The purpose of this study was to compare the effects of three testing procedures on comprehensive final examination performance. The 64 undergraduates used as subjects were randomly assigned to one of three conditions: a non-repeated single-unit, a non-repeated cumulative, or a repeated single-unit testing procedures. Subjects in the non-repeated testing procedures were administered a weekly multiple-choice test taken from content covering either (a) the most recent material or (b) all the material to-date. Subjects in the repeated testing procedure were administered up to three alternate forms of a multiple-choice test taken from content covering the most recent material. The dependent measure was a comprehensive 100 item multiple-choice test. Grade point average was used as a covariate.An Analysis of Covariance was applied to determine whether there was a significant difference between (a) the means of the non-repeated cumulative and the repeated single-unit procedures, and (b) the average mean of these two procedures and the mean of the non-repeated single-unit procedure. The .01 level was used for judgments about statistical significance.Findings1. No significant difference was found between the mean final examination score obtained by the students in the non-repeated cumulative and the repeated single-unit testing groups after the effects of the covariate were partialled out.2. No significant difference was found when the average of the final examination scores obtained by the non-repeated cumulative and the repeated single-unit groups was compared to the mean final examination score obtained by the non-repeated single-unit group.3. The subjects in the repeated single-unit testing group obtained a significantly greater number of points on the examinations administered throughout the quarter.Conclusions1. Previously reported differences between repeated versus non-repeated and repeated versus cumulative testing on final examination performance may be reflecting only differences in testing frequency.2. The higher grades obtained by students given multiple opportunities to "master" material may not reflect actual end-of-course achievement by a comprehensive final.3. To aid in the valid interpretation, generalizability, replication and synthesis of research findings, detailed descriptions of the independent and dependent variables used in testing procedures research seem warranted.

The study was designed to determine the scope of offerings, the clientele served, the organizational structure, and procedures for implementation relative to applied music programs in two-year colleges. The study was also designed to determine the extent to which selected senior colleges have accepted applied music credits earned by students from two-year colleges.

No description available.

In May 1985 the Government removed the British Technology Group's (BTG) right of first refusal on intellectual property arising in the course of Research Council-funded projects UK universities were offered the opportunity to assume rights and responsibilities previously enjoyed by the BTG, provided their policies and procedures fulfilled certain conditions. In particular, the government wished universities to a) give the fullest opportunity and scope to researchers to assume responsibility for exploiting their research findings; b) encourage researchers to assume this responsibility; c) provide guidance and help for those academics who wished to assume this responsibility. The aims of this thesis were. i) to generate a body of data about the ways in which nine UK universities handled the exploitation of IP between 1970 and 1990; ii) to use this body of data to assess - in relation to those same universities - the extent to which current policy and practice vis-a-vis the exploitation of IP accommodate the government's wishes, as outlined in a letter from the Chairman of the SERC and a statement issued by the Secretary of State for Education, both dated 14 May, 1985, iii) to begin to develop theory in relation to the exploitation of IP in these nine universities. This thesis adopts a research design based exclusively on case studies. It adopts a grounded rather than a logico-deductive approach to data collection and theory development, initially, data collection was informed by an extensive literature review. Data were elicited in 1989/90, primarily through tape-recorded, face-to-face, structured interviews with policy-makers and policy-implementers in the nine universities, and with policy "users" (heads of department, deans, enterprising and entrepreneurial academics with IP to exploit) Data from histories, documents and records were also collected. The thesis analyses policy and practice and evaluates the nine universities' performance with regard to measures a) - c) above. Establishing widely differing performance, it explores the processes which led to this. Further, it explores the extent to which policy "users" were aware of their university's policy and practice in relation to the exploitation of intellectual property, and their views on it. The thesis concludes that universities which created structures and made appointments to manage the exploitation of IP with a view to its extrinsic value have a less considered approach than those which did so on grounds of its intrinsic value, they are also less likely to have accommodated the government's wishes. More broadly, it also concludes that the introduction of this mechanism to replace exploitation via the BTG is a classic example of the UK government transplanting policies and mechanisms from other countries with no prior attempt to identify the processes and contexts which contribute to their success or failure in their native country, and little or no prior attempt to get to grips with the implications of transplanting them into the UK. Further, it concludes that local conditions can - and do - impact (positively or negatively) on the operation of a transplanted mechanism such as this. Finally, it concludes that identifying and evaluating those local conditions is unlikely to be a straightforward task.

No description available.

Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1983. / Bibliography: leaves 153-160. / xvi, 176 leaves, bound ill. 29 cm

In the past psychology has been criticised for its mono-cultural nature and insensitivity when dealing with Maori clients and students. As a consequence university departments of psychology have sought to address these issues by incorporating the ideology of biculturalism into its operations. The aim of the study was to evaluate the bicultural developments occurring within these departments by assessing the type and effectiveness of bicultural initiatives. A questionnaire designed to assess bicultural initiatives, attitudes and, intentions was sent to academic staff within university psychology departments in New Zealand. Northern departments displayed significantly greater commitment to bicultural progress than southern departments with northern academics performing initiatives (e.g., �established a committee of staff and students to promote bicultural perspectives and interpret and apply bicultural policy�) more often and of higher commitment than southern academics. Overall, within psychology departments very little bicultural progress has occurred except in the most northern departments. However, the effectiveness of many initiatives is debateable with tokenistic initiativeness predominant in most departments. The qualitative analysis of participant comments identified academic justification for bicultural inaction within departments. This was displayed in various themes: multiculturalism versus biculuralism, psychology being an a cultural science, Maori self-determination being separatism akin to apartheid, the relevance of the Treaty of Waitangi to psychology, and Backlash. Two main reasons for these findings are discussed; (1) lack of knowledge of Maori issues and, (2) racism.

The aim of this research is to determine the role of the major promotional media on potential students' choice of higher education institutions (HEOs) in Malaysia. In this study, HEIS refers to private higher education institutions which use a variety of strategies to recruit students. Ex-form 5 students in HEIs in Malaysia were the target group of this study, as they constitute the bulk of student intake for private HEIs in this country. Choosing a HEI to study is an important as well as a costly decision for a student. / Thesis (DBusinessAdministration)--University of South Australia, 2007.

Ever since the higher educational reforms were initiated in 1996, the competition in the marketplace of 546 Malaysian private education institutions has become tougher than ever. In fact, many Malaysian private colleges have experienced difficulties in recruiting students. Operating in such a competitive marketplace, many private colleges believe the importance of building a strong brand image in order to differentiate their offerings from their competitors, as evidenced by their co-branding with foreign universities. The increased competition has made these private colleges realize that possessing a strong brand is an essential part of their competitive advantage. / Integrated Marketing Communication (IMC) has been seen and practised as a valuable brand strategy since the 1990’s and it plays a major role in the process of developing and sustaining brand identity and equity. This research will be using a Malaysian private college (anonymously labelled as EJ College) as a case study to explore the feasibility of adopting IMC as a branding strategy for the college. / The research has identified four main barriers to IMC adoption, as perceived by the management and staff. These include a fear of change, departmental silos, lack of IMC expertise and poor stakeholder database support. Approaches to overcome the barriers were suggested: strong support from the management and the board of directors, a strong employee relationship, corporate learning, IMC training workshops as well as sophisticated customer and stakeholder databases. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2006.

Globalisation has led to the 'commodification' of higher education and the concern over the quality of higher education has exerted considerable pressure on educational institutions to improve their performance substantially. However, the efforts on how to enhance and evaluate the quality of higher education have been hindered by the lack of agreed models for quality improvement of higher education. The development of TQM models for institutions of higher learning has provided the background for this study and its scope was confined to two private higher learning institutions in Malaysia. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2006.