The widely acknowledged doctor shortage in Canada has recently motivated a more critical look at the licensure rates of International Medical Doctors (IMDs), also known as International Medical Graduates (IMGs). However, very little research has been conducted on the experiences of IMDs before they enter the Canadian medical system. This qualitative study collected interview data from 15 diverse IMDs seeking licensure in Ontario, Canada. The participants varied with respect to age, country of origin, English language proficiency on arrival, and time in Canada. In addition, two bridging support programs were observed, and interviews were conducted with three educators from the programs. The interviews were analysed using thematic content analysis (Boyatzis, 1998; Miles & Huberman, 1994). An analysis of metaphors used by the IMDs to describe their experiences during the licensing process supported the use of poetic representation for key findings, resulting in three poems that are interspersed in the body of the thesis (Ellingson, 2011; Glesne, 1997; Richardson, 2002; Richardson & Adams St. Pierre, 2005). The theoretical framework of the research was informed by Vygotskian Sociocultural Theory, which views learning as inseparable from social interaction and context (Vygotsky, 1987). Third-generation Activity Theory (AT), which has descended from Vygotsky’s work, was applied to highlight the higher-level systemic issues related to medical licensing. Results of this study indicate that IMDs with lower English proficiency face substantial difficulties on arrival, with limited access to the type of medically-relevant language instruction needed to support them. In fact, all pre-licensure IMDs struggle to access the interactional learning opportunities (i.e., Vygotskian “mediational means”) to support their entry into the system. Licensing challenges include limited exam preparation resources that support acquisition of Canadian cultural content; unequal access to clinical observerships; and a selection process which lacks transparency and emphasizes a screening tool unfamiliar to IMDs, the residency interview. Implications of this study include the revisiting of immigration policy; increasing the transparency and effectiveness of the selection process/residency interview; reviewing the role of clinical observerships in the selection process and exploring the potential of observerships to function as a licensure portfolio assessment.

The widely acknowledged doctor shortage in Canada has recently motivated a more critical look at the licensure rates of International Medical Doctors (IMDs), also known as International Medical Graduates (IMGs). However, very little research has been conducted on the experiences of IMDs before they enter the Canadian medical system. This qualitative study collected interview data from 15 diverse IMDs seeking licensure in Ontario, Canada. The participants varied with respect to age, country of origin, English language proficiency on arrival, and time in Canada. In addition, two bridging support programs were observed, and interviews were conducted with three educators from the programs. The interviews were analysed using thematic content analysis (Boyatzis, 1998; Miles & Huberman, 1994). An analysis of metaphors used by the IMDs to describe their experiences during the licensing process supported the use of poetic representation for key findings, resulting in three poems that are interspersed in the body of the thesis (Ellingson, 2011; Glesne, 1997; Richardson, 2002; Richardson & Adams St. Pierre, 2005). The theoretical framework of the research was informed by Vygotskian Sociocultural Theory, which views learning as inseparable from social interaction and context (Vygotsky, 1987). Third-generation Activity Theory (AT), which has descended from Vygotsky’s work, was applied to highlight the higher-level systemic issues related to medical licensing. Results of this study indicate that IMDs with lower English proficiency face substantial difficulties on arrival, with limited access to the type of medically-relevant language instruction needed to support them. In fact, all pre-licensure IMDs struggle to access the interactional learning opportunities (i.e., Vygotskian “mediational means”) to support their entry into the system. Licensing challenges include limited exam preparation resources that support acquisition of Canadian cultural content; unequal access to clinical observerships; and a selection process which lacks transparency and emphasizes a screening tool unfamiliar to IMDs, the residency interview. Implications of this study include the revisiting of immigration policy; increasing the transparency and effectiveness of the selection process/residency interview; reviewing the role of clinical observerships in the selection process and exploring the potential of observerships to function as a licensure portfolio assessment.

Acknowledging the various benefits that can be reaped from good quality education in schools, the primary aim of this study was to explore and investigate the effect of the BETD Graduates on the quality of education in primary schools, in Kunene region. Seventeen primary school principals took part in the study. They completed a questionnaire and the data was analysed using a qualitative method. Four main categories were investigated: (i) socio-demographic information (ii) the implementation of the BETD skills (iii) job performance and (iv) organizational effectiveness. This study suggests that there is a strong relationship between the type and quality of teacher education and its effect on the achievement and performances of learners in particular and the school in general. Therefore the quality of education in schools can be determined by the quality of the teachers on the ground. / Educational Studies / M. Ed. (Education Management)

Media, being a strongly cultural specific phenomenon is always closesly connected to society. The role of a journalist is influenced by the same process. This thesis is focused on the evolution of the journalism profession in a young and unfamiliar Australian environment and it's differences to a European journalstic environment where the profession has been evolving for a much longer period. Journalism was "imported" to the Australian Continent during British colonisation. This diverse evolution of the journalism profession post colonisation has influenced contemporary journalism education at Australian Universities. Analysis of the study curiculums of Six Universities (Three Czech Universities, which represent the academic model for European academic traditons, and three Australian Universities) will show that differences in journalistic education have strongly influenced the preparation of students into the journalism profession. The thesis will aim to show that Australian Universities are strongly oriented toward practicing skills. This will be shown to be in comparrison to the Czech Universities which focus on principles of general academic knowledge and understanding in the wider context of the journalism profession.

Thesis (M. Ed. (Didatics)) / Assessment methods in Business Studies in the FET phase have had to change as a result of the implementation of OBE and the NSC in South Africa. In order to analyse how this has affected the education of learners, a case study, based on the IEB was analysed. Under the supervision of Umalusi, the IEB has developed new moderation systems in order to quality assure SBA (School Based Assessment), represented by learners’ portfolios which constitute 25% of the final promotion mark for the NSC. The guidelines and documentation for these moderation requirements are contained in the IEB Business Studies SAG (Subject Assessment Guidelines). This document forms the basis of the case study.The IEB, however, does not work in isolation and through their partnership with the DoE the experience gained through implementing new assessment methods in Business Studies as described in this study can be adapted for other subjects or schools in the public sector.

University education is ideally expected to significantly expand higher education capabilities among students. Yet, if left unchecked, university education processes can under-equip students in terms of higher education capabilities. In the last one and a half decades, public university education in Uganda has been rapidly growing in terms of student enrolment and course completion. However, the higher education capability levels among students and consequently new graduates (2001-2010) have apparently been declining, especially in terms of practical reason, sociality and participation, learning dispositions, and science and technology. The current study analyses why the new graduates of public universities in Uganda are seemingly deficient in higher education capabilities. Data for analysis were mainly collected from 221 stakeholders of two public universities, namely Makerere University and Mbarara University. The analysis focused on respondents’ perceptions of the three sub-variables of university education, namely curriculum content, teaching processes, and learning processes. Through regression analysis, it was established that these sub-variables jointly predict higher education capability expansion among students in Uganda by 81.2%. Meanwhile, results from qualitative analyses suggest that the curriculum content of public university education is at an acceptable standard and, therefore, a minor cause of higher education capability deficiency among students. However, the teaching processes are perceived as ineffective since lecturers mainly use non-participatory approaches, teach fewer sessions than timetabled, and engage ‘liberal’ quality assurance measures that are open to abuse. Moreover, the learning approaches of some students seem to be surface in nature and the students’ levels of research learning and practice are low. Hence, the study conclusions suggest that low levels of higher education capabilities among students or new graduates in Uganda are largely due to ineffective teaching and learning processes at the two public universities studied. Consequently, the study recommends that, in a bid to enhance higher education capability expansion among students, public universities should focus on improving teaching processes and learning processes, particularly on staff pedagogical skills, commitment, quality controls, and reducing the number of students enrolled in most university courses. / Development Studies / D. Litt et Phil. (Development Studies)

Thesis (MBA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The theme of this study is an investigation of the financing issues of Universities, with specific reference to the Graduate School of Business of the University of Stellenbosch. The goal of the study is to determine what influence the successful or non-successful completion of studies at the Management School have on the subsidies that the University of Stellenbosch, and therefor the Business School, receive from the state. The following critical factors influence the University's revenue from subsidies. Firstly, time plays a role. It is a fact that when a student is successful in obtaining a degree within the minimum period or longer, or not al all, this directly influences the funding of the University, and therefor also that of the specific department, because each cost unit at University and Faculty level is directly influenced by the number of enrolled students who successfully complete their credits. The principles of the subsidising of instruction inputs and outputs causes that it is more important for the university that students attain their specific credits and therefor their degrees in the minimum prescribed period of time, rather than eventually attaining their degrees. If a student enroll for a number of credits in a specific year, but he does not attain those credits that year, it means that the university will effectively only receive half of the normal subsidy amount, because subsidy will not be calculated for the next year for success. The second factor is the demographic profile of students. Because of the entry of previously disadvantaged communities, and their bigger demand and need for training, there will in future be more and more pressure on the funding principles and the subsidies that universities receive from the government. This will force universities to find ways to support students, and encourage them to attain their degrees within the prescribed time frame, without compromising standards. The third factor is that the central government does not pay the subsidies that it should pay in terms of the so-called subsidy formula. These factors make it imperative that enrolled students should attain their degrees as soon as possible. This study focuses therefor on the so-called subsidy formula and how the success ratio of MBA-students impact on the financing of current expenditure of the Business School of the University of Stellenbosch. In order to make recommendations on which actions the Business School needs to take in the light of successful completion of studies, the following work method was followed. Various personnel of the Administrative Department of the University of Stellenbosch (US), as well as the Business School of the University of Stellenbosch (USB), was interviewed to determine how the formula is used within the framework of the University, as well as to obtain information and statistics on the study patterns of students of the USB. A study was conducted of previous, the current and future funding formulae. Personal interviews were conducted with people at the Management School of the University of Potchefstroom to compare their MBA-course with that of the USB. The most important finding of this study is that Universities should do everything in their power to ensure that students successfully obtain their course credits within the prescribed minimum period, as the subsidy payable for non-successful students are half of that payable for successful students. / AFRIKAANSE OPSOMMING: Die tema van hierdie studie is 'n ondersoek na die finansieringsvraagstukke van universiteite, met spesifieke verwysing na die Bestuurskool van die Universiteit van Stellenbosch. Die doelwit van die studie is om te bepaal watter invloed die afstudering of nie-afstudering van studente aan die Bestuurskool (USB) het op die subsidie wat die Universiteit van Stellenbosch, en uiteindelik die Bestuurskool, van die Staat ontvang. Die volgende kritieke faktore beïnvloed die Universiteit se inkomste uit subsidies. Eerstens speel tyd 'n rol. Dit is 'n feit dat indien 'n student suksesvol binne die minimum tydperk of langer afstudeer, of glad nie, dit 'n direkte invloed op die befondsing van die Universteit, en uiteindelik die befondsing van die departement het, omdat elke koste-eenheid op Universiteits- en Fakulteitsvlak direk geraak word deur die getal ingeskrewe studente wat hulle krediete suksesvol voltooi. Die beginsels ten opsigte van die subsidiëring van instruksie-insette en -uitsette veroorsaak dat dit belangriker is vir die universiteit dat studente hulle spesifieke krediete en dus hulle grade binne die voorgeskrewe minimum periode moet behaal, eerder as dat hulle uiteindelik grade moet behaal. Indien 'n student inskryf vir 'n aantal krediete in 'n sekere jaar, maar nie in daardie jaar sy krediete behaal nie, beteken dit dat hy effektief net die helfte van sy normale subsidiebedrag vir die universiteit beteken, aangesien daar vir die volgende jaar nie weer subsidie bereken kan word ten opsigte van sukses nie. Die tweede faktor is die demografiese profiel van studente. Die toetrede van die voorheen agtergeblewe gemeenskappe, en hulle groter eise en behoefte aan opleiding, veroorsaak dat daar in die toekoms meer en meer druk op die befondsingsbeginsels en die subsidie wat universiteite van die staat ontvang, gaan wees. Dit sal universiteite noodsaak om wyses te vind om studente te ondersteun en aan te moedig om hulle grade binne die voorgeskrewe tyd te behaal, sonder om standaarde te verlaag. Die derde faktor is dat die sentrale regering vir die afgelope paar jaar al, nie die volle subsidies betaal wat hy behoort te betaal ingevolge die sogenaamde subsidieformules nie. Hierdie faktore noodsaak dit dat ingeskrewe studente dus so vinnig as moontlik moet afstudeer. Die studie fokus derhalwe op die sogenaamde subsidieformule en hoe die suksesratio van MBA-studente impakteer op die finansiering van lopende uitgawes van die Bestuurskool van die Universiteit van Stellenbosch. Ten einde aanbevelings te maak oor watter optredes die Bestuurskool in die lig van suksesvolle afstudering behoort te neem, is die volgende werkswyse gevolg. Onderhoude is gevoer met verskeie persone verbonde aan die Administratiewe Departement van die Universiteit van Stellenbosch (US), sowel as die Bestuurskool van die Universiteit van Stellenbosch (USB), om te bepaal hoe die formule binne die raamwerk van die Universiteit toegepas word, asook om inligting te opsigte van die afstuderingstendense van studente aan die USB te bekom. Daar is 'n studie gedoen ten opsigte van vorige, die huidige en toekomstige subsidieformules. Die respondent het ook onderhoude gevoer met persone verbonde aan die Bestuurskool van die Potchefstroomse Universiteit vir Christelike Hoër Onderwys om vergelykings te tref tussen hulle MBA-program en die van die USB. Die belangrikste bevindings van hierdie studie is dat Universiteite alles in hulle vermoë moet doen om te verseker dat studente hulle kursuskrediete op tyd suksesvol voltooi, aangesien die subsidie betaalbaar ten opsigte van nie suksesvolle studente die helfte beloop van die subsidie wat betaal sal word vir 'n suksesvolle student.

published_or_final_version / Education / Master / Master of Education

Notre recherche a pour objet la migration pour études et plus précisément l’expérience de retour et du non-retour des diplômés guinéens formés au Canada. Elle repose sur une démarche qualitative. Prenant appui sur des matériaux discursifs issus d’entrevues individuelles dans deux sites (en Guinée et au Canada), auprès d’un échantillon de trente et un diplômés, notre étude s’est attachée, dans un premier temps, à faire ressortir les motivations des étudiants à « retourner au pays » à la fin de leurs études au Canada ou, à l’inverse, à demeurer dans le pays d’accueil. Dans une seconde phase, la recherche s'est intéressée au devenir des enquêtés après leurs études et en particulier à l’insertion ou réinsertion sociale, familiale et professionnelle des diplômés retournés en Guinée ou installés au Canada. Enfin, notre étude examine les perspectives d’avenir de l’ensemble de nos répondants; leurs satisfactions et frustrations après le retour en Guinée ou l’installation au Canada, le bilan qu’ils tirent de leur expérience de migration pour études mais aussi les perspectives de retour éventuelles et les liens que ceux qui sont restés entretiennent avec leur pays d’origine. Pour les diplômés retournés en Guinée, l’analyse des données montre que les « perspectives d’emploi et de promotion » ont joué un rôle central dans leur décision de rentrer. Ils sont également nombreux a déclaré avoir choisi le retour pour des raisons familiales. Certains justifient aussi leur retour par « la volonté de servir le pays ». Si l’insertion familiale a été facile pour la plupart des diplômés retournés en Guinée, la réinsertion sociale, le retour à des pratiques sociales et à un environnement précaire « qu’ils avaient oublié » semble en revanche avoir été moins aisé. Sur le plan professionnel, le séjour canadien est perçu comme ayant eu un impact très positif sur leur carrière. Les diplômes canadiens semblent très valorisés en Guinée et les réseaux canadiens que les diplômés ont pu établir lors de leur séjour sont aussi très utiles. La possibilité de trouver un emploi décent au Canada domine également le discours des répondants qui ont choisi de demeurer au pays d’accueil après leur formation. Les répondants ayant choisi de demeurer au Canada évoquent également fréquemment l’idée de « sacrifier » leur retour au profit de « l’avenir » des enfants. La politique de l’immigration canadienne par « l’incitation » de demeurer au Canada après les études ont aussi influencé certains diplômés dans leurs décisions de ne pas retourner. Même s’ils évoquent fréquemment l’emploi pour justifier leur installation au Canada, nos répondants restés au Canada ne trouvent pas facilement un travail qui correspond à leur formation et doivent souvent se contenter de « petits boulots ». Plusieurs pointent du doigt le «bilinguisme» et la «discrimination» en milieu de travail comme obstacles majeurs. Enfin, pour bon nombre d’entre eux le « retour au pays » est une perspective jamais écartée, la plupart n’ont jamais coupé le lien avec leur pays d’origine et plusieurs tiennent à faire connaître la culture guinéenne à leurs enfants. / The present study deals with the phenomenon of migration for educational purposes. Based on a qualitative approach, it specifically looks at the experience of Guinean graduates, educated in Canada, both those that have returned home and those that chose to stay in the host country. Using discursive materials gathered through individual interviews carried out in both Guinea and Canada, the sample includes 31 graduates. The thrust of the study is threefold. It seeks, first, to identify the main motivations for Guinean graduates in their decision to “return home” or stay in the host country at the end of their studies. The second aim is to enquire about the future of the graduates, particularly their social, family and professional integration or re-integration back home or in Canada. Finally, the study examines the future prospects of the sampled graduates: their satisfaction or lack thereof with their current situations, their retrospective view about the experience of migration for studies, the prospects of eventual return back home for those who stayed in the host country, as well as the linkages they have maintained with their home country. In the case of those who returned home, the study shows that “employment and promotion prospects” had played a central motivating role in their decision to return. Family considerations constituted the main motivation for some, while others cited their “resolve to serve the home country”, as the main incentive for their return. If family reintegration was easy for most of them, re-adaptation to certain social practices “they had forgotten” seems to have been less smooth. On the professional front, it appears that their Canadian training had a positive impact on their careers, as the reputation of Canadian certificates seems quite valuable in Guinea. Also, the professional networks established during their stay in Canada seem to be useful to many. For those who remained in Canada, the possibility of finding a decent job seems to be the main incentive for staying. They often cite the opportunity that Canada offers for a “better future” for their kids as one reason for their decision to stay, which they consider as a worthy “sacrifice”. Another important motivation is the Canadian immigration policy, which encourages graduates to remain in the country. But while they often cite employment opportunities in Canada to justify their decision to stay, they do not, in most cases, get an appropriate employment in line with their qualifications. Thus, they generally end up taking up “petty jobs”. Many blame “discrimination” and their poor or non-existent “English” for this situation, given Canada’s bilingualism. Finally, however, the majority of them still do not exclude “returning home” one day, and they have not severed links with the home country. In fact, most of them strive to raise their kids in a way that would not detach them from Guinean cultures and customs.

This study examined the relationship the television news sequence at four-year colleges and universities has with the employment marketability of those students who major in television news. Both vocational and academic approaches were examined. Three factors were taken into consideration: if the completion of any television news curriculum aids in the television news graduate's employment marketability, if the television news curriculum has merit when weighed against work experience without completion of such a discipline, and if another academic sequence might better prepare the aspiring television journalist. The study is significant in that the field of television news has been glutted in recent years by an influx of graduates who believe that the work is glamorous and exciting. Many graduates lack the basic verbal and mechanical skills to compete in the job marketplace. The first two chapters discuss the research problem and the factors comprising it. Details of the research design follow, dividing the study into an assessment of the problem and the analysis of the results of a questionnaire that was mailed to 213 television news anchors selected through a stratified random process. A background chapter on various television news curricula is included, with numerous books and periodicals cited. Educational profiles of selected network news anchors are also featured. Almost 60 percent of the local news anchors contacted completed and returned the questionnaires. The nominal data is discussed and presented in tabular form; the data is also analyzed through a series of cross-tabulations using specific demographical information and responses. Findings of the survey indicate that the television news sequence does not appreciably aid the graduate in securing employment, that practical experience outweighs the merits of completing such a sequence, and that the aspiring television journalist might benefit more from a concentration in the liberal arts.