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Management factors in planning concurrent credit, distance learning courses for special populations' students /Chew, Jack Herbert, January 2000 (has links)
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.
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An analysis of transfer of credit for associate degree graduates from Indiana Vocational Technical CollegeNickoli, Rebecca Ann January 1993 (has links)
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
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The perceptions, behaviors, and experiences of extended persisters in the Florida Community College SystemGraunke, Connie Washburn. Bower, Beverly L. January 2005 (has links)
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.
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Department head leadership and the use of faculty credit hours as a measure of faculty workloadStringer, Matt, January 2007 (has links)
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.
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A phenomenological study conducted to further develop the base of knowledge related to post-secondary student experiences with prior learning assessment and recognition (PLAR) /Smith, Karen, January 2002 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 170-182.
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The recognition of prior learning (RPL) : an emergent field of enquiry in South AfricaOsman, Ruksana January 2003 (has links)
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
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Factors that influence the through-put rates of masters students at the University of LimpopoBopape, Morongwa Annamarie January 2018 (has links)
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.
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A study of the perspectives on the educational structures in Hong KongKam, Chak-fai, Cephas. January 1989 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 110-113) Also available in print.
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Characteristics of Local Dual Credit Programs That Promote Sustained Enrollment and High School AchievementOlive, Karl William 01 August 2010 (has links)
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.
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Dual credit programs in Missouri a profile of participating and non-participating high schools /Girardi, Anthony G. January 2001 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 96-102). Also available on the Internet.
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