It has been taken for granted that being able to lecture presupposes being able to supervise research students, and completing a Master’s or doctoral degree successfully meant that an academic could assume the research supervisor role. However, findings on research into graduate students’ experiences of the research process indicate that in most cases, postgraduate students are dissatisfied with the guidance they receive from their supervisors. In an effort to contribute to finding ways and to continuing the debate on the improvement of postgraduate research supervision, in this study, I aimed to develop a framework that could be used to support postgraduate research supervisors within faculties. To achieve this aim, I conducted a literature review in order to understand what it means to supervise at postgraduate level effectively and also to identify existing support programmes for postgraduate research supervisors. I adopted a phenomenological research design within an interpretive tradition. The technique used to select the sample was purposeful criterion. The sample size was determined by means of data saturation. It consisted of four faculty postgraduate studies committee chairpersons, seven inexperienced and four experienced postgraduate research supervisors. Meetings and semi-structured interviews were employed to generate data. The findings revealed that attempts by faculties to support postgraduate research supervisors have not been systematically documented as they were done, to a large extent, informally. The size of the faculty, lack of resources, heavy workload and timing emerged as factors that impacted positively and/or negatively on the provision of support to postgraduate research supervisors within faculties. Thematic analysis of the semi-structured interviews revealed that both the experienced and the inexperienced postgraduate research supervisors view good postgraduate research supervision as a relationship of human beings involving critical engagement between the postgraduate students and their supervisors. A need to mentor postgraduate research students was also highlighted. The findings also indicated that the participants viewed good postgraduate research supervision as a developmental process of co-learning and mutual growth culminating from joint effort by both the student and the research supervisor. Striking the balance between backing off and taking over was highlighted as important linked to the roles of the student and that of the supervisor in the research supervision process. The inexperienced and the experienced supervisors had mixed feelings about the usefulness of the existing support initiatives by faculties that they have been exposed to, citing the duration, the level at which some of them were pitched and the presentation styles of the facilitators as cause for concern. The support needs that were common to both the inexperienced and the experienced supervisors were designated mentors, manageable workload and time. The inexperienced postgraduate supervisors expressed the need for focussed support, briefing sessions, online resources for easy access, good timing, and an extended co-supervision period. The experienced supervisors expressed the need for support that will be at their level, group supervision, time and/or money to buy the time and better prepared postgraduate students. This study contributed the proposed framework informed by the integration of the insights from the literature on postgraduate research supervision, professional development and the findings from this study. The principles of the Transformative Learning Theory are appropriate to guide the implementation of the proposed framework in future applications.

Made available in DSpace on 2015-04-01T11:58:32Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3622375 bytes, checksum: a0684d7652d48d2cf3bd26338585a1d3 (MD5) Previous issue date: 2010-12-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work aims to investigate the incorporation of computer in learning/teaching process of architectural design, in the schools of architecture of Paraiba, by the reasearch and analisis of its use by students, in the developing of their graduate works, defended and aproved in 2009. In order to substantiate this research, was initially studied the introduction of computer in architectural design teaching in Brazil, and then establish a recent overview of the issue, by the analysis of articles that discuss the theme found in seminars GRAPHICA, PROJETAR and SIGraDI, in its editions of 2009. The study also sought to identify the approach of the disciplines of computer technology applied to architecture in these schools, as well as their relationship with the design studios. The investigation of graduate work was done from two aspects: (1) Analysis of the product, which showed the characteristics of the document sent to the institution, regarding the instruments used by the student for the graphical expression and representation of the proposal, and (2) Analysis of the process, where was identified the procedures adopted by the student for the development of his project, regard to the use of computer during the stages of design and representation of the architectural object. The research also sought to raise the vision of the teachers, through interviews with them. The results obtained allowed to establish ideas about the profile of the use of computer in the design process of the students of Paraíba and therefore under the design teaching in these schools, besides making some considerations about possible future prospects. / Este trabalho tem como objetivo investigar a incorporação do computador no âmbito do processo de ensino/aprendizagem do projeto arquitetônico nas escolas de arquitetura paraibanas, a partir da investigação e análise de seu uso pelos alunos durante o desenvolvimento dos trabalhos finais de graduação, defendidos e aprovados no ano de 2009. Com a finalidade de fundamentar esta investigação, foi inicialmente estudada a introdução do computador no ensino do projeto no Brasil, para em seguida estabelecer um panorama recente da questão, a partir da análise dos artigos que abordam a temática encontrados nos Seminários GRAPHICA, PROJETAR e SIGraDI, em suas edições de 2009. O estudo também buscou identificar a abordagem das disciplinas de informática aplicada à arquitetura nestas escolas, bem como sua relação com os respectivos ateliês de projetos. A investigação dos trabalhos de graduação foi feita a partir de dois eixos: (1) Análise do produto, que observou as características do documento apresentado à instituição, no tocante ao instrumental utilizado pelo aluno para a expressão/representação gráfica da proposta, e (2) Análise do processo, onde se buscou identificar os procedimentos adotados pelo aluno para o desenvolvimento do seu projeto, no tocante ao uso do computador durante as etapas de concepção e representação do objeto arquitetônico. A pesquisa também buscou levantar a visão dos orientadores acerca da questão, através de entrevistas junto a estes professores. Os resultados obtidos permitiram estabelecer reflexões acerca do perfil de utilização do computador no processo projetual dos alunos das escolas paraibanas e, por conseguinte, no âmbito do ensino do projeto nestas escolas, além de possibilitar tecer algumas considerações sobre possíveis futuros desdobramentos.

Magister Bibliothecologiae - MBibl / This thesis identified competencies required by the South African, entry-level library and information science graduate. It took into account the development of the information society and resultant proliferation of information and communication technologies and how these developments have given rise to new roles for the library and information worker. This thesis also looked at developments within the South African library and information environment and how these have affected the library and information science profession. / South Africa

This mixed method, grounded theory study aimed to explore access to Master's level study at Rhodes University, a small, traditional South African university established in 1904, over the ten year period 1999-2008. It also sought to capture the essence of 'postgraduate readiness': the generic (non-certificated) attributes which academics expect graduates to possess in order to undertake Master's degree study. While the majority of students enter Master's level via the formal route (which at Rhodes is an Honours or 4-year bachelor's degree), a significant number are admitted based on the recognition of prior learning (RPL), a practice which is encouraged in South African higher education national policy as a means of widening access and also of acknowledging that learning can take place in ways other than 'formally'. The findings show that while RPL is well defined nationally at the undergraduate level, the concept of RPL at the postgraduate level is vague and largely left to institutional discretion. No national, and few institutional, guidelines are available on which to base the assessment of potential Master's degree students who do not have Honours degrees. Interviews with Deans, supervisors and policy makers at Rhodes indicated that while there is institutional support for admitting alternative access candidates, there is a general perception of deficit compared to those entering the Master's with formal qualifications. However, the statistical findings showed no significant difference in success rates or time taken to completion between students with and without Honours degrees. In addition, comments from supervisors with extensive experience of alternative access students praised the diversity and rich life experience which such students brought to their studies and their peers. The study concludes that an institutional culture characterized by resistance to change, risk and externally imposed regulations at Rhodes has resulted in weak implementation of the University's RPL policy, little marketing or publicizing of alternative access routes to postgraduate study, and low numbers of RPL enrolments at the Master's level. A framework for the assessment of potential Master's candidates - both RPL and formal admissions - for use at Rhodes University and potentially also at other higher education institutions, is proposed in conclusion.

"The purpose of the study was to collect selected information about the individuals enrolled in two on-going Florida State University Home Economics Education Off-Campus Graduate Programs and to solicit suggestions for program improvement. In relation to this problem, the following questions were explored: 1. Why did the participants decide to enroll in the off-campus program? 2. What do they hope to gain from the off-campus program? 3. What suggestions for improvement can the participants offer? 4. What factors have caused the greatest difficulty to the participants in pursuing an advanced degree? 5. What are the characteristics of the 'typical' participant in the off-campus program?"--Introduction. / Typescript. / "August, 1975." / "Submitted to the Department of Home Economics Education in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Bonnie B. Greenwood, Professor directing paper. / Includes bibliographical references (leaves 47-48).

The rise in globalization coupled with the exponential growth in technology has placed greater emphasis on a skills-based economy. This in turn has increased the demand for a labor force with advanced post-baccalaureate education. In order to better devise strategies and/or enact laws to promote, support and enhance post-baccalaureate education, it is imperative to understand the forces that drive or hinder individuals’ post-baccalaureate aspirations. Using PowerStats, an on-line analytical tool made available from the National Center for Education Statistics, I use data from the 2008/12 Baccalaureate and Beyond Longitudinal Study to develop a linear probability model of graduate enrollment incorporating variables informed by the research on human, social, and cultural capital as well as habitus. The results indicate that GPA, type of undergraduate institution attended, and expectation of post-baccalaureate credentials are statistically significant and positively associated with Master’s degree enrollment three years after earning a Bachelor’s degree. Older students and those with higher incomes, meanwhile, were found to have statistically significantly lower probability of graduate enrollment. Many of the variables previously used by researchers as proxies for social and cultural capital did not have a statistically significant effect in this model specification. This finding suggests that these measures may have been confounded by acting through other variables (interdependencies) in the model. This underscores the difficulty in assigning appropriate, direct and independent measures that capture the intended underlying effects proposed in Bourdieu’s theories. Additional research is needed in this area to better understand the influences that different groups experience in their pursuit of post-baccalaureate education. This dissertation also examines the impact of business cycle fluctuations on graduate enrollment over a thirty-year period, encompassing three major economic downturns, using a fixed effects approach. Using IPEDS enrollment data and national unemployment rates as a proxy for the business cycle between 1988 and 2017, I find graduate enrollment to be counter cyclical. Additionally, the expansion of Grad PLUS loans eased the credit constraint on graduate borrowing and seems to have had a significant and positive effect on graduate enrollment, regardless of the business cycle. While the expansion of Grad PLUS loans had a positive effect overall, there are racial differences that could suggest other barriers or constraints to graduate enrollment for minority groups during economic downturns.

Submitted in fulfillment of 1he requirements of the Master of Technology degree in Commercial Administration, Department of lnformation and Corporate and Management, Durban University of Technology, Durban, South Africa, 2015. / The higher education landscape in South Africa has undergone significant change and transformation in recent decades, obliging all higher education institutions to be more competitive and provide services of quality to attract and retain students. Since their emergence as universities in the years of 2003-2004 Universities of Technology (UoTs) have been required to engage in research and to improve research output and throughput rapidly despite having their roots in a former colonial and apartheid era in which they were required to play a purely technical role. Importantly, the government funding formula for universities in South Africa is now the same for all public universities (based on publications and throughput) even though traditional universities were always research-oriented. This makes it likely that UoTs will continue to lag behind traditional universities if drastic measures to increase research capacity are not put in place. In order to service the provision of this sustainable research output different measures and research structures have therefore been designed by UoTs to support the increasing pressure to produce M and DTech graduates and upgrade the qualifications of teaching staff. The purpose of this study was therefore to investigate the administrative support of research services and structures at faculty level at a selected UoT; to provide insights in terms of staff and student perceptions of postgraduate support and to make recommendations as to how to enhance existing research services and improve research structures to support research functions. The study was a case study of a selected UoT. It used mixed method research to enable the researcher to collect both qualitative and quantitative data from academics and M and DTech students and Faculty Research Office staff members. Questionnaires and interviews were used as data collection instruments. Supported by the Gap Model of service quality and delivery and an adapted SERVQUAL instrument, the study sought to determine staff and postgraduate students' perceptions and expectations of research structures and service quality across four dimensions, namely reliability, responsiveness, assurance and empathy. Analysis of the data revealed that Faculty Research Offices across each of the six faculties were lacking in certain respects in providing research support and development in each of the four identified service dimensions. They were particularly lacking in terms of communicating the nature and details of the research support services they offer. The study concluded that with improved research structures and more skilled personnel all research activities could be incorporated and be facilitated by Faculty Research Offices, taking these functions away from departmental research committees where these exist. It also concluded that by communicating these research services through faculty orientations, workshop sessions, and online forums, academics and students' awareness would be enhanced. This could also have a positive impact on handling research matters and processes, improving the reliability of the research office services and allowing students to associate with the research office on a more regular basis. This study therefore recommended that the identified quality gaps should be attended to in order to improve research services. Further, issues of research capacity development and support and service quality need to be urgently considered by the institution in order in the longer term to be in a position to improve enrolment and graduation rates, increase scholarly publications and contribute to the knowledge society. Inviting research experts and drawing on the greater experience and expertise of their Australian counterparts in the ATN network (with whom SA UoTs have a formal MoU) could lead to further research and development in the area investigated. This should go a long way in ensuring progress and growth in research output within the faculties of the institution investigated and could be of interest to other UoTs facing similar challenges.

Submitted in fulfilment of the requirements for the Master of Technology: Public Management, Durban University of Technology, 2010. / Research production is increasingly becoming a focal point in higher education transformation. Merging of higher educational institutions has produced various challenges ranging from changing the focus from purely teaching functions to both research and teaching. While novice researchers (i.e. those that are training to become researchers) are expected to develop capacity by engaging in research through various means, the aim of capacity development is to enable young researchers (i.e. those who are developing a profile as researchers) to publish in high impact publications which attracts funding in the form of subsidy from the Department of Higher Education and Training (DoHET). The manners in which tertiary educational institutions promote research output through capacity development initiatives are important from the perspective of attracting funding. The researcher undertook this study to explore mentorship as a means to increase research output at a merged tertiary institution. A case study using a mixed method approach was adopted. The literature reviewed indicated that mentorship was popular in many fields but there is a paucity of data evident on mentorship as a means to increase research output for researchers. The researcher obtained views and perceptions from academic staff members from sample faculties with regards to an implementation of a formal research mentorship program (REMP). Semi-structured interviews with the deans of four sample faculties and analyses of institutional documentation was also undertaken to ascertain institutional and faculty support and development for research. The findings of this study are useful not only to the case study institution, but to all HE institutions, especially merged institutions and the public management sector.

Thesis (MPhil)--University of Stellenbosch,2002. / ENGLISH ABSTRACT: Changing circumstances and new initiatives have made it necessary for Higher Education institutions to reflect on all aspects of their teaching portfolios. Recent global and national trends have had numerous implications for different aspects of the university as an entity, which in turn have important implications for teaching, and particularly postgraduate teaching. The need for greater transparency and efficiency is forcing universities into discussions around facing these challenges. The overarching aims of this study were twofold: firstly, to identify historical and current tendencies and patterns in postgraduate studies at the University of Stellenbosch and secondly, to determine the enabling and constraining factors relating to postgraduate studies at the University of Stellenbosch. It was decided to focus on both completed postgraduate students (years 1991 - 1999) as well as current postgraduate students (year 2000). Furthermore, "postgraduate" was defined as relating to all Master's and Doctoral students at the University of Stellenbosch. The empirical research for this study included three components. Firstly, two postal surveys were carried out at the University of Stellenbosch in 2000 in order to explore a representative sample of postgraduate students' attitudes and perceptions. Secondly, a secondary data analysis of existing data on the University database for postgraduate students was carried out in order to do an estimate of success- and follow through rates. Finally, interviews were conducted with coordinators of four postgraduate programmes at different departments in the Faculty of Arts at the University of Stellenbosch. Results show that the nature of postgraduate studies at the University follows the same form of dynamics, diversity and complexity that characterizes postgraduate studies worldwide. Although there has been an exceptional increase in the number of postgraduate students over the past decade, completion rates have stayed the same. This increase in numbers places enormous additional administrative, academic and managerial demands on the University. Although postgraduate students (both completed and current students) seem to have a general positive perception of the University, its academic and administrative services as well as the quality of postgraduate supervision, there are certain aspects that can still be improved upon. For example: the University has to realize that although the completion rates of postgraduate students have reasonably stayed the same over the last decade, the number of students who did not complete increased with almost 50%. The University has to put structures in place in order to cope with the increasing demands these students are placing on administration, departments and supervisors. Also, although it seems as if the University are open to the trends in higher education, they are not totally geared for part-time and non-resldentlal students. All four programmes in the Arts Faculty were initiated by individual academics within the departments. In terms of managing postgraduate students within departments, it seems that greater standardization regarding aspects of admission, administrative support, requirements for research proposals, examination and guidelines for the research components are needed. Supervisors and students both need to know what is expected from them. In terms of the supervisory process, supervisors must have guidelines in terms of what their responsibilities are and they have to realize the importance of their task. Students need to be informed about their rights and the whole process of postgraduate studies. Overall, it is the responsibility of the University, together with its postgraduate students and supervisors to ensure that the process of postgraduate studies is characterized by success, effectiveness and efficiency. / AFRIKAANSE OPSOMMING: Veranderende omstandighede en nuwe beleldsmaatreels maak dit noodsaaklik dat Hoer Onderwysinrigtings deurentyd besin oor aile aspekte van hul missies en funksies. Resente globale en nasionale tendense het verreikende implikasies vir verskeie aspekte van die universiteitswese, waarvan die gevolge vir die onderrigtaak, en in besonder nagraadse onderrig, van besondere belang is. Oproepe tot deursigtigheid, gekoppel aan die imperatief tot doeltreffendheid, is alles faktore wat universiteite tot besinning dwing. Die doel van hierdie studie was om die historiese en huidige tendense en patrone in nagraadse studie aan die Universiteit van Stellenbosch te skets asook om vas te stel wat is die bemiddelende en belemmerende faktore wat nagraadse studie by die Universiteit kenmerk. Daar is besluit om te fokus op beide afgestudeerde studente (vanaf 1991 tot 1999) asook huidige studente (ingeskryf in die jaar 2000). Verder is "nagraads" gedefinieer as verwysende na aile meesters en doktorale studente by die Universiteit van Stellenbosch. Die empiriese navorsing vir hierdie studie bestaan uit drie komponente. Eerstens is twee posopnames in 2000 uitgevoer om "n verteenwoordigende steekproef van nagraadse studente aan die Universiteit se persepsies rakende hul nagraadse studie te toets. Verder is daar "n sekondere analise uitgevoer van bestaande data op die Universiteit se databasis vir nagraadse studente spesifiek met die doel om sukses- en deurvloeikoerse van nagraadse studente te bepaal. Laastens is onderhoude gevoer met koordineerders van vier nagraadse programme aan verskillende departemente binne die Fakulteit Lettere en Wysbegeerte. Die resultate toon dat die aard van nagraadse studie aan die Universiteit van Stellenbosch dieselfde mate van dinamika, toenemende diversiteit en gepaardgaande kompleksiteit weerspleel as wat nagraadse studies wereldwyd kenmerk. Alhoewel daar "n buitengewone toename in nagraadse studentegetalle aan die Universiteit oor die afgelope dekade was, het die voltooiingskoerse van studente dieselfde gebly. Hierdie toename in getalle plaas geweldige ekstra administratiewe, akademiese en bedryfseise aan die Universiteit. Alhoewel nagraadse studente (beide afgestudeerd sowel as huidig) in die algemeen "n positiewe persepsie van die Universiteit, sy akadernlese en administratiewe dienste, sowel as die kwaliteit van nagraadse studieleiding blyk te he, is daar enkele sake waarop verbeter kan word. 50 byvoorbeeld moet die Universiteit besef dat alhoewel voltooiingskoerse konstant gebly het, het die getal van nagraadse studente wat nie voltooi nie, met ongeveer 50% gestyg. Die Universiteit moet strukture in plek stel om te kan voldoen aan die toenemende eise wat sy nagraadse studente aan administrasie, departemente en studieleiers stel. Alhoewel die Universiteit oop blyk te wees vir nuwe tendense in hoer onderwys, blyk dit dat hy nog nie heeltemal gerat is vir deeltydse studente en nle-resldenslele studente nie. AI vier die programme in die Fakulteit Lettere en Wysbegeerte het ontwikkel uit individuele akademici binne departemente. In terme van die bestuur van nagraadse studente binne departemente, is groter standardisasie van aspekte rakende toelating, administratiewe ondersteuning, vereistes rondom navorsingsvoorstelle, eksaminering en riglyne vir die navorsingskomponent van nagraadse studies nodig. Beide studieleiers en studente moet besef wat van hulle verwag word. In terme van die proses van studieleiding, moet studieleiers oor riglyne beskik van hulle verantwoordelikhede en verder moet die belangrikheid van die taak besef word. 5tudente moet ingelig word oor hulle regte en die proses van nagraadse studie. Die Universiteit, tesame met sy nagraadse studente en studieleiers, moet verseker dat die proses van nagraadse studies gekenmerk word deur sukses, effektiwiteit en doeltreffendheid.

Thesis (MBA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: Business schools, businesses and prospective students will benefit from an indication of prospective MBA students’ likelihood of success in their studies. This study examines the relationship between GMAT and SHL selection tests and performance of students at the University of Stellenbosch Business School. The aim is to establish the feasibility of using models derived from the selection tests in order to identify students who are unlikely to succeed. It was found that variables analyzed in GMAT and SHL numeric and verbal tests as well as the SHL OPQ 32-test correlate significantly with weighted average marks on the MBA programme. Significant correlations were also found between GMAT and SHL numeric and verbal tests and the marks obtained in subjects with high failure rates. Different variables correlate significantly with weighted average marks depending on the mode of study. Said correlations were however found to be too weak to build a model to predict, with accuracy, the performance of a student based solely on the results of selection tests. Adding the subject Computer Literacy strengthens the models to the extent that discriminant analysis can identify many of the students whom would be expected to fail. Prediction efficiency of discriminant models is however not high enough to allow its sole use as basis for exclusion of prospective students. Linear models could not predict any of the students who failed to achieve a weighted average mark of 50% or above. Linear regression models could however explain 27.8% to 52.6% of variability in weighted averaged depending on the method of study and selection test taken. Linear regression and discriminant models can thus be used as part of a judgement based selection process or as a basis for the provision of guidance to individuals, it is however not suitable for use as sole measure in admissions decisions. / AFRIKAANSE OPSOMMING: Besigheidskole, besighede en voornemende studente sal baat vind indien hul ‘n indikasie kan kry van die waarskynlikheid van ‘n voornemende student se sukses. Die studie ondersoek die verhouding tussen GMAT en SHL toetse en prestasie van studente aan die Universiteit van Stellenbosch Bestuurskool. Die doel was om vas te stel of dit wesenlik is om modelle, wat van die toelatingstoetse afgelei is, te gebruik om studente wat waarskynlik nie sal slaag nie, te identifiseer. Daar is gevind dat veranderlikes in die GMAT en SHL numeriese en verbale toelatingstoetse sowel as die SHL OPQ32 toets wesenlik korreleer met die geweegde gemiddelde punt vir die MBA program. Wesenlike korrelasies is ook tussen GMAT en SHL numeriese en verbale toelatingstoetse en die punte behaal in vakke met hoeë druipsyfers gevind. Verskillende veranderlikes korreleer op ‘n wesenlike vlak met geweegde gemiddelde punte afhangende van die metode van onderrig. Bogenoemde korrelasies is egter nie sterk genoeg om ‘n model te bou, suiwer gebaseer op toelatingstoetse, wat met akkuraatheid die prestasie van ‘n student kan voorspel nie. Deur die vak Rekenaargeletterdheid by te voeg kan die model sodanig versterk word dat diskriminante analise baie van die studente wat sou druip, kon identifiseer. Die voorspellings effektiwiteit is egter nie hoog genoeg om diskriminante modelle as enigste basis vir die weiering van studente te gebruik nie. Lineêre regressie modelle kon nie enige van die studente wat gedruip het identifiseer nie. 27.8% tot 52.6% van ‘n variansie in geweegde gemiddelde punt kan egter deur lineêre regressie modelle voorspel word, afhangende van die metode van onderrig en toelatingstoets wat geskryf is. Lineêre en diskriminante modelle kan gebruik word as deel van ‘n oordeel gebaseerde keuringsproses of as basis vir die voorsiening van raad aan individue. Dit is egter nie geskik vir gebruik as enigste keuringsmaatstaf nie.