Published Article / Knowledge is universally considered to be a public good and something that should be developed and supported. The information explosion and enabling technologies (such as the Internet and cellular technologies) of the past decade has firmly established the Age of Knowledge. Knowledge has normative value that extends far beyond a single discipline and the Age of Knowledge has resulted in a paradigm shift with regard to the way in which knowledge is generated, applied and stored. As the custodians of knowledge, universities should pay particular attention to the management of knowledge as they take the lead not only in generating new knowledge, but also in converting new and existing knowledge into innovative ideas, products and practices that benefit society at large. Knowledge should, for this reason, be strategically managed to be of value to universities. It is thus imperative that universities should ascertain the nature and extent of their knowledge resources and pay special attention to their Knowledge Management practices that include the way in which knowledge is acquired, disseminated and rewarded. Universities of Technology (UoTs), with their distinct emphasis on applied research, innovation and knowledge transfer, need to manage knowledge in such a way that it enhances the creation of solution-based technologies. This paper provides a theoretical basis for understanding Knowledge Management in a UoT context and reflects on the Knowledge Management practices of a UoT in the South African context.

Published Article / This paper examines the discourses on technical vocation education and training (TVET) adopting a comparative perspective. In particular, we critically analyse the notion of academic and professional pedagogy to embed curriculum and pedagogy at Universities of Technology (UoTs) in South Africa and at the Central University of Technology (CUT). This is conducted by analysing the term, vocational pedagogy within the context of Universities of Applied Sciences (UASs) and Universities of Technology (UT) in Germany, and Universities of Technology (UoTs) in South Africa, respectively. We then proceed by exploring the idea of an Institute of Pedagogy at the Central University of Technology (CUT) that will become a centre of excellence where research on professional pedagogy will be undertaken by staff and students from CUT and other institutions, as well as other bodies, including government and the employer/industry.

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This thesis presents the first empirical findings of processes of destudentification, using the case study of the university town of Loughborough, UK. Within the context of recent profound changes to higher education, studenthood and local housing markets, the study is timely since understandings of the processes of destudentification and population restructuring remain underdeveloped (Sage et al. 2012a: 600). The thesis advances knowledge of student geographies in several ways. First, the thesis establishes a definition of the concept of destudentification, which encapsulates the complexities and diversities of the processes at local neighbourhood scales. Second, the discussion considers the overlaps between studentification and destudentification from a conceptual perspective. It is contended that although studentification (as a concrete outcome) is a necessary prerequisite for destudentification, destudentification is not an inevitable outcome of studentification. It is argued that both are distinct, yet interrelated, processes of urban change. Third, the empirical findings show that processes of destudentification and studentification can unfold in concurrent ways, and within and between different areas of a university town. Fourth, the discussion exposes some of the leading causes of destudentification and studentification, emphasising the complex interrelationships between the balance of supply and demand of student accommodation, and the ways that higher education institutions, accommodation providers and the student population mediate and influence the dynamic production and consumption of student housing. It is concluded that an understanding of the complex and diverse relationships between geographies of destudentification and studentification is essential for progressing knowledge of processes of urban change in university towns and cities.

published_or_final_version / Business Administration / Master / Master of Business Administration

In the changing higher education environment, universities increasingly engage in areas outside the traditional teaching and research missions. The new missions extends over a wide yet specialized areas, such as technological advancement, internationalization, entrepreneurship, and enhancement of teaching and learning. To effectively handle these areas, universities require specific talents that may not be found in conventional academic and administrative cadres. The transformation highlights blurred boundaries between academic and non-academic spheres of university. Situated in the University of Hong Kong (HKU), this paper explores how the university utilizes new professionals and administrative staff in new missions. Qualitative interviews with university staff reveal their profiles and perceptions in evolving organizational structures. By examining understudied subjects in Hong Kong, it discusses implications for a new organizational model to optimize various talents of university. Drawing upon emerging literatures of professional staff at university, analysis of sociocultural influence is a crucial element of this research. / published_or_final_version / Education / Master / Master of Education

John Dewey's formulation of the primacy of aesthetic experience in all human endeavor is investigated in order to promote the inclusion of a fine arts requirement in the curriculum of higher education. In particular, Dewey envisioned art as necessary to develop moral, thus social sensibility because moral precepts derive from imagination, and art is both the child and stimulator of creative imagination. An analysis of the "qualitative experience" concept provides an introduction to Dewey's fully-elaborated aesthetic theory. Subsequently, the role of such experience is evaluated in both personal and social terms. Then, it is argued that the establishment of a fine arts requirement in General Education is necessary to ensure the propagation of the experience. Supporting arguments from educational theorists and behavioral scientists serve to buttress the Dewey proposition as well as to demonstrate that the content of the proposed fine arts course must incorporate theoretical, historical and practical components.

Boundary spanning--the exchange of information, resources, and influence across the boundaries of an organization--is critical to the survival of organizations functioning in changing and uncertain environments. Student affairs employees in a contemporary university span multiple boundaries while providing services to current, former, and future students. However, little is known about the nature and function of boundary spanning activity (BSA) in student affairs work. This study examined employee interaction with persons outside their student affairs unit at a large, public university. Research questions guided the investigation of the nature and extent of BSA and the perceived purposes and experiences with BSA. Actual BSA included time involvement, focus, mode, specificity, and initiation of the interaction. Hierarchical level and sex of respondent were examined for moderating effects. Activity log and questionnaire data were obtained from 145 employees, hierarchically classified as administrative, professional/managerial, supervisory/technical, or support personnel. Data were analyzed and tested for significance through chi-square tests, factor analysis, and analysis of variance. Results indicated that student affairs workers spent a meaningful amount of time engaged in boundary spanning, and that the nature and extent of BSA varied significantly among hierarchy levels. Most BSA was initiated by others and was focused on students or on persons within the university rather than on persons outside the university. Student affairs workers used unscheduled and telephone modes of BSA more often than scheduled or written modes, and generally perceived their actions as standardized-routine. However, administrative and professional/managerial personnel commonly perceived their actions as discretionary-judgmental. Few actions were classified as creative-innovative. External representation was perceived as the predominant function of BSA. Within this function, the perceived primary purposes involved giving information and knowledge, and establishing credibility and rapport. Generally, employees had positive perceptions of the value and tone of their experiences with BSA; but perceptions of the structure and frequency of BSA were mixed or slightly negative. The results showed that employees were not maximizing the potential for information processing and proactive outreach BSA.

The purpose of this study was to determine what differences distinguish "quality jazz programs" from "other" programs and what might be learned from a comparison of the two groups that would be meaningful to jazz education. The study answered the questions: (1) is there a consensus among a group of jazz authorities regarding the ten "most effective" jazz programs in colleges and universities; and (2) are there characteristics of jazz programs considered outstanding by the profession that are not present in randomly selected college jazz programs? A panel of "experts" identified the top thirteen college jazz studies programs. A random group was selected from a list provided by the International Association of Jazz Educators. The "outstanding" population (n = 13) and the random population (n = 34) were sent identical survey instruments. The analysis of data identified significant differences between groups: (1) in the number of staff at every level (full-time faculty, adjunct faculty, and teaching assistants); (2) in the number of big bands, combos, and jazz choirs; and (3) in the number of undergraduate and graduate music majors in the institution. There was a significant difference between groups in the number of jazz combos and within the outstanding population between big bands and combos. Also, outstanding schools were more likely than the "other" schools to: (1) employ full-time jazz faculty; (2) have a vocal jazz program; (3) have an organized plan for recruiting and award jazz scholarships; (4) be located in larger urban areas with more opportunities for students to hear jazz; (5) offer a jazz studies degree; (6) offer a greater variety of jazz courses; (7) have a recording studio on campus; and (8) have a jazz requirement for music education students. Enrollments in jazz courses were increasing in both populations.

The purpose of this study is to develop a comprehensive curriculum for drum set in the college percussion studio. The main emphasis of the paper is to provide information addressing the needs of the percussion student over a four-year course of drum set study. In addition, I will show how these needs can best be met through the use of both existing instructional materials and original supplemental materials written by the author. The need for a drum set curriculum is defined and an in-depth review made of selected extant materials. After defining the general guidelines for the curriculum, a limited number of instructional materials were chosen from the extant materials which could adequately and affordably fulfill these guidelines. Recommended studies for the freshman through senior years are outlined and instructional objectives defined.