The purpose of this study was to conduct an oral history of the lived experiences of nine African American doctoral recipients from 1970 to 1980, an era on the heels of the Civil Rights Act of 1964, the Higher Education Act of 1965, and the beginning of Affirmative Action in admission policies of Predominantly White Institutions (PWIs). This study comprised of six males and three females, who self-identified as African American and received their doctorate degree between 1970 and 1980. Eight of the nine participants’ college of origin was an HBCU, however all of the nine participants graduated with doctorates from PWIs. The data collection methods used for this qualitative study were biographical questionnaires and face-to-face interviews, which utilized semi-structured questions. The data analysis approach was coding categories that aided with sorting the data. Critical race theory (CRT) was used as the theoretical framework for this study. CRT was employed to analyze the lived experiences of these nine participants within American institutions such as K-12 schools, and colleges and universities. The findings revealed that race and racism played a role in the daily decision-making process of the participants, although it did not prevent these nine African Americans from receiving the doctorate degree. This study presented counterstories told by a group of scholars who are depicted as being on the margin of society. It is crucial that the voices of those on the margin of society are included in the history of higher education. These scholars’ stories will contribute to the gap in the literature regarding African American doctoral recipients from 1970 to 1980. This study offers a profound story of the lived experiences of nine African American doctoral recipients during a period of vast social changes in American society. / Access to thesis permanently restricted to Ball State community only. / Department of Educational Studies

Magister Artium - MA (Psychology) / The present study aimed to determine the employment and employability profiles of alumni from structured professional Masters programmes in psychology. Issues of low enrolment rates and high attrition rates are at the fore of transformation efforts in the South African higher education sector. The concern of graduate employability and the relevance of skills training received to the labour market are of international concern. Graduate tracer studies have been successfully implemented internationally to attempt to understand these issues. Training relevance is of particular concern for the field of psychology in South Africa, as there is a significant shortage of mental health professionals. Understanding where graduates from professional Masters degrees in psychology find employment, as well as understanding their employability, may lead to greater absorption of graduates from these programmes into the workforce. Permission to conduct the present study and ethics clearance was obtained from the Senate Research Committee of the University of the Western Cape, and all relevant ethics principles were adhered to. An incentivised, online survey was conducted with a sample of 29 Masters-level graduates from two professional psychology programmes at a historically disadvantaged university. The study used a modified version of the Standard Instrument for Graduates. The survey had a 50% response rate (29 of 58) after at least four electronic reminders. Respondents graduated between 2008 and 2013, 13 from the clinical Masters programme and 16 from the research Masters programme. Descriptive statistics were used to depict the employment and employability profiles of the alumni.

This project was created to develop a database for students and teachers to allow accurate, efficient and reliable tracking of student's academic information. The database was designed specifically for faculty and students within the Master of Arts in Education, Instructional Technology Program at California State University, San Bernardino.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Higher education is challenged by the changing climate created by globalisation and the phenomenon of internationalisation. Internationalisation of higher education provides a platform for institutions to engage with counterparts across the world in a manner that would enhance the quality of all aspects of the institution, but also poses a number of challenges to institutions and higher education systems. The literature review of the study sketches the background to the study and analyses some of the above-mentioned opportunities and challenges. The study researched one aspect of internationalisation, namely the mobility of undergraduate students. The mobility of students can take place through an array of activities that includes summer school programmes, internships, or tailored short programmes. This study focuses on one type of mobility, namely an international exchange semester. The study stemmed from the actual problem at Stellenbosch University where a major imbalance exists in the number of students received from partner universities and of Stellenbosch students taking part in a semester at the partner university. The rationale and practice of international exchange semesters in four Faculties were analysed on multiple levels by means of a case study design. The four case studies were concluded in the Faculty of Arts and Social Sciences, the Faculty of Science, the Faculty of AgriSciences and the Faculty of Economic and Management Sciences, and within these Faculties the investigation was restricted to general-formative programmes. Data were collected and analysed at four levels of each Faculty, namely the climate that is created through Faculty strategy, the views and perspectives of students in their final and pre-final year, the view and perspectives of programme coordinators, and finally, the views on a managerial level by means of the inputs of deputy deans. Each of the case studies reveals specific issues and opportunities for international exchange semesters within the particular Faculty, yet, the comparative perspectives reveal that the major barriers to student mobility are consistent across faculties, and that particularly the type of information available, the applicability of that information within the particular academic environment and financial aspects are consistently identified by students in all four Faculties. The barriers identified by staff, both on departmental and management level, resonate with the barriers identified by students, but further illustrate more specific organisational and pedagogical challenges linked to the implementation of international exchange semesters. The study not only makes a contribution to a deeper understanding of existing challenges pertaining to international mobility by means of an exchange semester but it also makes specific recommendations to address these challenges and poses alternatives to existing practices. / AFRIKAANSE OPSOMMING: Hoër onderwys word uitgedaag deur die veranderende omgewing as gevolg van globalisering en deur die verskynsel van internasionalisering. Internasionalisering van hoër onderwys bied ’n platform vir interaksie tussen instellings en hul eweknieë in ander wêrelddele op ’n wyse wat die gehalte van alle aspekte van die instellings kan bevorder. Internasionalisering is egter ook ’n verskynsel wat ’n bedreiging en ’n uitdaging vir instellings en hoëronderwysstelsels inhou. Die literatuurstudie van hierdie studie skets die agtergrond tot die studie en ontleed van hierdie geleenthede en uitdagings. Die studie het een aspek van internasionalisering, naamlik die mobiliteit van voorgraadse studente, ondersoek. Die mobiliteit van studente geskied deur ’n verskeidenheid aktiwiteite wat somerskole, internskappe en taalkursusse insluit. Die studie fokus op een aktiwiteit, naamlik internasionale uitruilsemesters. Die studie het gepruit uit ’n voortslepende uitdaging by die Universiteit van Stellenbosch (US) waar die aantal inkomende uitruilstudente van vennoot-instansies die aantal US studente wat aan uitruilsemesters deelneem, ver oorskry. Die rasionaal en uitvoering van internasionale uitruilsemesters in vier fakulteite is deur middel van ’n gevallestudie-ontwerp op verskeie vlakke ontleed om ʼn omvattende begrip te ontwikkel. Die vier gevallestudies is in die konteks van die Fakulteit Lettere en Sosiale Wetenskappe, Fakulteit Agriwetenskappe, Fakulteit Natuurwetenskappe en Fakulteit Ekonomiese en Bestuurswetenskappe uitgevoer, en in die studie van hierdie vier fakulteite is die konteks verder tot algemene vormende programme beperk. Data is ingewin en ontleed op vier vlakke in elke fakulteit, naamlik die platform wat geskep word deur die strategie van die fakulteit, die oortuigings en perspektiewe van studente in hulle finale en voor-finale jaar, die perspektiewe en insig van programkoördineerders, en laastens die perspektief op bestuursvlak deur middel van onderhoude met adjunkdekane. Elke gevallestudie onthul spesifieke kwessies ten opsigte van en geleenthede vir internasionale uitruilsemesters binne die betrokke fakulteit, maar die vergelykende perspektiewe dui aan dat die grootste struikelblokke vir studente mobiliteit deurlopend dieselfde is tussen die vier fakulteite. Die studie toon aan dat die beskikbaarheid van die tipe inligting, die toepaslikheid van daardie inligting op ‘n student se spesifieke situasie (program) en finansiële aspekte in al vier fakulteite deur studente gekies is. Die struikelblokke wat deur personeel, beide op departementele en bestuursvlak, uitgewys is vind aanklank by die struikelblokke wat deur studente aangedui is, maar illustreer ook verdere uitdagings ten opsigte van organisatoriese aspekte en pedagogiese uitdagings wat verband hou met die implementering van internasionale uitruilsemesters. Die studie maak nie net ‘n bydrae in terme van ‘n dieper verstaan van die bestaande uitdagings ten opsigte van internasionale studente mobiliteit deur middel van ‘n uitruilsemester nie, maar maak ook voorstelle oor hoe om hierdie uitdagings aan te spreek en stel alternatiewe voor vir die bestaande praktyke.

Introdução: A Saúde Coletiva articula múltiplas disciplinas, incluindo as Ciências Sociais, no intuito de proporcionar maior poder explicativo ao processo saúde-doença. Apesar da institucionalização da Enfermagem evidenciar profícua experiência na formação de doutores e de sua importante participação na produção do conhecimento, além da atuação no processo de produção dos serviços de saúde, ainda persistem lacunas no percurso reflexivo referente à apropriação da complexidade epistemológica do campo da Saúde Coletiva. Objetivos: Analisar a contribuição da produção acadêmica no âmbito do Doutorado em Enfermagem dos Programas de Pós-Graduação Senso Estrito em Enfermagem para a constituição do campo da Saúde Coletiva. Material e métodos: Trata-se de pesquisa documental, com base na hermenêutica dialética. A amostra foi composta por 87 teses de Doutorado de 15 programas de pós-graduação, no período 2011-2012. Após leitura compreensiva, o material empírico foi decomposto em temas que constituem o corpus dos objetos de estudo. A análise hermenêutica também compreendeu a identificação do marco teórico-referencial, sujeitos que constituíram as populações de estudo e locais de ocorrência. Resultados: Os oito temas encontrados foram: Práticas em saúde (26,4%), Avaliação das políticas e serviços de saúde (16,1%), Tecnologias em saúde (13,8%), Sentidos e representações vividos pelos usuários (12,6%), Informação em saúde (10,3%), Violência em saúde (8,1%), Saúde, ambiente e trabalho (8,1%), e Formação em saúde (4,6%). Os três primeiros temas concentraram 56,3% dos estudos. As práticas em saúde tiveram como foco o cotidiano do enfermeiro associado ou não à prática de outros profissionais de saúde. O tema Avaliação das políticas e serviços de saúde refere-se à produção de estudos sobre acesso das pessoas aos serviços de saúde em associação à operacionalização das redes de atenção e políticas de controle da tuberculose, DST/Aids, entre outras. O tema Tecnologias em saúde refere-se, substantivamente, ao desenvolvimento de manuais ou instrumentos para intervenção individual ou coletiva em espaços institucionais específicos, orientados a aprimorar principalmente as práticas à saúde da mulher e DST/Aids. Conclusões: Os temas encontrados contribuem majoritariamente na explicitação e na compreensão das ações de cuidado desenvolvidas no micro espaço das relações interpessoais do enfermeiro com os usuários e outros profissionais da saúde em prol do direito universal à saúde e em consonância ao projeto político do SUS. A predominância da Estratégia Saúde da Família como local de pesquisa confirma a iniciativa do governo federal em promover a reorganização das práticas na atenção primária em saúde. Ademais, a potência analítica dos estudos pode auxiliar a subárea acadêmica Enfermagem em Saúde Coletiva na elaboração de pesquisas com novos objetos e inovações teórico-metodológicas em correspondência às necessidades e problemas de saúde da população brasileira. / Introduction: Collective Health articulates multiple subjects, including social Sciences to provide a more comprehensive understanding on the health-disease process. Although Nursing institutionalization presents a profitable experience in doctoral formation and an important participation in production of knowledge, beyond his performance in the process of health services production, gaps still persist in the reflexive course to the epistemological complexity appropriation in the field of Collective Health. Objectives: To analyze the contribution of the academic production from Doctorate in Nursing to the Collective Health field. Material and methods: It is a documental research, based on dialectical hermeneutics. The sample was composed of 87 Doctoral thesis of 15 graduate programs, from 2011 to 2012. After a comprehensive reading, the empirical data was decomposed in themes that constitute the corpus of the study objects. The hermeneutics analysis also comprised the identification of theoretical-reference, subjects that constituted the population of study and places where studies were developed. Results: We found eight themes: Health practices (26.4%), Evaluation of politics and services in health (16.1%), Technologies in health (13.8%), Senses and representations experienced by the users (12.6%), Information in health (10.3%), Violence in health (8.1%), Health, environment and work (8.1%), and Training in health (10.3%). The first three themes focused 56.3% of the studies. The health practices had as focus the nursings everyday associated or not to the practice of other health professionals. The Evaluation of politics and services in health theme refers to studies about the people access to health services in association to the network attention in health and tuberculosis, STD/Aids control policies, among others. The Technologies in health theme refers, substantively, to the development of manuals or tools to individual or collective intervention in specific institutional spaces, mainly oriented to improve the practices in womans health and STD/Aids. Conclusions: The themes mostly contribute to elucidate and to understand care actions in the micro space of interpersonal nursing relationships with patients and other health professionals, in order to benefit the universal right to health and in accordance to the SUS Unified Health System in Brazil. The predominance in Familys Health Strategies as a research place confirm the federal government initiative to promote the reorganization of practices in primary health care. Moreover, the analytic strength of the studies can help the academic subarea of Nursing in Collective Health on the formulation of researches with new objects and theorical-methodological innovations in correspondence to the health needs and of the Brazilian population.

Research studies indicated that teachers' sense of self-efficacy is a multidimensional construct related to teachers' beliefs about teaching, their ability to teach, and their students' ability to learn. This study described the change in a cohort of graduate preservice elementary teachers' sense of efficacy as they progressed through a four quarter Master of Arts in Teaching degree program. Forty-nine subjects were administered the Teacher Efficacy Scale (Gibson and Dembo,1984) at four selected times during their program. Subjects' sense of efficacy was compared to the independent variables of age, years since completion of the baccalaureate degree, scores on the General Knowledge and Communication Skills components of the National Teacher Examination (NTE), and baccalaureate degree major. Data were factor analyzed. The three factor solution selected suggested that factors one and two represented the teacher's sense of personal teaching efficacy. Factor one represented the teacher's responsibility for positive student outcomes. Factor two represented the teacher's confidence in personal skills and abilities. Factor three represented the teacher's sense of general teaching efficacy. Subjects were divided into three groups based on their baccalaureate degree major. Means and standard deviations of efficacy factors discussed in this study were calculated for each of the three baccalaureate major groups at the June, 1991.; August, 1991; November,1991; and June, 1992 administrations. A summary of correlations (p = ≤ 0.05) was presented with data plots including best fitted lines. Multiple regression analyses indicated no significant interactions between age, and years since completion of the subject's baccalaureate degree, but did indicate that in two predictions, age made the most important contribution. Recommendations for further study and program improvement were presented. / Graduation date: 1993

Introdução: A Saúde Coletiva articula múltiplas disciplinas, incluindo as Ciências Sociais, no intuito de proporcionar maior poder explicativo ao processo saúde-doença. Apesar da institucionalização da Enfermagem evidenciar profícua experiência na formação de doutores e de sua importante participação na produção do conhecimento, além da atuação no processo de produção dos serviços de saúde, ainda persistem lacunas no percurso reflexivo referente à apropriação da complexidade epistemológica do campo da Saúde Coletiva. Objetivos: Analisar a contribuição da produção acadêmica no âmbito do Doutorado em Enfermagem dos Programas de Pós-Graduação Senso Estrito em Enfermagem para a constituição do campo da Saúde Coletiva. Material e métodos: Trata-se de pesquisa documental, com base na hermenêutica dialética. A amostra foi composta por 87 teses de Doutorado de 15 programas de pós-graduação, no período 2011-2012. Após leitura compreensiva, o material empírico foi decomposto em temas que constituem o corpus dos objetos de estudo. A análise hermenêutica também compreendeu a identificação do marco teórico-referencial, sujeitos que constituíram as populações de estudo e locais de ocorrência. Resultados: Os oito temas encontrados foram: Práticas em saúde (26,4%), Avaliação das políticas e serviços de saúde (16,1%), Tecnologias em saúde (13,8%), Sentidos e representações vividos pelos usuários (12,6%), Informação em saúde (10,3%), Violência em saúde (8,1%), Saúde, ambiente e trabalho (8,1%), e Formação em saúde (4,6%). Os três primeiros temas concentraram 56,3% dos estudos. As práticas em saúde tiveram como foco o cotidiano do enfermeiro associado ou não à prática de outros profissionais de saúde. O tema Avaliação das políticas e serviços de saúde refere-se à produção de estudos sobre acesso das pessoas aos serviços de saúde em associação à operacionalização das redes de atenção e políticas de controle da tuberculose, DST/Aids, entre outras. O tema Tecnologias em saúde refere-se, substantivamente, ao desenvolvimento de manuais ou instrumentos para intervenção individual ou coletiva em espaços institucionais específicos, orientados a aprimorar principalmente as práticas à saúde da mulher e DST/Aids. Conclusões: Os temas encontrados contribuem majoritariamente na explicitação e na compreensão das ações de cuidado desenvolvidas no micro espaço das relações interpessoais do enfermeiro com os usuários e outros profissionais da saúde em prol do direito universal à saúde e em consonância ao projeto político do SUS. A predominância da Estratégia Saúde da Família como local de pesquisa confirma a iniciativa do governo federal em promover a reorganização das práticas na atenção primária em saúde. Ademais, a potência analítica dos estudos pode auxiliar a subárea acadêmica Enfermagem em Saúde Coletiva na elaboração de pesquisas com novos objetos e inovações teórico-metodológicas em correspondência às necessidades e problemas de saúde da população brasileira. / Introduction: Collective Health articulates multiple subjects, including social Sciences to provide a more comprehensive understanding on the health-disease process. Although Nursing institutionalization presents a profitable experience in doctoral formation and an important participation in production of knowledge, beyond his performance in the process of health services production, gaps still persist in the reflexive course to the epistemological complexity appropriation in the field of Collective Health. Objectives: To analyze the contribution of the academic production from Doctorate in Nursing to the Collective Health field. Material and methods: It is a documental research, based on dialectical hermeneutics. The sample was composed of 87 Doctoral thesis of 15 graduate programs, from 2011 to 2012. After a comprehensive reading, the empirical data was decomposed in themes that constitute the corpus of the study objects. The hermeneutics analysis also comprised the identification of theoretical-reference, subjects that constituted the population of study and places where studies were developed. Results: We found eight themes: Health practices (26.4%), Evaluation of politics and services in health (16.1%), Technologies in health (13.8%), Senses and representations experienced by the users (12.6%), Information in health (10.3%), Violence in health (8.1%), Health, environment and work (8.1%), and Training in health (10.3%). The first three themes focused 56.3% of the studies. The health practices had as focus the nursings everyday associated or not to the practice of other health professionals. The Evaluation of politics and services in health theme refers to studies about the people access to health services in association to the network attention in health and tuberculosis, STD/Aids control policies, among others. The Technologies in health theme refers, substantively, to the development of manuals or tools to individual or collective intervention in specific institutional spaces, mainly oriented to improve the practices in womans health and STD/Aids. Conclusions: The themes mostly contribute to elucidate and to understand care actions in the micro space of interpersonal nursing relationships with patients and other health professionals, in order to benefit the universal right to health and in accordance to the SUS Unified Health System in Brazil. The predominance in Familys Health Strategies as a research place confirm the federal government initiative to promote the reorganization of practices in primary health care. Moreover, the analytic strength of the studies can help the academic subarea of Nursing in Collective Health on the formulation of researches with new objects and theorical-methodological innovations in correspondence to the health needs and of the Brazilian population.

This study describes the experiences of doctoral students in education at Historically Black Colleges and Universities (HBCUs). The study focused only on the 14 HBCUs that offer doctoral degrees in education. Twelve of the 14 eligible institutions agreed to participate in the study. A total of 47 doctoral students who were in their third year of study or close to completion participated in the study. These doctoral students completed a survey that was utilized in a national study of doctoral students at predominately white institutions and Ivy League institutions conducted by Golde and Dore in 2001. The purpose of this study was to determine if doctoral students in education at HBCUs are receiving a quality education and if they are being adequately prepared for their careers. This study offers 368 findings from which the doctoral experience in education at HBCUs can be comprehensively evaluated. It was determined that doctoral students in education at HBCUs do receive a quality education and are being effectively prepared for their careers.

No description available.

Trata-se de uma pesquisa de caráter quantitativo e qualitativo, composta de um levantamento da pós-graduação brasileira com foco na comparação das áreas Direito, Engenharia Civil e Medicina e por 24 entrevistas semi-estruturadas individuais gravadas com 18 mestrandos e seis orientadores da Faculdade de Direito, da Escola Politécnica e da Faculdade de Medicina da Universidade de São Paulo. O objetivo geral da pesquisa é comparar como se desenvolve o processo de pós-graduação das três profissões mais tradicionais em uma universidade pública de destaque, relacionando o processo de elaboração da dissertação com a concomitante inserção do aluno na atividade profissional. Como resultado destaca-se que os mestrandos seguiriam a carreira acadêmica, mas simultaneamente à carreira profissional. Enquanto os mestrandos de Direito e Engenharia civil acreditavam no mestrado como facilitador para uma melhor inserção no mercado de trabalho, os de Medicina referiam a busca pelo mestrado como conseqüência natural pela sua proximidade com a universidade. Nas três áreas a universidade se defronta com contradições entre a formação de uma elite pensante, a real vocação do curso de pós-graduação stricto sensu na formação de pesquisadores, e sua qualificação profissional segundo um perfil demandado pelo mercado global. / This is a quantitative and qualitative approach research, consisting of a survey of Brazilian postgraduation focused in the comparison of Law, Civil Engineering and Medicine areas and composed by 24 semi-structured recorded individual interviews with 18 Masters students and six advisors of the Faculty of Law, the School of Engineering and the Faculty of Medical Sciences of the University of São Paulo. The general objective of the research was compare the postgraduation developing process of the three most traditional professions in a distinct public university, relating the dissertation elaboration process with the concomitant insertion of the student in the professional activity. As result, was emphasized that Masters students would follow the academic career, but simultaneously to the professional career. While Law and civil Engineering Masters students considered Master Course as facilitative for a better insertion in the job market, Medicine ones related the seek for Master Course as natural consequence by their proximity to the university. In the three areas the university confronts with contradictions between the elite think tank formation, the real vocation of the postgraduation stricto sensu course in the researchers education, and their professional qualification according to a profile demanded by the global market.