University of Macau / Faculty of Social Sciences. / Department of Communication

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杜屏. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻 (p. 165-189). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts also in English. / Du Ping. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (p. 165-189).

Thesis (MTech (Tourism and Hospitality Management) --Cape Peninsula University of Technology, 2018. / A key focus of higher education institutions is to produce employable graduates. Many institutions now include a work-integrated learning (WIL) component in their courses, as research has shown that students exposed to WIL have a greater opportunity of finding employment after graduation. WIL has formed an integral part of the hospitality management qualifications offered by the Cape Town Hotel School (CTHS) for many years. From January 2019, the current hospitality management qualification is being replaced with a new qualification, the Diploma in Hospitality and Hotel Management (Dip.H&HM), in alignment with the new Higher Education Qualifications Sub-Framework (HEQSF). The WIL component will remain in the new qualification under a new name, Hotel Practice, and it is necessary that the learning outcomes of the WIL subject are aligned with the day-to-day work of the WIL placement. Furthermore, it is crucial that the WIL component is assessed adequately to meet the learning outcomes of both the subject and the qualification as a whole. There has been some concern that students exposed to WIL for the qualification as presently offered are not being adequately assessed in terms of the learning outcomes of the courses they are taking. The aim of this study is therefore to investigate the assessment procedures for CTHS students recently on WIL placements, and from the results, determine the most appropriate assessment tools and procedures for the assessment of the new qualification, in order to meet the learning outcomes of the subject, Hotel Practice. The population for this study were the CTHS students registered for the WIL subject in 2017, as well as the hospitality establishments in the Western Cape that accepted the CTHS students for their WIL placements. Because the population of students was small, the sample group was the whole population. The sampling technique used for selection of hospitality establishments depended on which establishments that accepted students for WIL placements in 2017. The data was collected via an online survey and all responses were anonymous. The findings showed that only half of the student sample felt that they were assessed adequately, and that a new assessment process to encourage formative assessment feedback is required. A revised assessment form would encourage the monitoring of the learning outcomes for the WIL subject. The study therefore recommends the implementation of a new assessment form for the Dip. H&HM.

Difficulties in predicting female occupational choices according to the theories developed for men have stimulated research into components of a model effective for women. The objective of the present study was to investigate the usefulness of self concept measures in determining the masculinity or femininity of occupations chosen by female undergraduates at a Canadian university. The ninety subjects who participated in the study were chosen for their enrollment in one of three fields defined by previous research as traditionally feminine or in one of three fields defined as traditionally masculine. The two aspects of self concept considered relevant to the sex stereotype of vocational field were sex role stereotyping and self-esteem. The Bern Sex Role Inventory used to assess the former variable, allowed subjects to endorse both masculine and feminine traits, thus providing an index of psychological androgyny as well as an index of stereotypic masculinity or femininity. Self-esteem was also considered from more than one perspective; that of personal and interpersonal functioning and of academic functioning. The results of the study revealed that the subjects' sex role orientation did not correspond to the sex stereotype associated with their fields of specialization. Similarly, statistically significant differences in self-esteem in either the personal or achievement areas emerged from the comparison among career groups. There was, however, a nonsignificant tendency for women in Science to have higher self-esteem in the achievement area than women in the remaining five groups. When self-esteem relationship in the achievement area between sex typing and self-esteem were examined, however, it was apparent that absolute levels of masculinity were significantly related ±o levels of self-esteem in both the areas being measured. The effects on self-esteem of femininity and androgyny were not statistically significant. In the case of the femininity scores, there were certain deviations from the normative data for the Bern Sex Role Inventory. Further consideration of these findings in terms of the instruments employed led to a factor analysis of the Bern Sex Role Inventory. Four factors were obtained. They are identified as scales measuring the constructs Dominance, Independence, Nurturance, and Passivity. Utilizing these newly designed scales, an analysis was made of the previous statistically non-significant relationships. While sex of field could still not be predicted according to scores on these factors, predictions regarding levels of self-esteem were refined by use of factor scores. By thus isolating the independent effects of the two feminine factors--Nurturance and Passivity--upon Inter/Personal self-esteem, the source of the low correlations for femininity was identified. The positive effects of the Nurturance factor were counteracted by the negative effects of the Passivity factor, resulting in a low correlation with self-esteem and with Social Desirability for the original Femininity scale. The two aspects of Masculinity which were defined by the factor analysis also bore differing, although not opposite relationships to the self-esteem criteria. Qualities denoting Independence were of most importance in explaining levels of self-esteem in the personal and interpersonal areas, while traits suggestive of Dominance were most relevant to self-esteem in the achievement area. The effectiveness of sex role stereotyping in predicting the sex stereotype of women's career choices was therefore not confirmed by the results of the present study. The relevance of self-esteem as a variable which moderates the predictive ability of other determinants of career choice was similarly unconfirmed. A number of reasons were postulated as to why the results differ from previous studies on patterns of career choice among women. Recommendations were made for further research into the measurement of psychological androgyny and its significance to women's career aspirations. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The purpose of this project is to develop a classroom handbook explaining the process and standards, necessary in developing an employability portfolio.

Approximately 80% of undergraduate students work during the course of their undergraduate studies. Ideally, student's on-campus employment would contribute to his or her learning and development. However, because student employment is typically approached as the fulfillment of job tasks rather than student development, higher education institutions miss critical opportunities for supporting student academic and social integration. This study reframes on-campus student employment as a developmental effort. Data in this qualitative study indicate that on-campus employment can offer opportunities for student development and academic and social integration, and that it can positively influence students' sense of mattering and overall satisfaction with their college experience. It highlights the importance of supervision in student employment and informs our understanding of the ways different types of jobs can influence students' experiences. Given that students with fewer economic resources often come from educationally disadvantaged backgrounds and are potentially more at-risk for not completing their studies, colleges and universities should reconfigure on-campus jobs as opportunities for both employment and academic success.

The purpose of this quantitative study was to examine the relationship of participation and involvement in an undergraduate student success program to academic success and persistence among students in three programs sponsored by the Texas Higher Education Coordinating Board (THECB): the G-Force Collegiate Work-Study Mentorship Program, the Advancement Via Individual Determination (AVID) for Higher Education (AHE) program, and the THECB work-study program. The sample was identified using data from the THECB during the 2009-2013 academic years. Compared to THECB work-study students, significantly more AHE and G-Force students persisted toward graduation while engaged in the program (p < .001). ANOVA indicated that AHE students had a higher average GPA compared to G-Force and THECB work-study students, controlled for gender, race/ethnicity, pre-program GPA, and length of time in the position. Regression analyses found no statistically significant relationship between program associations and persistence towards graduation or GPA. Results suggest that although participation in a peer leadership programs such as AHE and G-Force encourage greater academic achievement and persistence, there is no direct relation to the achievement of these outcome variables. Implications of the study suggest the need for a deeper analysis into elements of peer leadership programs that contribute to student success, an expanded analysis of outcomes across a wider range of demographic variables, and an exploration of peer leadership programs across campuses for comparison of persistence and GPA outcomes.

The main purpose of this project is to provide an easy-to-use interface for students and faculty members to interact with each other during the course of a student's internship class.

The primary purpose of this study was to determine how the current hospitality management curriculum at The International Hotel School contributes to students’ preparedness from their own perspectives. Generic and curriculum specific skills that can be used for curriculum evaluation were identified, a framework of curriculum variables to rate the level of student preparedness was developed, the effectiveness of the hospitality management curriculum from the perspectives of students’ perceptions of preparedness was analysed, and the aspects that contribute most to student preparedness were identified through a literature study and an empirical investigation. The findings were summarised and it was recommended that The International Hotel School needs to review the hotel and restaurant accounting course and the experiential learning components. Furthermore, lecturers of The International Hotel School should receive training on the implementation of more interactive course content delivery methods. / Educational Studies / M. Ed. (Adult Education)