Thesis (Ed.D.)--Teachers College, Columbia University, 1968. / Typescript; issued also on microfilm. Includes tables. Sponsor: David B. Austin. Dissertation Committee: Phil C. Lange, Francis A. J. Ianni. Includes bibliographical references.

Originally presented as part of the author's Habilitationsschrift, Freie Universität Berlin. / Includes bibliographical references (p. 170-177) and index.

Thesis (Ed.D.)--Georgia Southern University, 2009. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by John Weaver. ETD. Includes bibliographical references (p. 300-312) and appendices.

Thesis (Ph.D.)--Drexel University, 2009. / Includes abstract and vita. Includes bibliographical references (leaves 70-72).

Thesis (MPhil)--University of Stellenbosch, 2005. / On title page: Master of Philosophy (Information and Knowledge Management). Bibliography. Also available via the Internet.

Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2016. / This research investigates students’ perceptions of the relationship between work experience and university learning. The subjects of the study were third-year students from the Faculty of Informatics and Design at a university of technology in Cape Town, South Africa, and the research focused on the graphic design department within this faculty. The research was approached from an interpretivist’s lens in an attempt to explain and understand the experience that students have in their short time in the industry, namely a two-week work placement, and how they related this to university learning. Students were interviewed before and after work placement in terms of their experience and insight into the relationship between university and the workplace. The research shows how design students experience the processes of learning at the workplace, compared with the processes of learning at university. The research results indicate that students found collaboration and teamwork in the workplace valuable and meaningful. In addition, the different levels of skills in the community of practice in workplaces gave students a wider variety of solutions as they could draw from fellow workers’ experience and skills. This contrasted with university where they work alone and have to produce solutions on their own. Further investigation highlighted that at university there was evidence of interesting findings of timetables, value of the work group, and that at university students are taught in sections compared with the workplace where they draw on anything and everything to complete the assignment. This research makes a few recommendations based on the data collected. These insights can be used to inform policy and practices, further research and development work in the future.

A thesis submitted to the Faculty of Commerce, Administration and Law in filfilment of the requirements for the Degree of Masters in Commerce in the Department of Accounting at the University of Zululand, South Africa, 2011. / “We are conscious of the reality that corruption in many forms has deeply infected the fibre of our society. Precisely because we face the challenge of dealing with systematic corruption, we need a dispassionate and systematic approach to this question.” Nelson Mandela, at the opening of Parliament (February 17, 1995) It would appear that the integrity of leading organizations, and the ethical behavior of leaders in the workplace, can have a positive impact on the organization as a whole. Many such leaders are moulded and developed in our institutions of higher education. Is there then an onus on these institutions to attempt to instill such ethical values into tomorrow’s leaders? Business ethics courses have in recent years become prevalent world wide, and more recently here in South Africa. The question that begs asking however is: Does teaching an ethics course to students have an effect on their moral judgment, competence and attitudes toward corporate ethics? Many believe that integrity, and hence ethical behaviour, is not something that can be acquired as an adult, but is dependent on your upbringing, social status and perhaps religion. These aspects of life may form a foundation for thinking, but as we are constantly growing and developing, especially in the formative years, they too can be developed. Based on the undisputed need for ethical leaders the following hypothisis was developed. Higher education institutions using a well-designed Ethics instruction programme can positively influence the undergraduate student’s moral judgment competence and attitude toward corporate ethics. A literary review was conducted including both local and international studies. Based on this a survey instrument was prepared, tested and distributed. Solomon’s four group design was chosen as the most appropriate method of research. Although this research showed no statistical or practical improvement in students’ attitude toward business ethics I believe the teaching thereof at least provides the student with an awareness of the situations she/he may encounter on entering the business world. It also provides methods for resolution of conflict both internal and external to which the student may later refer. In this study there were not found to be any significant demographics affecting students’ attitudes, however the sample did have demographic limitations. As significant resources are allocated to the teaching of ethics it would be prudent to conduct further research into the effectiveness of teaching business ethics. The purpose of further research would not be to justify no longer teaching ethics, but to develop a standard of best practice in this regard. We can not change the world overnight and we possibly can not even change the views of an entire group, but if we can just create one ethical leader we have made a difference to the world.

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Thesis (Ph.D.)--University of Wollongong, 2004. / Typescript. Includes bibliographical references: leaf 237-244.