Thesis (M.S. Ed.) -- Bank Street College of Education, New York, 2002. / Includes bibliographical references and a webliography (leaves 23-30).

No description available.

Autonomy involves more or less the right of the responsible administrative officers, management and presidents to govern the institutes free of outside control. The concept of autonomy implies, in addition to the latitude required for administrative action required by executives, the freedom of the academic departments of the colleges and the research institutes within the institutions to make most of the decisions of academic and professional management. Recent developments in Lesotho higher education have led to substantial changes in the relationship between government and higher education. The mechanisms of steering and regulation of the systems have moved from the model of centralised government in favour of increased institutional autonomy; the introduction of quality assessment systems, and an increased demand for institutional accountability. Providing autonomy to institutions in Lesotho has a potential of delivering quality service because there is free choice, which involves providing a wider range of options both for students and learning institutions. Institutions are free to choose any strategy that may bring quality service for the students. The aim of this study is to carry out an evaluation of the effectiveness of autonomy strategy in delivering quality service at LCE. In carrying out an analysis of this strategy, Pearce / Robinson guiding theoretical strategic decision-making process model is used. The Lesotho College of Education (LCE) Mission, external and internal environment are analysed Recommendations are made whether or not autonomy is the viable option for LCE to deliver quality service to students. The data obtained from this study indicates that autonomy is a suitable and an acceptable strategy to pursue, but not feasible as LCE lacks the financial and human resources necessary to fulfil the necessary requirements for autonomy as will be explained in the study. Other recommended strategies are the concentric and diversification strategies. / Thesis (MBA)-University of Natal, 2003.

The goal of many institutions of higher education is to provide students with the necessary skills and knowledge to be successful citizens of society. For college student athletes an athletic coach can play a vital role in the collegiate experience. The thesis, Coach's Influence On The Career Development Of Student Athletes, examined the extent, if any, an athletic head coach influenced the career planning process encountered by college student athletes. The study was original in nature as it attempted to investigate a head athletic coach's influence on a student athlete's career development. The participants of the study were 163 male and 92 female student athletes attending a Midwestern, NCAA division 1, mid-sized, public university. The 40 question, scaled, survey instrument was created by the researcher and field tested before the actual administration of the instrument. Significant findings were found for male head coaches influencing the career development of male student athletes. Other significant findings are also discussed. Recommendations of the study direct coaches and athletic administrators to be aware of the career-related challenges faced by college student athletes, and to create an environment that promotes healthy career choices. / Department of Secondary, Higher, and Foundations of Education

The purpose of this phenomenological research study was to investigate the in-class and out-of-class experiences of undergraduate African American traditional-aged college students who were on a "success" path at a predominantly White campus in the Midwestern USA. It provided the opportunity for the voices of the participants to be heard. Purposive and snowball sampling were used to identify thirteen research participants. A semi-structured interview format enabling conversational interview was used.Findings suggested that the students' experiences were multifaceted and multilayered. They had to contend with racial microaggressions and verbal abuse. This called on their resilience occasioning the expending of psychic energy and extending of the self to cope. The experience of racism clearly suggested that the educational environment was not totally welcoming and supportive of African Americans as, These experiences consisted of discrimination, stereotyping, verbal assaults, and treatment that suggested that the African Americans had major deficits as persons. In the second place, the students described experiences in which they defied the odds. Hence surviving and thriving became an apt metaphor that captured the contours of the experience. Respondents described the importance of investing in the Black community, utilizing the networking opportunities, fellowshipping with friends, family and faculty, and developing disciplined approaches to life as important in the quest to survive and to thrive. In the third place, they also described college as a place where their lives were sculpted, and where they were sculpted for life. This theme was expanded through descriptions depicting college as a place that allowed for the defining, refining, and redefining of the self. They also encountered and came to value diversity, benefited from immersive learning and were challenged to balance and to learn to manage their lives as efficient stewards.The finding that elevated the use of Black community organizations and networking opportunities as counter and recuperative spaces and particularly the importance of body pedagogy in those spaces has value for ongoing research. Further, in negotiating college students had to balance their lives, employing folk wisdom or practical intelligences developed from their socialization in their families and the Black community. / Department of Educational Studies

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes survey instrument (HESSS). Includes bibliographic references (ℓ. 126-150)

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 167-172).

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: David N. Wilson.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2007. / Abstract. Includes bibliographical references (leaves 157-161).

Thesis (M. Com.)--University of Canterbury, 2008. / Typescript (photocopy). Includes bibliographical references (p. 151-158). Also available via the World Wide Web.