You searched for subject:(Tertiary Education).
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University of Cape Town
1.
Takane, Mpeli Alice.
Context dependence of Physics students' responses to the term "radiation".
Degree: Image, Physics, 2014, University of Cape Town
URL: http://hdl.handle.net/11427/13299 
► For the public to be able to participate meaningfully in debates regarding issues that are related to science and technology it is important that they…
(more)
▼ For the public to be able to participate meaningfully in debates regarding issues that are related to science and technology it is important that they are properly informed and that their sources of information are reliable. One source of such information are university science students and it is therefore interesting to find out what their views are regarding various scientific concepts. For example such an area of interest is that of using nuclear power for electricity generation, in particular the dangers associated with radiation. A reasonably correct view of radiation would be seen as an important part of having a meaningful debate. The present study aims to find out the views that a group of university students who are studying physics hold about radiation, in particular their immediate response to being asked to clarify what the term radiation means. However, the notion that students simply have conceptions that are unitary and static has been challenged by several Physics
Education Researchers. Instead a view summarised as “knowledge in pieces” has been proposed in which it is suggested that much smaller units of ideas are brought together dynamically depending on the situation at hand and that context plays an important role in how students respond to questions. Thus, the thesis explores to what extent context plays a role in their responses by preceding the question with four different scenarios which are suggested as the contexts in which the question is being asked. In summary, the guiding questions for the present work are: (1) What do students understand by the term radiation and (2) To what extent do student response patterns depend on “textual priming”. The thesis is divided into two parts (1) a pilot study in which the methodology is established and (2) a follow up study (main study) in which the effect of textual priming on the responses is explored.
Advisors/Committee Members: Allie, Saalih (advisor).
Subjects/Keywords: Tertiary physics education
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APA (6th Edition):
Takane, M. A. (2014). Context dependence of Physics students' responses to the term "radiation". (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13299
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Takane, Mpeli Alice. “Context dependence of Physics students' responses to the term "radiation".” 2014. Thesis, University of Cape Town. Accessed January 18, 2021.
http://hdl.handle.net/11427/13299.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Takane, Mpeli Alice. “Context dependence of Physics students' responses to the term "radiation".” 2014. Web. 18 Jan 2021.
Vancouver:
Takane MA. Context dependence of Physics students' responses to the term "radiation". [Internet] [Thesis]. University of Cape Town; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11427/13299.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Takane MA. Context dependence of Physics students' responses to the term "radiation". [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/13299
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Victoria University of Wellington
2.
Grootveld, Chelsea Maria.
Critical perspectives on the transformative potential of higher education in Aoteara New Zealand.
Degree: 2013, Victoria University of Wellington
URL: http://hdl.handle.net/10063/3006
► The global economic recession has resulted in unprecedented levels of inequality among the masses and paradoxically extraordinary levels of wealth and fortune among an elite…
(more)
▼ The global economic recession has resulted in unprecedented levels of inequality among the masses and paradoxically extraordinary levels of wealth and fortune among an elite few. In Aotearoa New Zealand, there is a widely held belief among Māori that higher
education provides the key to dismantling inequalities and a ‘good education’ will help in the making of a better life. This research study looks at how to create positive transformation for Māori through
education by exploring the inter-relationship between higher
education, transformation and social class in contemporary Aotearoa New Zealand.
Based on semi-structured interviews with 30 ‘highly educated’ Māori from diverse backgrounds, aged 25 to 46 years old, this thesis explores the perspectives and tensions that arise for contemporary Māori who are creating a landscape for themselves and their whānau (family), particularly how higher
education is complicit in both the potential to transform and the potential to constrain transformation. At the end of the day, are highly educated Māori simply maintaining the status quo, or are they in fact building organic intellectuals with the capacity to create and effect positive transformation for the collective?
The research found that higher
education success was a key enabler for transformation. Higher
education opened doors and provided opportunities for participants to build critical consciousness and accrue material wealth as individuals in order to contribute to collective (whānau, hapū and Iwi) transformation. Only half of the participants identified with social class and therefore class consciousness was not a lever for transformation, rather it was at the level of whakapapa (genealogy) where transformative consciousness might be accelerated. Whānau is the critical transformation site and participants are leading transformative strategies in a range of dynamic ways, however, at present this action is uncoordinated. The findings showed scope for increased cohesion and collaboration in order to develop innovative strategies which draw on ‘both’ cultural and material wealth to address structural inequalities and enliven whānau, hapū, iwi and Māori transformative aspirations.
Advisors/Committee Members: Penetito, Wally, Phillips, Hazel.
Subjects/Keywords: Transformation; Maori education; Tertiary education
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APA (6th Edition):
Grootveld, C. M. (2013). Critical perspectives on the transformative potential of higher education in Aoteara New Zealand. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3006
Chicago Manual of Style (16th Edition):
Grootveld, Chelsea Maria. “Critical perspectives on the transformative potential of higher education in Aoteara New Zealand.” 2013. Doctoral Dissertation, Victoria University of Wellington. Accessed January 18, 2021.
http://hdl.handle.net/10063/3006.
MLA Handbook (7th Edition):
Grootveld, Chelsea Maria. “Critical perspectives on the transformative potential of higher education in Aoteara New Zealand.” 2013. Web. 18 Jan 2021.
Vancouver:
Grootveld CM. Critical perspectives on the transformative potential of higher education in Aoteara New Zealand. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2013. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10063/3006.
Council of Science Editors:
Grootveld CM. Critical perspectives on the transformative potential of higher education in Aoteara New Zealand. [Doctoral Dissertation]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/3006
University of Nairobi
3.
Njuthe, Joyce L.
Determinants of effective capacity in tertiary education institutions in Kenya
.
Degree: 2011, University of Nairobi
URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11558
► Tertiary education has always been an important priority in the public agenda. It is a repository and defender of culture, an agent of change in…
(more)
▼ Tertiary education has always been an important priority in the public agenda. It is a repository and defender of culture, an agent of change in the culture, an engine for national economic growth, and an instrument for the realization of collective aspirations (Gerald, 1995). Furthermore, the public interest in tertiary education is generally present whether the delivering institutions are publicly or privately owned and/or are publicly or privately financed. However, the modern world of tertiary education is undergoing enormous challenges in various aspects such as expansion and diversification, fiscal pressure, wide markets, demand for greater accountability, greater quality and efficiency. This calls for the proper management of the institutions in order to cope with these challenges (Johnston, 1998).
Hayes et al (2005) defines capacity as the level of activity or output that can be achieved (by an operation, facility or organization) in a given period of time under normal working conditions. Effective capacity refers to the volume that a workstation or process can produce in a given period under normal operating conditions. This allows for set-up times, breakdowns, stoppages, maintenance etc. To be able to manage capacity efficiently, the determinants of effective capacity in every organization need to be established.
The study aimed at identifying the determinants of effective capacity in tertiary education institutions in Kenya and to establish the relative importance of the determinants. The study was a descriptive survey where data was collected using questionnaires with both closed and open ended questions. A total of 60 respondents from 30 tertiary education institutions in Kenya were interviewed and the response rate was 78%.
Findings of the research indicated that there are many determinants of effective capacity in tertiary education institutions in Kenya. The most important were established as operational, facilities and human factors. Other determinants, in order from most to least important were process, external, policy, service, supply chain and other factors.
Limitations of the study were that the respondents did not have enough time to fill the questions and some had a tendency to conceal some information. From the results, it is recommended that tertiary education institutions should seek to know the determinants of their effective capacity if they are to manage their capacity well.
Subjects/Keywords: Tertiary education;
Effective capacity;
Kenya
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APA (6th Edition):
Njuthe, J. L. (2011). Determinants of effective capacity in tertiary education institutions in Kenya
. (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11558
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Njuthe, Joyce L. “Determinants of effective capacity in tertiary education institutions in Kenya
.” 2011. Thesis, University of Nairobi. Accessed January 18, 2021.
http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11558.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Njuthe, Joyce L. “Determinants of effective capacity in tertiary education institutions in Kenya
.” 2011. Web. 18 Jan 2021.
Vancouver:
Njuthe JL. Determinants of effective capacity in tertiary education institutions in Kenya
. [Internet] [Thesis]. University of Nairobi; 2011. [cited 2021 Jan 18].
Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11558.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Njuthe JL. Determinants of effective capacity in tertiary education institutions in Kenya
. [Thesis]. University of Nairobi; 2011. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11558
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Victoria University of Wellington
4.
Sounthongdeng, Kinnaphone.
Exploring Family Characteristics, Individual Motivations and Social Norms Regarding Women’s Access to Tertiary Education in Laos.
Degree: 2018, Victoria University of Wellington
URL: http://hdl.handle.net/10063/8070
► In aiming to graduate from Least Developed Countries status by 2020, and in joining the ASEAN Economic Community in 2015, the Government of Laos has…
(more)
▼ In aiming to graduate from Least Developed Countries status by 2020, and in joining the ASEAN Economic Community in 2015, the Government of Laos has been seeking to sustain a high rate of economic growth and to develop a skilled and proficient labour force. As such, economic development has been a focus of the government and developing skilled and proficient labour is important.
Education, especially
tertiary education, has also been a priority of the Government of Laos. However, the gender gap still exists in every
education level with high fees just one barrier for women to get into higher
education. Promoting women’s access to
tertiary education is important for closing the gender gap and improving women’s livelihoods, as well as contributing to the country’s economic development.
The research explores the main barriers to women’s access to
tertiary education, concentrating on family characteristics, individual motivations and social norms. Utilising a feminist lens, qualitative research has been undertaken through semi-structured interviews. Thirty interviews were conducted, including women who were current students in
tertiary education institutions and women who were not in any
tertiary education institution. Information regarding
tertiary education policies and implementation of these policies was also gathered from key information interviews and secondary information.
The research found that family financial status is the main barrier for women to continue their
education in higher
education. When the family budget is limited, most parents prioritise the
education of males. Furthermore, the perception that women have less opportunity to gain a job than men persists widely – and acts as a disincentive for women to access
tertiary education.
Advisors/Committee Members: Overton, John, Kiddle, Luke.
Subjects/Keywords: Women; Tertiary education; Social norms
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APA (6th Edition):
Sounthongdeng, K. (2018). Exploring Family Characteristics, Individual Motivations and Social Norms Regarding Women’s Access to Tertiary Education in Laos. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8070
Chicago Manual of Style (16th Edition):
Sounthongdeng, Kinnaphone. “Exploring Family Characteristics, Individual Motivations and Social Norms Regarding Women’s Access to Tertiary Education in Laos.” 2018. Masters Thesis, Victoria University of Wellington. Accessed January 18, 2021.
http://hdl.handle.net/10063/8070.
MLA Handbook (7th Edition):
Sounthongdeng, Kinnaphone. “Exploring Family Characteristics, Individual Motivations and Social Norms Regarding Women’s Access to Tertiary Education in Laos.” 2018. Web. 18 Jan 2021.
Vancouver:
Sounthongdeng K. Exploring Family Characteristics, Individual Motivations and Social Norms Regarding Women’s Access to Tertiary Education in Laos. [Internet] [Masters thesis]. Victoria University of Wellington; 2018. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10063/8070.
Council of Science Editors:
Sounthongdeng K. Exploring Family Characteristics, Individual Motivations and Social Norms Regarding Women’s Access to Tertiary Education in Laos. [Masters Thesis]. Victoria University of Wellington; 2018. Available from: http://hdl.handle.net/10063/8070
University of Waikato
5.
Toli, Raymond.
Tertiary Education and Lifelong Learning: The Potential for a Lifelong Learing Culture within the PNG Polytehnic
.
Degree: 2015, University of Waikato
URL: http://hdl.handle.net/10289/9599
► This study seeks to examine the extent of lifelong learning developments at one of the first polytechnic institutes in Papua New Guinea (PNG), with particular…
(more)
▼ This study seeks to examine the extent of lifelong learning developments at one of the first polytechnic institutes in Papua New Guinea (PNG), with particular regard to how the existing traditional structure of vocational
education and training (VET) can be redefined under the framework of lifelong learning. The notion of lifelong learning with regard to the larger framework of
education is largely a foreign concept to PNG and this study examines how lifelong learning ideas are played out in one location.
The research is primarily a qualitative case study and utilised semi-structured interviews as the main method for data collection in addition to acquiring government and institutional documents (e.g. policy and developmental plans). The research methodology was chosen to gain an in-depth understanding of
tertiary education and lifelong learning from the perspective of the participants involved in the study.
The findings of the study indicate a profound lack of understanding of the concept of lifelong learning and the potential impact it can have on the provision of
education and training within the PNG
tertiary education system. However, in an attempt to build knowledge on this educational concept, this study has analysed themes that emerged from the staff interviews with theoretical concepts from the literature review to conclude that lifelong learning is a potentially viable option for
tertiary education, in particular at this polytechnic.
As an educational model, lifelong learning has the benefit of serving both the individual, the government and the wider society. The implications for
tertiary education would be considerable, because a diverse group of learners can be given more opportunities to engage in purposeful learning activities over a lifetime. The need to redefine the purpose and role of
tertiary education in PNG is strongly recommended.
Advisors/Committee Members: Findsen, Brian (advisor), Spiller, Dorothy (advisor).
Subjects/Keywords: Tertiary Education and Lifelong Learing
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APA ·
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Export
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Manager
APA (6th Edition):
Toli, R. (2015). Tertiary Education and Lifelong Learning: The Potential for a Lifelong Learing Culture within the PNG Polytehnic
. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/9599
Chicago Manual of Style (16th Edition):
Toli, Raymond. “Tertiary Education and Lifelong Learning: The Potential for a Lifelong Learing Culture within the PNG Polytehnic
.” 2015. Masters Thesis, University of Waikato. Accessed January 18, 2021.
http://hdl.handle.net/10289/9599.
MLA Handbook (7th Edition):
Toli, Raymond. “Tertiary Education and Lifelong Learning: The Potential for a Lifelong Learing Culture within the PNG Polytehnic
.” 2015. Web. 18 Jan 2021.
Vancouver:
Toli R. Tertiary Education and Lifelong Learning: The Potential for a Lifelong Learing Culture within the PNG Polytehnic
. [Internet] [Masters thesis]. University of Waikato; 2015. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10289/9599.
Council of Science Editors:
Toli R. Tertiary Education and Lifelong Learning: The Potential for a Lifelong Learing Culture within the PNG Polytehnic
. [Masters Thesis]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/9599
University of Cape Town
6.
John, Ignatius.
DC circuits : contextual variation of student responses.
Degree: Image, Physics, 2016, University of Cape Town
URL: http://hdl.handle.net/11427/20973
► Many studies have shown that students (at both school and university) have difficulties in understanding the concepts associated with DC circuits. Two competing theoretical frameworks…
(more)
▼ Many studies have shown that students (at both school and university) have difficulties in understanding the concepts associated with DC circuits. Two competing theoretical frameworks have been advanced to explain these problems: "misconceptions" and "knowledge-in-pieces". The former is based on the assumption that student ideas are unitary, static and independent of context, while the latter considers student ideas to arise dynamically from flexible combinations of "pieces of knowledge" and that a particular combination of pieces is primed by the context presented. The present work explores the extent to which student responses change as a result of small, fine-grained changes to a simple open circuit with only three components: a battery, a single wire and a resistive element. Three different types of resistive element were used: a light bulb, a heater and a resistor. A previously piloted, eight-question written instrument, consisting of both forced choice responses and free response writing, was administered to two cohorts of non-major, first year physics students from different institutions. The results, consistent across both cohorts, confirmed that context (e.g., type of resistive element used) was critical in triggering student responses. Student reasoning varied widely, and the majority of students used more than one "foothold idea" on which to base their explanations. Only 10% of the combined cohort got all answers (canonically) correct, and all of these students used only the single idea of "loop continuity" as the basis of their explanations. Based on the written responses, and a small number of clarifying interviews, it was clear that sense-making was a key driver in student reasoning. However, either (a) an incorrect explanatory interpretation of a prior experience, or (b) the absence of any experiences from which to extract a key abstract concept, such as "loop continuity", lead to incorrect (canonical) answers. One implication of the findings is that, unlike mechanics, where prior concrete experience is used as the starting point and then refined toward abstract knowledge, it appears that starting with the abstract might be a more effective pedagogical approach. This stands in contrast to many curricula that start with a concrete instantiation such as the light bulb.
Advisors/Committee Members: Allie, Saalih (advisor).
Subjects/Keywords: Physics; Tertiary Physics Education
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APA (6th Edition):
John, I. (2016). DC circuits : contextual variation of student responses. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/20973
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
John, Ignatius. “DC circuits : contextual variation of student responses.” 2016. Thesis, University of Cape Town. Accessed January 18, 2021.
http://hdl.handle.net/11427/20973.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
John, Ignatius. “DC circuits : contextual variation of student responses.” 2016. Web. 18 Jan 2021.
Vancouver:
John I. DC circuits : contextual variation of student responses. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11427/20973.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
John I. DC circuits : contextual variation of student responses. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/20973
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Zambia
7.
Mwacalimba, Laika.
Students Perceptions Towards Voluntary Counselling and Testing in Tertiary Educational Institutions: A study of Kitwe College of Education (KCE)
.
Degree: 2018, University of Zambia
URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/5883
► Early testing for HIV/AIDS offers many benefits for young people in many countries. The study employed Kitwe University College of education students at Kitwe district.…
(more)
▼ Early testing for HIV/AIDS offers many benefits for young people in many countries. The study
employed Kitwe University College of education students at Kitwe district. A survey design
supporting quantitative and qualitative (mixed method) data collection was used. Convenience
sampling was used to pick the respondents. The sample size was 100 respondents. The data
was collected using self-administered questionnaires. Processing of data was carried out using
the Statistical Package for Social Scientists (SPSS Version 20) get descriptive statistics.
Qualitative data from open ended questions was analyzed using, thematic analysis technique
and presented descriptively. Verbatism were used in the presentation of qualitative findings.
Data from KCE campus revealed that students showed understanding of the scourge of
HIV/AIDS, with VCT clearly identified as a key entry point for HIV/AIDS prevention, care and
support. Seventy nine percent (79%) of students indicated awareness of the availability of oncampus
VCT services. The study revealed mixed reactions with regard to students‘ perceptions
towards VCT service with a slight majority of 52% viewing VCT in a positive light and 45%
having a negative outlook.
The study revealed that uptake of on-campus VCT services was low and in order to see an
increase in the uptake of on-campus VCT services, an improvement in privacy and
confidentiality was key. In the opinion of students, the highest consideration with regard to
improving privacy and confidentiality appeared to be the calibre and experience of VCT
counsellors. The study also identified that continued sensitisation and communication was
necessary to raise awareness and reduce stigma.
Finally, the study revealed that even though students have high group risk perception, they
generally exhibited a low perception of self-risk despite a clear trend of engagement in risky
sexual behaviour that exposes them to HIV. As such VCT utilization by the students is still quite
a challenge and there remains an urgent need for a review the information disseminated,
counselling and testing strategies so as to effectively reach the youth who still remain vulnerable
to the scourge of HIV/AIDS.
Subjects/Keywords: Voluntary testing – HIV – Tertiary education
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APA ·
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Manager
APA (6th Edition):
Mwacalimba, L. (2018). Students Perceptions Towards Voluntary Counselling and Testing in Tertiary Educational Institutions: A study of Kitwe College of Education (KCE)
. (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5883
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mwacalimba, Laika. “Students Perceptions Towards Voluntary Counselling and Testing in Tertiary Educational Institutions: A study of Kitwe College of Education (KCE)
.” 2018. Thesis, University of Zambia. Accessed January 18, 2021.
http://dspace.unza.zm:8080/xmlui/handle/123456789/5883.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mwacalimba, Laika. “Students Perceptions Towards Voluntary Counselling and Testing in Tertiary Educational Institutions: A study of Kitwe College of Education (KCE)
.” 2018. Web. 18 Jan 2021.
Vancouver:
Mwacalimba L. Students Perceptions Towards Voluntary Counselling and Testing in Tertiary Educational Institutions: A study of Kitwe College of Education (KCE)
. [Internet] [Thesis]. University of Zambia; 2018. [cited 2021 Jan 18].
Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5883.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mwacalimba L. Students Perceptions Towards Voluntary Counselling and Testing in Tertiary Educational Institutions: A study of Kitwe College of Education (KCE)
. [Thesis]. University of Zambia; 2018. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5883
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
AUT University
8.
Penn, Rosemarie.
Manumalo: a study of factors which facilitate success for New Zealand-born Samoan students at university
.
Degree: 2010, AUT University
URL: http://hdl.handle.net/10292/862
► This thesis is about factors which aid and hinder successful completions for New Zealand-born Samoans. The thesis explores the proposition that educational marginalisation of minority…
(more)
▼ This thesis is about factors which aid and hinder successful completions for New Zealand-born Samoans. The thesis explores the proposition that educational marginalisation of minority students will be perpetuated until AUT adopts policies and procedures which enable culturally responsive educational pedagogies and practices which honour indigenous minorities. The thesis asked New Zealand-born Samoan students, what is the nature of their aiga (family) and cultural support frameworks (structures), and, further, to what extent and how and why do these students engage with such networks (processes)? This study used a qualitative approach within which six New Zealand-born Samoan students were interviewed using a semi-structured approach to gathering data. The interview data were transcribed and a thematic analysis was manually completed both within and across the six cases. The turnaround time in gaining ethics approval impacted upon the capacity of the investigator to conduct this research in what she considered to be a culturally appropriate manner and the cautious vigilance of the final ethics committee approval was perceived as a barrier to making culturally appropriate contact. It was discovered that Samoan structures, especially family, are paramount in supporting educational success because of the Fa’a Samoa processes which they engender. A further discovery was that New Zealand-born Samoans retain cultural affiliations so their lifestyle shows deep regard for Fa’a Samoa identity. Through these affiliations, meaningful life metaphors become applied. It was concluded that transforming staff so that they understand Pasifika peoples is crucial to growing Pasifika educational success. Staff development must, therefore, be planned so that meaningful understandings of Pasifika concepts and frameworks become nurtured and that is a challenge which AUT must embrace and action.
Advisors/Committee Members: Jenkin, Christine (advisor), Utumapu-McBride, Tafili (advisor).
Subjects/Keywords: New Zealand-born;
Tertiary education
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Manager
APA (6th Edition):
Penn, R. (2010). Manumalo: a study of factors which facilitate success for New Zealand-born Samoan students at university
. (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/862
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Penn, Rosemarie. “Manumalo: a study of factors which facilitate success for New Zealand-born Samoan students at university
.” 2010. Thesis, AUT University. Accessed January 18, 2021.
http://hdl.handle.net/10292/862.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Penn, Rosemarie. “Manumalo: a study of factors which facilitate success for New Zealand-born Samoan students at university
.” 2010. Web. 18 Jan 2021.
Vancouver:
Penn R. Manumalo: a study of factors which facilitate success for New Zealand-born Samoan students at university
. [Internet] [Thesis]. AUT University; 2010. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10292/862.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Penn R. Manumalo: a study of factors which facilitate success for New Zealand-born Samoan students at university
. [Thesis]. AUT University; 2010. Available from: http://hdl.handle.net/10292/862
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Victoria University of Wellington
9.
Nguon, Sophal.
Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students.
Degree: 2013, Victoria University of Wellington
URL: http://hdl.handle.net/10063/2786
► Assessment is a key factor in enhancing student learning when appropriate assessment tasks are conducted. Assessments are used to grade students’ achievement, check learning progress,…
(more)
▼ Assessment is a key factor in enhancing student learning when appropriate assessment tasks are conducted. Assessments are used to grade students’ achievement, check learning progress, reflect teaching performance, and support further learning. Perceptions and experiences that lecturers and students in Cambodian
tertiary education have about assessment practices are an important aspect to understand the current assessment practices before considering possible changes and how to implement the changes. These perceptions and experiences are the focus of this study which uses a mixed-method design. Eighteen lecturers and ninety-three third and fourth year students completed a 35-item questionnaire on the conceptualisation of assessment practices. Six lecturers participated in semi-structured interviews and 11 students participated in focus group discussions. Seventeen course outlines were analysed for assessment criteria and modes.
Results revealed three main perceived purposes of assessment: the provision of marks to students, measurement of students’ understanding, and satisfaction of university requirements. Furthermore, conventional assessment forms such as presentations, written assignments and examinations were found to be widely practiced in the faculty. Varying perceptions about explicit assessment criteria was also evident amongst lecturers and students. In addition the study identified that participants appear unfamiliar with the notion of innovative assessment practices, and that lecturers used a ‘transmission process’ type to provide feedback.
These findings are used to recommend ways of enhancing assessment practices in Cambodian
tertiary education. Recommendations include activities to develop assessment practices and ensure the improvement of student learning, especially self-regulated learning. Further recommendations are the inclusion of alternative assessment, more clarity in assessment criteria, and the introduction of supportive and constructive feedback. Academic professional development and university support are also needed for enhancing assessment practices. Two avenues of further research are recommended to examine the impact of assessment practices on student learning: firstly, an investigation into the practices of innovative assessment and approaches to learning, and secondly a comparative study about assessment systems and learning careers between a developing country and a developed country.
Advisors/Committee Members: Jones, Liz.
Subjects/Keywords: Evaluation; Tertiary education; Student learning
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MLA ·
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APA (6th Edition):
Nguon, S. (2013). Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2786
Chicago Manual of Style (16th Edition):
Nguon, Sophal. “Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students.” 2013. Masters Thesis, Victoria University of Wellington. Accessed January 18, 2021.
http://hdl.handle.net/10063/2786.
MLA Handbook (7th Edition):
Nguon, Sophal. “Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students.” 2013. Web. 18 Jan 2021.
Vancouver:
Nguon S. Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10063/2786.
Council of Science Editors:
Nguon S. Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2786
Victoria University of Wellington
10.
Chinlund, Elizabeth Marie.
Effects of University Preparation and Engagement on Achievement.
Degree: 2013, Victoria University of Wellington
URL: http://hdl.handle.net/10063/2920
► This study comprised an investigation of the longitudinal achievement of New Zealand first-year undergraduate students (n=967) who transitioned to their degrees through the Certificate of…
(more)
▼ This study comprised an investigation of the longitudinal achievement of New Zealand first-year undergraduate students (n=967) who transitioned to their degrees through the Certificate of University Preparation (CUP) programme at Victoria University of Wellington between 2008 and 2012 and the role of preparation and engagement on their achievement. Certain student behaviours, development of study skills, importance of academic challenge, and emphasis on academic support were all correlated with later university achievement. Although engagement is a highly acclaimed concept, its links to achievement were unsubstantiated. Using linear regressions, students' academic perseverance and their achievement in CUP each uniquely predicted first-year university degree programme achievement. CUP students' university achievement was higher than mainstream students with similar secondary school achievement, based on a statistical model of achievement that accounted for the relative difficulty of achieving each result. These findings indicate that the CUP programme was effective in preparing learners to access and achieve in university.
Advisors/Committee Members: Doyle, Stephanie, Johnston, Michael.
Subjects/Keywords: Tertiary education; Achievement; University preparation
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APA (6th Edition):
Chinlund, E. M. (2013). Effects of University Preparation and Engagement on Achievement. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2920
Chicago Manual of Style (16th Edition):
Chinlund, Elizabeth Marie. “Effects of University Preparation and Engagement on Achievement.” 2013. Masters Thesis, Victoria University of Wellington. Accessed January 18, 2021.
http://hdl.handle.net/10063/2920.
MLA Handbook (7th Edition):
Chinlund, Elizabeth Marie. “Effects of University Preparation and Engagement on Achievement.” 2013. Web. 18 Jan 2021.
Vancouver:
Chinlund EM. Effects of University Preparation and Engagement on Achievement. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10063/2920.
Council of Science Editors:
Chinlund EM. Effects of University Preparation and Engagement on Achievement. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2920
University of Newcastle
11.
Sher, William David.
Tertiary construction management education: the lived experience of academic staff in Australia.
Degree: PhD, 2012, University of Newcastle
URL: http://hdl.handle.net/1959.13/935763
► Research Doctorate - Doctor of Philosophy (PhD)
This study aims to develop a rich understanding of the factors that impact on construction management academics’ day-to-day…
(more)
▼ Research Doctorate - Doctor of Philosophy (PhD)
This study aims to develop a rich understanding of the factors that impact on construction management academics’ day-to-day and longer-term activities. Construction management academics share the same context as other university academics but are subject to several additional challenges that may be considered peculiar to their discipline. These have a profound impact on their working lives. Construction management is a relatively young discipline and this gives rise to a range of expectations and demands for those who teach into it. Respect and recognition in academic circles is predicated on research credibility, but construction management is yet to receive the research kudos of other disciplines such as engineering and architecture, to which it is frequently compared. Having academics with relevant and current industry experience is highly valued by the accrediting professional institutes but this frequently means that these academics do not possess research higher degrees, and have had little success in securing competitive research grants. In addition, the demographics of the students that construction management academics teach is markedly different to the mainstream student population in Australia. These challenges are set in the context of the numerous changes that the construction industry and the academic world have recently experienced. Many of the technologies that industry and academics currently employ did not exist a decade ago. In addition, changes in the behavioural patterns and expectations of students are markedly different to those of their teachers. Furthermore, no studies of the construction management academic workforce in Australia were found. These and other stimuli provided the motivation for this study. It explores the challenges and changes facing modern day construction management academics and how these impact on their working lives. To set the study in context, the current state of the Australian economy and construction industry are reviewed. Despite a recent slowdown in economic growth and construction activity, the sector continues to be beset by a marked shortage of construction professionals. This shortage has fuelled the marked and continued growth in the number of students enrolling in construction management undergraduate degrees. This has seen the expansion of construction management disciplines in the universities that offer these degrees. Accommodating this growth is one of the challenges currently facing the discipline. The structure of tertiary construction education in Australia is then explored and the ways students can access university is highlighted. The origins of construction management higher education and the ways in which teaching and research quality is audited are then reviewed. Also examined are the multiple professional institutes which construction management programs in Australia seek accreditation from and the challenges that academics face in accommodating their requirements. The demographics of…
Advisors/Committee Members: University of Newcastle. Faculty of Engineering & Built Environment, School of Architecture and Built Environment.
Subjects/Keywords: construction management; lived experience; tertiary education
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Export
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Manager
APA (6th Edition):
Sher, W. D. (2012). Tertiary construction management education: the lived experience of academic staff in Australia. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/935763
Chicago Manual of Style (16th Edition):
Sher, William David. “Tertiary construction management education: the lived experience of academic staff in Australia.” 2012. Doctoral Dissertation, University of Newcastle. Accessed January 18, 2021.
http://hdl.handle.net/1959.13/935763.
MLA Handbook (7th Edition):
Sher, William David. “Tertiary construction management education: the lived experience of academic staff in Australia.” 2012. Web. 18 Jan 2021.
Vancouver:
Sher WD. Tertiary construction management education: the lived experience of academic staff in Australia. [Internet] [Doctoral dissertation]. University of Newcastle; 2012. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1959.13/935763.
Council of Science Editors:
Sher WD. Tertiary construction management education: the lived experience of academic staff in Australia. [Doctoral Dissertation]. University of Newcastle; 2012. Available from: http://hdl.handle.net/1959.13/935763
Victoria University of Wellington
12.
Raymond, Lea.
Tertiary Education Migration and Cook Islands' Development.
Degree: 2018, Victoria University of Wellington
URL: http://hdl.handle.net/10063/7743
► In 2016, field research in the Cook Islands explored the correlation of migration, education and development in the Pacific by focussing on the impacts of…
(more)
▼ In 2016, field research in the Cook Islands explored the correlation of migration,
education and development in the Pacific by focussing on the impacts of
tertiary education migration on the development of the Cook Islands. A total of 29 participants contributed to this research, most fitting into at least one of these three categories: a) returned
tertiary education migrants b) non-returned
education migrants, and c) Cook Islands Governmental officials.
Depopulation is one of the greatest challenges for the Cook Islands today. While striving for rapid development and for meaningful participation in an ever-changing global economy, obtaining overseas university degrees is seen as an attractive option for many young Cook Islanders. It is not only seen as a way to contribute to the development of their home country, but to also ensure that opportunities for personal growth are abundant. With many fearing that the departure of the ‘brightest minds’ to overseas universities results in brain drain, this research explores the drivers for the decision-making regarding migration. It further discusses the lived realities of
tertiary education migrants who chose to return home after obtaining an overseas university degree and the implications of this movement for the Cook Islands Government.
This research found that the key drivers for the decision-making regarding
tertiary education migration may not be reduced to the availability of quality university study, but that there is a variety of other factors that influence young Cook Islanders. Instead of preventing young promising Cook Islanders from leaving the country, this research suggests that the overseas diaspora could be a valuable resource to contribute to Cook Islands’ development. Further, this research found that strictly applying the neo-classical approach to migratory processes does not seem sufficient to explain the perceived hurdles and enablers for returned graduates from the Cook Islands.
Advisors/Committee Members: Overton, John.
Subjects/Keywords: Tertiary Education; Migration; Development; Cook Islands
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Manager
APA (6th Edition):
Raymond, L. (2018). Tertiary Education Migration and Cook Islands' Development. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/7743
Chicago Manual of Style (16th Edition):
Raymond, Lea. “Tertiary Education Migration and Cook Islands' Development.” 2018. Masters Thesis, Victoria University of Wellington. Accessed January 18, 2021.
http://hdl.handle.net/10063/7743.
MLA Handbook (7th Edition):
Raymond, Lea. “Tertiary Education Migration and Cook Islands' Development.” 2018. Web. 18 Jan 2021.
Vancouver:
Raymond L. Tertiary Education Migration and Cook Islands' Development. [Internet] [Masters thesis]. Victoria University of Wellington; 2018. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10063/7743.
Council of Science Editors:
Raymond L. Tertiary Education Migration and Cook Islands' Development. [Masters Thesis]. Victoria University of Wellington; 2018. Available from: http://hdl.handle.net/10063/7743
University of Waikato
13.
da Rosa Ferrarelli, Lisabeth.
Online scaffolding in a fully online educational leadership course
.
Degree: 2015, University of Waikato
URL: http://hdl.handle.net/10289/9661
► Online scaffolding encompasses a range of effective teaching strategies that help students to achieve their learning goals while at the same time exercising their autonomy.…
(more)
▼ Online scaffolding encompasses a range of effective teaching strategies that help students to achieve their learning goals while at the same time exercising their autonomy. Although online scaffolding is crucial for student learning, not much is known about scaffolding in an online post-graduate course. In order to address this research gap, this study explored the intricacies of online scaffolding in a fully online educational leadership course. Through a mixed-method research design, a case study was developed weaving the perspectives and actions of lecturers and students in a fully online post-graduate educational leadership course. Two interviews with lecturers, two student online surveys and two online forum discussion logs, each one from the start and the end of the course, were analysed using content and statistical analyses. The theory of transactional distance provided a theoretical framework and the literature on scaffolding in distance
education guided the analysis process. A third online space, the Question & Answer section, was archived and analysed in order to enrich insights that were emerging from the other data sources. Research outcomes revealed that lecturers’ understanding of online scaffolding focused on the design and use of resources, modelling, and the use of questioning in forum discussions in order to facilitate learner engagement with content. At the beginning of the course, lecturers provided a high level of procedural and social scaffolding followed by an on-going learner support (strategic scaffolding), which peaked before assignment deadlines. Students thought of online scaffolding as a coaching process in which lecturers monitor learners’ online engagement to provide encouragement, identify misconceptions, and provide direction and feedback when necessary. Furthermore, procedural and strategic scaffolding were reported by students as essential forms of learner support. In particular, students felt that formative and timely feedback was paramount to their online scaffolding and expected lecturers to offer procedural, social, and strategic scaffolding. Sharing of professional experiences and visual resources, a more informal tone of communication, and the use of students’ and lecturers’ names in online postings were evident throughout the course. In addition, peer scaffolding in online discussions was encouraged by the lecturer and practised by students through a range of strategies, including agreement with others’ ideas, acknowledgment of peers’ postings, and answering questions raised by peers. Some suggestions for enhancing online scaffolding in this course, and online teaching in general, include creating a course road map, describing the pace of the course, creating online participation and peer facilitation guidelines, and others.
Advisors/Committee Members: Peter, Mira (advisor).
Subjects/Keywords: Online scaffolding;
Online pedagogy;
Tertiary education
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APA ·
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Manager
APA (6th Edition):
da Rosa Ferrarelli, L. (2015). Online scaffolding in a fully online educational leadership course
. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/9661
Chicago Manual of Style (16th Edition):
da Rosa Ferrarelli, Lisabeth. “Online scaffolding in a fully online educational leadership course
.” 2015. Masters Thesis, University of Waikato. Accessed January 18, 2021.
http://hdl.handle.net/10289/9661.
MLA Handbook (7th Edition):
da Rosa Ferrarelli, Lisabeth. “Online scaffolding in a fully online educational leadership course
.” 2015. Web. 18 Jan 2021.
Vancouver:
da Rosa Ferrarelli L. Online scaffolding in a fully online educational leadership course
. [Internet] [Masters thesis]. University of Waikato; 2015. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10289/9661.
Council of Science Editors:
da Rosa Ferrarelli L. Online scaffolding in a fully online educational leadership course
. [Masters Thesis]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/9661
Univerzitet u Beogradu
14.
Vitaz, Milica, 1984-.
Uticaj ludičkih aktivnosti na učenje engleskog jezika kao
stranog na akademskom nivou i stavovi studenata o njihovom
korišćenju.
Degree: Filološki fakultet, 2017, Univerzitet u Beogradu
URL: https://fedorabg.bg.ac.rs/fedora/get/o:16925/bdef:Content/get
► Primenjena lingvistika - Metodika nastave engleskog jezika / Applied Linguistics - English language teaching methodology
Ludičke aktivnosti, to jest obrazovne ili didaktičke igre, bile su…
(more)
▼ Primenjena lingvistika - Metodika nastave engleskog
jezika / Applied Linguistics - English language teaching
methodology
Ludičke aktivnosti, to jest obrazovne ili
didaktičke igre, bile su predmet rasprave još u vreme Platona.
Mnogi filozofi, antropolozi i pedagozi bavili su se poreklom igre,
njenim značajem i ulogom u obrazovanju. Kada je u pitanju nastava
stranog jezika, ludičke aktivnosti primarno nalazimo u radu sa
decom. Mi smatramo da ovakav vid nastave može biti veoma koristan i
u radu sa odraslima. Predmet istraživanja u ovoj distertaciji jesu
uticaj ludičkih aktivnosti na učenje engleskog jezika kao stranog i
stavovi studenata o tim aktivnostima. Korišćene ludičke aktivnosti
ticale su se ponavljanja gradiva iz gramatike i vokabulara.
Učesnici u eksperimentu bili su studenti Filološkog fakulteta
Univerziteta u Beogradu koji su pohađali kurs engleskog jezika kao
stranog i kojima je to bila prva godina učenja ovog jezika na
univerzitetskom nivou. Eksperiment je sproveden tokom drugog
semestra 2014/2015. godine. Studenti su bili podeljeni u dve
homogene grupe (kontrolnu i eksperimentalnu). Kontrolna grupa je
ponavljala gramatiku i vokabular na tradicionalan način (kroz
uobičajena vežbanja zaokruživanja tačnog odgovora, popunjavanje
praznina, transformacije i slično). Eksperimentalna grupa bila je
izložena ludičkim aktivnostima, od kojih je pet bilo u vezi sa
ponavljanjem gramatike, a pet sa ponavljanjem vokabulara. Nakon
svake od aktivnosti učenici su popunjavali kratak upitnik o tome
koliko im se koja svidela, koliko je bila korisna i bili su
zamoljeni da daju kraći komentar o svakoj. Po završetku kursa obe
grupe su radile izlazni test višečlanog izbora na kome su se
nalazila pitanja iz relevantnih oblasti gramatike i vokabulara.
Posle statističke analize dobijenih podataka, ustanovljeno je da su
studenti sa kojima su u radu korišćene ludičke aktivnosti ostvarili
u proseku bolje rezultate na izlaznom testu od studenata sa kojima
se radilo na tradicionalan način. Posmatrajući odvojeno rezultate
izlaznog testa koji se tiču vokabulara, utvrdili smo da su studenti
iz eksperimentalne grupe imali u proseku bolje rezultate od
studenata iz kontrolne grupe. Međutim, kada su u pitanju rezultati
u vezi sa gramatikom, razlika u uspehu između dve grupe nije
statistički značajna. Komentari studenata eksperimentalne grupe o
svakoj od aktivnosti pojedinačno mogu biti korisni za odabir
odgovarajućih ludičkih aktivnosti i organizaciju ovakvog vida
nastave na fakultetskom nivou.
Advisors/Committee Members: Tomović, Nenad, 1975-.
Subjects/Keywords: ludic activities; games; grammar; vocabulary; tertiary
education
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APA ·
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Manager
APA (6th Edition):
Vitaz, Milica, 1. (2017). Uticaj ludičkih aktivnosti na učenje engleskog jezika kao
stranog na akademskom nivou i stavovi studenata o njihovom
korišćenju. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:16925/bdef:Content/get
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Vitaz, Milica, 1984-. “Uticaj ludičkih aktivnosti na učenje engleskog jezika kao
stranog na akademskom nivou i stavovi studenata o njihovom
korišćenju.” 2017. Thesis, Univerzitet u Beogradu. Accessed January 18, 2021.
https://fedorabg.bg.ac.rs/fedora/get/o:16925/bdef:Content/get.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Vitaz, Milica, 1984-. “Uticaj ludičkih aktivnosti na učenje engleskog jezika kao
stranog na akademskom nivou i stavovi studenata o njihovom
korišćenju.” 2017. Web. 18 Jan 2021.
Vancouver:
Vitaz, Milica 1. Uticaj ludičkih aktivnosti na učenje engleskog jezika kao
stranog na akademskom nivou i stavovi studenata o njihovom
korišćenju. [Internet] [Thesis]. Univerzitet u Beogradu; 2017. [cited 2021 Jan 18].
Available from: https://fedorabg.bg.ac.rs/fedora/get/o:16925/bdef:Content/get.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Vitaz, Milica 1. Uticaj ludičkih aktivnosti na učenje engleskog jezika kao
stranog na akademskom nivou i stavovi studenata o njihovom
korišćenju. [Thesis]. Univerzitet u Beogradu; 2017. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:16925/bdef:Content/get
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Exeter
15.
King, Michael John.
An exploratory investigation into content teacher views on English as a medium of instruction policy enactment in the UAE federal tertiary sector.
Degree: Thesis (EdD), 2014, University of Exeter
URL: http://hdl.handle.net/10871/17359
► This exploratory study into content teacher views on English as the medium of instruction (EMI) in federal tertiary settings in the United Arab Emirates (UAE)…
(more)
▼ This exploratory study into content teacher views on English as the medium of instruction (EMI) in federal tertiary settings in the United Arab Emirates (UAE) was conducted to add to the emerging number of EMI studies in the country and the Arabian Gulf. While other UAE studies have canvassed views from two or more stakeholders, this study looked to focus only on teachers. Working within an interpretive paradigm, rich data were sought from a purposive sample of 45 teachers for an open questionnaire and 9 teachers for semi-structured interviews; the interview themes emanating from questionnaire data analysis. The research framework was built on the researcher’s own experiences in the research context, the assumptions that emerged from those experiences and a review of pertinent themes from the literature, which tended to be grounded in critical theory. These concepts were the macro-policy areas of education and language policy, the synthesised analysis of language policy in education and subsequently a review of themes emerging from EMI studies globally, regionally and in the UAE, which led to a focus on the problem areas of language proficiency and appropriate language pedagogy for this specific research context. Findings suggest that although there is some support for EMI among the sample there is also recognition of attendant problems with the policy caused in the main by students’ insufficient language ability for Bachelor’s study in English and question marks over the need to aspire to native speaker proficiency in a society where various Englishes as a lingua franca are used between citizens who do not use English as their mother tongue. These causes lead students and teachers to enact policy to create learning opportunities. Enactments include skills avoidance, simplifying materials, reducing content and code-switching into Arabic. The absence of Arabic in the higher education curriculum is also questioned, given evidence that it is relevant for students’ future employment; be it in the public or private sector. Recommendations include that English remain an integral part of the curriculum given its relevance for later employment but that the choice of EMI as the model for learning be reviewed to see if other approaches may be more appropriate. It is also recommended that Arabic be included in the curriculum in some form given its importance for students’ careers. Finally, if EMI remains the chosen linguistic approach, teachers are recommended to continue enacting as part of their professional practice to ensure that their students get some benefit from their relatively challenging study environment.
Subjects/Keywords: 428.0071; EMI; UAE; tertiary education; Arabic
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APA (6th Edition):
King, M. J. (2014). An exploratory investigation into content teacher views on English as a medium of instruction policy enactment in the UAE federal tertiary sector. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/17359
Chicago Manual of Style (16th Edition):
King, Michael John. “An exploratory investigation into content teacher views on English as a medium of instruction policy enactment in the UAE federal tertiary sector.” 2014. Doctoral Dissertation, University of Exeter. Accessed January 18, 2021.
http://hdl.handle.net/10871/17359.
MLA Handbook (7th Edition):
King, Michael John. “An exploratory investigation into content teacher views on English as a medium of instruction policy enactment in the UAE federal tertiary sector.” 2014. Web. 18 Jan 2021.
Vancouver:
King MJ. An exploratory investigation into content teacher views on English as a medium of instruction policy enactment in the UAE federal tertiary sector. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10871/17359.
Council of Science Editors:
King MJ. An exploratory investigation into content teacher views on English as a medium of instruction policy enactment in the UAE federal tertiary sector. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/17359
Linnaeus University
16.
Lövqvist, Erika.
How does mid-age individual’s investment in tertiary education affect the probability to remain in the labor market after 65?.
Degree: Economics and Statistics, 2019, Linnaeus University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86082
► This essay examines whether an investment in tertiary education in mid-age increase the probability to remain in the labor market after age 65 in…
(more)
▼ This essay examines whether an investment in tertiary education in mid-age increase the probability to remain in the labor market after age 65 in Sweden. In addition, we analyze whether there is any difference in the probability to continue work after 65 if individuals choose to invest in tertiary education in mid-age or in any other age. This study utilizes already existing data that is a combination of a questionnaire survey and Swedish register data. In the sample there are 5235 individuals who are retired and 881 who are still in the labor market, born between 1938 and 1949. The implemented method is a linear probability model to obtain mean marginal effect. The results indicate that individuals who invested in tertiary education in mid-age have a higher probability to remain in the labor market after 65 than individuals with no tertiary education. There is, however, no statistically significant difference in probability depending on when they decide to invest in tertiary education.
Subjects/Keywords: tertiary education; mid-age; retirement; Economics; Nationalekonomi
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APA (6th Edition):
Lövqvist, E. (2019). How does mid-age individual’s investment in tertiary education affect the probability to remain in the labor market after 65?. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86082
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lövqvist, Erika. “How does mid-age individual’s investment in tertiary education affect the probability to remain in the labor market after 65?.” 2019. Thesis, Linnaeus University. Accessed January 18, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86082.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lövqvist, Erika. “How does mid-age individual’s investment in tertiary education affect the probability to remain in the labor market after 65?.” 2019. Web. 18 Jan 2021.
Vancouver:
Lövqvist E. How does mid-age individual’s investment in tertiary education affect the probability to remain in the labor market after 65?. [Internet] [Thesis]. Linnaeus University; 2019. [cited 2021 Jan 18].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86082.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lövqvist E. How does mid-age individual’s investment in tertiary education affect the probability to remain in the labor market after 65?. [Thesis]. Linnaeus University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86082
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Victoria University of Wellington
17.
Mbita, Allan Kalapa.
Vision for Tertiary Education Under Free Market Policies: A Comparative Analysis of Contemporary Tertiary Education Policy of Zambia and New Zealand.
Degree: 2001, Victoria University of Wellington
URL: http://hdl.handle.net/10063/1858
► In the past two decades economic theories of the 'market' have permeated economic and social sector policies of both developed and developing countries. Market mechanisms…
(more)
▼ In the past two decades economic theories of the 'market' have permeated economic and social sector policies of both developed and developing countries. Market mechanisms have become the main policy option upon which economic and social sector reforms, including
tertiary education, have been premised. In this study I have compared trends in contemporary
tertiary education policy of two countries: Zambia and New Zealand. Prior to 1980 in both countries
education was predominantly a public monopoly and free at all levels. However, in the late 1980s and early 1990s New Zealand and Zambia respectively embarked on radical economic and social sector reforms based on the competitive market model. I have argued that market mechanisms in
education policy of both Zambia and New Zealand had their origins in economic theories of the competitive market. These theories gained popularity at a time when countries were going through unprecedented economic difficulties. Thus, although on the surface competitive market policies would seem to suggest that the aim of government was to improve efficiency and accountability and to increase equity and equality of opportunities in
tertiary institutions, under conditions of increasing demand on declining public resources and at a time when demand for
tertiary education was increasing, it would appear that the long-term intentions of governments in both countries were to reduce public appropriation to
tertiary education by transferring part of the responsibility of funding
education to institutions themselves and to the beneficiaries of
tertiary education. I have also argued that because New Zealand already had a prolific
education system in place and a comprehensive student support system it was in a better position to operate its
tertiary education system along free market lines. An under-developed
tertiary education sector and lack of comprehensive student-aid packages in Zambia have meant that the implementation of market-oriented policies in
tertiary education are likely to impact more negatively on the students,
education institutions and Zambian society in general.
Advisors/Committee Members: Irving, James.
Subjects/Keywords: Education; Tertiary; Policy
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APA (6th Edition):
Mbita, A. K. (2001). Vision for Tertiary Education Under Free Market Policies: A Comparative Analysis of Contemporary Tertiary Education Policy of Zambia and New Zealand. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1858
Chicago Manual of Style (16th Edition):
Mbita, Allan Kalapa. “Vision for Tertiary Education Under Free Market Policies: A Comparative Analysis of Contemporary Tertiary Education Policy of Zambia and New Zealand.” 2001. Masters Thesis, Victoria University of Wellington. Accessed January 18, 2021.
http://hdl.handle.net/10063/1858.
MLA Handbook (7th Edition):
Mbita, Allan Kalapa. “Vision for Tertiary Education Under Free Market Policies: A Comparative Analysis of Contemporary Tertiary Education Policy of Zambia and New Zealand.” 2001. Web. 18 Jan 2021.
Vancouver:
Mbita AK. Vision for Tertiary Education Under Free Market Policies: A Comparative Analysis of Contemporary Tertiary Education Policy of Zambia and New Zealand. [Internet] [Masters thesis]. Victoria University of Wellington; 2001. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10063/1858.
Council of Science Editors:
Mbita AK. Vision for Tertiary Education Under Free Market Policies: A Comparative Analysis of Contemporary Tertiary Education Policy of Zambia and New Zealand. [Masters Thesis]. Victoria University of Wellington; 2001. Available from: http://hdl.handle.net/10063/1858
University of Waikato
18.
Govers, Cornelia Adriana Maria.
Programme design practice in a polytechnic in Aotearoa/New Zealand: A case for complexity
.
Degree: 2011, University of Waikato
URL: http://hdl.handle.net/10289/5734
► A programme is an instrument for education. Through educational programmes we help shape our society. Programme design includes decisions on what society finds valuable for…
(more)
▼ A programme is an instrument for
education. Through educational programmes we help shape our society. Programme design includes decisions on what society finds valuable for people to learn, and how this should be structured and organised. In this way it influences teaching and learning. Therefore understanding how and on what basis programme design decisions are made is vital for the improvement of teaching and learning. Yet, there is a dearth of research that provides this understanding in the context of
tertiary education. This thesis alleviates this scarcity by describing the theorising of design practice of certificate and diploma programmes in a polytechnic in Aotearoa/New Zealand. The research presented in this thesis consists of an interpretive case study of a polytechnic in Aotearoa/New Zealand. The study included embedded case studies of programme design practice at institutional level and of design practice of five certificate and diploma programmes across the polytechnic. Data were analysed from 32 interviews with representatives of the six embedded cases, from documents including the institution’s Academic Statute, its Quality Management system and approved programme documents, and from observation of one meeting. The findings show that programme design practice can be observed through various lenses. For this case study the following seven lenses were identified: 1) The teaching and learning lens shows how language shapes the conceptualisations of a programme and how these conceptualisations relate to views on teaching and learning; 2) The rational lens shows how models and frameworks influence programmes, how these models and frameworks become rationalisations that are often used unconsciously, and what the implications of this are; 3) The cultural lens allows exploring what is considered normal within programme design practice and indicates how differences from the norm are being approached; 4) The personal experience lens highlights how the personal experiences of people involved contribute to programme design considerations and decision-making; 5) The ethical lens investigates how people’s moral and professional responsibilities influence their programme design practice; 6) The business lens illustrates the contribution of business considerations to programme design; and, 7) The social-political lens highlights how people’s formally and informally assigned roles and responsibilities, their political responsibilities, and their negotiations between multiple responsibilities impact on programme design practice. The images of these lenses are interrelated. To create a comprehensive understanding of the images and their interrelationship, a programme has been theorised as a complex system. The constituents of this system are people’s considerations, language, silences, experiences and relationships. These constituents only concern those aspects of
education that are assigned to the concept of ‘programme’. For the current case study these aspects were found to consist of six components: consultation for…
Advisors/Committee Members: Cowie, Bronwen (advisor), Bell, Beverley (advisor).
Subjects/Keywords: curriculum;
tertiary education;
complexity;
ideological discourses
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APA (6th Edition):
Govers, C. A. M. (2011). Programme design practice in a polytechnic in Aotearoa/New Zealand: A case for complexity
. (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/5734
Chicago Manual of Style (16th Edition):
Govers, Cornelia Adriana Maria. “Programme design practice in a polytechnic in Aotearoa/New Zealand: A case for complexity
.” 2011. Doctoral Dissertation, University of Waikato. Accessed January 18, 2021.
http://hdl.handle.net/10289/5734.
MLA Handbook (7th Edition):
Govers, Cornelia Adriana Maria. “Programme design practice in a polytechnic in Aotearoa/New Zealand: A case for complexity
.” 2011. Web. 18 Jan 2021.
Vancouver:
Govers CAM. Programme design practice in a polytechnic in Aotearoa/New Zealand: A case for complexity
. [Internet] [Doctoral dissertation]. University of Waikato; 2011. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10289/5734.
Council of Science Editors:
Govers CAM. Programme design practice in a polytechnic in Aotearoa/New Zealand: A case for complexity
. [Doctoral Dissertation]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5734
University of Waikato
19.
Amundsen, Diana Leigh.
Māori transitions into tertiary education
.
Degree: 2019, University of Waikato
URL: http://hdl.handle.net/10289/12615
► This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay…
(more)
▼ This thesis critically examines Māori transitions into
tertiary education. The research explored the lived transition experiences of 20 Māori
tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into
tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the
tertiary education environments and social structures they encountered.
The findings suggest that transitions to
tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the
tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into
tertiary education environments.
Advisors/Committee Members: Findsen, Brian (advisor), Rameka, Lesley Kay (advisor).
Subjects/Keywords: Maori;
Identity;
Transitions;
Tertiary Education;
Bourdieu;
Pakeha
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APA (6th Edition):
Amundsen, D. L. (2019). Māori transitions into tertiary education
. (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12615
Chicago Manual of Style (16th Edition):
Amundsen, Diana Leigh. “Māori transitions into tertiary education
.” 2019. Doctoral Dissertation, University of Waikato. Accessed January 18, 2021.
http://hdl.handle.net/10289/12615.
MLA Handbook (7th Edition):
Amundsen, Diana Leigh. “Māori transitions into tertiary education
.” 2019. Web. 18 Jan 2021.
Vancouver:
Amundsen DL. Māori transitions into tertiary education
. [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10289/12615.
Council of Science Editors:
Amundsen DL. Māori transitions into tertiary education
. [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12615
Massey University
20.
Chapman, Stephen Raymond.
Illuminating the assessment practices of teachers in NZ outdoor education tertiary programmes.
Degree: Master of Education (Adult Education), 2011, Massey University
URL: http://hdl.handle.net/10179/2773
► The purpose of this research study was to illuminate the assessment practices of tertiary outdoor education teachers in the polytechnic sector. Outdoor education as a…
(more)
▼ The purpose of this research study was to illuminate the assessment practices of tertiary outdoor education teachers in the polytechnic sector. Outdoor education as a theoretical model and practice was quickly revealed as a contested space. One of the main issues in contention was the place of outdoor recreation, adventure and risk within outdoor education. There appeared a strong move by academics (M. Brown & Fraser, 2009; Irwin, 2010; Martin, 2005a) to reposition outdoor education as environmental and sustainability education.
The data was gathered through a questionnaire, observation of teachers as they assessed students, and from interviews with teachers. Using an illuminative evaluation approach, three themes were identified: teacher perceptions of assessment, the focus of assessment, and the practices used to make assessment decisions.
Teachers were generally highly skilled outdoor education practitioners, however, there were indications that there were gaps of understanding of theoretical assessment concepts. Teachers seemed to find summative assessment challenging but they routinely used formative assessment to promote learning and worked hard at providing quality opportunities for learning. Outdoor recreation in outdoor education was not contested by these teachers, although there was an over-emphasis on assessing technical outdoor pursuit skills, which resulted in a lack of assessment of other less tangible aspects of outdoor education. The use of assessment criteria was common practice although there were questions about how clearly these described the standard. The role of professional judgement in assessment decisions were treated with suspicion because it was seen as too subjective. However, it became clear that professional judgement was an essential aspect of their assessment practices. Criteria and professional judgement revealed themselves as mutually inclusive.
In conclusion, while teachers seem very skilled at providing quality-learning experiences, there appear to be opportunities to further develop teacher assessment practices, for example, through exploring approaches that assess less tangible aspects of practice such as leadership, judgement and decision-making.
Subjects/Keywords: Outdoor education;
Assessment;
Tertiary students;
Polytechnic students
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APA (6th Edition):
Chapman, S. R. (2011). Illuminating the assessment practices of teachers in NZ outdoor education tertiary programmes. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/2773
Chicago Manual of Style (16th Edition):
Chapman, Stephen Raymond. “Illuminating the assessment practices of teachers in NZ outdoor education tertiary programmes.” 2011. Masters Thesis, Massey University. Accessed January 18, 2021.
http://hdl.handle.net/10179/2773.
MLA Handbook (7th Edition):
Chapman, Stephen Raymond. “Illuminating the assessment practices of teachers in NZ outdoor education tertiary programmes.” 2011. Web. 18 Jan 2021.
Vancouver:
Chapman SR. Illuminating the assessment practices of teachers in NZ outdoor education tertiary programmes. [Internet] [Masters thesis]. Massey University; 2011. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10179/2773.
Council of Science Editors:
Chapman SR. Illuminating the assessment practices of teachers in NZ outdoor education tertiary programmes. [Masters Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/2773
Massey University
21.
Taipjutorus, Widchaporn.
The relationship between learner control and online learning self-efficacy.
Degree: PhD, Education, 2014, Massey University
URL: http://hdl.handle.net/10179/6243
► Online learning has been growing rapidly in recent years, providing increased opportunities for tertiary institutes to reach out to learners who previously may have had…
(more)
▼ Online learning has been growing rapidly in recent years, providing increased opportunities for tertiary institutes to reach out to learners who previously may have had limited access to a traditional university. Although students frequently use information technologies in their daily life, online learning requires considerably more competencies than basic computer skills. Many students are unsuccessful in their learning without face-to-face contact and collaboration with lecturers and peers. They can feel isolated and doubt their ability to succeed in the online course. To increase online learner success, support is needed, especially to improve learner self-efficacy. Very few studies have focused on student self-efficacy in an online learning environment and especially those conducted in an authentic setting. Learner control is thought to facilitate students in online learning, but the relationship between learner control and learner self-efficacy is still unclear. Therefore, this study intends to examine this relationship using an embedded-correlational mixed method design to answer the research question, what is the relationship between learner control and online learning self-efficacy? The quantitative approach was used to find the correlations among learner control, online learning self-efficacy, and related variables such as age, gender, prior online experience, and computer skills. An online Learning Self-efficacy Scale (OLSES) was constructed and validated with an internal consistency of 0.895. Open-ended questions were added to the questionnaire to gain a greater level of insight of online learning experience in relation to self-efficacy and learner control. Seventy-five students in a four year teaching online programme at a New Zealand tertiary institute participated in the online survey. Data analyses revealed that the relationship between learner control and online learning self-efficacy was confirmed, r = .526, p < .01. Age and gender had no effect on the relationship while prior online experience, computer skills for social and academic purposes did. The multiple linear regression showed that learner control and computer skills for academic purpose are good predictors of online learning self-efficacy. Analyses of the qualitative data not only confirmed the quantitative findings, but also provided insight into the nature of self-efficacy and importance of feedback in the online setting. As a result of this study, the embedded framework for successful line learners (SUCCESS) was developed and is recommended as a set of guidelines for online learning developers.
Subjects/Keywords: Online learning;
Self-efficacy;
Tertiary education
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APA (6th Edition):
Taipjutorus, W. (2014). The relationship between learner control and online learning self-efficacy. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/6243
Chicago Manual of Style (16th Edition):
Taipjutorus, Widchaporn. “The relationship between learner control and online learning self-efficacy.” 2014. Doctoral Dissertation, Massey University. Accessed January 18, 2021.
http://hdl.handle.net/10179/6243.
MLA Handbook (7th Edition):
Taipjutorus, Widchaporn. “The relationship between learner control and online learning self-efficacy.” 2014. Web. 18 Jan 2021.
Vancouver:
Taipjutorus W. The relationship between learner control and online learning self-efficacy. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10179/6243.
Council of Science Editors:
Taipjutorus W. The relationship between learner control and online learning self-efficacy. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6243
University of KwaZulu-Natal
22.
Mthuli, Syanda Alpheous.
A systematic thinking exploration of the challenges facing maritne education & training : the case of public higher education institutions in KwaZulu-Natal.
Degree: 2018, University of KwaZulu-Natal
URL: https://researchspace.ukzn.ac.za/handle/10413/17345
► The maritime environment from the beginning of this century has had a great socio-economic impact on countries as well as the broader global economy. This…
(more)
▼ The maritime environment from the beginning of this century has had a great socio-economic impact on countries as well as the broader global economy. This has resulted in the need for various stakeholders such as the government and business to play an active role in addressing challenges such as safety and security for example. In the aspect of
education and training, the challenges have included the decreasing numbers of youth taking up Maritime
Education and Training (MET), technological advancements, the cost, standards, and quality of MET globally. Some of these issues have been identified in developing countries such as the Republic South Africa (RSA). RSA possesses an
education and training system which has transformed immensely post its democratization in 1994 and World University Rankings placing its public higher
education institutions at the top in African continent, offering an array of programmes from social sciences and natural sciences to those that border on the two, such as MET. However, these institutions still remain confronted by numerous problems, such as the decline in State funding, slow academic succession and transformation, and the increasing demand for institutional capacity, etc. This study, through a Systems Thinking lens explores the challenges facing MET in public higher
education institutions, in the province of KwaZulu-Natal (KZN) in RSA. Informed by an interpretivist worldview, a qualitative design, a phenomenological strategy and purposive sampling with the assistance of an interview guide, data was analysed into themes which suggested that MET faces numerous challenges both internal and external of its environment and some of these included limited stakeholder involvement, as well as scarcity. Key stakeholders continue to play an active but limited role by developing partnerships facilitating the provision of MET in attempting to address the challenges facing MET and also close the skills gaps in KZN’s maritime industry. The study contributes to a holistic understanding which illustrates how the development of MET institutions fit into the picture of the maritime industry in KZN and how one is not divorced from the other; rather, they reinforce each other, influencing each other’s state of being.
Advisors/Committee Members: Nzimakwe, Thokozani Ian. (advisor).
Subjects/Keywords: Higher education.; Tertiary institution.; Kwazulu Natal Institutions,; Maritime education.
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APA (6th Edition):
Mthuli, S. A. (2018). A systematic thinking exploration of the challenges facing maritne education & training : the case of public higher education institutions in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17345
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mthuli, Syanda Alpheous. “A systematic thinking exploration of the challenges facing maritne education & training : the case of public higher education institutions in KwaZulu-Natal.” 2018. Thesis, University of KwaZulu-Natal. Accessed January 18, 2021.
https://researchspace.ukzn.ac.za/handle/10413/17345.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mthuli, Syanda Alpheous. “A systematic thinking exploration of the challenges facing maritne education & training : the case of public higher education institutions in KwaZulu-Natal.” 2018. Web. 18 Jan 2021.
Vancouver:
Mthuli SA. A systematic thinking exploration of the challenges facing maritne education & training : the case of public higher education institutions in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2021 Jan 18].
Available from: https://researchspace.ukzn.ac.za/handle/10413/17345.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mthuli SA. A systematic thinking exploration of the challenges facing maritne education & training : the case of public higher education institutions in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17345
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
23.
Papailias, Stefanos.
Οικονομική αποτελεσματικότητα των σπουδών τριτοβάθμιας εκπαίδευσης και οι συνέπειες στην οικονομική και κοινωνική ανάπτυξη της περιφέρειας.
Degree: 2016, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)
URL: http://hdl.handle.net/10442/hedi/37870
► In First out in general terms the educational systems of France, Germany and England to which the country during the 19th, 20th and 21st century…
(more)
▼ In First out in general terms the educational systems of France, Germany and England to which the country during the 19th, 20th and 21st century tried to approach.In second place overview of international and Greek literature, particularly that which is directed to the decision to education as an investment in human capital. Subsequently captured an application of the theory of human capital in Greece by the enactment in 2011 of the single payroll. In this sense it made a first attempt to estimate the economic efficiency of higher education compared with secondary and compulsory. This chapter is supplemented with a grosso modo development of the Greek educational system evolution. In particular reference is made to the developments of the years 2010-2014, when the country entered the European support mechanism. The consequences especially in finance have been substantial. In 2008, the Technology sector (TEI) funded with 188 million. Euro 61 mil. In 2014. The University sector decline was slightly lower (by 339 mil. Was bent at 179). The results are the costs of Greece since 2011 is among the lowest in the EU27.Further precipitation of the economy meant that Greece is the country with the highest percentage of university graduates.students and graduates by institution (University, TEI) in Universities and Schools Schools TEI in Chapter Three reflected the mosaic of higher education from 1974 to 2014. In particular recorded. Analyzes trends and emerging between the other and the regional dimension of the educational system.In Chapter Four, the field research is presented. Through the drafting of the questionnaire approached the overall costs of student living outside their place of residence. Analyzed the study costs by sex and age groups. At the same time, approached the aspect of students for the degree of contribution of the operation of schools of higher education in economic and social development of the study areas.The fifth chapter reflects the cost of training on the basis of family budgets in the period from 1981 to 1982 - 2014. It appears that from 1981 to 1982 they amounted to 1.4% in 2011-2014 returned to 3.5%.Chapter Six presents the regional Input - Output tables in 1995, 1998, 2000, 2007 and 2010, the regions of Western Macedonia, Epirus, Western Greece, Crete and the Southern Aegean. Based on the tables estimated horizontal and vertical linkages between education and other sectors of the economy. It seems that in areas such as Epirus and Western Macedonia education, particularly the maximum contribution to the economic development.Finally in Chapter Seven continuing the findings of both the primary research (mikroprosengisi) and the data obtained from makroprosengisi (input-output tables).The rich Appendix shows the data of the students and graduates distribution by educational Institution and School, as questionnaires and presentation of research findings through graphs.Final evaluation of the thesisA. Methodology - literature reviewIn this thesis carried review of current literature on the subject and…
Subjects/Keywords: Όφελος τριτοβάθμιας εκπαίδευσης; Benefit; Profit; Efficiency tertiary education; Higher education impact
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Manager
APA (6th Edition):
Papailias, S. (2016). Οικονομική αποτελεσματικότητα των σπουδών τριτοβάθμιας εκπαίδευσης και οι συνέπειες στην οικονομική και κοινωνική ανάπτυξη της περιφέρειας. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/37870
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Papailias, Stefanos. “Οικονομική αποτελεσματικότητα των σπουδών τριτοβάθμιας εκπαίδευσης και οι συνέπειες στην οικονομική και κοινωνική ανάπτυξη της περιφέρειας.” 2016. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed January 18, 2021.
http://hdl.handle.net/10442/hedi/37870.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Papailias, Stefanos. “Οικονομική αποτελεσματικότητα των σπουδών τριτοβάθμιας εκπαίδευσης και οι συνέπειες στην οικονομική και κοινωνική ανάπτυξη της περιφέρειας.” 2016. Web. 18 Jan 2021.
Vancouver:
Papailias S. Οικονομική αποτελεσματικότητα των σπουδών τριτοβάθμιας εκπαίδευσης και οι συνέπειες στην οικονομική και κοινωνική ανάπτυξη της περιφέρειας. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2016. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10442/hedi/37870.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Papailias S. Οικονομική αποτελεσματικότητα των σπουδών τριτοβάθμιας εκπαίδευσης και οι συνέπειες στην οικονομική και κοινωνική ανάπτυξη της περιφέρειας. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2016. Available from: http://hdl.handle.net/10442/hedi/37870
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vilnius Pedagogical University
24.
Tuzienė,
Gerda.
Studentų požiūris į aukštojo mokslo ir studijų
reformą mokumo aspektu (VPU atvejis).
Degree: Master, Sociology, 2009, Vilnius Pedagogical University
URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_123818-51418
;
► VPU Socialinių mokslų fakulteto Sociologijos ir Politologijos katedros Politinės sociologijos magistrantūros studentė Gerda Tuzienė atliko tyrimą, kurio tikslas – ištirti požiūrį į aukštojo mokslo mokumą…
(more)
▼ VPU Socialinių mokslų fakulteto Sociologijos
ir Politologijos katedros Politinės sociologijos magistrantūros
studentė Gerda Tuzienė atliko tyrimą, kurio tikslas – ištirti
požiūrį į aukštojo mokslo mokumą ir jo prieinamumą. Darbo tikslas:
atskleisti studentų požiūrio į aukštojo mokslo mokumą ypatumus, bei
dėstytojų ir tėvų šio reiškinio suvokimą ir vertinimą.. Darbo
uždaviniai: aptarti aukštojo mokslo ir studijų modelius Lietuvoje
ir Europos Sąjungoje; įvertinti Lietuvos aukštojo mokslo ir studijų
reformą ES kontekste; aptarti aukštojo mokslo ir studijų reformos
prielaidas; remiantis VPU atlikto tyrimo duomenimis, atskleisti
studentų, jų tėvų, dėstytojų požiūrį į aukštojo mokslo mokumą ir jo
priimtinumą. Tyrimo objektas: aukštojo mokslo mokumas. Tyrimo
dalykas: Studentų, tėvų, dėstytojų požiūris į mokamą aukštąjį
mokslą Tyrimo metu visos iškeltos hipotezės pasitvirtino: Dauguma
studentų mano, kad nemokamas mokslas turėtų būti užtikrintas
valstybės; studentai tikisi gauti finansinę paramą studijoms;
daugelis studentų baiminasi, kad paėmus iš valstybės lengvatines
paskolas studijoms, jie nebus pajėgus jų sugrąžinti; studentai
mano, kad už jų studijas turėtų mokėti darbdavys; dėstytojai mano,
kad aukštasis mokslas turėtų būti
nemokamas.
Gerda Tuzienė, Political sociology master’s
degree student of VPU, Social sciences faculty Sociology and
political sciences department, fulfilled an investigation. Its
purpose is to examine the attitude towards the solvency of the
tertiary education and its accessibility. The purpose of the work
is to disclose the students’ attitude towards the peculiarities of
the tertiary education‘s solvency and the dons’ and parents’
attitude towards this phenomenon and their evaluation. The tasks of
the work: 1. To dispute the models of the tertiary education in
Lithuania and European Union; 2. To evaluate the reform of the
tertiary education and studies of Lithuania in the EU context; 3.
To dispute the assumptions of the reform of the tertiary education
and studies; 4. To disclose the students’, their parents’, dons’
attitude towards the tertiary education solvency and its
acceptability with reference to the data of the investigation,
fulfilled by VPU. The object of the investigation is the solvency
of the tertiary education. The point of the investigation: the
students’, their parents’, dons’ attitude towards the pay tertiary
education. All the raised hypotheses were proved during the
investigation: * Many students think that the free education should
be warranted by the polity. * Students hope to get the financial
support for studies. * Many students dread that they won‘t be able
to return the preferred loan that they have taken from the polity.
* Students think that the employer... [to full
text]
Advisors/Committee Members: Grigas, Romualdas (Master’s degree committee chair), Nevedomskienė, Danutė Valerija (Master’s degree session secretary), Bagdanavičius, Juozas (Master’s degree committee member), Pruskus, Valdas (Master’s degree committee member), Senkus, Vladas (Master’s degree committee member), Tamošiūnas, Tadas (Master’s degree committee member), Pruskus, Valdas (Master’s thesis supervisor), Senkus, Vladas (Master’s thesis reviewer), Senkus, Vladas (Master’s thesis reviewer).
Subjects/Keywords: Aukštoji
mokykla; Aukštasis; Mokslo ir studijų
reforma; Studijos; Švietimas; High school; Tertiary
education; The reform of the tertiary
education and studies
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Tuzienė,
Gerda. (2009). Studentų požiūris į aukštojo mokslo ir studijų
reformą mokumo aspektu (VPU atvejis). (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_123818-51418 ;
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
Tuzienė,
Gerda. “Studentų požiūris į aukštojo mokslo ir studijų
reformą mokumo aspektu (VPU atvejis).” 2009. Masters Thesis, Vilnius Pedagogical University. Accessed January 18, 2021.
http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_123818-51418 ;.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
Tuzienė,
Gerda. “Studentų požiūris į aukštojo mokslo ir studijų
reformą mokumo aspektu (VPU atvejis).” 2009. Web. 18 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
Tuzienė,
Gerda. Studentų požiūris į aukštojo mokslo ir studijų
reformą mokumo aspektu (VPU atvejis). [Internet] [Masters thesis]. Vilnius Pedagogical University; 2009. [cited 2021 Jan 18].
Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_123818-51418 ;.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
Tuzienė,
Gerda. Studentų požiūris į aukštojo mokslo ir studijų
reformą mokumo aspektu (VPU atvejis). [Masters Thesis]. Vilnius Pedagogical University; 2009. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_123818-51418 ;
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Tasmania
25.
Wang, YanJun.
Views and attitudes of staff and students towards the significance of intercultural awareness in foreign language teaching and learning in an Australian university context.
Degree: 2014, University of Tasmania
URL: https://eprints.utas.edu.au/18238/1/front-wang-2014-thesis.pdf
;
https://eprints.utas.edu.au/18238/2/whole-wang-2014-thesis.pdf
► Globalisation is influencing foreign language education at universities worldwide. People now live in an increasingly multicultural world where different cultural practices have blended. Thus, intercultural…
(more)
▼ Globalisation is influencing foreign language education at universities worldwide. People now live in an increasingly multicultural world where different cultural practices have blended. Thus, intercultural awareness has now become a vital part of foreign language learning.
The aim of the study was to investigate teachers’ and students’ beliefs and understandings of the significance of intercultural awareness in foreign language teaching and learning in a university context. As the study was situated within the Tasmanian context, it sought to provide contextual information and implications meaningful and appropriate to the local language learning environment. The investigation focused on three areas: generalising the participants’ perceptions of the importance of intercultural awareness in general; examining their intercultural experiences, personally and professionally, especially in relation to language teaching and learning; and identifying the factors that influenced the way they teach and learn.
The study employed both quantitative and qualitative research approaches for data collection and analysis. It included two phases: questionnaire survey and subsequent interview. The statistical data were analysed using the SPSS (Statistical Package for the Social Science) software version 20.0. The textual data collected from the interviews were analysed using the NVivo qualitative data software version 10.0. Thematic analysis was used in the qualitative data analysis.
The results of this study indicated strong recognition of the key role that intercultural awareness plays in foreign language teaching and learning. Based on the findings, pedagogical implications and directions for further research were also addressed. The findings suggested that language learners should cultivate intercultural awareness in the process of their language learning as it is considered the major goal of foreign language learning. Meanwhile, teachers’ intercultural awareness could influence their language teaching methodology and course design. A paradigm shift from a traditional to an intercultural stance in language education poses a challenge for both language teachers and students if they wish to meet the goals of foreign language education for the global context.
Subjects/Keywords: foreign language teaching and learning; intercultural awareness; intercultural competence; tertiary education
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Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Wang, Y. (2014). Views and attitudes of staff and students towards the significance of intercultural awareness in foreign language teaching and learning in an Australian university context. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/18238/1/front-wang-2014-thesis.pdf ; https://eprints.utas.edu.au/18238/2/whole-wang-2014-thesis.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Wang, YanJun. “Views and attitudes of staff and students towards the significance of intercultural awareness in foreign language teaching and learning in an Australian university context.” 2014. Thesis, University of Tasmania. Accessed January 18, 2021.
https://eprints.utas.edu.au/18238/1/front-wang-2014-thesis.pdf ; https://eprints.utas.edu.au/18238/2/whole-wang-2014-thesis.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wang, YanJun. “Views and attitudes of staff and students towards the significance of intercultural awareness in foreign language teaching and learning in an Australian university context.” 2014. Web. 18 Jan 2021.
Vancouver:
Wang Y. Views and attitudes of staff and students towards the significance of intercultural awareness in foreign language teaching and learning in an Australian university context. [Internet] [Thesis]. University of Tasmania; 2014. [cited 2021 Jan 18].
Available from: https://eprints.utas.edu.au/18238/1/front-wang-2014-thesis.pdf ; https://eprints.utas.edu.au/18238/2/whole-wang-2014-thesis.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wang Y. Views and attitudes of staff and students towards the significance of intercultural awareness in foreign language teaching and learning in an Australian university context. [Thesis]. University of Tasmania; 2014. Available from: https://eprints.utas.edu.au/18238/1/front-wang-2014-thesis.pdf ; https://eprints.utas.edu.au/18238/2/whole-wang-2014-thesis.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Tasmania
26.
Fan, S.
Significance of the web as a learning resource in an Australian University context.
Degree: 2011, University of Tasmania
URL: https://eprints.utas.edu.au/11713/1/Si_Fan_PhD_Thesis.pdf
► The Web and web-based technologies have become widely acceptable and feasible in the modern society. It has created a new paradigm in various areas, including…
(more)
▼ The Web and web-based technologies have become widely acceptable and feasible in the modern society. It has created a new paradigm in various areas, including the field of education. Web-based learning, as a strong manifestation of e-learning, has also become indispensible within the tertiary education context. Web-based learning is powerful in many aspects in both traditional curriculum as well as online courses. The Web provides teaching staff and students with a powerful source for interactive communication, placement of teaching materials, assessment and evaluation. As the main stakeholders in Web-based learning are students and teaching staff, it is important to understand their views and attitudes toward the Web as a learning resource.
This research involved the participation of 502 students and 100 teaching staff from seven faculties/disciplines at the University of Tasmania. The aim of this study was to investigate the significance of the Web as a learning resource in this university context. It examined the views of teaching staff and students toward the significance of the Web in teaching and learning practices, and identified the environment in which the Web was used to facilitate teaching and learning. This study used both quantitative and qualitative methods for data collection and analysis. It involved two stages of data collection. One questionnaire and two sets of interview questions were used respectively. The statistical data were analysed using the SPSS (Statistical Package for the Social Sciences) software version 18.0. The textual data collected from the interviews, were analysed using the NVivo qualitative data analysis software version 8. Constructivist grounded theory and thematic analysis were the basis of qualitative data analysis.
The results of this study indicated a strong recognition of the role of the Web as a learning resource at the University of Tasmania. The Web was recognised as performing an essential role in the processes of communication, information retrieval, collaborative learning and assessment. Also, the Web and web-based technologies were seen as an important supplementary tool for face-to-face learning. However, there were differences between perceived expectations of web-based education by teaching staff and students, and the ways in which it was conducted and managed. By discussing the end-users‟ views and evaluations, recommendations are made on the further development and modification of the Web adoption. It suggests that taking student expectations and needs into consideration can help create a more supportive and meaningful web-based learning environment. Training for both staff and students is also desired to enhance their skills in using the Web as a learning resource and to provide standard web-based support in all courses.
Subjects/Keywords: Web based learning; tertiary education; learning resources; web-based applications
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APA ·
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Manager
APA (6th Edition):
Fan, S. (2011). Significance of the web as a learning resource in an Australian University context. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/11713/1/Si_Fan_PhD_Thesis.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Fan, S. “Significance of the web as a learning resource in an Australian University context.” 2011. Thesis, University of Tasmania. Accessed January 18, 2021.
https://eprints.utas.edu.au/11713/1/Si_Fan_PhD_Thesis.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Fan, S. “Significance of the web as a learning resource in an Australian University context.” 2011. Web. 18 Jan 2021.
Vancouver:
Fan S. Significance of the web as a learning resource in an Australian University context. [Internet] [Thesis]. University of Tasmania; 2011. [cited 2021 Jan 18].
Available from: https://eprints.utas.edu.au/11713/1/Si_Fan_PhD_Thesis.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Fan S. Significance of the web as a learning resource in an Australian University context. [Thesis]. University of Tasmania; 2011. Available from: https://eprints.utas.edu.au/11713/1/Si_Fan_PhD_Thesis.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Exeter
27.
Peel, R.
The iPad : an EFL revolution? : an exploratory study of the iPad in tertiary education in the UAE.
Degree: PhD, 2020, University of Exeter
URL: http://hdl.handle.net/10871/122010
► The motivation for this study was the 2012 launch of the iPad as the de facto delivery platform for Foundations-level students at all public universities…
(more)
▼ The motivation for this study was the 2012 launch of the iPad as the de facto delivery platform for Foundations-level students at all public universities in the UAE, the largest nationwide adoption of the device anywhere in the world. Not only was this of interest in terms of scale, it was also of interest linguistically, English being the language of instruction at all public universities, despite their student body being almost exclusively indigenous Arab nationals. It also presented the opportunity to examine the marrying of a cutting-edge emerging technology with an EFL tertiary education context, an uncommon occurrence. Though eulogised by university management and the local press as an educational revolution, for some the iPad initiative was unusual, given the speed of its roll-out, lack of piloting or teacher training, and the linguistic level of most Foundations-level students. Thus, the objective of this thesis was to examine the device in both a pedagogical and socio-cultural context, and assess whether it was the educational panacea promised, or the result of a successful marketing strategy. It was also hoped to establish the iPad’s worth in terms of educating the UAE’s youth for successful integration into the knowledge economy, a key government Vison 2021 strategy. To address these issues, the research focus was on evaluations of the iPad by Foundations teaching faculty, at both a male and female campus at one of the UAE’s public tertiary education institutions. A mixed methods approach was chosen, utilising both a questionnaire and interviews. The results revealed the iPad was regarded as a potentially useful supplementary pedagogic tool by faculty, although there were strong caveats regarding its sole use, its ability to distract, and its suitability for the level of student, as well as the larger knowledge economy. This thesis adds weight to observations already extant in the literature, but also provides new insights, such as specific iPad classroom use in terms of apps at tertiary level in an EFL context, and consequent training and support requirements. Though not a longitudinal study, it does provide a longer-term examination of the device than much of the germane literature. What the thesis further posits, is that to understand ambitious and untested educational projects like the iPad initiative in the UAE, it may be necessary to understand the larger socio-political context of the policies, rather than see such projects in a wholly educational framework.
Subjects/Keywords: iPad; tertiary education; EFL; ESL; emerging technology; pedagogy; SAMR model; UAE
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Peel, R. (2020). The iPad : an EFL revolution? : an exploratory study of the iPad in tertiary education in the UAE. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/122010
Chicago Manual of Style (16th Edition):
Peel, R. “The iPad : an EFL revolution? : an exploratory study of the iPad in tertiary education in the UAE.” 2020. Doctoral Dissertation, University of Exeter. Accessed January 18, 2021.
http://hdl.handle.net/10871/122010.
MLA Handbook (7th Edition):
Peel, R. “The iPad : an EFL revolution? : an exploratory study of the iPad in tertiary education in the UAE.” 2020. Web. 18 Jan 2021.
Vancouver:
Peel R. The iPad : an EFL revolution? : an exploratory study of the iPad in tertiary education in the UAE. [Internet] [Doctoral dissertation]. University of Exeter; 2020. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10871/122010.
Council of Science Editors:
Peel R. The iPad : an EFL revolution? : an exploratory study of the iPad in tertiary education in the UAE. [Doctoral Dissertation]. University of Exeter; 2020. Available from: http://hdl.handle.net/10871/122010
28.
Sekhri, Sheetal.
Provision of Natural and Human Resources in Developing
Economies.
Degree: PhD, Economics, 2008, Brown University
URL: https://repository.library.brown.edu/studio/item/bdr:290/
► This dissertation consists of three essays that examine the relative merits of private and public provision of natural and human resources in India. The first…
(more)
▼ This dissertation consists of three essays that
examine the relative merits of private and public provision of
natural and human resources in India. The first paper evaluates the
effects of a public program of groundwater provision for irrigation
purposes on groundwater depletion in Northern India. Using village
level panel data on aquifers, I find evidence that this program
decreased total use of groundwater rather than expanding it. I
develop a model to explain these findings. The model establishes
that public provision has a heterogeneous impact on the aquifers
and it leads to sustainable use when the fixed costs for private
well provision are high. Consistent with the predictions, I find
that there is a jump in the water-saving effects of the scheme at
the water-table depth at which the fixed costs of water provision
jump substantially due to the physical limitations of low-cost
irrigation pumps. The second paper examines how localized markets
for groundwater in northern India affect the depletion rate of the
resource. The development of markets for groundwater can reduce
resource use by internalizing its opportunity cost. However,
expansion of markets also makes it possible to sell groundwater,
which may lead to more rapid extraction. A model is developed to
understand this trade-off. The central finding is that water
transactions are decreasing in the level of fixed costs of private
provision and that increased market breadth results in lower levels
of aquifer depletion. The third paper examines whether public
provision of
tertiary education in India is better than private
provision in the context of general
education sector.College
educational outcomes of graduates of public colleges in India are
better than their private counterparts. Also, public colleges are
highly subsidized. So the better performance can be a result of
value added or that of positive sorting of students into subsidized
public colleges. Making use of the features of the admission
process and a newly established dataset, this paper finds that the
public colleges have no added value at the margin of selection and
the observed differences are because of positive
sorting.
Advisors/Committee Members: Foster, Andrew (director), Weil, David (reader), Rubinstein, Yona (reader).
Subjects/Keywords: Irrigation; Rural markets; Tertiary Education
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APA ·
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Manager
APA (6th Edition):
Sekhri, S. (2008). Provision of Natural and Human Resources in Developing
Economies. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:290/
Chicago Manual of Style (16th Edition):
Sekhri, Sheetal. “Provision of Natural and Human Resources in Developing
Economies.” 2008. Doctoral Dissertation, Brown University. Accessed January 18, 2021.
https://repository.library.brown.edu/studio/item/bdr:290/.
MLA Handbook (7th Edition):
Sekhri, Sheetal. “Provision of Natural and Human Resources in Developing
Economies.” 2008. Web. 18 Jan 2021.
Vancouver:
Sekhri S. Provision of Natural and Human Resources in Developing
Economies. [Internet] [Doctoral dissertation]. Brown University; 2008. [cited 2021 Jan 18].
Available from: https://repository.library.brown.edu/studio/item/bdr:290/.
Council of Science Editors:
Sekhri S. Provision of Natural and Human Resources in Developing
Economies. [Doctoral Dissertation]. Brown University; 2008. Available from: https://repository.library.brown.edu/studio/item/bdr:290/
University of Johannesburg
29.
De Bruin, Karina.
'n Raamwerk vir die ontwikkeling van selfrigtinggewende leer op hoëronderwysvlak.
Degree: 2000, University of Johannesburg
URL: http://hdl.handle.net/10210/3327
D.Phil.
Subjects/Keywords: Learning; Independent study; Education, Tertiary
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APA ·
Chicago ·
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APA (6th Edition):
De Bruin, K. (2000). 'n Raamwerk vir die ontwikkeling van selfrigtinggewende leer op hoëronderwysvlak. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3327
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
De Bruin, Karina. “'n Raamwerk vir die ontwikkeling van selfrigtinggewende leer op hoëronderwysvlak.” 2000. Thesis, University of Johannesburg. Accessed January 18, 2021.
http://hdl.handle.net/10210/3327.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
De Bruin, Karina. “'n Raamwerk vir die ontwikkeling van selfrigtinggewende leer op hoëronderwysvlak.” 2000. Web. 18 Jan 2021.
Vancouver:
De Bruin K. 'n Raamwerk vir die ontwikkeling van selfrigtinggewende leer op hoëronderwysvlak. [Internet] [Thesis]. University of Johannesburg; 2000. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10210/3327.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
De Bruin K. 'n Raamwerk vir die ontwikkeling van selfrigtinggewende leer op hoëronderwysvlak. [Thesis]. University of Johannesburg; 2000. Available from: http://hdl.handle.net/10210/3327
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Pretoria
30.
Mahomed, Raeesa.
Gender and
cultural identity negotiation of educated South African Indian
mothers not pursuising careers.
Degree: Human Resource
Management, 2014, University of Pretoria
URL: http://hdl.handle.net/2263/41211
► This study explores the factors that have an impact on the decisions of educated Indian mothers in South Africa who are not pursuing careers and…
(more)
▼ This study explores the factors that have an impact on
the decisions of educated Indian mothers in South Africa who are
not pursuing careers and answers the on-going questions about why
Indian women pursue
tertiary education but do not pursue careers.
Secondly, this study also helps to understand the identity
negotiation that these mothers go through – how they negotiate
their various identities and the intersection of their gender and
cultural identities that affect their decision not to pursue a
career. The research aims to emphasise the extent and impact of the
cultural roles that educated Indian mothers have to deal with. This
study makes a theoretical contribution and conveys pioneering
knowledge to assist top management to understand the skills
shortage of this minority group and create an understanding of the
reasons why Indian women decide not to pursue careers, and of their
identity negotiation in the process. A qualitative research
approach, using in-depth, semi-structured life story interviews,
was used in the study to gain a deeper understanding of the reasons
why educated Indian women are not pursuing careers. A
non-probability sampling strategy (snowball and purposive sampling)
was used, and therefore a total of 17 Muslim and Hindu participants
were interviewed in the main study. Content analysis was used to
analyse the data with the Atlas-Ti programme. The results exemplify
that an individual‟s identity is formed by the cultural context and
that Indian gender identities were instilled in these women from a
young age. The women in the study highlighted that motherhood and
family obligations take precedence over any other identity they
possess. At first the women seemed despondent with the decision to
leave their careers. However, as time went by they felt that
cultural obligations were more important and accepted their
cultural identity.
Advisors/Committee Members: Carrim, Nasima M.H. (advisor).
Subjects/Keywords: Educated
Indian mothers; South
Africa; Indiam
women; Tertiary
education;
Careers;
UCTD
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APA (6th Edition):
Mahomed, R. (2014). Gender and
cultural identity negotiation of educated South African Indian
mothers not pursuising careers. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/41211
Chicago Manual of Style (16th Edition):
Mahomed, Raeesa. “Gender and
cultural identity negotiation of educated South African Indian
mothers not pursuising careers.” 2014. Masters Thesis, University of Pretoria. Accessed January 18, 2021.
http://hdl.handle.net/2263/41211.
MLA Handbook (7th Edition):
Mahomed, Raeesa. “Gender and
cultural identity negotiation of educated South African Indian
mothers not pursuising careers.” 2014. Web. 18 Jan 2021.
Vancouver:
Mahomed R. Gender and
cultural identity negotiation of educated South African Indian
mothers not pursuising careers. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/2263/41211.
Council of Science Editors:
Mahomed R. Gender and
cultural identity negotiation of educated South African Indian
mothers not pursuising careers. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/41211
◁ [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] ▶
. 
Open Access Theses and Dissertations