Thesis (PhD)--Stellenbosch University, 2012. / Corporate governance has become an issue of global significance. The improvement of corporate governance practices is widely recognized as one of the essential elements in strengthening the foundation for the long-term performance of countries and corporations. This study suggests that companies wishing to remain profitable and sustainable in the future should take a strategic and anticipatory approach to corporate governance. Anticipatory corporate governance requires companies to change short-term orientated decision-making practices to long-term profitable and sustainable policies with insight, vision and strategic foresight. The best candidates to shape a strategic and anticipatory approach towards good corporate governance practices are those who are expected to implement it – the board of directors. Taking an anticipatory approach to governance means that the board must co-design the future of their company by making decisions based on informed trends, evidence-based quantitative analyses and the expert opinion, experience and insight by its directors. The independent non-executive director plays a vital role in this process, as he/she provide specialist skills and bring objective reflection, constructive criticism and external judgment on issues of strategy and standards of conduct and evaluation. Strategic foresight has the potential to assist and empower independent non-executive directors in taking an anticipatory and strategic approach to corporate governance as it provides them with the capability to understand, interpret and respond to current challenges, and to conceive and explore as yet unimagined approaches and solutions to these problems to ensure a profitable and sustainable. The study put forward an instructional intervention – The Art of Shapeshifting – aimed specifically at South African independent non-executive directors by providing them with the skills, knowledge and foresight that will eventually translate into increased personal development awareness of the need for sustainable development and good corporate governance. The basic premise of this intervention is that a change in corporate law and corporate governance recommendations needs to be matched by a change in human behaviour. A new mind-set is required by directors to anticipate and prepare for the future. The researcher proposes a process of “shapeshifting” that requires a futures orientation, with strong strategic foresight capability and capacity, founded on flexible and adaptable systems within an anticipatory governance framework. Thus, the main aim of the research is to design, develop and implement the shapeshifting framework as an instructional intervention in order to assist South African independent nonexecutives in taking an anticipatory approach to corporate governance using strategic foresight as core competence. It consequently evaluates whether participation in the intervention would lead to a change in the knowledge, altruism, attitude, values, socially responsible behaviour, skills, behaviour and empowerment of independent non-executive directors with regard to directorial duties and good corporate governance practice. This in turn would contribute to an increased awareness of sustainable development, and the need for futures-orientated anticipatory approach to corporate governance. The research results show that the shapeshifting intervention is seen to make an overall positive contribution to improved knowledge, altruism, attitude of independent non-executive directors with regard to sustainable development, their duties and responsibilities, and a more futures-orientated approach. The shapeshifting intervention also has an impact on changing attitudes and values towards sustainable development, corporate citizenship and corporate governance. The results also indicate that the shapeshifting intervention assists in the empowerment of independent nonexecutive directors through the use of strategic foresight to initiate and sustain good corporate governance in practice. Stellenbosch University http://scholar.sun.ac.za

Doctor of Education / Department of Educational Leadership / Sarah Jane Fishback / This qualitative case study explored how U.S. Army Command and General Staff College (CGSC) students decided whether or not to attend graduate school. The focus was on how U.S. Army students made their decision. The purpose of the study was to illuminate the issues related to this decision in adult development, adult learning, career decision making, and participation in adult learning activities. These issues were explored using the students’ own words during their interviews in which they described how they made their respective decisions. This research analyzed interviews with 26 students, 12 who either decided to attend one of the graduate programs available to CGSC students or were already in a master’s degree program, and 14 who elected not to attend any of the graduate programs offered. The analysis explored how U.S. Army CGSC students made their decision about graduate school, the process used in making their respective decisions, and the factors that influenced their decisions. Analysis of the students’ interviews answered the primary research question and the four subordinate research questions. Not surprisingly, all the students indicated that military career requirements, post-military career aspirations and requirements, family considerations, and previous academic experience influenced their decision whether or not to attend graduate school. The extent to which their decision was influenced varied, but everyone interviewed expressed some degree of influence of those factors. Not expected were the common themes that emerged from analysis of the interview transcripts of CGSC students. Those themes centered around self-efficacy and confidence, goal setting and achievement, persistence, time management, life issues, guidance and mentorship, perceived quality of the degree or value, and the CGSC master’s program (Master of Military Art and Science).

Despite increased diversity noted in undergraduate education in recent years (Antonio, 2003), students from non-majority groups continue to be underrepresented in graduate school. Many research studies (Perna, 2000, 2004; Perna & Titus, 2005; Rowan-Kenyon, 2007; Walpole, 2003, 2007b) have used measures of cultural and social capital to increase the explanatory power of the traditional econometric framework in college choice models, but have not used these sociological variables as a primary focus. The purpose of this correlational study was to explore the influence of cultural capital and social capital on the decision of bachelor’s degree completers to enter graduate school and ultimately to degree achievement. The study is an extension of Perna’s 2004 work, which examined similar relationships of cultural and social capital variables via use of the Baccalaureate & Beyond: 93/97 study. Based on Walpole’s findings (2003), variables related to socioeconomic status (SES) were also included in my analysis. The data used to answer the research questions were collected as part of a longitudinal study, the Baccalaureate & Beyond: 93/03. Participants in the Baccalaureate & Beyond: 93/03 study were students in the U.S. who earned a bachelor’s degree during the 1992-1993 academic year, representing a population of 1.2 million individuals (Choy, Bradburn, & Carroll, 2008). My findings revealed that measures of cultural and social capital have a significant influence on graduate school enrollment and degree completion. Among low SES students (as designated by family income) cultural and social capital variables substantially increased the likelihood of graduate degree attainment.

Through in-depth interviews with 21 participants, this thesis investigates how graduate students at East Tennessee State University feel about their finances. Although all adults, by necessity, have everyday money concerns, this study explores the unique experiences that post-baccalaureate students have with debt, how they talk about it, and what meanings they attach to student loans in their daily lives. This study is novel in that little research to date has examined how graduate students' perceptions of adulthood are connected to their financial situations and their stage in life. For example, saving money is important to this population mainly because it signifies the achievement of adulthood. Debt, on the other hand, signifies dependence and questionable adult status. Although graduate students' future incomes will vary, they share similar strategies for managing the stigma of debt.

This phenomenology used 21 in-depth interviews to explore seven African Americans’ experiences at the school psychology programs they left. The purpose was to investigate what experiences contributed to participants’ decisions to leave programs; if programs used retention strategies and if so, participants’ view of the strategies; and what participants believe might have encouraged their retention. Findings indicate that misalignment between participants’ career aims and their perceptions of school psychology practice as well as poor relationships with faculty and peers contributed to decisions to leave programs. Five participants reported that programs did not utilize retention strategies. Two reported that a sole faculty advocate served as a retention strategy, while one noted funding. Participants cited funding and advisement as strategies that might have encouraged their retention.

The effectiveness of the GRE was measured through a mixed-methods study. Quantitative data was studied to determine a relationship between GRE scores and the completion of higher education. Students and employers were surveyed to clarify a link between the content the GRE measures and the skills that are needed in graduate school and the workforce. In addition, students were asked if test administration, time-constrained questions, and question bias had any effect of their GRE score. Together, these findings were inconclusive and do not suggest that the GRE is effective or ineffective in its measurement of potential graduate students in relation to test content, test administration, and question bias, time-constrained questions, and the accurate measurement of psychometrics.

No description available.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O fulcro desta investigaÃÃo à a socializaÃÃo dos achados da pesquisa realizada pela pÃsgraduaÃÃo no campo da educaÃÃo. Malgrado os avanÃos cientÃficos e tecnolÃgicos alcanÃados nos tempos hodiernos, os saberes produzidos pela universidade continuam restritos, via de regra, à segmentos privilegiados da populaÃÃo. A percepÃÃo desse problema levou a que realizasse esta investigaÃÃo, que teve por objetivo analisar a polÃtica de socializaÃÃo da produÃÃo cientÃfica, para com a escola pÃblica, do Programa de PÃs-GraduaÃÃo em EducaÃÃo da UFC, no perÃodo de 1997 a 2011. Esta tese interrogou se as pesquisas desenvolvidas por esse Programa sÃo socializadas junto aos professores da EducaÃÃo BÃsica que atuam na escola pÃblica. A investigaÃÃo caracterizou-se como estudo de caso, que teve como locus a UFC â Programa anteriormente mencionado. Para obtenÃÃo de dados acerca deste, foram consultados documentos internos, e, para se obter informaÃÃes acerca da polÃtica de socializaÃÃo da produÃÃo cientÃfica, utilizou-se a entrevista como instrumento de coleta de dados. As que se aplicou foram do tipo semiestruturada. Nove sujeitos participaram desta pesquisa, dentre eles quatro coordenadores e ex-coordenadores do Programa e cinco coordenadoras de linha de pesquisa. A anÃlise de dados pautou-se pelos princÃpios da abordagem qualitativa. Para fundamentar essa anÃlise, realizou-se inicialmente uma procura bibliogrÃfica utilizando-se de trÃs diferentes fontes, a saber: teses e dissertaÃÃes defendidas no Programa (1997-2011), livros e artigos de autores que abordam a temÃtica em apreÃo e a consulta a WEB. O estudo realizado permitiu concluir que o Programa de PÃs-GraduaÃÃo em EducaÃÃo da UFC, no perÃodo que compreende os anos de 1997 a 2011, realizou pesquisas que trazem contribuiÃÃes à escola pÃblica. Quanto à polÃtica de socializaÃÃo da produÃÃo cientÃfica efetivada, identificamos o fato de que esta alcanÃa o pÃblico-alvo da academia, entretanto, a polÃtica de socializaÃÃo da produÃÃo cientÃfica do Programa, para com os professores da escola pÃblica, precisa ser institucionalmente repensada: necessita implementar aÃÃes concretas que faÃam chegar aos professores da escola pÃblica os conhecimentos oriundos da pesquisa educacional que desenvolve. / The essence of this investigation is the socialization of the findings of the research carried by the graduate school in pedagogic field. Despite the scientific and technological advances that we see nowadays, the knowledge produced by the university continues restricted to more privileged circles of our society. Realizing this issue took us to put this investigation into practice. Ultimately, it has the goal to analyze the policies of socialization of scientific production, concerning its applicability to public schools, of the UFC Graduate Program in Education, from 1997 to 2011. This thesis asked if the researches developed by the Program were being socialized among active teachers of basic education. The paper is characterized as a case study, its locus being the university itself and the Program previously mentioned. The data obtained here derived from internal documents, the other data, the one concerned with the policies of socialization, were collected through the use of semi-structured interviews. Nine subjects participated, including four, current and former, Program coordinators and other five coordinators of research lines. The analysis was based on the principles of qualitative approach. Initially, a bibliographical research was conducted, making use of three different sources, as follows: dissertations and thesis defended throughout the Program, books and articles directly related to the theme and web search. This study allowed us to conclude that the UFC Graduate Program in Education carried out researches that bring contributions to the public school. As to the policies of socialization of scientific production, it is perceived that it meets its target audience within the walls of academia. However its reach towards public school teachers needs to be reconsidered. Solid actions are required in order that the knowledge derived from academic research can reach the public school.

The purpose of this study was to explore graduate student perceptions of use and the ease of use of multi-modal tablets to access electronic course materials, and the perceived differences based on students’ gender, age, college of enrollment, and previous experience. This study used the Unified Theory of Acceptance and Use of Technology to identify the constructs that may explain a graduate student’s intention to use a multi-modal tablet in graduate course work. This study administered the UTAUT to 224 graduate students from four different colleges at a regional university. The models developed from the UTAUT explained 80% of the variability in Behavioral Intention values and 55% of the reported Use values. The results of the study showed that only Performance Expectancy, Social Influence, Hedonic Motivation, and Habit showed significance in explaining Behavioral Intention. Performance Expectancy, Hedonic Motivation, and Habit also showed moderately strong to strong correlations with Behavioral Intention. The regression analysis revealed a positive significant relationship with reported Use and Habit and reported Use and Behavioral Intention. Habit and Behavioral Intention both had strong correlations with reported Use. Habit affects the relationship of Performance Expectancy and Behavioral Intention. Habit, Price Value, or Hedonic Motivation did not have a significant affect on the relationship between Behavioral Intention and Effort Expectancy or Behavioral Intention and Social Influence. When trying to explain a graduate student’s intention to use a multi-modal tablet, only Performance Expectancy, Habit, Social Influence, Hedonic Motivation, and Previous Experience appeared to sufficiently explain whether a student intends to adopt the device. Across age groups, intention to use the tablet device does not vary by age in this study. There were no differences in Behavioral Intention among groups by college enrollment. Individuals with more experience using a tablet, as measured in years, have a higher predicted intention to use the tablet in the future than individuals with no previous experience using a tablet. Individuals with 5 or more years using a multi-modal tablet have a higher intention to use the device than those with less than 3 years experience. The results of this study support the concept that Habit is the strongest predictor of Use in the framework.

Doctor of Philosophy / Curriculum and Instruction Programs / Charles R. Oaklief / This study investigated the strengths and weaknesses of the McNair program at the three Kansas Regents institutions. The population included 259 former McNair program participants from Kansas State University (KSU), the University of Kansas (KU), and Wichita State University (WSU) who graduated with baccalaureate degrees between 1996 and 2004. These alumni were asked to complete a two- part survey. Part one collected data on McNair alumni perceptions of the strengths and weaknesses of the program on a thirty-three item, five-point Likert scale. Additionally, part one collected data on McNair alumni recommendations regarding the amount of emphasis that should be placed on program services and activities. Next, part two collected selected demographics. This provided useful data to examine how selected demographics relate to program perceptions. One hundred and thirty-seven of the 259 McNair alumni completed the survey. Overall, the results of the data suggested that they perceived the services and activities to be more of a strength than a weakness. Also, the recorded comments by the alumni indicated that their experiences as McNair scholars were positive. McNair scholar alumni recommended providing more assistance with how to interview prospective faculty mentors, obtain financial assistance, and stay abreast of resources that would increase the number of McNair scholars enrolling in graduate school and completing a graduate degree. Further study is recommended to survey McNair alumni who have completed doctoral degrees regarding the need for services that would help strengthen areas that were perceived to be weaker than others. These areas include “Enrollment in a Graduate School Program Leading to a Doctorate Degree” and “Selecting and Working With a Faculty Mentor”. Additionally, further study is recommended to investigate how alumni differ in their perceptions of the strengths and weaknesses of the McNair Program by major field of study.