Thesis (M.Ed.)--University of Hong Kong, 1982. / Includes bibliographical references (leaf 109-114) Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Photocopy of tyepscript. Includes bibliographical references (leaves 97-104).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 77-82).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 97-104). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 77-82). Also available in print.

<p> Student nurse athletes may experience difficulties effectively obtaining academic success in nursing programs. Many athletes need extra support and assistance to complete a nursing degree. Some institutions provide general academic courses to enhance the athlete&rsquo;s academic skills and knowledge. There is limited literature addressing success of student athletes in Bachelor of Science in Nursing programs. The purpose of this study was to identify facilitators, barriers, and motivators of student nurse athletes that attribute to academic success. A quantitative descriptive comparative study was conducted from September 8, 2014 to October 3, 2014. Data were obtained on sixty-one participants that included athlete and non-athlete nursing students. All participants completed the Demographic-Socio-Economic Questionnaire and the Facilitators/ Barriers Questionnaire. In addition, the athletes (n=18) also completed the Motivational Questionnaire. Results indicated that both groups ranked academics as requiring the highest demand of time. In second rank were athletics (athletes) and family (non-athletes). Both groups ranked time management as first and prioritization second as being critical to academic success. Student athletes identified facilitators as support with time management and prioritization. Barriers were schedule conflicts between classes and clinical days. Motivators were the needs to successfully complete academic and athletic related tasks. This study reinforced the importance of academic support services for student nurse athletes to assist in their academic success. These services can provide time management and prioritization skills which are facilitators needed to assist the student in managing the unique characteristics of being a successful student nurse athlete.</p>

The aim of this study is to explore the association between senior management theory-of-action and employee commitment. Field research uses quantitative and qualitative method and concentrates on one medium sized UK based organisation for data collection and experimentation. However, the study examines two further organisations to assist validity and specificity of findings. The written work is in six parts. Following an introductory chapter, chapter two contains a literature survey covering organisational purpose and senior management theory-of-action. Chapter three examines literature as to employee commitment, and personal and organisational values. The fourth chapter describes method. Field work in chapter five provides results arising from quantitative and qualitative research. The concluding chapter considers the extent to which findings should be generalised, and offers conclusions and reflection. The study points to the following conclusions: Field research supports the notion that compared with more conventional motivation factors, senior management employee related action is strongly associated with employee commitment. This finding was found to be especially prominent at lower hierarchical levels within the organisation. The adoption of what is termed conventional 'Model-One' theory-of-action adversely affects employee commitment. It is suggested that senior management theory-of-action can inhibit or facilitate the maintenance and growth of employee commitment. The work provides credence as to the importance and strength of association between senior management theory-of-action and employee commitment, and offers a method by which the association can be tested.

This thesis explores the perspectives of academics on the impacts of quality assurance (QA) processes on their professional practices in a higher education institution in North Cyprus, the European University of Lefke (EUL). After considering how QA might be conceptualized, it describes QA development in this context, before exploring how QA was understood and experienced by a range of different EUL academics. In keeping with a phenomenological approach, the study adopted a qualitative research design. Building on an assumption that social processes reveal the perspectives, thoughts and realities of individuals in context, it examined the social realities of QA from the academics' perspectives. The epistemological and ontological positioning of the study, therefore, followed a social constructivist and interpretive approach in order to explore the construction of the social processes associated with QA in my research context. Research methods involved documentary analysis of selected institutional texts and semi-structured interviews with 18 academics in different subject areas and of different seniority. Through these, the thesis aims to give voice to academics and to present their situated understandings of quality assurance and its impacts on their professional practices. My findings indicate that QA was viewed positively by many academics, who associated it with ‘quality' in both academic and administrative practices in higher education. They also understood it as being characterised by standards, transparency and quality in teaching and learning. The study further revealed that achieving quality in teaching and learning was strongly associated with aspects such as adequate provision of technological resources and facilities. The thesis also suggested that academics valued QA as a means of supporting the development of particular qualities in students, such as educating them as professionals, and for their own professional development. Regardless of the variety of meaning that can be attached to the concept of quality and QA, ultimately it was the academics who held individual motivations and wished to have quality in their professional practices, mainly in teaching and learning, although also through the interaction of teaching and research. They also attached significance to research as part of their understanding of quality HE. However, the findings also demonstrate that when implemented, QA processes do not operate in a straightforward way. The empirical data demonstrated that there appeared to be a wide gap between what academics would have liked QA processes to achieve and what they thought it had accomplished. My study suggested that the implementation of the QA initiatives at institutional level has been challenged by a number of weaknesses in implementation due to the absence of institutional text(s) on principles and procedures as well as a lack of procedural orientation on how QA should be carried out. The evidence in my research suggested that academics were not satisfied with the process, partly because they had strong convictions about what quality HE provision might involve, but also because they desired an institutional environment which allowed them more participation in the decision-making process. An important conclusion from this research is the evident difficulties in implementation of QA processes in this context are mainly due to the lack of involvement, participation and cooperation between academic staff and university management. The findings suggest that the key issues which were important for these academics were more communication, more participation that was responsive to academics' views, and the desire to have such an institutional environment. Instead of this, QA development in this institutional context had resulted in different and individualised QA practices. In this thesis I argue therefore for the need to broaden the communication and cooperation between the academics and the authorities in the conception, implementation and evaluation of change.

No description available.

Cooperative educational partnerships in Australia are considered to be innovative ventures where universities join with industry in a working relationship, sharing resources to develop and provide professional development education for the industry employees. The distinguishing feature of a cooperative education partnership is that all partners contribute to the development, design and delivery of academic courses in the workplace.This research assesses the role and key aspects of professionalism developed by professional development education for industry employees. More specifically, the investigation examined the conditions that contribute to building mutually beneficial, reciprocal cooperative education partnerships between a university and its tourism and hospitality partners.A qualitative approach was adopted to analyse and to understand five cooperative education partnerships situated within the School of Tourism and Hospitality Management Southern Cross University, Lismore, Australia. The investigation used the ‘Tit-for-Tat’ strategy (Axelrod, 1984; Ridley, 1996; Davies, 1999) based on the old French game of ‘Prisoners Dilemma’ (Campbell, 1983; Trivers, 1983) to examine reciprocity.The investigation revealed that providing university-level professional development education through cooperative education partnerships contributed to the development and enhancement of professionalism in the tourism and hospitality organisations involved in the study. Two aspects of professionalism, a renewal of learning, and establishing a positive professional reputation, were found to be important for advancing professionalism in this education arena.A further finding was that when a university, tourism and hospitality businesses and industry associations join together in cooperative education partnerships, they generally respond and adapt to each other in reciprocal ways to ensure the sustainability and success of their partnership. Adjustment, adaptation, responsiveness and synergy were found to be important reciprocal concepts that underpin cooperative dynamics in this investigation.