A common feature of colleges of education in Transkei in the early nineties was the crisis during the admissions period. This study investigated the extent to which factors such as nepotism, political interference, ethnicity and others affected admissions to colleges of education in Transkei in 1995. Random samples of student-teachers, lecturers, rectors and community members of selected colleges of education were drawn from target populations of all Course I student-teachers, all lecturers of 14 colleges, all rectors of colleges of education, and communities of all 14 colleges of education in Transkei. Thus, samples of 313 student teachers, 100 lecturers, 35 members of community and all seven rectors of colleges were studied. Both quantitative and qualitative research techniques were used to collect data. In this study questionnaires were used to collect information from student teachers and lecturers, interviews were conducted with rectors and community members to obtain the necessary data. Data analysis, using the Statistical Analysis System (SAS) computer package revealed the following: 1. It was found that contradictions and ambiguities existed in the admission guidelines and procedures. It was also discovered that there were discrepancies between guidelines and practices in admission to colleges of education. These could be avoided if all stakeholders were involved in policy formulation thereby ensuring that no one member could be accused for admission problems. 2. The applicants and communities perceived that the right to demand access to colleges of education also contributed to the problem of admissions. 3. It was found that the automatic bursary allocation to student teachers greatly contributed to the admission crisis. 4. Factors such as nepotism, ethnicity and bribery also contributed to the crisis. 5. Other findings related to the perception that teaching was an easier option than other careers, and this also contributed to the crisis. 6. A surprising finding was that respondents did not perceive political influence to have significantly affected the admission procedures in colleges of education in Transkei. From the findings, a conclusion was drawn that the problems of admissions and registration in colleges of education were aggravated by the contradictory policies of the Affiliated Colleges Board (ACB) and the Department malpractices by college authorities, and by community pressure. Thus, the major stakeholders in the colleges, namely, rectors, lecturers and prospective student-teachers were to blame for the crisis. Based on the above conclusion, recommendations were given as follows : 1. Community members, student-teachers, lecturers and rectors should be involved in policy formulation concerning admissions. 2. The autonomy for colleges of education can be the aim so as to avoid dual control on crucial matters of college governance, such as student admission and registration. 3. Admission requirements should be upgraded to ensure that only adequately qualified candidates apply for admission. 4. Central admission be utilised in order to minimize corruption in the students' admission and registration processes. 5. In view of the finding that availability of funding through the bursary scheme influenced potential trainees to seek admission to colleges of education, the bursary system, as was in force in 1995, be phased out in favour of a loan scheme. The rationale for this being that only candidates who have an interest in a teaching career would apply for admission. 6. A recommendation for further research is that a similar study should be conducted in other parts of South Africa in order to determine how other colleges conducted their admissions and avoided the problems identified in this study. / Thesis (M.Ed) - University of Natal, Pietermaritzburg, 1997.

The Further Education and Training (FET) sector in general and the public Further Education colleges specifically are in a state of perpetual transition. The merger as an attempt at restructuring and transforming public Further Education and Training colleges presents many challenges to its educators. This narrative inquiry explores four educators' subjective experiences of the merging process with a view to attempting to understand the effect this process may have had on their identity development and/ or the renegotiation of their social identities. The researcher who is also the quality manager at a FET college, is presented with the opportunity to reflect critically on her own experiences and identity development while actively engaging with other participants' narratives about their experiences of the merging process. A strong perception of the college as an oppressive environment emerged from the findings. The merger was evidently a catalyst for the different levels of awareness, introspection and renegotiation of participants' identities. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

Universities play an important role within their region and the common economy. They are source of the development of essential knowledge and industrially relevant technology, have a strong influence in economic development of a region, and, as employers, they are part of the regional society. In addition universities have an influence on the competitiveness of a region through a combination of people’s wellbeing, regional feeling, reputation, and everyday happiness. Students of universities get an impression of the universities themselves and of the surrounding environment. They promote their feelings about the universities, the campus, and the city to their relatives, families, and friends. The focus of the present study is to visualize the influence of universities on their region, the development in the past decade and the existing challenges to combine third level education with traditional occurrences and the vicissitude of a region influenced by the universities themselves. The research area is the Austrian municipality Krems at the Danube with five universities which has a long tradition in education. The foundation of the first two universities in the middle of the 1990s was the start of higher education within the region. Inductively based approach was used for investigating how universities are influencing their environment, which needs exist and which benefits are created through a common planning and confident cooperation with the regional government. Empirical data was collected through a mix of methods; in addition to literature and statistics the main data was extracted from interviews with involved persons of the universities and the local government. As a result of this study the predominating topics mentioned by the interviewees are the challenges for both participants which are given by a change of society through increasing numbers of students and young people, the tasks to solve infrastructural problems, the effects and advantages for the local labor market and the purchasing power of the region, the reputation and its effects to the region, and finally the common need and ways to intensify the cooperation between the local government and the universities. The aim of this study is to give a broad but detailed overview about the thinking of involved persons and to compile implications to focus further research.

This study aimed to suggest a model of the activities that Higher Education (HE) students undertake when they involve themselves in the Quality Assurance Process (QAP) in their institutions. Also, it aimed to identify the factors that may influence the extent and the quality of student involvement. The data was collected from a case study university in order to test the theoretical proposed model of student involvement in the institutional QAP. A mixed methods approach was used to answer the research questions. The quantitative data was collected by using the web-based questionnaires with 535 students and 67 staff. The qualitative data was collected by interviewing 11 students and 9 staff, and focus groups with 18 class representatives. The findings showed that the proposed model is confirmed and the students could participate in the QAP in their institution by carrying out three salient activities, these were: involvement in responding to QA questionnaires; involvement in QArelated committees at School, College and University levels; and involvement in direct QAP procedures. Moreover, ten factors were revealed that could impact on student involvement in the institutional QAP. The most significant ones were: communication between different groups (students and their student representatives; class representatives and the Students’ Association (SA); the SA and students; the HE institution and students; and between the SA and the HE institution), student awareness, student disinterest in involvement, and the training of student representatives. The findings affirmed the importance of student involvement in the institutional QAP and this practice should be given considerable attention in order to increase the extent and the quality of student involvement.

The purpose of the study was to test the generalizability of Steinfield's (1983) study by employing college students as research participants instead of members from a business organization. The study was concerned with identifying factors relating to different patterns of electronic mail (EM) use in a college setting. A total of 446 college students participated in the research. The two dimensions of EM use, task and social, were the dependent variables. The study examined the impact of several independent variables on EM use. Specifically, perceived ease of EM, social presence of EM, prior experience with EM, gender of the user, the number of people to communicate with, and perceived ease of access were investigated.Pearson correlations and t-tests were used to test the hypotheses. Significant relationships were obtained between perceived attributes and task/social use of EM. Prior experience with EM also was found to relate to task/social use of the medium. No significant differences were found for EM use on the basis of gender. However, there were significant relationships between the number of accounts through which to communicate with others and task/social use of EM. Additionally, a relationship was found between perceived ease of access to EM and task/social uses of EM. A significant correlation between students' and their instructor's task use of EM also was found. Finally, students' and instructor's social presence of EM were positively related to each other.The researcher recommended that future research be conducted on the basis of more sophisticated statistics, real-time based data, a content analysis, and pre- and posttests. An encouragement for new students to use EM for their own diverse purposes was suggested as a practical implication. / Department of Speech Communication

There is no abstract available for this dissertation.

The purpose of the study was to supply materials for answers to questions regarding a description of the group of individuals receiving College-Level Examination Program credit including an assessment of the academic progress of the group.Approaching these questions through an examination of related literature revealed common features of other attempts to describe and measure policies and practices of the College-Level Examination Program and similar programs. In the study, consideration was given to the basic values and assumptions that underlie both credit by examination in general and the College-Level Examination Program in particular.The final study population consisted of 246 individuals whose permanent record cards were available at the time the study was made. 284 individuals took College-Level Examination Program General Examinations between December 18, 1969, and January 23,1973.From questions raised by Ball State University Administrators, nine hypotheses were derived.By means of simple manipulation of raw numbers, percentages and extraction of means, and by means of analysis of variance and analysis of covariance techniques, the hypotheses were tested.

The problem of the study was to develop a comprehensive model to assist administrators in designing and implementing an integrated information system in a university. The problem was developed because few affective, integrated information systems have been implemented to support decision-making in higher education.Through a review of the literature, an inquiry was conducted into several aspects of university organizations. Based on the inquiry and reaction to key questions, criteria for developing the model were established. To establish a general framework for conceptualizing a comprehensive system model, hierarchical levels in terms of phase, segment, and activity were utilized. Components of the model were developed. The model was evaluated by a group of five experts responsible for and involved in implementing an information system at Ball State University.A review of literature and research relating to the development of a comprehensive model involved the systems approach, organizational and administrative theory, and information systems in higher education. Included were the nature and elements of the systems approach. Organizational and administrative theory were discussed, as were theoretical perspectives, the university as an organizational system, and levels of an organizational system. Comprehensive aspects regarding information systems involved the nature, needs, approaches, structure, status, and integration. The problems, considerations, and procedures for implementing an effective information system were also discussed.The criteria for an effective integrated information system were developed on the basis of connecting all levels of organization, encompassing all functions within an organization, establishing an integrated data base, utilizing appropriate computer technology, and incorporating the human-behavioral element. The criteria for implementing an effective integrated information system comprised extensive user involvement, considerable participation and support of top-level administrators, coordination and communication between technical and user personnel, commitment of adequate resources for implementation, and incorporation of human-relations considerations.A comprehensive systems approach for implementing an integrated information system was developed by describing phases, segments-of phases, activities of segments, and tasks of activities. The main phases were identified as organizational analysis, systems design, implementation, and evaluation. The model was evaluated as developed based on the criteria.Conclusions regarding the value of the model for implementing a computer-based integrated information system in a university are presented. Information relevant to each function and decision must be coordinated among planning, managerial control, and operation. All personnel involved in a system must be aware of informational needs for instruction, student, business, and public affairs. Data regarding students, curriculum, finance, facilities, personnel, and environmental must be stored so that any sequence or combination is available. Computer technology including larger and cheaper information storage, general retrieval systems, data base management systems, and planning models should be utilized. The human element including employee perceptions, preferences, and attitudes on the job must be considered. Extensive user involvement is necessary for success in implementing an integrated information system. Top-level administrators must participate and support the computer-based information system. Coordination and communication between technical and user personnel is necessary. Economic analysis should be applied. Human relations processes must be utilized. The systems approach is useful for implementing management information systems.

Recruiting of music students is expected to become increasingly competitive among colleges which offer music degrees during the next decade. In order to gain a perspective on the state of recruiting, this study investigated the recruiting techniques currently being used by music administrators at institutions of higher education which offer bachelor's degrees in music. The goals of this research were to determine whether music administrators anticipate a declining enrollment problem in their music program, to determine how active a role chief music administrators play in music student recruitment, to identify recruiting activities within a marketing context, and to describe significant differences in recruiting activities by geographic region and by comparisons of private and public institutions.A review of the related literature was conducted which included examining marketing research tools, recruiting and statistical information, and music-related sources. A three-part questionnaire was designed to gather information on general backgrounds of music units, their recruitment structures, and their recruiting activities. Items selected for inquiry were based upon information supplied in the review of the literature. The pilot survey instrument was tested by 10 music administrators who were involved in music-student recruitment. The population included the total number of institutions in higher education which offer some form of bachelor's degree in music, according to The College Blue Book, 21st Ed: Degrees Offered by College and Subjects (1987). The sample included 150 administrators who represented their respective music units. Music units were selected by means of a computer-generated random stratification according to their geographic region and their funding base. Forty-one percent of the questionnaires were returned.Data showed that a majority of the subjects believed their enrollments would be increasing during the next decade. However, 81.6% indicated their enrollments were currently below the desired level. The chief music administrator is the highest authority most often involved in developing the recruitment strategy and is often the most active individual in recruiting activities. More marketing expertise is available for music student recruitment: than is currently being utilized. This includes strategies to identify the target market and the development of a balanced marketing mix, i.e., strategies involving product, price, place, and promotion. Most of the recruitment strategies observed relied heavily upon promotional efforts and less on the other elements of a balanced marketing mix. Relatively few differences were noted in the recruiting practices of music units in higher education throughout the United States, either by their geographic region or by their funding base. Recommendations resulting from this investigation include areas for further study and additional recommendations. / School of Music

The main purpose of this study was to conduct a systematic evaluation of a social science curriculum (program) at a suburban community college. The emphasis was on the compilation of an accurate description of that curriculum rather than on the making of personal judgments based on the evaluator's biases.These basic assumptions were made by the writer:1. A social science curriculum at a community college should have stated, measureable objectives;2. The typical social science class at a community college should have a democratic educational environment where student needs and interests play a significant role in the selection of course objectives and daily class activities;3. It is possible to obtain an accurate description of the social science curriculum at the community college by systematically collecting data from the students, faculty, and administrators involved with the curriculum.The writer set forth to evaluate the following hypotheses:1. The social science curriculum at the suburban community college will lack stated objectives known to most students, teachers, and administrators associated with the curriculum;2. The typical social science class at the suburban community college will have an educational environment which is basically authoritarian, teacher-directed, lecture-type, and fact-oriented.To build an accurate description of the social science curriculum at the community college, multiple sources of data and multiple methods of data collection were employed. Three approaches were used to collect data from the faculty, its students, and the administrators-interviews, questionnaires, and direct class observations. Once the data had been collected, tabulated, and summarized, the evaluator scrutinized it for implications which appeared to flow naturally out of that data.The two principal conclusions reached by the author were:1. The social science program as perceived by most students and faculty does not have formal objectives. Those objectives cited by the administrators apparently exist only in their minds, for data received from both students and faculty indicate that the only objectives which exist are those which have been created by some teachers and students. The hypothesis that the social science curriculum at the suburban community college will lack stated objectives known to most students, teachers, and administrators is substantiated and accepted.2. It is obvious to this observer that the social science program more closely resembles the traditional, undergraduate, social science program than it does the non-traditional one. It is basically an authoritarian, teacher-dominated, lecture-type, fact-oriented educational program. The hypothesis that the typical social science class at the suburban community college will have an educational environment which is basically authoritarian, teacher-directed, lecture-type, and fact-oriented is substantiated and accepted. Data gathered during the course of this study reveals a picture of the typical social science classroom. The teacher is at the center of virtually all learning activities. He creates the course objectives, determines the daily class agenda, dominates class discussion, and functions primarily as the class resource person. Students are generally granted little opportunity for influencing the direction the class will go during the course of the semester. As a rule, only a minority of students ever participate in discussion. Those students who do participate are usually asked by the teacher to repeat factual points or the views of others. Rarely do students interact with one another or express their views on an issue.