Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references. Also available in print.

Because of the increasing emphasis on the accountability of higher education, constituents of the academy have searched for reliable and valid measures of institutional effectiveness. One measure of institutional effectiveness, gaining in popularity with accountability proponents, has been the assessment of overall student satisfaction. To build a link between student satisfaction and institutional effectiveness, past researchers have made the assumption that a relationship exists between these two constructs. This assumption has been grounded in a further supposition that a congruency exists between the criteria used by students to determine satisfaction and the criteria used by higher education administrators to evaluate institutional effectiveness. However, neither the assumption of relationship nor supposition of congruency have been established in empirical research. Utilizing a qualitative research design, 8 focus group sessions were conducted with 94 undergraduate students who attended on-campus, day classes at a southern, comprehensive, regional university during the fall semester, 1995. Four focus group sessions were conducted with 24 administrators in the internal dominant coalition of the same university. An interview was held with the university president. Content analysis was used to analyze the data from each focus group session. Data from the undergraduate student sample were reduced into 7 attitude patterns. Each attitude pattern included student discussions on different aspects of the college experience important to overall student satisfaction with the academy. Furthermore, the data were analyzed for attitude pattern differences based on grade cohort and demographics. Several important differences in student satisfaction attitudes were reported. The data collected from the administrator sample were reduced into 5 attitude patterns. Each attitude pattern included administrator discussions on important variables in the evaluation of institutional effectiveness. Student satisfaction and institutional effectiveness criteria were gleaned from these attitude patterns. (All attitude patterns are reported in detail.) Twenty-one student criteria for determining overall satisfaction were grouped into 5 criteria categories: (a) career aspirations; (b) personal development and growth; (c) education; (d) characteristics of the ideal university; and (e) accomplishment. Twelve administrator criteria for evaluating institutional effectiveness were collapsed into 3 categories: (a) inputs, (b) operations, and (c) outcomes. Based on the findings of this study, a congruency was found between the criteria students use to determine overall student satisfaction and the criteria administrators use to evaluate institutional effectiveness. Recommendations were made for the improvement of student satisfaction assessment and the utilization of satisfaction assessment results in defining institutional effectiveness.

The problem of this study was to determine the difference between industrial practices and perceptions of management toward training and education programs in selected manufacturing industries. The survey was conducted within a 50-mile radius of a regional university to determine how academic institutions could better assist industries with training and education programs. Data were collected through the use of a two-part instrument sent to 426 industries in North Carolina, Virginia, and Tennessee. Part I collected data on the perceptions of industrial management. The perceptions were grouped into five categories: (1) employee assistance, (2) employee participation, (3) responsibility assignment, (4) employee benefits, and (5) program planning. Five null hypotheses for these categories were formulated to be tested at .05 level of significance. Part II identified the practices of industrial management toward training and education. Ten research questions were formulated to report the practices. The analysis of variance was used to determine significant differences between manufacturing industries by SIC classification and size in each perception. If a significant difference was revealed, the Newman-Keuls Multiple Range Test was conducted to determine which industry groups were significantly different. The testing of the null hypotheses revealed that no significant differences existed in the perceptions under employee participation; eight significant differences existed in the perceptions under the other four categories. Thus, null hypotheses 2, 3, 4, and 5 were rejected and the research hypotheses were accepted for employee assistance, responsibility assignment, employee benefits, and program planning. Major conclusions from the study revealed that manufacturing industries were strongly involved in training and education in 1980. The most utilized methods were in-house activities and outside conferences. The principal needs indicated by manufacturing industries were supervisory, management, technical, and skills training. There was little or no agreement between the perceptions of management toward training and education and the actual practices in the firms. Recommendations included suggestions for university and industry collaboration and future research in training and education.

Thesis (M. Ed.)--University of Hong Kong, 1990. / Includes bibliographical references.

This thesis examines the transfer of an American pedagogical model to the Arabian Gulf against the wider context of the globalisation of higher education. Weill Cornell Medical College in Qatar is used as a case study to examine how American medical knowledge and professional practice are transmitted to and assimilated by an Arabic social setting. It considers the workings of what is presumed to be a universal pedagogical model by examining how the degree is culturally translated and localised in Qatar. It addresses the question of whether or not the Cornell degree of “Doctor of Medicine” is simply an American product transplanted to the Middle East, or rather a malleable artefact: sought out, manipulated and shaped by the Qataris for their own ends. Medical education necessitates a highly challenging process of acculturation that is amplified for Arabic-educated students who enter the American medical curriculum without many of the values derived from a Western educational system. In addition to language, students from Arabic-medium schools cite dress, familial, cultural and ethical dissonance as issues that had to be negotiated while undertaking the degree. Students enrolled at the American-style medical college currently divide their clinical training between the Gulf and America. The structure of the imported curriculum and biomedical practices generated in the metropole demand that students become bilingually competent in both Arab and American health care systems. The “American way” of doing things, however, does not always translate or conform to cultural mores and standard practice within the Gulf setting. This thesis follows Arab students as they move between the coeducational American academic setting and local health care facilities, examining the ways that the physicians-in-training contextualise, appropriate and reconstruct the medical degree according to their own cultural referential framework. The thesis introduces the language of “transplantation” as a heuristic tool through which the globalisation of higher education might be explored conceptually. It is an ethnography of an emergent educational transplant propagated in a globalised era, which explores novel modes of knowledge transfer, institutional and social arrangements across local and transnational boundaries, changing subjectivities and the generation of new life forms. In a setting in the Islamic world, Weill Cornell Medical College in Qatar provides a strategic site for observing the dynamics of a nation and its people grappling with modernity. Through its production of Americanstyle doctors in a non-American setting, Cornell’s transnational medical school serves as a niche through which to explore the tensions that arise in global models of tertiary education.

<p> Information seeking, a key aspect of information literacy, is relevant to student academic success as well as to leadership, organizational and public policy issues within higher education. Although librarians contend that students should consult formal mediators for help during an information search, students are much more likely to prefer consulting what are defined in the literature as informal mediators. This contradiction suggests the current literature of information seeking may not fully depict the aspects of search mediation that are actually the most important to student information seekers. </p><p> <u>Purpose and Questions:</u> The purpose of my study was to explore lower-division undergraduates&rsquo; thoughts, feelings, and actions as they engage in and reflect on their information search mediation encounters over the course of an information search process. My study was guided by two central questions: 1. What are the characteristics of information search mediation encounters as experienced by lower-division undergraduate students? 2. How do students use search mediation encounters to navigate the information search process? </p><p> <u>Methods and Theory:</u> To explore these questions, I employed Stake's (2006) multiple case study methodology. Each student's assignment-related experiences of information search mediation and information seeking were considered a case for the purposes of this study. After analyzing individual cases in isolation for key findings, I considered them as a set to identify cross-case assertions that describe the essence of the topic under investigation. I then examined and discussed the cross-case through the lens of the Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education, the primary theoretical framework for the study.</p><p> <u>Findings:</u> Six cross-case findings emerged from the data. These findings describe aspects of mediator selection, the mediation encounter, the role of information search mediation in the information search process, the influence of lessons learned via mediation on the final research assignment, and the ways that mediation encounters influenced later information searches, as well as search mediation as a whole. These provocative findings both support and problematize the ACRL Framework for Information Literacy, and have important implications for information literacy theory, research, and practice.</p>

<p> The value proposition of the public liberal arts colleges is that they provide the quality of education typically associated with esteemed private liberal arts colleges at a comparably lower cost. These institutions emphasize access and affordability, and a rich and rigorous undergraduate education in "small" residential settings, making this type of education available to students who otherwise could not afford it. Given the decline nationally in state funding of public higher education, demographic shifts affecting who goes to college and how, the &ldquo;disruption&rdquo; of technology, and the public questioning of the value of a liberal arts degree, this dissertation looks at how three public liberal arts colleges are responding to these changes and how both the changes and institutional responses to them are shaping or reshaping their mission.</p>

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Business schools are under scrutiny today as accreditation agencies, professional organizations, and employers hold them accountable for the ethical training of future professionals. This literature review explores how the understanding of Kohlberg’s moral development theory can help accounting educators in their commitment to develop the ethical competencies of students. Lawrence Kohlberg’s stages of moral cognition are explained as well as James Rest’s contributions to the field of moral psychology. This paper synthesizes research findings specifically related to the moral development of accounting students and proposes possible explanations for these results. While the potential to morally develop students of higher education has been established through prior research, today’s accounting educators are challenged to implement research and pedagogical strategies that will enable them to actualize this potential.

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