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/11244/1605.

Council of Science Editors:

Leach GB. Art requirements in teacher training programs of Southern colleges since 1900. [Doctoral Dissertation]. University of Oklahoma; 1963. Available from: http://hdl.handle.net/11244/1605

Virginia Tech

25. Curry-Williams, Margaret L. Factors that influence "other-race" faculty decisions to accept, remain in, and consider leaving faculty positions at four southeastern public universities.

Degree: PhD, Public Administration and Public Affairs, 1985, Virginia Tech

URL: http://hdl.handle.net/10919/54748

Subjects/Keywords: LD5655.V856 1985.C877; Faculty integration; Universities and colleges – Faculty. – Virginia; Management – Study and teaching (Higher); Job satisfaction

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APA (6^th Edition):

Curry-Williams, M. L. (1985). Factors that influence "other-race" faculty decisions to accept, remain in, and consider leaving faculty positions at four southeastern public universities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/54748

Chicago Manual of Style (16^th Edition):

Curry-Williams, Margaret L. “Factors that influence "other-race" faculty decisions to accept, remain in, and consider leaving faculty positions at four southeastern public universities.” 1985. Doctoral Dissertation, Virginia Tech. Accessed February 16, 2020. http://hdl.handle.net/10919/54748.

MLA Handbook (7^th Edition):

Curry-Williams, Margaret L. “Factors that influence "other-race" faculty decisions to accept, remain in, and consider leaving faculty positions at four southeastern public universities.” 1985. Web. 16 Feb 2020.

Vancouver:

Curry-Williams ML. Factors that influence "other-race" faculty decisions to accept, remain in, and consider leaving faculty positions at four southeastern public universities. [Internet] [Doctoral dissertation]. Virginia Tech; 1985. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10919/54748.

Council of Science Editors:

Curry-Williams ML. Factors that influence "other-race" faculty decisions to accept, remain in, and consider leaving faculty positions at four southeastern public universities. [Doctoral Dissertation]. Virginia Tech; 1985. Available from: http://hdl.handle.net/10919/54748

IUPUI

26. Guillot III, Gerard Majella. Does time matter? : a search for meaningful medical school faculty cohorts.

Degree: 2014, IUPUI

URL: http://hdl.handle.net/1805/6297

►

Indiana University-Purdue University Indianapolis (IUPUI)

Background. Traditionally, departmental appointment type (basic science or clinical) and/or degree earned (PhD, MD, or MD-PhD) have served as proxies… (more)

▼

Indiana University-Purdue University Indianapolis (IUPUI)

Background. Traditionally, departmental appointment type (basic science or clinical) and/or degree earned (PhD, MD, or MD-PhD) have served as proxies for how we conceptualize clinical and basic science faculty. However, the landscape in which faculty work has considerably changed and now challenges the meaning of these cohorts. Within this context I introduce a behavior-based role variable that is defined by how faculty spend their time in four academic activities: teaching, research, patient care, and administrative duties. Methods. Two approaches to role were compared to department type and degree earned in terms of their effects on how faculty report their perceptions and experiences of faculty vitality and its related constructs. One approach included the percent of time faculty spent engaged in each of the four academic activities. The second approach included role groups described by a time allocation rubric. This study included faculty from four U.S. medical schools (N = 1,497) and data from the 2011 Indiana University School of Medicine Faculty Vitality Survey. Observed variable path analysis evaluated models that included traditional demographic variables, the role variable, and faculty vitality constructs (e.g., productivity, professional engagement, and career satisfaction). Results. Role group effects on faculty vitality constructs were much stronger than those of percent time variables, suggesting that patterns of how faculty distribute their time are more important than exactly how much time they allocate to single activities. Role group effects were generally similar to, and sometimes stronger than, those of department type and degree earned. Further, the number of activities that faculty participate in is as important a predictor of how faculty experience vitality constructs as their role groups. Conclusions. How faculty spend their time is a valuable and significant addition to vitality models and offers several advantages over traditional cohort variables. Insights into faculty behavior can also show how institutional missions are (or are not) being served. These data can inform hiring practices, development of academic tracks, and faculty development interventions. As institutions continue to unbundle faculty roles and faculty become increasingly differentiated, the role variable can offer a simple way to study faculty, especially across multiple institutions.

Advisors/Committee Members: Palmer, Megan M., Dankoski, Mary E., Nelson Laird, Thomas F., Seifert, Mark F., Shew, Ronald L..

Subjects/Keywords: medical school; faculty cohort; faculty vitality; Indiana University School of Medicine – Faculty – Research; Pennsylvania State University. College of Medicine – Faculty – Research; University of Illinois at the Medical Center. College of Medicine – Faculty – Research; University of Arkansas for Medical Sciences – Faculty – Research; Medicine – Study and teaching – Research – Faculty – Surveys; Universities and colleges – Faculty – Job satisfaction; Universities and colleges – Faculty – Evaluation; Medical sciences – Study and teaching; Clinical medicine – Study and teaching; College teaching – Research; Academic medical centers – Research – Surveys; Social cognitive theory – Research; Factor analysis – Research; Physician and patient – Research; Motivation in education – Research

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APA (6^th Edition):

Guillot III, G. M. (2014). Does time matter? : a search for meaningful medical school faculty cohorts. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/6297

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Guillot III, Gerard Majella. “Does time matter? : a search for meaningful medical school faculty cohorts.” 2014. Thesis, IUPUI. Accessed February 16, 2020. http://hdl.handle.net/1805/6297.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Guillot III, Gerard Majella. “Does time matter? : a search for meaningful medical school faculty cohorts.” 2014. Web. 16 Feb 2020.

Vancouver:

Guillot III GM. Does time matter? : a search for meaningful medical school faculty cohorts. [Internet] [Thesis]. IUPUI; 2014. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/1805/6297.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guillot III GM. Does time matter? : a search for meaningful medical school faculty cohorts. [Thesis]. IUPUI; 2014. Available from: http://hdl.handle.net/1805/6297

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Montana Tech

27. Berkram, Gelene. Faculty practice in nursing education programs in rural states.

Degree: Doctor of Education (EdD), 1998, Montana Tech

URL: https://scholarworks.umt.edu/etd/10515

Subjects/Keywords: Nursing Study and teaching.; Universities and colleges Faculty.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Berkram, G. (1998). Faculty practice in nursing education programs in rural states. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10515

Chicago Manual of Style (16^th Edition):

Berkram, Gelene. “Faculty practice in nursing education programs in rural states.” 1998. Doctoral Dissertation, Montana Tech. Accessed February 16, 2020. https://scholarworks.umt.edu/etd/10515.

MLA Handbook (7^th Edition):

Berkram, Gelene. “Faculty practice in nursing education programs in rural states.” 1998. Web. 16 Feb 2020.

Vancouver:

Berkram G. Faculty practice in nursing education programs in rural states. [Internet] [Doctoral dissertation]. Montana Tech; 1998. [cited 2020 Feb 16]. Available from: https://scholarworks.umt.edu/etd/10515.

Council of Science Editors:

Berkram G. Faculty practice in nursing education programs in rural states. [Doctoral Dissertation]. Montana Tech; 1998. Available from: https://scholarworks.umt.edu/etd/10515

University of Johannesburg

28. Van Eck, Hendrik Johannes Lindeque. Outcomes-based mathematics teaching at public colleges for further education and training.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/7048

►

M.Ed.

South Africa is faced with the challenge of reconstruction and social recovery having held its .first democratic elections in 1994. Education was central to… (more)

Subjects/Keywords: Mathematics – Study and teaching (Higher) – South Africa; Competency based education – South Africa; Universities and colleges – South Africa; Universities and colleges – South Africa – Curricula

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APA (6^th Edition):

Van Eck, H. J. L. (2012). Outcomes-based mathematics teaching at public colleges for further education and training. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7048

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Eck, Hendrik Johannes Lindeque. “Outcomes-based mathematics teaching at public colleges for further education and training.” 2012. Thesis, University of Johannesburg. Accessed February 16, 2020. http://hdl.handle.net/10210/7048.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Eck, Hendrik Johannes Lindeque. “Outcomes-based mathematics teaching at public colleges for further education and training.” 2012. Web. 16 Feb 2020.

Vancouver:

Van Eck HJL. Outcomes-based mathematics teaching at public colleges for further education and training. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10210/7048.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Eck HJL. Outcomes-based mathematics teaching at public colleges for further education and training. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7048

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

29. SHEBANI, MEFTAH ALI. HIGH QUALITY EDUCATION THROUGH AESTHETIC TRAINING: A CASE FOR ESTABLISHING A FINE ARTS REQUIREMENT IN THE GENERAL EDUCATION CURRICULUM.

Degree: 1987, University of Arizona

URL: http://hdl.handle.net/10150/184163

► John Dewey's formulation of the primacy of aesthetic experience in all human endeavor is investigated in order to promote the inclusion of a fine arts… (more)

Subjects/Keywords: Art – Study and teaching (Higher); Universities and colleges – Curricula.

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APA (6^th Edition):

SHEBANI, M. A. (1987). HIGH QUALITY EDUCATION THROUGH AESTHETIC TRAINING: A CASE FOR ESTABLISHING A FINE ARTS REQUIREMENT IN THE GENERAL EDUCATION CURRICULUM. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/184163

Chicago Manual of Style (16^th Edition):

SHEBANI, MEFTAH ALI. “HIGH QUALITY EDUCATION THROUGH AESTHETIC TRAINING: A CASE FOR ESTABLISHING A FINE ARTS REQUIREMENT IN THE GENERAL EDUCATION CURRICULUM. ” 1987. Doctoral Dissertation, University of Arizona. Accessed February 16, 2020. http://hdl.handle.net/10150/184163.

MLA Handbook (7^th Edition):

SHEBANI, MEFTAH ALI. “HIGH QUALITY EDUCATION THROUGH AESTHETIC TRAINING: A CASE FOR ESTABLISHING A FINE ARTS REQUIREMENT IN THE GENERAL EDUCATION CURRICULUM. ” 1987. Web. 16 Feb 2020.

Vancouver:

SHEBANI MA. HIGH QUALITY EDUCATION THROUGH AESTHETIC TRAINING: A CASE FOR ESTABLISHING A FINE ARTS REQUIREMENT IN THE GENERAL EDUCATION CURRICULUM. [Internet] [Doctoral dissertation]. University of Arizona; 1987. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10150/184163.

Council of Science Editors:

SHEBANI MA. HIGH QUALITY EDUCATION THROUGH AESTHETIC TRAINING: A CASE FOR ESTABLISHING A FINE ARTS REQUIREMENT IN THE GENERAL EDUCATION CURRICULUM. [Doctoral Dissertation]. University of Arizona; 1987. Available from: http://hdl.handle.net/10150/184163

Durban University of Technology

30. Naidoo, Segarani. The impact of the digital divide on information literacy training of Extended Curriculum Programme students at the Durban University of Technology.

Degree: 2011, Durban University of Technology

URL: http://hdl.handle.net/10321/687

►

Submitted in fulfilment of the requirements of the Master of Technology Degree in Library and Information Studies, Durban University of Technology, 2011.

This study investigated… (more)

▼

Submitted in fulfilment of the requirements of the Master of Technology Degree in Library and Information Studies, Durban University of Technology, 2011.

This study investigated the impact of the digital divide on information literacy (IL) training of Extended Curriculum Programme (ECP) students at the Durban University of Technology (DUT). There are students entering the tertiary education environment in South Africa who have never used the Internet or have little or no knowledge of technology. Hence South African higher education institutions have a heterogeneous mix of both digitally advantaged students and digitally disadvantaged students. The objective of this study was to investigate the impact of the digital divide on IL training of ECP students at the DUT and to recommend guidelines for teaching and learning of IL that would accommodate both digitally advantaged and digitally disadvantaged students. The sub-objectives of the study were: to identify in what ways the digital divide impacts on the IL training of ECP students; to identify innovative teaching and learning methods to accommodate the diversity of students in the IL classroom; and to recommend guidelines for teaching and learning of IL in the ECP that accommodates the digital divide among participating students. Hence, the three population sets for the study were: DUT ECP students of 2010, Subject Librarians teaching IL to ECP students and the DUT ECP Coordinator. The study employed a mixed method approach in its research design. Data was collected from ECP students by means of a questionnaire, an interview schedule was used to collect data from Subject Librarians involved in teaching of the IL module to ECP students and lastly, a separate interview schedule was used to collect data from the ECP Coordinator. Qualitative data that was collected from the survey questionnaire was analysed using SPSS (Version 18.0) whilst qualitative data collected from the interviews and from the questionnaires was analysed thematically using content analysis. The findings of this study reveal that the digital divide does impact on IL training in ways such as, slowing down the progress of IL lessons; basic computer skills need to be taught in the IL classroom and that disadvantaged students find it difficult to follow online lessons while advantaged students already have the expertise to access online information. Based on these findings the study recommends that computer literacy training precede IL training; that various creative teaching and learning methods, such as, group work, games, online tutorials and interactive websites be incorporated into IL training to accommodate both digitally advantaged and digitally disadvantaged students in the IL classroom.

Advisors/Committee Members: Raju, Jayarani.

Subjects/Keywords: Information literacy – Study and teaching (Higher) – South Africa; Digital divide; Durban University of Technology – Students; Universities and colleges – Curricula – South Africa

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APA (6^th Edition):

Naidoo, S. (2011). The impact of the digital divide on information literacy training of Extended Curriculum Programme students at the Durban University of Technology. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/687

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Naidoo, Segarani. “The impact of the digital divide on information literacy training of Extended Curriculum Programme students at the Durban University of Technology.” 2011. Thesis, Durban University of Technology. Accessed February 16, 2020. http://hdl.handle.net/10321/687.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Naidoo, Segarani. “The impact of the digital divide on information literacy training of Extended Curriculum Programme students at the Durban University of Technology.” 2011. Web. 16 Feb 2020.

Vancouver:

Naidoo S. The impact of the digital divide on information literacy training of Extended Curriculum Programme students at the Durban University of Technology. [Internet] [Thesis]. Durban University of Technology; 2011. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10321/687.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Naidoo S. The impact of the digital divide on information literacy training of Extended Curriculum Programme students at the Durban University of Technology. [Thesis]. Durban University of Technology; 2011. Available from: http://hdl.handle.net/10321/687

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations