Please read the abstract in the section 00front of this document / Dissertation (M Bibl (Library and Information Science))--University of Pretoria, 2006. / Information Science / unrestricted

This thesis examines the way several evangelical Christian universities (and evangelicalism more broadly) speak about and conceive of sexuality and gender in order to consider implications for their students. It argues that these universities consider nonheterosexual, non-cisgendered identities to be incompatibile with Christian identity and, consequently, grounds for denial of subjectivity. It analyzes the language of student handbooks and the universities’ rhetorical self-positionings and stagings necessary to maintain authority while engaging and exploring the lived experiences of several queeridentifying alumni—each of whom express feelings of “dehumanization” and cognitive dissonance. Finally, it considers how those subjected to messages of incompatible identities reconcile claiming both Christian and queer identities simultaneously. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

This mixed methods research study examined the relationship between faculty mindset and their perceived use of instructional technology in the higher education classroom. Recognizing the growing importance of technology-mediated learning interventions, the researcher sought to gain a deeper understanding of how mindset influenced the use of technology particularly amongst college of education faculty in Florida public 4-year universities. Data analyses revealed the following findings: (a) Although participants shared a range of integration patterns, faculty predominantly integrated technology for knowledge transmission, backstage activity, and communication purposes; (b) Participants predominantly occupied the integration phase of technology implementation, suggesting that they used technology committedly, but in ways that were familiar and common; (c) The way participants perceived and approached technological realities influenced their patterns of technology integration; and (d) Faculty shared similar concerns about the challenges and benefits associated with technology integration in their classrooms. The key implications that emerged from this study were that student-centered technology implementation practices were underrepresented, and that faculty seemed ill-equipped or underprepared to implement strategies surrounding accessibility. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

La mise à disposition est un système juridique permettant à l’Etat d’autoriser certains de ses opérateurs à employer des immeubles dont il est propriétaire pour leurs missions d’intérêt général. Elle aménage un partage des droits et obligations du propriétaire portant sur ces biens. S’appliquant indifféremment au domaine public et au domaine privé étatiques – par le biais des procédures d’affectation, de remise en dotation ou des conventions d’utilisation – elle constitue un mode de gestion immobilière dérogatoire, empreint des spécificités du droit de la propriété et de la domanialité publiques. Accessoire de la décentralisation fonctionnelle, la mise à disposition est étroitement liée à la forme d’organisation administrative de l’Etat. Elle retranscrit, en matière immobilière, la logique décentralisatrice et recherche un équilibre entre dépendance et autonomie patrimoniale des établissements publics nationaux vis-à-vis de leur tutelle. C’est dans le cadre de la décentralisation du service public de l’enseignement supérieur et de la recherche que ce système révèle son originalité. De même que la décentralisation fonctionnelle est venue rationaliser une relation institutionnelle séculairement complexe entre les universités et l’Etat, la mise à disposition tente d’équilibrer des rapports patrimoniaux historiquement alambiqués. Elle attribue aux universités une fraction des droits et obligations du propriétaire portant sur des immeubles étatiques et leur garantit une certaine autonomie dans leur gestion immobilière. Elle les maintient concomitamment en situation de dépendance vis-à-vis de l’Etat, qui, face aux maigres ressources des établissements, est propriétaire de la majorité des biens dédiés au service public universitaire. L’analyse critique du système de la mise à disposition, de ses modalités d’application et de ses évolutions fournit un angle d’approche novateur à l’étude des relations entretenues entre les universités et l’Etat, sous le prisme du rapport de dépendance/autonomie qui les caractérise. Sur le plan institutionnel, il est aujourd’hui communément admis qu’une autonomie des universités vis-à-vis de l’Etat est nécessaire à l’individualisation du service public de l’enseignement supérieur et de la recherche, à sa modernisation et à sa dynamisation. Toutefois, la problématique immobilière suscite des hésitations. L’objectif d’une étude critique de la mise à disposition consiste donc à appréhender le degré d’équilibre entre les notions de dépendance et d’autonomie éventuellement atteint et envisageable ainsi que ses conséquences au sein de la relation patrimoniale étatico-universitaire. Or, dans ce contexte, l’efficacité du système est contestable. Fondé sur une théorie minimaliste, il laisse libre court, dans la pratique, à une multitude d’interprétations, de contournements voire de dévoiements, à la source d’une gestion immobilière fluctuante et d’une relation patrimoniale en mal d’équilibre. En dépit des réformes, les résultats de son application sont peu compatibles avec la récente évolution des logiques de gestion immobilière publique qui, en période de crise budgétaire, rejoignent les questionnements que l’immobilier public et le régime de la domanialité publique suscitent depuis la fin du XIXème siècle. La mise à disposition se révèle alors être un outil juridique complexe, à la fois marqué par les enjeux modernes de la gestion de l’immobilier public, par les spécificités du droit dérogatoire auquel celui-ci est soumis ainsi que par les débats contemporains relatifs au statut des universités, aux modalités d’organisation du service public et aux nouveaux moyens d’action publique dans le paysage administratif français. / The putting at disposal is a legal system enabling French State to authorize some of his institutions to use his immovable properties for general interest. This system permits to share rights and obligations of the proprietor concerning his possessions. It can be applied indifferently to public or private estate of the State by using procedures of allocation, transfers of endowments or covenants for use and it represents a dispensatory way of administration of public propriety and domain. The putting at disposal is an accessory of functional decentralizing and tightly linked to the administration by the State. In estate matter it transcribes decentralizing logic and aims to balance between patrimonial dependence and autonomy of national public institutions face to their administrative supervision. This system reveals its originality in the decentralizing of the public service of university education and research. As well as functional decentralizing did rationalize the institutional relationship, very complex for centuries, between State and universities the putting at disposal tries to balance patrimonial links which have always been convoluted. It confers to universities a part of rights and obligations incumbent to proprietor concerning national estate but grants them some autonomy in administrating this property. But the universities are still dependant on the State who, regarding the low resources of these institutions, remains proprietor of the major part of estates dedicated to university public service. Our critical analysis of the system of putting at disposal, its mode of enforcement and its evolutions aims to deliver an innovating approach of the relationship between universities and State which is characterized by the link of dependence/autonomy. For institutional concern today everybody agrees that universities’ autonomy towards the State is necessary in order to individualize, modernize and energize the public service of university education and research. But there is uncertainty regarding the estate problem. The purpose of a critical study of putting at disposal so consists in evaluating the degree of balance between the notions of dependence and autonomy attempted or eventually feasible and its consequences on the patrimonial relationship between State and universities. Now, in this context, the efficiency of the system can be contested. Founded on a minimalist theory it gives free rein in practice to a vast number of interpretations, circumventions and even misappropriations which lead to a fluctuant estate administration and a misbalanced patrimonial relationship. Despite reforms its implementation does not fit with the recent logic evolutions of the administration of public estate. In fact the budgetary crisis implies questioning about public administration and ownership of public domain dating from the end of the 19th century. The putting at disposal reveals to be a complex legal implement. It is marked at once by the stakes of modern administration of public estate, by the specificity of the dispensatory law which reigns in this matter as well as by contemporary debates about university statutes, the way of organizing the public service and new means of public organization in the context of French administration.

The diploma thesis is focused on the analysis and evaluation of the tertiary education in the Czech Republic. First the tertiary education is being characterized in it, its system, classification and its role in education. Then I take heed of financing of the tertiary education, its organizing at either public or private universities. Next, the reform of tertiary education is introduced. Particular quantitative data are analysed in a period between 2007 - 2011, when there is evaluating the development of number of students at universities, and the development of financing university education from the state and regional budget.

"This study will deal with the principal types of faculty meetings as they have developed in America over the past thirty years. It will also consider methods and techniques of conducting faculty meetings, including the following: who plans the meeting, at what time and how frequently should they be held, what is the optimum length of each session, where should be meetings be held, what skills and techniques are needed for conducting meetings, what use should be made of other participants, and what use should be made of demonstration teaching. The writer will summarize his findings and make a tentative interpretation of them in the light of his experience as a principal in China"--Introduction. / Typescript. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 28-29).

This doctoral thesis analyzes the introduction, development, evolution and impacts of the Multi-Year Accountability Agreements, which were introduced to the Ontario post-secondary sector in 2006. The analysis uses an eclectic theoretical framework that builds on the accountability literature, public policy implementation theory, organizational theory, principal-agent theory and the study of instruments in the French tradition. This allows for analyzing the original object of study using multiple lenses. The field work was extensive and consisted of a documentary analysis including the agreements for Ontario’s twenty universities between 2006-07 and 2009-10, as well as thirty-seven semi-structured interviews undertaken in 2012 with representatives from Ontario universities, the Ontario government and other sector organizations. The thesis moves away from a speculative definition of accountability as it clarifies how this concept is interpreted and constructed by the actors involved in its implementation and how its dimensions evolve over time. Accountability is thus conceptualized as a “moving target” – a challenge that is not unique to the post-secondary sector, as these kinds of processes are observed in other areas of the public sector. Therefore, although accountability is often presented as a tool of “good governance” intended to reduce waste and increase trust, is actually operationalized in a highly symbolic fashion and the gaps between the public discourse, the perceptions of actors and the final implementation are demonstrated. This thesis also shows how the choice of instrument facilitates acceptance of a new requirement in the sector and helps balance the government’s need for control with the universities’ need for independence. On one hand, the type of instrument is coherent with government discourse for increased accountability. On the other hand, the instrument, presented as an agreement embodies the negotiated character of the relationship, and conveys the idea to different actors that their needs are being met. However, when the objectives are ambiguous, uncertainty is pervasive, and negotiation is limited, the increase in control reduced and the changes in autonomy are negligible. Despite the promises of the instrument, symbolic and rhetorical compliance may be the sustainable equilibrium between governments and governed.

Magister Artium - MA / Globally there is growing concern around increased levels of plagiarism. Gullifer and Tyson (2010, p. 463) claim that plagiarism is growing at a rapid rate, and universities are now required to devote enough time and resources to combating it. South African universities have also found themselves to be victims of plagiarism. To prevent increased levels of plagiarism in South Africa, Stellenbosch University (SU) promotes the use of Turnitin. The study described in this thesis investigated postgraduate students’ and lecturer’s perceptions and attitudes regarding plagiarism and interacting with Turnitin at the University of Stellenbosch Business School to fill a research gap, as up to this point, this topic has not been studied. The study adopted a mixed methods approach, which combined both quantitative and qualitative methods. Moreover, the theory of planned behaviour informed the study. The results show that a majority of the students and lecturers in the study were aware of plagiarism and anti-plagiarism software, particularly Turnitin. However, the majority of students still plagiarised intentionally, owing to factors that influenced their intention to plagiarise, such as laziness and poor time management, and unintentionally, owing to poor language, writing and referencing skills. The majority of students (98%) agreed that they made use of anti-plagiarism software. Moreover, 80% of the students indicated that the use of antiplagiarism software contributed to the promotion of academic integrity. Similarly, all lecturers interviewed indicated that anti-plagiarism software helped to promote and improve academic integrity.

Masters of Art / Globally there is growing concern around increased levels of plagiarism. Gullifer and Tyson (2010, p. 463) claim that plagiarism is growing at a rapid rate, and universities are now required to devote enough time and resources to combating it. South African universities have also found themselves to be victims of plagiarism. To prevent increased levels of plagiarism in South Africa, Stellenbosch University (SU) promotes the use of Turnitin. The study described in this thesis investigated postgraduate students’ and lecturer’s perceptions and attitudes regarding plagiarism and interacting with Turnitin at the University of Stellenbosch Business School to fill a research gap, as up to this point, this topic has not been studied. The study adopted a mixed methods approach, which combined both quantitative and qualitative methods. Moreover, the theory of planned behaviour informed the study.

A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Master Of Arts in Counselling Psychology in the Department of Psychology at the University of Zululand, 2018 / This study examined the experiences of cyberbullied victims at the University of Zululand. Thirty-five students from the University of Zululand (UNIZULU) participated in the research. The age of the participants ranged from 17-28 years. The main objectives of the study were to gain deeper understanding to the issues related to cyberbullying, and to evaluate the impact of cyberbullying on victims. Most of the cyberbullied victims were cyberbullied on Facebook. The most frequent convention of cyberbullying experienced by victims was exposure and trickery. This is where emails, chatroom messages, or pictures are sent to embarrass and ridicule the victim. Exposure is a cyberbullying tactic that includes the general public show, posting or forwarding of personal verbal exchange, photos or video through the cyberbully this is non-public and private to the victim. Exposure turns into even extra damaging to the victim when the communications posted and publicly displayed incorporates sensitive personal information or photos and video which are sexual in nature. As cellular tool era, photos and video become extra common; the tactic of exposure is sure to emerge as standard as cell tool era expands. This was experienced by 45% of the victims of cyberbullying. This study has enabled us to determine some of the behavioural, social and psychological impact cyberbullying had on individuals. The students’ self-reports highlighted the psychological, behavioural and social impact on victims of cyberbullying. Victims of cyberbullying felt depressed and had higher levels of loneliness and social anxiety, poor academic performance, hopelessness and loss of interest in daily living. Method: A mixed method research design that included both qualitative and quantitative was used with questionnaires and interviews respectively. For the qualitative study twenty students from the age of 18 and above were selected in the study. Purposive and snowball techniques which is a non-probability sampling was used to recruit participants. Participants were selected from University of Zululand Facebook page. A semi-structured interview was used to obtain information on views of cyberbullying. The follow-up questions were asked in order to gain deeper understanding on the information provided by the participant. A narrative story telling of cyberbullying, relating it to their personal experiences of cyberbullying were used as clear description of the subjective experience of students, assisting in meeting the overall aim in conducting this study. In this study snowball non-probability sampling technique was used to recruit victims of cyberbullying with the UNIZULU Facebook page. The name of the questionnaire Personal Experiences of Cyberbullied Victims(in the future alluded to as the PECVQ) which is specifically designed for the study by the researcher. A PECVQ was intended to investigate the personal experiences of cyberbullied victims as well as to evaluate the impact of cyberbullying on victims. Out of 20 participants approached, 15 agreed to participate in the study. Data collection lasted for 2 weeks for the qualitative and quantitative phases of the study respectively. Findings: The findings of the qualitative study showed that cyberbullied victims from their different personal experiences do experience and suffer from diverse behavioural, psychological, and social problems but that they are also resilient. The quantitative results showed that students’ self-reports highlighted the psychological, behavioural and social impact on victims of cyberbullying. Victims of cyberbullying felt depressed and had higher levels of loneliness and social anxiety, hopelessness and loss of interest in daily living. The results also showed that some level of resilience was evident which enabled them to cope with cyberbullying, despite adversity. They derive their strength from (1) personal resources, which refer to intrapersonal characteristics that enhances ways to cope, (2) interpersonal resources, which centres on their interaction with friends, peers and other significant people.