An attempt has been made in this thesis to describe and to assess the background of the growth of the University College of Swansea, its relationship with its local community and its place in the context of university developments nationally. The first chapter, in two parts, briefly describes the historical setting of the movement for a university college in Swansea at both national (Part I) and local levels (Part II) up to the appointment of the Departmental Committee of Enquiry Into Intermediate and Higher Education in Wales in 1880. Chapter II is concerned with the case put to the Committee for the establishment of a technologically-based South Wales college at Swansea, the subsequent arbitration over the conflicting claims of Cardiff and Swansea and, after the latter town's failure, the development of technical education in Swansea culminating in the second movement for a university college at the time of the Royal Commission on the University of Wales (1916-18). Chapter III deals with the foundation of the University College in 1920, the problems of finding an adequate site and the appointment of the initial staff, and ends in 1926 with the departure of Dr. Sibly, the first Principal. Chapter IV examines the principalship of Dr.Edwards (1927-47) when the College experienced its years of greatest difficulty, and through inadequate financial support, occasioned by the economic depression and the Second World War, some degree of stagnation. Chapter V treats the post-War period, the coming of Mr.Fulton as Principal and the great physical transformation and academic growth that he inspired. These developments are taken to 1970, and more briefly to 1980, the supporting statistical apparatus also being taken to the latter year.

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First, this study aims to examine work values and job satisfaction of United Kingdom and Malaysian academics in research, teaching, and administration aspects. Second to test Locke's theory of job satisfaction on moderating effects of facets importance. Third to carry out cross-national and cross-cultural comparisons. Fourth to examine moderating effects of demographic variables on the relationship between facets satisfaction and overall job satisfaction. Lastly is to examine Herzberg's two-factor theory. Academics from a university each in UK (n = 278, 90.85%) and Malaysia (n = 208, 82.59%) took part in this study by responding to a self-constructed questionnaire. A back-translated questionnaire was used in Malaysia. A high level of reliability coefficients was yielded by the English (alpha = 0.85) and the Malay (alpha = 0.88) versions of the questionnaire. UK and Malaysian academics perceived most of the job facets as important, and many of these facets are perceived as more important by Malaysian than UK academics. UK academics are more satisfied with many of these job facets and overall job satisfaction than their Malaysian counterparts. Most of these differences, however, are in the same direction. Results of both two-way ANOVA and moderated regression analyses reveal that there are no major moderating effect of facets importance on the facets satisfaction - overall job satisfaction relationship. Thus, facet importance does not play as a moderator variable. However, Locke's argument on facets importance redundancy seems to be supported. On the other hand, results of the present study do not support Herzberg's Two-Factor theory. Also, these results indicate that there are more situational factors than cultural differences effects on overall job satisfaction. The moderating effects of the five demographic variables on facets satisfaction and overall job satisfaction for UK and Malaysian academics are either absent or very limited.

This study arose as a result of the author's experiences as Director of Training at the Military Hospital in Riyadh, Saudi Arabia when, as a consequence of the hospital's Saudization policies, the emphasis shifted from 'out-of-Kingdom' training on the small scale, to 'in-Kingdom training' on the large scale. This expansion included the inauguration of a wide range of diploma and degree programmes accredited by British and North American universities and professional bodies. The author noted that, during the early stages of their training, the carefully selected Saudi High School graduates experienced unexpected learning difficulties that did not seem to be directly related to any limitations of their spoken or written English. During the first phase of the study, observations, cases studies, and structured interviews led the author to formulate the hypothesis that specific limitations of the trainees' High School education limited their initial progress. It was suggested that these limitations include little, or no prior art or practical training, a concentration on rote learning, poorly developed study skills, and a dependence on theoretical, teacher-centred learning. The hypothesis predicted that significant differences existed between the High School backgrounds of Saudi and North American trainees. The second phase of the study tested this prediction by means of a self-administered questionnaire which sampled the views of a large number of Saudi and North American based trainees and trainers. Statistical analysis of the collected date confirmed that highly significant differences existed between the two trainee samples.

This study traces the trends in higher education in Pakistan in the light of the country's educational policies and plans from 1971 to date. The implications contained therein for the continuing professional development of the higher education academic staff are highlighted. The existing facilities available, specifically, for the continuing professional development of the academic staff of degree colleges of Punjab are also identified. A postal questionnaire survey was conducted to collect data from all the degree colleges of Punjab to identify the prevailing state of continuing professional development of the academic staff in these colleges. Out of the replies to the postal enquiry, two institutions with highly dissimilar responses were selected as miniature case studies, basically to verify and enhance the data obtained through the questionnaire. Further, interviews were conducted with a sample of principals of degree colleges of Punjab, the persons in-charge of providing in-service education to the lecturers of these degree colleges of Punjab, the education officials as executive agents of the government's educational plans and the education ministers as policy-makers and the data were collected and collated to identify the requirements for a continuing professional development programme for the academic staff of the degree colleges of Punjab within the unique contextual factors of the country. The study indicates diversity in structure and provision of professional development activities for the academic staff of the degree colleges of Punjab. The study concludes that there is considerable need and scope for the initiation of a continuing professional development programme at the level of the degree colleges in Punjab.

The central purpone of this study in to analyse the organisation and teaching of Liberal/General Studies in the further education college with the help of data collected in a number of such collages. The thesis offers an analysis of the development of non-vocational education within a broadly vocational educational setting and sets out to analyse the organizational framework within which that educational provision is made. The Liberal/General Studies teaching role ins identified as a marginal role and an attempt is made to delineate its various elements and characteristic features. Interview data collected from Liberal/General Studies staff is used to examine the way in which such a role is enacted and this is systematically related to variations in the organizational context of Liberal/General Studies provision. In addition, interviews carried out with members of various categories with relationships with the Liberal/General Studies lecturer constitute his/her role set, are analysed to examine aspects of organizational control and to gauge reaction to the provision of such studies. It explores some of the ways in which the relationship between role orientation and performance is articulated within organizational frameworks subject to varying degrees of control. In a final chapter the nature of Liberal/General Studies is reviewed and consideration is given to the effects of variations in the marginal position of such studies within the further education curriculum.

This study was conducted in response to continuing complaints about the quality of Saudi-trained paramedical staff. The researcher chose to ignore all the prepared definitions of the problem and solutions, instead going back to seek out basic information from the personnel most likely to have that information. The findings of this study indicate that much of what is said about the quality of paramedical training tends to be only partially true. Little difference was found in the quality of Saudi-trained personnel when compared with other Asian-trained personnel. However, when Saudi trainees were compared with western European and north American personnel significant differences began to appear. These differences can be ascribed to: Firstly, a different view of the training process for the production of paramedical personnel and, Secondly, the management and administrative arrangements that make the problem more difficult.

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No description available.

No description available.