No description available.

It is claimed that, nationally, women undergraduates obtain proportionately fewer First Class degrees than their male counterparts. This thesis examines the extent to which gender differentiation in First Class achievement exists in Higher Education. Historically, various hypotheses have been presented within literature on Higher Education to account for this pattern and the thesis explores the extent to which these hypotheses continue to hold explanatory power using the University of Sussex as a case study. To ascertain the hypotheses' continued relevance and salience, a multi-faceted methodological approach was employed. The empirical programme comprised a national (N=657534) and a local statistical survey (N=8349) examining HESA defined subject groups, in addition to a local statistical survey (N=568) examining specific disciplines. The empirical programme also included detailed analyses of a student cohort of 'high achievers' (N=199) who were tracked throughout their degree. A range of information was collected on this cohort including cognitive ability and personality test scores, socio-demographic data, pre-university qualifications and measures of application. Some of the cohort (N=84) completed a questionnaire, and interviews were carried out with a smaller sub-section (N=23). Structured observations of seminars (N=24) were also conducted alongside interviews with members of faculty (N=21). Findings indicate that, nationally, gender inequity in First Class performance is prevalent in the Humanities, Social Sciences and Physical Sciences. In relation to local patterns of performance, evidence suggests that the University of Sussex may be spearheading incipient shifts in attainment with gender differentiation in existence only in the Humanities. Notwithstanding this moving and improving picture vis a vis the gender distribution of Firsts, the thesis concludes that many of the hypotheses remain pertinent.

No description available.

In recent years educational researchers have expressed a growing concern about both increased rates of attrition from doctoral programs and the increased time required to compete the doctorate. Many researchers have estimated that upwards of 50% of doctoral students withdraw from their programs prior to completion of degree requirements. Although women’s rates of enrollment have grown significantly over the past decade there is also much evidence to show that women withdraw from doctoral programs of study at higher rates than men. Given these trends there is good reason to examine more closely, factors that influence women’s doctoral degree progress. This study provides an in-depth qualitative examination of the challenges women encounter in pursuing the Ph.D., and the meanings they attribute to their experiences, with the purpose of identifying critical factors that influence women’s doctoral persistence. The study breaks new methodological ground by demonstrating how the Internet, often thought to be a cold and impersonal medium, can be used to conduct in-depth personal interviews that are rich in meaning despite separation of interviewer and interviewees in both place and time. Utilizing grounded theory methodology for analyzing the data, five women Ph.D. candidates and two recent Ph.D. recipients were interviewed over the course of one year (1995). A critical feminist perspective provides the theoretical framework for understanding the women’s learning experiences within the contexts of their institutional and departmental milieux. Findings relating to women’s doctoral persistence emerge through an analysis of electronic mail transcripts and face-to-face interviews. Central to the findings is the illumination of a complex interaction of personal, social and institutional factors that both enhance and detract from women’s doctoral persistence. Eleven elements of a theory of women’s doctoral persistence are put forward. The benefits and limitations of using electronic networks to conduct qualitative inquiry are examined. / Graduate

Degree report for my final collection and the design process. / Program: Modedesignutbildningen

Degree report for my final collection and the design process. / Program: Modedesignutbildningen

Thesis (M. P. A.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

No description available.

Thesis (Ph. D.)--Illinois State University, 1989. / Title from title page screen, viewed October 25, 2005. Dissertation Committee: Edward R. Hines (chair), Felissa Cohen, Ronald S. Halinski, Thomas W. Nelson, William Stimeling. Includes bibliographical references (leaves 101-104) and abstract. Also available in print.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed June 8, 2007). PDF text: viii, 206 p. ; 1.73Mb. UMI publication number: AAT 3243517. Includes bibliographical references. Also available in microfilm and microfiche formats.