Univ., Diss.--Münster (Westfalen), 2002.

This study explores the expectations of local communities from higher education institutions (HEIs) in the Northern Province of Rwanda, focusing on two specific institutions: IPRC Musanze and INES Ruhengeri. Employing a robust mixed-method design, the research integrates both quantitative and qualitative approaches. Quantitative data were collected through structured surveys administered to HEI staff and alumni, while qualitative insights were gathered via in-depth interviews and focus group discussions with key stakeholders, including community members. Additionally, secondary data sources, such as policy documents and institutional reports, were utilized to complement the primary data. The study's findings reveal a significant disparity between community expectations and the actual capabilities of HEIs, shaped by factors such as institutional type (public vs. private), program offerings, and the socio-economic needs of residents. Notably, gender differences emerged, with women generally harbouring higher, often unrealistic, expectations of HEIs compared to men. Communities view HEIs as crucial drivers of regional development, expecting them to enhance employability, contribute to local economic growth, and provide essential community services. However, challenges including inadequate collaboration, resource constraints, and differing expectations between public and private institutions were identified. To address these issues, the study proposes adding the 'local community' as a fourth element to the existing triple helix model (university-industry-government) to better align HEI outputs with community needs. Furthermore, it emphasizes the necessity of redefining roles and responsibilities between HEIs and the government to foster more effective and sustainable collaborations. The research contributes to the broader discourse on higher education's role in societal development, particularly in emerging economies like Rwanda. The rigorous methodological approach, employing the three main research programmes Citavi, NVivo and SPSS, ensures that the study's insights are both robust and actionable:The current thesis is divided into eight chapters: (1) General Introduction, (2) Related Works, (3) Guiding Theories/Models, (4) Research Methodology, (5) Talking from Experience: Graduates' Voice from Graduation to Labour Market, (6) Communities in the Vicinity of HEIs: A Local Perspective and Expectations, (7) Collaboration between HEIs and their Neighbouring Communities: Challenges and Proposed Solutions and lastly but not least, the chapter (8) which is conclusion. I start the first chapter by giving readers a broad introduction that sets the scene for the study and is followed by a statement of the problem. I also define the study's purpose, research questions, and the scope. Finally, I talk about the significance of the study. In the second chapter, I attempt to conduct a critical review of the existing literature on the research questions. Weaknesses, gaps, immediate relevance, and contributions are identified in this review, and the exploration reflects the variables specified in the research questions and objectives. The third chapter identifies the underlying theories reflecting the relationships between the concepts and theories that I intend to analyze in order to achieve the stated goals of the study. The fourth chapter discusses the research questions, resources, and procedures along with how they relate to the study's theoretical framework. To achieve this, a brief discussion of the research design, study location, study population, sampling technique, sample size, data collection and methods, data sources, data analysis, and ethical considerations is provided. The fifth chapter presents and discusses field data that was gathered to address one of the four major research questions that the current thesis seeks to investigate. A special focus is placed on graduates from HEIs. It primarily focuses on what we can learn from the experiences of current HEI graduates on the job market. Graduates discuss their practical experience in the labour market from the time of graduation to their current position. The analysis and presentation of the findings in relation to the following research questions are covered in the sixth chapter: What do local communities anticipate of HEIs in their areas? Do communities' expectations of public and private HEIs differ in any way? Which one, if any? It aims to ascertain the various kinds of expectations that the communities in Rwanda's Northern Region have of the HEIs nearby. The chapter contrasts the expectations of the two study institutions' local communities. The study participants were selected from residential areas close to the colleges; IPRC Musanze (public) and INES Ruhengeri (private). While Chapter 6 presented and discussed facts and expectations primarily related to collaboration between higher education institutions and neighbouring communities under the current study, Chapter 7 presents and discusses field data collected to answer another key research question that focuses on the challenges that collaboration faces. Its primary goal is to identify the most significant challenges and potential solutions to the majority of those challenges. Based on their practical experience, both local community members and staff from the two HEIs identified pressing challenges. Finally, in Chapter 8, a conclusion is drawn using data primarily from two higher education institutions in Rwanda's northern province as a case study. The conclusion was reached following the study's objectives, based on evidence and reasoning grounded on collected data and evaluated literature while keeping the theoretical framework in mind. / Diese Studie untersucht die Erwartungen der Lokalgemeinschaften an Hochschulen (HEIs) in der Nordprovinz Ruandas, wobei der Fokus auf zwei spezifischen Institutionen liegt: IPRC Musanze und INES Ruhengeri. Durch den Einsatz eines bewährten Mixed-Method-Designs integriert die Forschung sowohl quantitative als auch qualitative Ansätze. Quantitative Daten wurden durch strukturierte Umfragen erhoben, die an das Personal und die Alumni der HEIs gerichtet waren, während qualitative Erkenntnisse durch tiefgehende Interviews und Fokusgruppendiskussionen mit wichtigen Interessengruppen, einschließlich Gemeindemitgliedern, gesammelt wurden. Zusätzlich wurden sekundäre Datenquellen, wie politische Dokumente und institutionelle Berichte, herangezogen, um die Primärdaten zu ergänzen. Die Ergebnisse der Studie zeigen eine signifikante Diskrepanz zwischen den Erwartungen der Gemeinschaften und den tatsächlichen Fähigkeiten der HEIs, die von Faktoren wie der Art der Institution (öffentlich vs. privat), dem Studienangebot und den sozioökonomischen Bedürfnissen der Bewohner beeinflusst werden. Auffällig sind auch Geschlechterunterschiede, wobei Frauen im Allgemeinen höhere, oft unrealistische Erwartungen an die HEIs haben als Männer. Die Gemeinschaften sehen die HEIs als wesentliche Treiber der regionalen Entwicklung, erwarten von ihnen eine Steigerung der Beschäftigungsfähigkeit, einen Beitrag zum lokalen Wirtschaftswachstum und die Bereitstellung wesentlicher Dienstleistungen für die Gemeinschaft. Es wurden jedoch Herausforderungen wie unzureichende Zusammenarbeit, begrenzte Ressourcen und unterschiedliche Erwartungen zwischen öffentlichen und privaten Institutionen festgestellt. Um diese Probleme zu bewältigen, schlägt die Studie vor, die Lokalgemeinschaft als viertes Element dem bestehenden Triple-Helix-Modell (Universität-Industrie-Regierung) hinzuzufügen, um die Ergebnisse der HEIs besser an die Bedürfnisse der Gemeinschaft anzupassen. Darüber hinaus wird die Notwendigkeit betont, die Rollen und Verantwortlichkeiten zwischen den HEIs und der Regierung neu zu definieren, um eine effektivere und nachhaltigere Zusammenarbeit zu fördern. Die Forschung leistet einen Beitrag zur breiteren Diskussion über die Rolle der Hochschulbildung in der gesellschaftlichen Entwicklung, insbesondere in aufstrebenden Volkswirtschaften wie Ruanda. Der streng methodische Ansatz, der die drei Hauptforschungsprogramme Citavi, NVivo und SPSS einsetzt, stellt sicher, dass die Erkenntnisse der Studie sowohl fundiert als auch umsetzbar sind:The current thesis is divided into eight chapters: (1) General Introduction, (2) Related Works, (3) Guiding Theories/Models, (4) Research Methodology, (5) Talking from Experience: Graduates' Voice from Graduation to Labour Market, (6) Communities in the Vicinity of HEIs: A Local Perspective and Expectations, (7) Collaboration between HEIs and their Neighbouring Communities: Challenges and Proposed Solutions and lastly but not least, the chapter (8) which is conclusion. I start the first chapter by giving readers a broad introduction that sets the scene for the study and is followed by a statement of the problem. I also define the study's purpose, research questions, and the scope. Finally, I talk about the significance of the study. In the second chapter, I attempt to conduct a critical review of the existing literature on the research questions. Weaknesses, gaps, immediate relevance, and contributions are identified in this review, and the exploration reflects the variables specified in the research questions and objectives. The third chapter identifies the underlying theories reflecting the relationships between the concepts and theories that I intend to analyze in order to achieve the stated goals of the study. The fourth chapter discusses the research questions, resources, and procedures along with how they relate to the study's theoretical framework. To achieve this, a brief discussion of the research design, study location, study population, sampling technique, sample size, data collection and methods, data sources, data analysis, and ethical considerations is provided. The fifth chapter presents and discusses field data that was gathered to address one of the four major research questions that the current thesis seeks to investigate. A special focus is placed on graduates from HEIs. It primarily focuses on what we can learn from the experiences of current HEI graduates on the job market. Graduates discuss their practical experience in the labour market from the time of graduation to their current position. The analysis and presentation of the findings in relation to the following research questions are covered in the sixth chapter: What do local communities anticipate of HEIs in their areas? Do communities' expectations of public and private HEIs differ in any way? Which one, if any? It aims to ascertain the various kinds of expectations that the communities in Rwanda's Northern Region have of the HEIs nearby. The chapter contrasts the expectations of the two study institutions' local communities. The study participants were selected from residential areas close to the colleges; IPRC Musanze (public) and INES Ruhengeri (private). While Chapter 6 presented and discussed facts and expectations primarily related to collaboration between higher education institutions and neighbouring communities under the current study, Chapter 7 presents and discusses field data collected to answer another key research question that focuses on the challenges that collaboration faces. Its primary goal is to identify the most significant challenges and potential solutions to the majority of those challenges. Based on their practical experience, both local community members and staff from the two HEIs identified pressing challenges. Finally, in Chapter 8, a conclusion is drawn using data primarily from two higher education institutions in Rwanda's northern province as a case study. The conclusion was reached following the study's objectives, based on evidence and reasoning grounded on collected data and evaluated literature while keeping the theoretical framework in mind.

No description available.

Die vorliegende Arbeit untersucht die Testteilnahmemotivation von Schülerinnen und Schülern in großangelegten Schulleistungsstudien. Es wurde ein theoretisches Erwartung-Wert-Anstrengung-Modell der Testteilnahmemotivation herausgearbeitet, das in drei empirischen Studien überprüft wurde. Dabei wurde das komplexe Beziehungsgefüge zwischen Erfolgserwartung, dem wahrgenommene Wert des Tests, Anstrengungsbereitschaft und Testleistung untersucht. Datengrundlage der Studie I bildete die erste PISA-Erhebung aus dem Jahr 2000, in der die Testteilnahmemotivation durch Fragen zur Anstrengungsbereitschaft und zum wahrgenommenen Wert des Tests erhoben wurde. In Studie II und III gaben die Jugendlichen, die an der Ländervergleichsstudie im Jahr 2012 teilnahmen, Einschätzungen zu ihrer Erfolgserwartung, dem wahrgenommenen Wert des Tests und ihrer Anstrengungsbereitschaft ab. Die Ergebnisse zeigen, dass Testteilnahmemotivation zur Erklärung individueller Unterschiede in der Testleistung beiträgt (Studie I), auch wenn diverse Hintergrundinformationen der Teilnehmenden berücksichtigt werden (Studie III). Die theoretisch angenommenen Beziehungen im Erwartung-Wert-Anstrengung-Modell wurden fast vollständig bestätigt: Vor allem der wahrgenommene Wert, aber auch die Erwartungen sagten die berichtete Anstrengungsbereitschaft der Teilnehmenden vorher; die Erfolgserwartung und die Anstrengungsbereitschaft wiesen einen Zusammenhang mit der Testleistung auf (Studie II). Im Verlauf eines Leistungstests berichteten die Teilnehmenden im Durchschnitt eine Abnahme in der Anstrengung und dem Wert sowie einen stabilen Verlauf ihrer Erfolgserwartung. Zur Erklärung der Testleistung trug neben der anfänglichen Erfolgserwartung und Anstrengungsbereitschaft auch die Veränderung in der Erfolgserwartung bei (Studie III). Für eine hohe Testleistung ist es wichtig, dass die Teilnehmenden den Test motiviert beginnen und während des Tests selbstsicher bezüglich ihrer Erfolgserwartung bleiben. / The thesis investigates effects of test-taking motivation on test performance in low-stakes assessments. An expectancy-value-effort model of test-taking motivation was developed and tested in three empirical studies. The studies investigated the complex relationship between expectancy for success, perceived value of the test, test-taking effort, and test performance. The database of study I is the first PISA study. Test-taking motivation was assessed with questions about effort and the perceived value of the test. Study II and III are premised on the national assessment study in the year 2012. The students reported their expectancy for success, their perceived value of the test, and their test-taking effort. Overall, the results showed that test-taking motivation explained test performance (study I) although controlling for various students’ background characteristics (e.g., socio-economic background, study III). We found support for nearly all of the theoretically assumed relationships in the expectancy-value-effort model: Expectancy for success and perceived value of the test explained test-taking effort; expectancy for success and test-taking effort had the most pronounced effects on test performance (study II). The students reported, on average, a stable course of expectancy for success over the testing session; perceived importance of the test and test-taking effort slightly decreased within the testing session. The initial expectancy for success and the initial test-taking effort as well as change in expectancy for success explained students’ test performance. Above all, it is crucial that students begin the test with a high level of test-taking motivation and remain confident about a successful test completion to the end of the testing session.

Univ., Diss.--Würzburg, 2005.

Johan Adam Heyns is probably the most productive and noteworthy Afrikaans theologian of the twentieth century, born in South Africa. He was a real pioneer in his field. It is a well known fact that the kingdom of God played a vital role in all of his work. In fact, he used it as a systematic-theological category, which flows like a perennial river of opportunity, consistently through all of his writings. It gave him the opportunity to be consistent in both his systematic theology and in his ethics. Heyns used the kingdom of God as a systematic-theological category to show clearly how man and God can be co-workers in this world in a dialogical relationship. This relationship, of which God is the initiator, are characterised by the covenant between God, the Father-King, and man, the obedient child-servant. He also used the opportunity to integrate his love for philosophy with his love for theology. This integration opened up a wide spectrum of thoughts, ideas and meanings which he could scientifically analyze, explore, connect and merge together systematically. His contact with Stoker and their shared Calvinistic worldview as well as their shared Afrikaans culture and Christian religion, together with the influence of amongst others Du Toit and Snyman, Oberholzer, Vollenhoven, Barth, Brunner and Berkouwer, laid the foundation for his frame of reference. Unfortunately there was philosophical flooding from time to time, because it caused him to fill the kingdom of God with philosophical concepts which allowed him to think of the kingdom of God as an ontological cosmic-universal entity. His philosophical background and connection also leads to some inadequate speculations in his theology and especially in his eschatology. Inadmissibly he didn’t always use the Bible appropriately, although his doctrine of Scripture and hermeneutics were satisfactory. Heyns could have explored the important part which prayer must play in theology more thoroughly. But he did pioneer’s work in Dogmatics and Ethics in Afrikaans and as an ecumenist and church leader, which we must really appreciate. Lastly his philosophical modus operandi also had a positive side. It helped him to differentiate between important theological concepts. Heyns distinguished between the rule of God and the kingdom of God, as well as between the realisation of the kingdom of God and the eschatological fulfilment of God’s kingdom. These differentiations were tested on some theological problems, including the question whether the kingdom of God is really an ontological entity, the Theodicy problem and the “Nah-erwartung” problem. It was found that these differentiations, when used consistently, have valuable theological problem solving abilities. Although Heyns perhaps didn’t realise this, and he weren’t consistent in the use of these differentiations, he must be credited for identifying and clarifying them. / Thesis (PhD)--University of Pretoria, 2010. / Dogmatics and Christian Ethics / unrestricted