La investigación se plantea estudiar qué aspectos tienen que tener las propuestas de aprendizaje servicio en educación superior para tener una alta calidad y elaborar una herramienta de evaluación para esta calidad adecuada a nuestro contexto. El tema es relevante ya que no se ha profundizado sobre qué supone la calidad en las propuestas de aprendizaje servicio en nuestro contexto y solamente encontraremos referencias norteamericanas. Además facilitar una herramienta a la comunidad educativa puede ayudar a hacer crecer los proyectos y a consolidarlos con mayor calidad. Consideramos que la propuesta de investigación es adecuada en el contexto actual y propone una aportación concreta y de valor para la comunidad educativa. El estudio de los aspectos que dan calidad a una propuesta de aprendizaje servicio nos ha llevado a proponer una herramienta que permite evaluar y reflexionar sobre las propuestas y sus posibles mejoras. Entendemos la evaluación de las propuestas de aprendizaje servicio como un proceso con carácter formativo, como un espacio de reflexión individual y/o grupal y propositiva para la mejora de las propuestas. Hemos planteado un instrumento de evaluación para el profesorado, un instrumento de autoevaluación de la calidad de proyectos de aprendizaje servicio en educación superior que facilite la reflexión sobre la calidad y la mejora de los proyectos ya consolidados o en fase de diseño. Planteamos una rúbrica de autoevaluación de la calidad de proyectos de aprendizaje servicio en educación superior que esté diseñada para ayudar al profesorado a ajustar y mejorar el desarrollo y el enfoque de los proyectos de aprendizaje servicio que estén llevando a cabo o quieran diseñar. La rúbrica está estructurada en diez categorías fruto del análisis de los puntos clave considerados por los expertos como aspectos relevantes de la calidad de los proyectos de aprendizaje servicio en su contexto educativo. La intención es que contestando la rúbrica se lleve a cabo un proceso de reflexión sobre la propia práctica en el que se puedan analizar los distintos componentes. A su vez, se pretende dar ideas y sugerencias para mejorar los proyectos llevándolos a niveles de calidad superiores. La rúbrica deviene así una herramienta de reflexión. Esta rúbrica está planteada como una herramienta de evaluación viva y dinámica, que a través de revisiones, se puede ir modificando. La intención es que el profesorado se sienta cómodo para añadir o modificar categorías. La calidad de los proyectos suele tener un componente de contextualización que el profesorado debería de poder añadir en la rúbrica. Es por esta razón que consideramos la rúbrica como una herramienta abierta. / The research objective is to study the aspects a service learning proposal in a higher education context should possess in order to ensure a high quality outcome and to create a tool to evaluate its outcomes. Besides the establishment of a tool to be used for community education, it can also create growth and consolidate quality amongst existing programs. We have found that the research proposal is up to date with the current environment and demonstrates concrete results and adds value to overall community learning. The study of the aspects that lend quality to service learning proposals have brought us to propose a tool that allows evaluation and reflection concerning the proposals and their areas of improvement. The evaluation of service learning proposals is formative in its nature serving as a space for individual or group reflection and suggestion to improve the proposals. Therefore, the objective is to use a self-evaluating rubric to measure the quality of the service learning proposals in higher education and assist the faculty member make the required adjustments, improve the development and focus of a program that they are managing or creating. The rubric is structured into ten categories based on the analysis of key points experts agree should exist in order to ensure a quality in a service learning program in an educational context. The intention is that by answering, a thinking process about the own exercise gets triggered that allows to analyse all components. The rubric is set up to be dynamic and live, and through revisions can be modified as required. Therefore it can be considered to be open ended in its nature.

This thesis presents a methodology for developing an intelligent platform for continuous quality improvement, in order to deliver an efficient learning environment for students to learn quality improvement techniques in a structured manner. Many quality improvement programmes often fail because these techniques and their applications are not understood in a specific domain. The proposed methodology helps students identify the fundamental link between theory and realistic systems, as well as providing educators with an effective technique for teaching continuous quality improvement. A prototype system for the web-based learning environment is described, demonstrating the implementation of the methodology, and the development of intrinsic links between a virtual learning environment and real systems. Through tests carried out during two quality engineering courses, the study demonstrates that students are immersed and motivated in the web-based virtual environments through a game-based learning paradigm with positive results. By extending the prototype modules, the capability of the proposed system to balance the relationship between quality, productivity and cost is highlighted. This delivers a holistic and multidimensional approach for quality engineering courses and training, with the opportunities to extend the benefits of the virtual learning environment to other areas of expertise, such as operations and supply chain management. This study also explores the importance of capturing the dynamic characteristics of a real system and representing it within a virtual learning environment which aims to provide a realistic experience to its users. Two artificial neural network modules (a Fuzzy Adaptive Resonance Theory neural network and a back-propagation neural network) are implemented to facilitate the understanding of statistical tools and different types of variation in a realistic process.

Student mobility, defined as the movement of students between national systems of higher education is an activity assuming growing importance within the region of the European Union (EU). In recent years, policy-makers in the EU have ascribed academic mobility a political and economic role of significant proportions. Indeed, student mobility is expected to contribute to the international competitiveness of the European economy, to create European elite identities with a commitment to furthering European integration and to produce a mobile labour force, which is central to the success of the Single Market. In this context, student mobility has been thrust onto the policy agenda of intergovernmental organisations, national governments and higher education institutions within the EU. Although student mobility has become an explicit issue of policy within the EU, there has been little attempt to carefully analyse developments. In fact, the research literature pertaining to academic mobility remains limited, parochial, atheoretical and centred on student experiences. This thesis seeks to develop our knowledge and understanding of undergraduate student mobility in the EU through an analysis of policy at the intergovernmental, national and institutional levels in the context of a policy analysis framework. The result is new theoretically informed insights into the emergence, development, implementation and impacts of student mobility policy. Most notably, the creation of a systems model of the student mobility policy process facilitates an improved understanding of the relative contribution and interdependence of decision-makers at the intergovernmental, national and institutional levels during policy development and implementation. It is hoped that these insights enhance the understanding of those who make, implement and evaluate policy, such that the opportunities and constraints of future years are given considered attention in an area of increasing European significance.

This thesis explores how students who spoke English as an additional language (EAL) learned to write in a new discourse community, the difficulties they encountered and the changes that occurred in their perceptions of academic writing and of themselves as academic writers. The existing literature reported that learning to write disciplinary assignments is an interactional and dynamic process, encompassing not only writing and reading but also social interactions occurring among novice and more experienced members of the discourse community. Nevertheless, previous studies suggested that HE institutions still tend to hold narrow views on academic writing and to provide little attention to its teaching. Essentially, many studies are limited because they have examined how isolated factors (i.e. tutor written feedback or use of guidelines) impacted on student writing, overlooking the complexity of interactions that can come into play and influence student writing. This research adopted a longitudinal case study to investigate in-depth the writing experiences of five EAL students. To conduct this exploratory project, I employed constructivist and interpretivist approaches and multiple methods such as selfcompletion questionnaire, semi-structured interviews and analysis of tutors‘ feedback sheets and handbooks. This project suggests that indeed learning to write in HE was an active and dynamic process, encompassing interactions with members of the discourse community (tutors, peers and teacher-assistants), with the training system (taught module courses, writing assignments, academic writing class, CELTE support) and with institutional artefacts (samples of previously written work, published guidelines and assessment criteria). Despite a number of literacy practices designed to make the departmental conventions and expectations transparent, there was a level of invisibility of the conventions students were expected to adopt in their writing. As a result, students‘ writing experiences were fraught with tensions and conflicts that influenced their perceptions of academic writing and of themselves as academic writers.

The thesis draws upon in-depth research into the question of how English Academic Writing (EAW) is conceptualized at a Department of Applied English in a Taiwanese university. A qualitative research approach was taken within a social constructionism framework. Administrators, teachers, and students, were interviewed to explore the impact each of these three streams of influence has on the construction of the idea of EAW within this particular EFL context. These influences add to the mixture forming the conceptualization of EAW with a knock on effect to curriculum planning, teaching pedagogy, and the academic texts students produce. Administrators' design of a writing program and teachers' conceptualizations of EAW have implications for students' experience in learning to write and their own conceptualizations of what EAW is. Excerpts from interviews with teachers across the writing programme reveal how teachers do not share a coherent approach to teaching writing and yet have the understanding that they are conforming to a standardized conception of EAW. This research has important implications for curriculum design and lesson planning in EAW and EFL teacher training. Administrators need to implement a writing program with clear mutual goals as conceptualizations of EAW in an EFL context may be particularly fragile and lack consistency. Further implications of this research touch upon the training EFL teachers receive in graduate programs abroad which contribute to molding their conceptualizations of EAW. This research also points to the importance for administrators, teachers, and students to share a common language with which to discuss EAW issues.

This research aims to investigate Taiwanese university students' motivation for studying English, changes in their motivation and influences which caused the changes, and their perceptions of the role of English as an international language today. The uniqueness of this study lies in using a mixed methods approach (both qualitative and quantitative) to explore L2 motivation from the perspective of English as an international language (EIL). As well as this, it aims to explore and compare university students' motivation for studying English and perceptions of English today based on their subject difference (English majors versus non-majors; the comprehensive university versus the technology university). This thesis begins with an introduction to English education at the tertiary level in Taiwan and my motivation for doing this study. After that, it reviews relevant literature of L2 motivation and English as an international language. Then, it discusses the use of a mixed methods approach and three research instruments (the focus group interview, the interviews and the questionnaire). After the data of the three methods are presented, the discussion integrates insights from different data sources where relevant. The results show that the majority of the students in this research study English because of instrumental and integrative orientation. However, the term 'integrative' in this study has a different interpretation from Gardner's sense of the notion. In terms of motivation changes, the results show that the students' motivation changed because of various influences such as teachers, curriculum, exams, group dynamics and social experiences etc. Another major finding indicates that although the majority of the students and the teachers are aware of the notion of EIL, they are facing a dilemma about following it in the classroom.

Since the mid-1970s there has been a greater emphasis placed on markets and competition as a means of allocating scarce resources. As a consequence of this the provision of public services has come under close scrutiny. In the English further education sector there has been structural and strategic change. The further education (FE) colleges are positioned to be able to play a key role in· the economic and social regeneration of the UK. The development- of 'managerialism' has occasioned the use of many practices and procedures more commonly associated with the private sector provision of goods and services. This study examines whether the concept of organizational culture has meaning and validity in a further education context. Research in this area is complex, time consuming and expensive. The concept of organizational culture is examined and evidence is gathered from a case study in Templeton College. The analysis of the evidence employs some of Pierre Bourdieu's concepts of the social world: field habitus and game. The evidence suggests that there is no integrated pattern of shared beliefs or behaviours that can claim to be a distinct entity. External factors are more likely to determine the situated social practices that exist within colleges. The case study approach has limited the external validity of the research and further analysis of . colleges is needed to verify the claims in this thesis. The study demonstrates that the migration of private sector management practices and concepts to the public sector is not an unproblematic process. FE would benefit from more extensive practitioner research; the more widely and deeply the colleges understand themselves the better chance for securing lasting improvements. Organizational culture is unlikely to be a significant lever of change in FE and colleges may be better advised to build a teaching and learning ethos.

Enterprise Resource planning has gained prominence in the field of IS literature and is a significant phenomenon in practice in organizations and now also in higher educational institutions. These Institutions have their own unique method of operation and infrastructural facilities; and one of the biggest single most expenditure made by them is in their Enterprise Resource Planning Systems. The drive towards ERP is based on a desire to rationalize and streamline information systems across the whole organization seeking both improvement and business benefits. The ERP systems combine all discrete information into a single, integrated, real-time database. In the HEI context the ERP systems are seen as software solutions that address the diverse needs by tightly integrating all departments and functions within a single computer system configuration to serve particular needs such as students systems which manage all the student records/data and VLE systems like Blackboard which is a course management system. ERP addresses the institutions needs by providing a better service to its various users. The aim of this research study is to explore the quality, impact, benefits, utility and challenges of ERP systems specifically the student systems and VLE Blackboard in a Higher Educational Institution and analyse these ERP systems from a multiple perspective. The ERP systems have been applied by many Educational Institutions around the world as a key part of their organizational infrastructure and these systems tend to have a long life cycle in organizational use. The requirement is for the smooth functioning and utilization of these ERP systems while taking into consideration the changing demands as universities operate in a dynamic environment where there is a rapid change in technology. Millions of pounds and extensive deliberation is made on the implementation of the ERP system on the basis of expectations to align the institution objectives with business needs. This presents a huge challenge, if not properly addressed may lead to heavy investment without the corresponding institution efficiency.

This thesis examines the experience of a group of mature women students before, during and after their period of study in higher education. Specific research areas of investigation focus on their existing skills, and the value they give to these skills, and those they develop over their time of study. The context for the study is provided by an examination of the historical development of girls’ and women’s education, looking specifically at its gendered nature. Similarly, the development of universities is examined, in particular, debates on what universities are for, and how they are increasingly linked to providing an educated and skilled workforce rather than being autonomous institutions of education. The research is situated in a period of keen interest in skills development, when many universities were considering their development in some form or other. This sets the context for the women participants in this study in schools that were piloting key skills in different ways. This is explored in relation to their experience of this burgeoning interest in skills. The research approach used was chosen to enhance understanding of the issues that affect mature women students returning to learning. It draws heavily on feminist methodology and is also influenced by the work of Michel Foucault and Paolo Freire. These theorists are used to shed light on how issues of power are endemic within the society in which this research takes place. The feminist methodology employed has allowed me to become part of the research, and to reflect upon my own experiences as a mature student in higher education as well as those of the other participants. The research analysis is based heavily upon multiple semi-structured interviews conducted with each of the women. The analysis reveals how the women feel their skills are valued both by themselves and by the institute of higher education where they studied and by wider society. Whilst the women feel that they have considerable skills as mature women, the discussion reveals a number of interesting factors regarding which skills the women expect to be valued in the wider world compared to the skills they value in themselves.

Personal development is the cornerstone of lifelong learning and academic and professional achievement. Co-curricular activities are good learning opportunities and support people to develop. A thorough review and examination of personal development education at HKIVE is needed so that new generations of students can more effectively learn and achieve their goals, enabling them to meet the crucial challenges of the 21st century. Initially, the researcher examined course documents to identify the key areas of personal development education. Data was collected from 134 students, eight educators and six human resource practitioners so as to understand these issues deeply. The study findings indicate that personal development opportunities at HKIVE are ineffective. The College should review existing personal development training to expand learning opportunities for students. Educators are advised to adopt innovative new learning strategies to facilitate personal development. No single training programme can cover all aspects of individual development and learning should be based on personal needs and initiated by students. Furthermore, fostering good attitudes is a key factor in developing students' motivation to learn more. Peers also form an important resource to reinforce students' self-image and self-esteem within the peer group. In addition, the new method of judging competency comprises: knowledge (Stratford, 1994), performance (Summerall, Lopez, Oehlert, 2000), outcome (Proctor, 1991), attitude and self-development. Finally, assessment issues are highly controversial and may serve formative, summative or normative purposes, subject to availability of resources and staff professionalism. This study offers new personal development teaching ideas and a practical guide for educators. Moreover, this study formulates a new learning model for competency and informal learning - critical issues for the VTC in future research and development.