Thesis (Ph.D.) - University of Glasgow, 2008. / Includes bibliographical references. Print version also available.

Thesis (M. Ed.) -- University of Alberta, 2010. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Theoretical, Cultural and International Studies in Education, Educational Policy Studies, University of Alberta. Title from pdf file main screen (viewed on May 19, 2010) Includes bibliographical references.

This study was based on the assumption that globalization is behind the initiative for higher education reform in Jordan. The changes stemming from globalization are of such magnitude that they are impacting higher education systems almost everywhere, in varying degrees of intensity. / The conceptual framework of this study is shaped by qualitative methodology, and guided by a social constructivist paradigm, using a case study strategy. My aim is to choreograph this inquiry based on the post-modern notion that there is no single correct interpretation that captures reality. In this study, I identify the forces responsible for the restructuring of higher education in Jordan, to help gauge the scope and dimensions of the changes advanced under the banner of reform. / My aim in this study is to expand the ongoing debate on higher education in the context of globalization. And most importantly for Jordan, I aim to help develop a more coherent, multi-linear view of the dynamics underlying the reforms advanced, and the various impacts of globalization. By providing insight into the relationship between globalization and the needs advanced for higher education policy reforms, this study aims to help work with globalization rather than against it, and invest every effort to benefit from its opportunities.

Thesis (Ph. D.)--University of Chicago, Dept. of Anthropology, August 2001. / Includes bibliographical references. Also available on the Internet.

This study explores the relationships between the Alaska Native leadership, its interests in and impacts on higher education in Alaska, and the ways in which the University of Alaska responded to Alaska Native educational needs and initiatives, especially during the period from 1972 and 1985. The major question explored is why and how the University of Alaska system failed to adequately address the educational needs of Alaska Natives, especially given the level of political acumen of the Alaska Native leadership, their awareness of the importance of higher education as a means to control the land base “acquired” through the Alaska Native Claims Settlement Act, the mission statements of the University concerning the education of Alaska Natives, and the abundance of petroleum dollars available to the University during that period. While the Alaska Native leadership was requesting that “appropriate” educational programs be designed and delivered to rural Alaska Native students, the University of Alaska’s response to these requests took the form of structural changes within the institution, rather than substantive change in the content of educational programs. The study demonstrates that the discrepancy between Alaska Native requests for substantive educational change and University of Alaska responses in the form of structural alterations is attributable, in large part, to the opposing world views of the two sets of actors, and thus to different perceptions of the nature and role of education in general.

This study was based on the assumption that globalization is behind the initiative for higher education reform in Jordan. The changes stemming from globalization are of such magnitude that they are impacting higher education systems almost everywhere, in varying degrees of intensity. The conceptual framework of this study is shaped by qualitative methodology, and guided by a social constructivist paradigm, using a case study strategy. My aim is to choreograph this inquiry based on the post-modern notion that there is no single correct interpretation that captures reality. In this study, I identify the forces responsible for the restructuring of higher education in Jordan, to help gauge the scope and dimensions of the changes advanced under the banner of reform. My aim in this study is to expand the ongoing debate on higher education in the context of globalization. And most importantly for Jordan, I aim to help develop a more coherent, multi-linear view of the dynamics underlying the reforms advanced, and the various impacts of globalization. By providing insight into the relationship between globalization and the needs advanced for higher education policy reforms, this study aims to help work with globalization rather than against it, and invest every effort to benefit from its opportunities. / Cette etude se base sur la supposition que la globalisation est une des forces majeures qui influencent la reforme de l'enseignement superieur en Jordanie. Les changements dus a la globalisation sont d'une telle magnitude qu'ils ont un impact a travers presque tous les niveaux du systeme d'enseignement superieur. Le cadre conceptuel de cette recherche se base sur une approche methodologique qualitative guidee par le paradigme socio-contructivist en utilisant une etude de cas. Le but est d'articuler une methode d'enquete basee sur les notions post-modernes qui pronent qu'il existe plus d'une seule interpretation juste de la realite. Cette etude tente d'identifier les forces directrices de la restructuration du systeme d'education superieure en Jordanie afin de jauger de l'ampleur et les dimensions des changements proposes par la reforme. Le but de cette etude est de contribuer et d'elaborer le debat en cours sur l'enseignement superieur dans le contexte de la globalisation. Plus precisement, cette etude vise a developper une vision plus coherente de la situation. Cette elaboration integre les multiples perspectives et forces sous-jacentes de la reforme proposee ainsi que divers impacts de la globalisation. En articulant les relations entre la globalisation et l'etude des besoins proposes par les politiques de reforme de l'enseignement superieur, cette etude suggere qu'il serait plus benefique de capitaliser sur certains aspects de la globalisation et non de la combattre aveuglement. fr

Thesis (M.A.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph.D.) - James Cook University, 2006. / Typescript (photocopy) Bibliography: leaves 376-403.

Thesis (M.A.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 2781.

Thesis (Ph. D.)--University of Chicago, Dept. of History, December 1997. / Includes bibliographical references. Also available on the Internet.