This study is an investigation of the importance of present and preferred institutional goals as perceived by the faculties and administrators of two open university systems in Bangkok, Thailand. The purposes of the study are twofold. The first is to identify and analyze the similarities and differences of present and preferred goal priorities. The second is to determine differences and similarities for five institutional goal areas between the two systems and by administrator and faculty groups.

The problem of this study was to describe higher education in relation to economic development and social change in Nigeria. The purposes of this study were (1) to identify the needs for economic development and social change in Nigeria; (2) to relate higher education goals to the identified needs; (3) to determine the perceptions of the participating groups of students, faculty members, academic administrators, and government officials about what priority of importance is being placed and should be placed on higher education goals to achieve the national needs; (4) to formulate recommendations for the future development of higher education in relation to economic development and social change in Nigeria.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work aims to apply virtue epistemology in the specific context of educational practice and theory. With its focus on intellectual character traits, such as inquisitiveness, open-mindedness and intellectual autonomy, I explore the nature of intellectual virtues, its relationship with emotions, the reasons to treat them as an aim of education, the criteria for the selection of relevant intellectual virtues in school environments and some didactic strategies to cultivate them in the school community. Chapter 1 approaches the nature of intellectual virtues, where I argue that an intellectually virtuous person is characteristically a person that possesses a valuable intellectual condition, a critical and well-informed assessment of her own intellectual condition and for being responsible for the stability and improvement of her own intellectual condition. In this chapter, I also present and explore two kinds of relations between intellectual virtues and emotions. In chapter 2, I develop three arguments in favor of the idea that we should take intellectual virtues as an aim of education. Some objections about the desirability of this idea are raised and answered. Next, I articulate five criteria for the selection of relevant intellectual virtues in school environments. Chapter 3 is dedicated to the elaboration of general strategies for the teaching of intellectual virtues. Some specific intellectual virtues are selected to show how these general strategies would look like in practice. The selection of such virtues follows one or another criterion of selection stipulated in the previous chapter. / Este trabalho é uma tentativa de aplicar a epistemologia das virtudes no contexto específico da prática e teoria educacional. Com o foco em traços de caráter intelectual, tais como inquisitividade, mentalidade arejada e autonomia intelectual, eu exploro a natureza das virtudes intelectuais, suas relações com as emoções, as razões para tratá-las como um fim da educação, os critérios para a seleção de virtudes intelectuais relevantes em ambientes escolares e algumas estratégias didáticas para cultivá-las na comunidade escolar. O capítulo 1 aborda a natureza das virtudes intelectuais, onde se argumenta que uma pessoa intelectualmente virtuosa se caracteriza por ser possuidora de uma condição intelectual celebrável, de uma avaliação crítica e bem-informada sobre sua própria condição intelectual e por ser responsável pela estabilidade e aperfeiçoamento de sua própria condição intelectual. Ainda neste capítulo, apresento e exploro duas relações que as virtudes intelectuais e as emoções estabelecem entre si. No capítulo 2 eu desenvolvo três argumentos favoráveis à ideia de que as virtudes intelectuais devem ser tomadas como um fim da educação. Algumas objeções quanto à desejabilidade desta ideia são apresentadas e respondidas. Em seguida, passo à articulação de critérios para a seleção de virtudes intelectuais relevantes em ambientes escolares. O capítulo 3 se dedica à elaboração de estratégias gerais para o ensino de virtudes intelectuais. Algumas virtudes intelectuais específicas são selecionadas para exemplificarmos como seria uma educação voltada às virtudes intelectuais na prática. A seleção de tais virtudes é feita com respeito a um ou outro critério de seleção estipulado no capítulo anterior.

TITLE: Educational-therapeutic Approaches to Addiction at the therapeutic community "Magdaléna" AUTHOR: Bc. Zuzana Matějů DEPARTMENT: Department of Special Education SUPERVISOR: Doc. PaedDr. Šotolová Eva, Ph.D. ABSTRACT: The aim of this thesis is to analyse the educational therapeutic approach in the therapeutic communities, especially those which are provided in Magdalena's community. The thesis consists of two parts- the theoretical and the practical part. The theoretical part is focused on the therapeutic community connected with drugs Abuse and Addiction. The thesis briefly describes the history of the therapeutic communities all over the world and also the situation in the Czech Republic and the last part consists of the various targets and means of particular therapies. In terms of the practical part is to map the way of living of the TK Magdalena's clients - the way of life before joining Magdalena's community, reasons for their motivation for treatment and expectations of clients from the treatment process, through their own perceptions. A qualitative research shows something what connects all Magdalena's clients: it is mainly the way of percerving themselves and their own lives in various views. Key words: therapeutic community, history of therapeutic communities, aims and mens of treatment in...

M.Inf. / The Reconstruction and Development Programme (RDP) is an integrated, coherent socioeconomic policy framework that seeks to mobilise all people and resources towards the final eradication of apartheid and the building of a democratic, non-racial and non-sexist future. It is clearly indicated in this policy document that the government is serious about the delivery of services to all people in South Africa. However, mention of library services is made only casually in the document, with libraries and information never being referred to in the same context. Information workers generally are nevertheless convinced that there are many areas in which library and information services can make a significant contribution to the success of the RDP. The purpose of the study was to determine whether the public library, with specific reference to the Randfontein Public Library, can make a contribution to the success of the RDP of South Africa. Data collection methods used included a study of literature and personal interviews with role players. During the analysis phase a brief overview was given of the South African history. The influence of this on the development of public libraries was researched, with special emphasis on the impact of the historical policy of separate development on libraries. It was found that, in the pre democratic era (before the 1994 elections), the Randfontein Public Library had indeed been influenced by apartheid laws, which resulted in inferior library services being provided to the previously disadvantaged groups in Randfontein. A chronological description of the transformation process within the library and information profession, including the guidelines of the national policy document, was given. It was found that information workers generally were aware of their responsibility towards the development of the previously disadvantaged groups, but that they lacked implementation guidelines. A demographic analysis of the Randfontein Magisterial District and a situation analysis of current Randfontein Public Library services were made to determine whether it was possible to make a contribution to the RDP. To determine the services that should be rendered by the Randfontein Public Library typical public library objectives in relation to RDP objectives were investigated. Both sets of objectives place high priority on development and therefore it was concluded that specific functions were to be performed to reach the identified development objectives. A distinction was made between primary and secondary functions. For the purpose of this study primary functions were defined as those performed to contribute towards RDP objectives, while secondary functions were deemed as those complementing the afore mentioned. In conclusion it was found that the Randfontein Public Library can make a contribution towards the actualisation of the RDP through prioritising primary functions and establishing links with organisations and individuals in the Randfontein community.

D.Ed. / The purpose of this research is to create a managerial training model to address the classroom and workshop management skills of teachers responsible for Farm Mechanics at agricultural schools. The research mainly comprises four sections. Firstly, literature exists on the inception and development of agricultural education since Pestalozzi's sense-perception and self-activity was regarded as fundamental to knowledge and education, up to present day implementation of outcomes-based education. Outcomes-based education is a new method whereby the existing gaps in education are inter alia, addressed as a whole. This presents a challenge to the agricultural school, the teachers, the parents and the community. The agricultural school with its colourful history, is a vocationally directed institution that serves the agricultural community in which it is situated in a special way — more specifically by introducing Farm Mechanics with its broad technical impact. On account of the multidisciplinary nature of Farm Mechanics as an educational presentation, stiff demands are made on the teacher, who usually lacks initial training and technical experience. Farm Mechanics covers approximately seven trades extending over the three main engineering fields namely, civil, electrical, and mechanical. Instruction and teaching are widely regarded as the most important tasks the teacher must fulfil in order to ensure that learners realise their full potential during and after their school days. One of the main reasons that students at tertiary institutions are performing badly and that novices in industry and agriculture are untrainable, is, among others, the shortcomings of teachers regarding classroom expertise and management skills. This problem can be overcome through a well-planned management training programme. The role of in-service training is an important instrument in coping with change and can be used to address the particular and distinctive training needs of the Farm Mechanics teacher.Secondly, an empirical study using qualitative- and quantitative research methods was done (phase one). The qualitative research consisted of interviews with Farm Mechanics teachers and educational specialists in agricultural- and technical fields of study. During these interviews certain problem factors were identified. The quantitative research was used to verify the qualitative research. This involved an analysis of the two most recent examinations in which the problem areas in the grade 8 to 12 syllabi occurred. With this information as basis, the pre-test questionnaire (phase two) was compiled. To obtain appropriate representation, a group of 21 Farm Mechanics teachers were chosen from two provinces to form the experimental and control group. The pre-test questionnaire was completed by the Farm Mechanics teachers and was analysed to determine the training needs in order to develop a management training model. Thirdly, different curriculum development models were probed in order to enable the researcher to develop a suitable management training model for the in-service training of Farm Mechanics teachers at agricultural schools. The results of the pre-test were used to perceive trends and to develop a management training programme addressing all the identified training requirements for Farm Mechanics teachers. Furthermore, a general management training model and more specifically the management training programme, were evaluated with a post-test questionnaire (phase three). After the completion of the post-test by the experimental- and control group, the information was processed. According to the results the attendance of the management training programme has shown a statistically significant improvement by the experimental group in their professional management skills. Deficiencies were however experienced in some management areas and recommendations were made in this regard. This research gives a synopsis of education management problems experienced by Farm Mechanics teachers at agricultural schools. The research does not provide for instant solutions for all problems which Farm Mechanics teachers experience in classroom and workshop management, but does give rise to optimism for positive co-operation and the continued search to improve agricultural education. Lastly, this research emphasises the fact that education and learning can only succeed if the teacher, as facilitator, commands effective classroom and workshop skills, as well as management expertise.

M.Ed. (Media Studies) / Please refer to full text to view abstract

The restructuring of higher education through incorporations and mergers has attracted a lot of attention over the past few years in South Africa. These incorporations and mergers have displaced institutions of higher education and positioned them in new organisational homes, thus subjecting faculties, schools and departments to a process of relocation, new knowledge acquisition, identity change and meaning-making processes. The merger has resulted in three types of universities; i.e. traditional universities, comprehensive universities and universities of technology. The introduction of the comprehensive university as a new institutional type has brought with it questions about the idea of the university and the purpose of higher education in general. Mergers in particular have initiated conversations about sense-making and meaning during change. Amidst all this, people within the merging institution have been confronted with a new organisation with which they have to identify. At universities in particular, questions about academic identity and organisational identity have become unavoidable. The boundaries that gave definition to a university have been (re)moved. The structure of the university, as it was known, has changed. Hence, in the newly merged NMMU, academics are in the process of internalising and giving meaning to the new organisational values and norms of a comprehensive university. Needless to say, the challenges facing the newly merged NMMU are cultural, structural and geographic. Bringing together different institutional and personal cultures involves a human dimension that needs to be nurtured by trying to form a coherent and cohesive organisation that is created from culturally diverse and uncomplementary institutions. Another challenge is bringing together different organisational structures, systems and programmes that are informed by different institutional cultures. Furthermore, the challenge of having multiple campuses that are geographically separated exacerbates the situation. Along with all these challenges, the NMMU has the task of constructing an integrated institutional identity through organisational forms and programme models that will embody the multiple functions that are typical of a comprehensive university. The aim of the current study was to explore how the meanings that academics assign to the notion of a comprehensive university are instrumental in constructing an organisational identity; describing in detail how at the NMMU academics make meaning of the comprehensive university and how that meaning-making process influences the construction of an organisational identity; and formulating recommendations based on the qualitative findings and quantitative results of the research. In an effort to achieve the aim alluded to above, this study employed the mixed methods approach that used a sequential, exploratory, transformative design. The complexity of the study was such that it required to be investigated through qualitative and quantitative analytical methods in order to confirm, triangulate and obtain a holistic picture of the situation under investigation. The sample for the qualitative interviews consisted of thirteen purposefully selected academics from all levels at the NMMU. The interviews were transcribed and coded into themes, categories and sub-categories. These themes were then developed and translated into statements for the questionnaire that was administered randomly to all NMMU academics. A total of 108 academics responded to the questionnaire. The responses to the questionnaire were analysed using the SPSS programme. The findings and results of the study revealed that there was a fairly common understanding of the term comprehensive university among academics. However, the details about its procedures appeared to be the privileged ownership of management. This situation mitigated the necessity for a sense-making process that would allow for negotiation, modification and alteration of already held assumptions. A pertinent concern amongst academics was the neglect of the ‘human factor’ during the change process. The management style also came under scrutiny, especially in terms of the facilitation and mediation of change. There was a consensus on the call for cohesion and unity that was believed to be one of the main features that would make the construction of the NMMU organisational identity possible. The vision, mission and values of the NMMU were believed to be central to the creation of cohesion and unity, which would subsequently result in the birth of an organisational culture that could inform the organisational identity of the NMMU. Strategies to actualise and realise the organisational identity were proposed by participants. Notwithstanding, the impact of the merger was identified as having a major influence in shaping the organisational identity of the NMMU.

This study examines the nature and character of consensus and contentions around the discourse of community engagement in a South African university context. This is against the background of the growing body of literature that advocates for the need for universities to make their impact felt in communities in more direct ways than through teaching and research. The examination is also against the background of the assumption that the success or failure of community engagement initiatives is, in part, a function of how stakeholders agree/disagree on the meaning and purpose of community engagement. The University of Fort Hare is used as a case study. Interviews and Focus Group Discussions were used for qualitative data collection, whilst a survey was conducted for gathering quantitative data. The study revealed that stakeholders attach different meanings to community engagement, with those possessing power and influence acting as key decision makers. Thus powerful stakeholders (in this case, the university and donor organizations) are at the core of the decision making process, while beneficiaries are pushed to the periphery. Moreover, both the meanings and the activities within which they cohere have important implications for the way beneficiary communities perceive university-community partnerships.

This study is about internationalization activity in the British Columbia university colleges. It discusses the environmental context, identifies the types of internationalization activities which occur and discusses the impact of this activity on faculty, staff and administrative work. The investigation employs a nested case study with units of analysis occurring at five levels. The university college sector is the first level; second, its senior officers; third, its deans and directors; fourth, faculty members; and fifth, staff members. Data collection involved individual and focus group interviews, compiling documentary and historical records, participant-observation and on-site visits to each university college. M y intent was to learn about internationalization, to identify the factors influencing its activity and to discover how the activity influences the university college environment. The research provided six key findings on internationalization in the university colleges: (1) the meaning of internationalization is heavily influenced by the external environment; (2) the university college workplace is shaped by growing numbers of international students; ( 3) the university colleges have been very successful in attracting international students to their programs; (4) internationalization work is both under-valued and under-supported at the university colleges; (5) a separation exists between international education and faculty areas and results in a number of misperceptions; (6) the university colleges are faced with leadership challenges. The key findings presented five general conclusions about internationalization in the university colleges: (1) internationalization efforts do not have a legitimate voice nationally, provincially or locally; (2) an institutional discussion and debate regarding the role and purpose of internationalization has not happened at the university colleges; (3) the university colleges run the risk of becoming overly dependent on a 'soft money' source to fund ongoing financial commitments; (4) the university colleges face some ethical challenges as they grapple with the economic imperative of internationalization; (5) the university colleges face an inherent structural challenge that creates tension within and between their internal and external communities. Policy and practice recommendations are made to government, to higher educators and in particular to the university colleges. The limitations of the study and suggestions for further research are provided. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate