Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.

Thesis (Ed. D.)--Florida State University, 2006. / Advisors: Robert Schwartz, Stacey Rutledge, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Sept. 19, 2006). Document formatted into pages; contains ix, 96 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Washington State University, August 2007. / Includes bibliographical references (p. 79-86).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (M.A.)--University of Canterbury, 2009. / "National Centre for Research on Europe." Typescript (photocopy). Includes bibliographical references (leaves 98-108). Also available via the World Wide Web.

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The purpose of this study was to investigate the impact that globalisation has on the professional roles and work of the office-based educators (subject advisors). It was conducted as a case study in one of the districts at Ethekwini region. It involved eleven advisors that belong to the Teaching and Learning Support (TLS) section. As a theoretical foundation, I used critical theory as a lens to examine the neo-liberal agenda that globalisation has imposed upon South Africa’s new education system, particularly the impact on the role of subject advisors. The research was conducted within a qualitative approach and took the form of a case study. The data collection techniques included a questionnaire and an in-depth semi structured focus group interview. The data collected was analysed using thematic analysis to identify codes, categories and themes. These were not defined prior to analysis, but emerged during analysis. The findings revealed that advisors are frustrated by the roles that they are expected to perform. They find themselves giving less professional support to educators and spending more time administering monitoring tools to schools. The feeling is that they are de-professionalised because they no longer work as subject specialists most of the time. Finally, recommendations and limitations of this study are discussed. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2008.

Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2447. Includes bibliographical references (leaves 295-318).