Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2002. / Includes bibliographical references (leaves 106-115).

M. Tech. Tourism and Hospitality Management / Educationally motivated mobility is one of the many reasons for human travel around the world. It is believed to be influenced by the push and pull factors that are bound in foreign students' countries, as well as receiving destinations. Developed countries like the USA, the UK, Australia and Canada have successfully utilised foreign students' mobility to reap financial benefits, as well as to create labour development opportunities. With twenty three public universities in South Africa, the number of foreign students here is perceived to represent only a very small part of the number of African students said to be studying outside of their own country. The aim of this study is to boost South African tourism, specifically tourism in the City of Tshwane, by increasing the number of foreign arrivals through increased foreign students, as well as attendant visit friends and relatives and youth travel. By means of a purposive sampling, this study examines the perceptions of 282 foreign students at the Tshwane University of Technology. The outcomes are encouraging, pointing to a bright future for tourism development by exploiting educational mobility. However, preconditions for this are the creation of the required infrastructure and the implementation of destination marketing.

Australia has been striving to increase the number of international full fee paying students at its universities and as a result, foundation studies programs (FSPs) have been developed to ensure that these students have the best chance of succeeding at said universities. These programs comprise many elements. Some, like History of Ideas and Western Literature, provide foreign students with the educational background expected of all students pursuing tertiary studies in western universities. Others, like English for Academic Purposes (EN) provide the everyday skills needed for success at university. This trend raises the question: Are current EAP courses meeting the academic needs of international students when it comes to succeeding at university? And, if they are not, what can be done to these EAP courses? Traditionally, decisions about student needs (needs analysis) have been left to the teachers and researchers in the field. However, this study looks at a relatively new way of evaluating the success of EAP courses: It asks the students themselves what has or has not been helpful about their EAP course with regard to their university studies.

Thesis (M.A.)--Calvary Theological Seminary, 1994. / Includes Chinese translation of survey. Includes bibliographical references (leaves 71-76).

Thesis (D. Min.)--Columbia Biblical Seminary and Graduate School of Missions, Columbia, S.C., 1998. / Abstract. Includes bibliographical references (leaves 164-171).

Thesis (M.A.)--Michigan State University. Dept. of Family and Child Ecology, 2006. / Title from PDF t.p. (viewed on June 19, 2009) Includes bibliographical references (p. 118-130). Also issued in print.

Thesis (Ph. D.)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (leaves 232-265). Also available via the World Wide Web.

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, Fort Worth, Tex., 1994. / Includes bibliographical references (leaves 126-143).

Thesis (Ph.D.)--Murdoch University, 2008. / Thesis submitted to the Faculty of Arts and Education. Includes bibliographical references (p. 315-339)

Thesis (M.F.A.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaf 29).