Globalization has had an impact on higher education in South Africa. There is a growing emphasis on public accountability. Consequently there is a rise in quality assurance interventions like the national review of the M.Ed programme. Sometimes these quality assurance interventions are perceived as infringing on academic freedom and institutional autonomy. In this research report, I examine how academics at the University of X (UX), experience the relationship which is emerging by current policy in higher education between ―academic freedom‖, ―institutional autonomy‖ and ―public accountability‖. This research report followed a case study design that used a qualitative approach. I used a phenomenological research methodology with specifically semi-structured interviews to understand the phenomenon of the review and to ascertain academics‘ and managers‘ perceptions thereof. I used non-probability purposive sampling to interview seven academics and five management staff. The interviews were recorded and transcribed. The findings were analysed and separated into three themes, viz. the value of the national review process; management versus teaching and learning as areas of focus with the review; and the programme review methodology. The staff found the review to be useful because of the programme focus of the review. It was most useful for management of the programme and for developing collegiality in the sector. Whilst the review criteria tended to focus on management instead of teaching and learning, some participants were comfortable with the review exploring their teaching and learning via direct classroom observations. There was a wide spectrum of views on what makes a good programme, with some participants believing that both teaching and learning and management are important for a successful programme. There are pros and cons to the national M.Ed review methodology. The commendations can be summed up as being fair, using standard programme review methodologies. The criticisms of the methodology includes criticism of the process as being archival, concern over the panel selection, dissatisfaction at the panel‘s report and criticism that the criteria are checklist and that institutions need to go beyond them in order to achieve excellence.

Several studies posit a positive relationship between class attendance and student performance. Grades for students enrolled in Introduction to Management during the fall 2015 semester at a community college in Jamaica revealed that evening students on average scored a grade higher than students enrolled in the day sections. Lecturers noted day students missed more classes than evening students but the relationship between attendance and performance was not known. The purpose of this correlational study was to determine the relationship between attendance and performance, measured by grades. Guided by Knowles's theory that adults are self-directed, this study was designed to explore the relationship between attendance and performance for first year day (n=99) and evening students (n=40). Pearson's Correlation was used to assess the correlation between students attendance and performance regardless of their attendance status. Additionally, independent t tests were used to compare the means of day and evening students' attendance and performance variables. Findings revealed that attendance and performance were significantly positively associated. Further, findings indicated that there were significant differences in the mean performance and mean attendance variables between day and evening students. Students with partial matriculation attended fewer classes and performed poorer than students with full matriculation. To address the results, a policy recommendation was developed to provide guidance on attendance in the local setting. The study contributes to social change by offering an approach to class attendance as a means to improve students' grades.

Recent anti-evolution legislation, in the form of Academic Freedom bills, has been introduced in many state legislatures over the last three years. The language in the proposed Academic Freedom bills may allow different interpretations of what can be taught in the science classrooms, and possibly spur parents to take advantage of their perceived parental rights to request their child be opted-out of class when the scientific theory of evolution is taught. Five research questions guided the analysis of participant responses to questions and perception statements focusing on secondary school administrators' actions, perceptions, and awareness as they relate to their decision to allow or not allow a student to opt out of academics, specifically evolution, through the collection of data using a web-based survey. Opt out policies are typically invoked to excuse students from activities to which they or their parents may have religious objections (Scott & Branch, 2008). Florida statutes allow parents to opt out their child from human sexuality and animal dissection. The population consisted of 281 Florida public secondary school administrators, who were divided into two subgroups based on whether they have allowed or would allow a student to opt out of evolution, or have not allowed or would not allow a student to opt out of class when the scientific theory of evolution is taught. Results found that over 70% of the administrators who completed the survey have allowed or would allow parents to opt out their child from learning about the scientific theory of evolution. There was a significant relationship between the decision to allow opt out and the following variables: (a) Free and Reduced Lunch population, (b) grade level served, (c) support for teaching evolution and alternative theories, and (d) the perception that parent rights supersede state statute requiring students to learn evolution. In Florida, any scientific concept that is based on empirical evidence is included in the state-mandated curriculum. If administrators are influenced to believe teachers have the academic freedom to teach alternative ideas that are not scientifically valid, they may be intentionally or unintentionaly allowing subject matter relevant to a student's academic success t to be suppressed or distorted, which is also a violation of state statute. The implications from this study indicated that many participants would allow a student to opt out of class when evolution is taught, including assigning an alternative assignment. Since the scientific theory of evolution is infused into the biological sciences, and therefore, the Florida State Standards for science, evolution concepts are assessed on the Florida Comprehensive Assessment Test (FCAT) and the Biology End-of-Course exam. Allowing students to opt out of class when evolution is taught may have a negative impact on student success on state mandated assessments, which can directly impact school grades and state and federal funding that is tied to Adequate Yearly Progress.

The social purpose of American higher education is a question that has frequently surfaced. The Atlanta showing of the Without Sanctuary: Lynching Photography In America Exhibit provided a unique opportunity for an institution of higher education, a government agency, and private citizens to collaborate on a reconciliatory project related to the social justice issue of lynching. The role of higher education has varied over the course of history, but the foundation for this study was laid when higher education institutions first developed an interconnectedness with the communities in which they resided, with higher education serving in a key capacity in the development and training of community leaders. This case study was designed to examine how Emory University, a private, prestigious, Southern research university, collaborated with external entities to provide educational opportunities for members of the Atlanta community to engage in discourse related to the lynchings that occurred in the United States from the 1870s to the 1960s. The case study method allowed for the exploration of complex social conditions from multidimensional perspectives. Interviews of individuals involved with the Exhibit and Emory University as well as document analysis were used to investigate the problem. The partnership was examined through a social justice framework, allowing for a full examination of the process and the outcome of the partnership in relation to the treatment of the subject matter. As a result of this study, a greater understanding of the role institutions of higher education can have in reconciliatory acts related to racial oppression and social injustice is provided.

The primary aim of a Performance Management System is the development of a process where goals are set based on the needs of the organisation, while taking the development needs of the individual into account. These goals are negotiated and finalised through a continuous process of communication between all interested parties. In Higher Education, students, other internal clients, managers/supervisors and functional experts evaluate performances against these set goals. A well-designed system, if applied correctly, will benefit employees at various levels. Individuals become involved in setting goals or objectives; this in turn becomes the basis of a performance agreement. Performance feedback is regularly given and in terms of specific scoreboards, these scoreboards, in turn, indicated to which extent the performance goals were met or not. Over-achievers are rewarded accordingly while individuals, who do not meet their performance goals, are assisted and development programmes are suggested to improve relevant performance. Higher Education Institutions, particularly in South Africa, have been very unenthusiastic in adopting and implementing Performance Management Systems, especially when it involves management and appraisal of academic staff at institutions of higher learning. A possible reason for this reluctance may be found with the high opinion placed on the concept of 'academic freedom', and specifically, the difficulties associated with 'measuring' excellence in academic outputs and pursuits, and 'measuring intellectual property'. The goal of this study is to address and solve the stated problem and to evaluate Performance Management Systems currently used in Higher Education, in an attempt to measure their contribution to the Human Resource Management process. This research study was undertaken with the aim of investigating current levels of satisfaction with Performance Management as applied to Higher Education Institutions. The Balanced Scorecard, a Management Accounting tool, was also examined with the idea of serving as a tool to measure the viability of Performance Management of academia in Higher Education Institutions. This research study formulated one main objective, and four secondary objectives. The main objective of this study was to determine, with Management Accounting as a tool, the viability of Performance Management for the academia in Higher Education in South Africa. The secondary objectives were summarised as follows: • A review of Performance Management Systems, • A comprehensive study of Performance Management Systems for academia in South Africa, • The impact of Performance Management on academic staff performance, and staff development, • An investigation into the Balanced Scorecard as a Management Accounting tool. A comprehensive literature review was conducted, and from the literature it became evident that Performance Management of academia in Higher Education Institutions is problematic. A questionnaire circulated to the academia of four Higher Education Institutions served as basis for the empirical section of this study. The empirical evidence gathered through the responses captured from the questionnaires suggested first hand that there is great dissatisfaction amongst academia regarding the Performance Management as applied to them. In this case the findings gathered from the empirical study corresponded with the findings from the literature review conducted for this study. Evidence gathered through the responses from the questionnaires suggested great dissatisfaction with the current Performance Management System and that academia is eager to investigate alternative methods of implementing Performance Management . The findings also suggested that the Balanced Scorecard, a Management Accounting tool, should be investigated further in an attempt to find an alternative method of Performance Management The findings of this study also identified areas for future possible research; there is a need for more extensive research studies to validate the use of the Balanced Scoreboard, a Management Accounting tool, as an alternative to the Performance Management Systems currently applied. / Thesis (Ph.D. (Management Accounting))--North-West University, Vaal Triangle Campus, 2010.

The primary aim of a Performance Management System is the development of a process where goals are set based on the needs of the organisation, while taking the development needs of the individual into account. These goals are negotiated and finalised through a continuous process of communication between all interested parties. In Higher Education, students, other internal clients, managers/supervisors and functional experts evaluate performances against these set goals. A well-designed system, if applied correctly, will benefit employees at various levels. Individuals become involved in setting goals or objectives; this in turn becomes the basis of a performance agreement. Performance feedback is regularly given and in terms of specific scoreboards, these scoreboards, in turn, indicated to which extent the performance goals were met or not. Over-achievers are rewarded accordingly while individuals, who do not meet their performance goals, are assisted and development programmes are suggested to improve relevant performance. Higher Education Institutions, particularly in South Africa, have been very unenthusiastic in adopting and implementing Performance Management Systems, especially when it involves management and appraisal of academic staff at institutions of higher learning. A possible reason for this reluctance may be found with the high opinion placed on the concept of 'academic freedom', and specifically, the difficulties associated with 'measuring' excellence in academic outputs and pursuits, and 'measuring intellectual property'. The goal of this study is to address and solve the stated problem and to evaluate Performance Management Systems currently used in Higher Education, in an attempt to measure their contribution to the Human Resource Management process. This research study was undertaken with the aim of investigating current levels of satisfaction with Performance Management as applied to Higher Education Institutions. The Balanced Scorecard, a Management Accounting tool, was also examined with the idea of serving as a tool to measure the viability of Performance Management of academia in Higher Education Institutions. This research study formulated one main objective, and four secondary objectives. The main objective of this study was to determine, with Management Accounting as a tool, the viability of Performance Management for the academia in Higher Education in South Africa. The secondary objectives were summarised as follows: • A review of Performance Management Systems, • A comprehensive study of Performance Management Systems for academia in South Africa, • The impact of Performance Management on academic staff performance, and staff development, • An investigation into the Balanced Scorecard as a Management Accounting tool. A comprehensive literature review was conducted, and from the literature it became evident that Performance Management of academia in Higher Education Institutions is problematic. A questionnaire circulated to the academia of four Higher Education Institutions served as basis for the empirical section of this study. The empirical evidence gathered through the responses captured from the questionnaires suggested first hand that there is great dissatisfaction amongst academia regarding the Performance Management as applied to them. In this case the findings gathered from the empirical study corresponded with the findings from the literature review conducted for this study. Evidence gathered through the responses from the questionnaires suggested great dissatisfaction with the current Performance Management System and that academia is eager to investigate alternative methods of implementing Performance Management . The findings also suggested that the Balanced Scorecard, a Management Accounting tool, should be investigated further in an attempt to find an alternative method of Performance Management The findings of this study also identified areas for future possible research; there is a need for more extensive research studies to validate the use of the Balanced Scoreboard, a Management Accounting tool, as an alternative to the Performance Management Systems currently applied. / Thesis (Ph.D. (Management Accounting))--North-West University, Vaal Triangle Campus, 2010.

Thesis (J.C.L.)--Catholic University of America, 2007. / Includes bibliographical references (leaves 54-58).

Thesis (J.C.L.)--Catholic University of America, 2007. / Includes bibliographical references (leaves 54-58).

The Confucius Institute has recently become more prevalent in political discussions and news headlines. Questions regarding its operations, influence from the Chinese government, and programing are common topics in news reports about the institution. The rise of China in the global economy has caused demand for language and culture education and the Confucius Institute has attempted to fill this demand. The purpose of this nonexperimental quantitative study was to investigate the perceptions of K-12 school and higher education employees that work closely with a Confucius Institute program in the state of Tennessee by exploring issues that have been presented in current research and reports, and to identify alignment and misalignment of these perceptions between higher education and K-12 settings in Tennessee. The study surveyed 42 higher education personnel and 58 K-12 personnel from Tennessee educational institutions that work with Confucius Institute programing. The survey consisted of 18 items that centered around 10 research questions. Quantitative data for six of the research questions were analyzed using a one sample t-test. A 5 point Likert-type scale was used to measure responses with a 3 point neutrality rating. Two research questions data were analyzed utilizing an independent samples t-test and two research questions were ranking questions that were coded in a point system to understand current perceptions. The results indicated that personnel interacting with Confucius Institute programing in the state of Tennessee generally found it to be positive regarding adhering to academic freedom principles, local control principles, media perception, and meeting the needs of the local institution or school. Higher education personnel listed political environment, alignment with institutional or school needs, educational benefit to students, and national media coverage as challenges facing the Confucius Institute. K-12 participants listed Chinese teacher turnover, Chinese teacher training, and alignment with institutional or school needs as challenges. Higher education personnel listed educational benefit to students, programing quality, Chinese teacher training, and resources as benefits connected to Confucius Institute programing. K-12 participants listed educational benefit to students, alignment with institutional or school needs, curriculum, and programing quality as benefits.

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