Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 142-151). Available also in a digital version from Dissertation Abstracts.

The issue of transfer of credit from two-year to four-year colleges is one of national interest. Recent legislation has focused attention on the topic in Indiana.The purpose of this study was to investigate the continuing education and transfer experiences of a group of recent associate degree graduates from Indiana Vocational Technical College (IVTC). The population used was a sample of 1991 associate degree graduates. Surveys were analyzed from 612 respondents, 87 of whom were enrolled in four-year institutions.Findings included:1. Of the 87 graduates enrolled in four-year institutions, 54 reported that some or all of their credits were accepted in transfer by the receiving institution.2. Out-of-state institutions have accepted more IVTC credits in transfer than in-state institutions.3. Private four-year institutions have accepted more credits in transfer than public institutions.4. There was no significant difference between A.S. and A.A.S. degree holders with credits accepted in transfer.While there were some articulation agreements in place at the time of the study, several of these were between private institutions and IVTC; few were between public institutions. These findings represent a situation that exists for IVTC graduates prior to the development andregard to the number of implementation of widespread articulation agreements between the two-year and four-year public institutions in Indiana. There are numerous implications for further study. It is and importance to IVTC graduates, to the higher education community, the legislature and Commission for Higher Education, and for the citizens of Indiana. / Department of Educational Leadership

Thesis (Ed. D.)--Florida State University, 2005. / Advisor: Dr. Beverly Bower, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed June 9, 2005). Document formatted into pages; contains x, 156 pages. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 10, 2007) Vita. Includes bibliographical references.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 170-182.

A thesis submitted to the Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy in Education / The recognition of prior learning (RPL) is framed in the discourse of equity and redress. It is tasked with transforming education and training and bringing about opportunities of access to those whose educational paths were disrupted by apartheid. While policy in higher education has a vision, conditions on the ground remain unexamined, bringing to the fore complex challenges which relate to prior knowledge on the one hand and its capacity to compete with academic ways of knowing on the other, begging the question: Can RPL deliver on espoused goals of equity, access and redress? This research utilises critical education theory and qualitative research to enquire into participants', recipients' and implementers' perceptions of RPL programmes. In particular the research probed the epistemological and philosophical framings of such programmes, participants' perceptions of the capacity of RPL to deliver equity and redress in education and their ideas for changes and improvements to future RPL programmes and practices. The predominant research method consisted of in-depth interviews with 37 respondents in five RPL projects within four institutions of higher education in South Africa, 14 of whom were academics who implemented RPL, and 23 of whom were RPL students who were the recipients of RPL. In addition, scholarly articles and reports written by the academics as well as RL portfolios, compiled by the students were used as source material. The research results are reported as institutional case studies reflecting the initial responses to RPL in higher education and the ideas, beliefs and perceptions that animate them. The case studies provide a picture of the institutional environment in which RPL operates, and highlight the different levers that are shaping and influencing the practice of RPL in South Africa. The research results show that RPL in practice raises personal questions for those who implement it and for those who receive it - questions about themselves as raced, gendered and classed actors. Different academics have responded to these personal questions in varied ways resulting in contending versions of RPL propelled by different epistemological orientations. On another level the research results show that RPL in practice requires institutional support from senior managers in particular, that such support needs to be driven by an institutional vision and an institutional champion. In the institutions in this study these variables were largely absent. Equity and redress on their own have not been the levers for the implementation of RPL in higher education in South Africa. Keywords: Access; Assessment of Prior Experiential Learning; Equity; Higher Education; Recognition of Prior Learning; South Africa / AC 2018

Thesis (MPA) --University of Limpopo, 2018 / South African Universities are faced with the pandemic issues of student‟s through-put. The postgraduate intake at higher education doesn‟t correspond with the completion rate. South Africa is relatively the lowest in higher education success rate compared to other countries. This study aimed at investigating factors contributing to postgraduate students through-put at Turfloop Graduate School of Leadership (TGSL), in the University of Limpopo. This study adopted a quantitative descriptive research design. Questionnaire were utilised to collect data from master‟s students and academic staff at TGSL. Data was gathered through structured questionnaire from 42 master‟s students. Semi-structured questionnaire were used to gather data from five experienced academic staff members. The study utilised simple random sampling and judgemental or purposive sampling. Descriptive analysis was used and data was analysed using Statistical package for social science (SPSS). The findings reveal that the number of students graduating from the three programmes within TGSL is increasing from time to time suggesting a decline in supervision backlog. The study indicated that most master‟s students take more than maximum duration of three years to complete their study as these students have completed their modules (course work) and remain with research project. Despite these and other academic support provided by the university, masters students encounter certain challenges that influence their academic performance. The major factors influencing through-put include: Lack of commitment; personal issues such as workload; lack of support from spouse and family members and poor time management; lack of personal interest and hard work on the part of students; lack of focus; poor time management; inadequate writing skills; lack of time. Most students are working and may not have adequate time to consult their supervisors. This study has made recommendations to further improve master‟s students‟ through-put. Based on the findings and conclusions of the study it is recommended that students should be self-disciplined; committed to their studies. Students should put more effort on their mini-dissertation and attend the writing retreats organised by the university to improve their writing skills.

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 110-113) Also available in print.

The intent of this study was to identify the features of local dual credit programs that promote high achievement and sustained enrollment. Ancillary outcomes of the study were to identify strengths and weaknesses of the programs as well as develop recommendations for the development and implementation of future dual credit programs in the area. The dual credit programs studied were offered by two secondary schools in conjunction with the local community and technical college. Information regarding the programs was collected via interviews from individuals at the secondary and postsecondary level who had substantial knowledge of the programs. Overriding themes that emerged as a result of this study were the need to designate a single dual credit coordinator at both the college and the high schools to improve communication, the desire to increase participation in the existing programs while expanding the program to area schools that do not already participate in dual credit, and the need to maintain the quality and academic rigor of the courses.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 96-102). Also available on the Internet.