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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

The evaluation of behavioural, structural and educational delivery factors relating to the perceived success of Sino foreign university alliances

Willis, Michael, 1957- January 2004 (has links)
Abstract not available
12

Franchising of academic programmes from a private University in Malaysia :

Chin, Peng Kit. Unknown Date (has links)
This study examines the franchising relationships between an institution of higher education in Malaysia (the franchisor) and its overseas/offshore partner institutions (the franchisees) as the latter deliver academic programmes that carry the franchisor's ownership and name. / Thesis (DBusinessAdministration)--University of South Australia, 2008.
13

Making China part of the globe : the impact of America's Boxer indemnity remissions on China's academic institutional building in the 1920s /

Han, Yelong. January 1999 (has links)
Thesis (Ph. D.)--University of Chicago, Dept. of History, June 1999. / Includes bibliographical references. Also available on the Internet.
14

International and citizen faculty in the United States an examination of their productivity and job satisfaction /

Mamiseishvili, Ketevan, 1976- Rosser, Vicki J. January 2008 (has links)
Title from PDF of title page (University of Missouri--Columbia, viewed on February 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Vicki J. Rosser. Vita. Includes bibliographical references.
15

A case study of the Mombasa / Kenya / Dawson staff development project /

Joyner, Charles W. January 1987 (has links)
No description available.
16

A case study of the Mombasa / Kenya / Dawson staff development project /

Joyner, Charles W. January 1987 (has links)
No description available.
17

Education for international understanding : British secondary schools, educational travel and cultural exchange, 1919-1939

Winfield, Sarah Jane January 2015 (has links)
No description available.
18

Making sense of America : a phenomenological analysis of Chinese nationals' interactions in the U.S.

EcElroy, Donna Marie 01 January 1989 (has links)
This thesis systematically explores the interactive experiences of Chinese students and scholars in the U.S. Specifically, the research asks: How do Chinese students and scholars (from the People's Republic of China) interpret their interactions in the U.S., and how do their interpretations change over their tenure in the U.S.? Research on general issues of cultural experience and adjustment is reviewed. Further, meta-theoretical issues in the study of cultural experience and adaptation are addressed. These issues provide a background for both the phenomenological grounding of this study and the qualitative approach used for data collection and analysis.
19

An "island" study abroad program and its impact on the intercultural sensitivity and cross-cultural adaptability of its participants perspectives from a research intensive university /

Maharaja, Gita Gopaul. January 2009 (has links)
Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.117-134) and index.
20

The Global Project: Observing Geographic Literacy Obtained by Study Abroad Learning

Greunke, Erin Joy 01 August 2010 (has links)
One of the major debates regarding studying abroad concerns criticism that it lacks measurable and demonstrable learning outcomes and is usually viewed as less rigorous than other university courses (McKeown 2009). As one Western Kentucky University (WKU) faculty member noted when responding to the Faculty Attitudes Survey deployed for this project, all too often “too many study abroad experiences [are] little more than glorified fieldtrips.....” (Anonymous WKU Faculty Member, 2009, Appendix IV). While this may be the case, upon their return to the United States, students often say their study abroad experience proved life changing. The primary purpose of this study is to analyze students’ acquisition of geographic knowledge as a result of their engagement in a study abroad course regardless of their major academic discipline, with a secondary objective of creating baseline data for future research on the effects of study abroad for students at WKU. The analysis summarizes what geographic literacy (geo-literacy) is and how it relates to study abroad. The research also presents trends about education abroad on a national, state, and university level. Additionally, general attitudes about study abroad from University Experience (generally first-year) students at WKU are discussed. Also analyzed is the geographic knowledge gained by students, using the National Geography Standards of 1994, with evidence of attitudes and literacy collected using surveys, focus groups, and a cultural assessment tool called the Global Competence Aptitude Assessment – Young Adult version (GCAA-YA). Throughout the study, students showed signs of being geographically informed measured against the National Geography Standards of 1994; however, as illustrated by the GCAA-YA, both students who had studied abroad and those who had not, scored in the underdeveloped or developing range of global competence (with students who had studied abroad scoring higher in all components of the assessment). Students who participated in various research projects for this thesis had completed their education abroad course within 12 months or less before participating in any of the research. It is generally accepted that study abroad can improve students’ geo-literacy. Concrete evidence of immediate improvement in geographic literacy was not obtained from this research, suggesting that the short-term implications of a study abroad experience could not be precisely articulated by the students or captured by the researcher. Further, the research suggests that improvements are only marginal and cannot really be measured successfully until many years after students’ graduation. What was discovered is that students who studied abroad, almost without exception, exhibited that their minds were opened to the world around them and that a desire for further learning was clear. The results suggest that further research on the effects of education abroad is needed, using the baseline data collected during the 2009-2010 academic year at WKU.

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