Thesis (M.P.A.)--University of Hong Kong, 1991. / Also available in print.

Thesis (M.P.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 131-134). Also available in print.

Thesis (Ph. D.)--University of Toronto, 1993. / Includes bibliographical references (leaves 239-254).

Thesis (Ph.D.) -- University of Alberta, 2010. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Department of Psychology and the School of Library and Information Studies, University of Alberta." Title from pdf file main screen (viewed on July 23, 2010) Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 15, 2005. Dissertation Committee: Kenneth H. Strand, Edward R. Hines (co-chairs), Donald S. Kachur, Dennis G. Kelly, Michael Winchell. Includes bibliographical references (leaves 113-119) and abstract. Also available in print.

Thesis (M.A.) -- Central Connecticut State University, 2005. / Thesis advisor: Marc Goldstein. "... in partial fulfillment of the requirements for the degree of Master of Arts ... Department of Psychology." Includes bibliographical references (leaves 24-27). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 186-201). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (Masters Diploma (Post -School Education)) -- Cape Technikon, Cape Town, 1990 / The main hypothesis underlining this study is the belief that the great emphasis on "transfer" and "articulation" in tertiary education in California contains lessons for the tertiary sector in the RSA. Such lessons can fruitfully be examined with a view to intelligent, selective adaptation. In California an extremely flexible pattern of mobility exists between the four systems of tertiary education, namely the University of California (UC) (9 campuses), the California State University (CSU) (19 campuses), the Community Colleges (CCs) (106 campuses), and the Private/Independent sector (377 campuses). This pattern contrasts strikingly with the relatively inflexible approach in the RSA where transfer and articulation between the universities, technikons and colleges of education are not generally encouraged and do not occur too frequently. The creation of a model in the RSA which incorporates the most constructive elements of the systems in California is one of the primary objectives of this study. In the creation of this model cognisance has been taken of the many similarities and also the considerable differences in the economic, social, historical and physical conditions which exist in the RSA and in California. Every attempt has been made to avoid errors of "transplantation" which could easily take place. The key word in this study is "adaptation" and not the direct "transfer" of ideas since an eclectic approach, if applied too literally, can easily lead to an imposition of alien concepts. This study is therefore aimed primarily at focusing attention on the need for greater ''mobility'' among the tertiary education sectors in the RSA and in stimulating constructive moves in this direction. A secondary hypothesis underlying this study is the assumption that the 1960 Master Plan for Higher Education in California has proved successful and worthy of emulation in certain respects. This assumption has led to an examination of the California Plan with a view to the possible adaptation of some of its successful principles - other than "transfer" and "articulation" - in order to formulate the basis for a much needed Master Plan for Tertiary Education in the RSA. Implicit in this secondary hypothesis is a brief analysis of those aspects of the California Master Plan such as budgeting, funding, examining, control of standards, and so on, which have contributed to the success which has been achieved in California during the last three decades. This analysis is inevitably followed by a consideration of these points in the South African context in order that any constructive ideas may be incorporated or adapted to the conditions prevailing in the RSA. The universality of certain educational principles emerges clearly from this study as do the undeniable virtues of careful, logical studies of other educational systems in order that one may be in a stronger position to assess and improve one's own system.

In higher education today, international students from various sociocultural backgrounds have contributed to the internationalization of many colleges and universities. The factors that help them succeed academically in a different cultural environment have become an important topic of research designed to improve the quality of higher education in a globalized environment. This qualitative study adopts a sociocultural perspective to explore their conceptions of academic success and their strategies for achieving it, by analyzing cultural factors that impinge on the experience of Chinese international graduate students in the US. There were three phases in this in-depth qualitative research. In the first phase, using semi-structured interviews, the researcher investigated Chinese students' conceptions of academic success, the factors that they perceived as most influential on their attempts to achieve it, and the strategies that they adopted to optimize their chances. In the second phase, based on results from the first round, a follow-up interview was conducted to probe for further details and to understand the strategies adopted by these students according to their study-abroad experience. In the third phase, new data were collected through a focus group discussion to generate a deeper understanding of the students' perspectives on academic success and its relation to acculturation. The final results from this study indicated that the conceptions of academic success of these international students and their strategies for attaining it were not only characterized by cultural and socio-institutional values and norms , but were also shaped and reshaped by the international students' individual characteristics and personal acculturative attitudes and experiences. Chinese international graduate students have developed acculturative strategies, characterized as ─ Americanization, Globalization and Individualization ─ to achieve their visions of academic success. The findings offer possible answers to help explain how Chinese international STEM students manage to achieve academic success despite the challenges such as language barrier and acculturation process (dealing with cross-cultural barriers on cultural, institutional and personal levels). They also provide new perspectives on acculturation theories and suggest practical implications for university international student affairs work. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2015. / July 14, 2015. / Academic success, Acculturation, American graduate education, Chinese international students, International higher education, Sociocultural perspectives / Includes bibliographical references. / Helen Boyle, Professor Co-Directing Dissertation; Peter Easton, Professor Co-Directing Dissertation; Tom Ratliffe, University Representative; Jeffrey Milligan, Committee Member.