Thesis (Ed. D.)--UCLA, 2006. / Vita. Includes bibliographical references (leaves 91-99).

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 175-184). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph.D.)--Washington State University. / Includes bibliographical references.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by John Weaver. ETD. Includes bibliographical references (p. 208-218) and appendices.

Thesis (Ed. D.)--Montana State University--Bozeman, 2005. / Typescript. Chairperson, Graduate Committee: Richard Howard. Includes bibliographical references (leaves 130-143).

The 1858 Medical Act removed geographical boundary restrictions on medical qualifications conferred in the United Kingdom, yet historians have hitherto overlooked this aspect of the legislation. This thesis uses practitioners working in London who held a Scottish qualification between 1861 and 1921 as a case study to consider the implications of this feature of the Act. It uses a database constructed using the Medical Directory and follows a prosopographical approach to examine the careers of these practitioners and identifies several defining characteristics that were a consequence of their training and qualifications. The central argument is that Scottish degrees and licences conferred certain opportunities and restrictions on their holders, which could assist practitioners in their careers or limit the work they undertook in the capital. However, these characteristics were not uniform across the entire group. There were differences between those who held a corporation's licence and a university degree, and the increasing number of women in the medical profession revealed a gender divide that diminished the relevance of holding specific qualifications for women. Furthermore, the introduction of panel practice under the 1911 National Health Insurance Act added an extra dimension to these distinctions. Panel doctors could acquire a practice from the government regardless of their qualifications, meaning they were less reliant on their own connections and networks. Additionally, the ongoing tensions between panel and non-panel doctors introduced new divisions into the profession that, in some respects, overshadowed previous boundaries.

by Simon W.F. Tse. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 115-119.

The purpose of this study was to produce data and information that inform California Community College decision-makers of: (a) extent of variance in California's associate degree definitions and graduation requirements, and (b) perceptions of curricular leaders regarding the variances. Associate degree definitions and graduation requirements were compiled and analyzed from the 1997-98 catalogs for the 106 institutions. Degrees offered, number of general education units required, level of English and math required, transfer patterns, and general studies degree patterns were compiled in tables. The interpreted data from the catalog research were confirmed by the articulation officers. Chief Instructional Officers and Curriculum Chairs at each college were surveyed regarding the degree variations and graduation requirements. Were the differences considered problems or issues for the California Community College system? The catalog review findings indicated that a quarter of the colleges define the degrees in terms of purpose (transfer or occupational) while three-quarters define the degree by major or discipline. The minimum number of general education units required to earn an associate degree range from the legal minimum of 18 semester units to as many as 41 units. One-third of the colleges require freshman English composition while others accept a course one level below. Titles used for transfer general education programs are the same titles used for non-transfer or general studies programs at other colleges. The AA in Liberal Arts is comprised of transfer general education on some campuses, while it is a general studies degree on others. A majority of the leaders surveyed agreed that the California Community College system should work toward developing common definitions for associate degrees. The leaders supported offering the Associate of Applied Science degree. The study concluded that Associate degrees vary so significantly among the 106 campuses of the California Community College system that there is no common meaning to the degree. Associate degree definitions in California have no relationship to the definitions set by the American Association of Community Colleges. The study recommended that an Associate Degree Task Force be convened to study the issue and present recommendations to the California Community College Board of Governors. / Graduation date: 2000

The purpose of this study was to describe the transitions, support, and current activities of students who completed baccalaureate degrees after completing community college non-transfer degrees. The population was limited to students who earned an associate degree of Applied Science, Science, or General Studies from Oregon community colleges, and who completed a baccalaureate degree from Portland State University. A telephone questionnaire was used to collect descriptive data and anecdotal information. At the time of community college entry, only 15% of participants identified "transfer" as their reason for attendance, yet each participant in this study did go on to transfer and complete a baccalaureate degree. Half began their community college enrollment after age 22 and excluding previous post-secondary education experience took 6-10 years to complete their baccalaureate degree. At the time of this study, a surprising 33% were enrolled in graduate study. Examining the transitions in retrospect from baccalaureate degree completion, the participants relied upon faculty, family, and employment networks to complement their personal goal-strength. In addition, participants identified an initial reliance on student services for information, especially in maximizing credits used in transfer. However, more than half of the participants identified inconsistent information from services and therefore used their support network of faculty, family, and employment members to obtain information relating to academic success, transfer requirements, and degree completion. The study concluded that no educational program is necessarily terminal, that community colleges cannot configure programs that meet all learner needs, and that the availability and quality of information are catalysts for student goal-achievement. The principle implication of this research is that readily accessible and reliable information of the baccalaureate degree structure is essential to students in community college non-transfer associate degrees programs. / Graduation date: 1997

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 101-112).