Zugl.: Freiburg (Breisgau), Univ., Diss., 2009

Thesis (M.A.)--Miami University, Dept. of Geography, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], vi, 83 p. : ill. Includes bibliographical references (p. 76-83).

Diss. Nr. 2979 Wirtschaftswiss. St. Gallen, 2004. / Literaturzverz.

Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, March 2005. / Thesis Advisor(s): Aurel Croissant, Vali Nasr. Includes bibliographical references (p. 91-98). Also available online.

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 235-244).

This PhD attempts to study and learn about issues that influence Information Systems research development in Malaysia. An Action Case was conducted to learn about how to improve research in the author's institution in Malaysia. The action case included participatory activities to promote qualitative research in the author's institution and collecting information from qualitative interviews and discussions. This thesis is presented as a story from a first-person perspective and narrative of the researcher. The first person perspective was chosen because the author wanted to present his work from the his own perspective and for the reader to follow the research experience itself. The narrative also fits into many of the discussions in the thesis for action-based methods placing the researcher as the research tool and that the researcher is the 'hero' of the research story. This also ties into one of the main aspects of the thesis which is actuality. To improve IS research in Malaysia, those who conduct and administer research need to understand each other's actuality. The thesis suggests due to Malaysia's academic culture there are misunderstandings that cause IS research to be left behind in terms of research support. Despite the contextual difference of views among researchers and administrators, there are patterns of similarities that can be taken from government policies and university policies. The thesis proposes that by increasing understanding using these patterns and actuality, Malaysian IS research can be improved and developed further. The thesis proposes more Action Research in the future to improve this understanding. This thesis contributes by proposing theoretical aspects that discuss the issues related to IS research improvement. This thesis proposes the action case method as an approach for Malaysian-based IS research. And this thesis along with the author attempts to make a positive difference in improving IS research in the author's institution specifically, and Malaysia in general.

No description available.

abstract: In the former British colony of Malaya, communism is a controversial subject that often invites significant scrutiny from government officials and pro-British scholars who describes the radical movement as a foreign conspiracy to dominate the small Southeast Asian nation. The primary goal of this thesis, therefore, is to reinterpret and revise the current established history of Malayan communism in a chronological and unbiased manner that would illustrate that the authoritative accounts of the movement was not only incomplete but was also written with explicit prejudice. The secondary goal of this thesis is to argue that the members of the Malayan Communist Party were actually nationalists who embraced leftist ideology as a means to fight against colonialism. By examining the programs and manifestoes issued by the Party over the years, it is clear that the communists were in fact had been arguing for social reforms and independence rather than a Russian-style proletarian revolution. This research scrutinizes the authoritative texts written by Cold War-era scholars such as Gene Hanrahan as well as newly published historical analysis of the period by Cheah Boon Kheng in addition to memoirs of surviving members of the Party such as Chin Peng and Abdullah C.D. The evidence indicates that early understandings of the Malayan communist movement were heavily influenced by Cold War paranoia and that over time it had become the accepted version of history. / Dissertation/Thesis / M.A. History 2011

Blended learning, involves the combination of two fields of concern: technology and education; or two groups of people: technologists and educationists. However, current literature shows less consideration on the potential disciplinary gap in the blended learning experience, as a result there is a paucity of evidence from cross-country/institutional/disciplinary investigations. This study aimed to explore, analyse and compare the blended learning experience in higher education. The research is reflected in 3 questions: (1) What are the current blended learning experiences in the selected higher educational institutions? (2) How such experience varies in different disciplines? (3) What are the reflections on the comparative experiences in (1) and (2)? The qualitative case study with comparative methods was used to obtain in-depth findings for these research questions. I visited 4 universities in two countries and sampled 51 research participants’ voices from contrasting disciplines. With these voices, I thoroughly discussed individual case studies, followed by a cross-case and cross-discipline comparison. These findings enabled insights to be drawn on a major argument: blended learning did enable and enhance learning experiences in all case studies but disciplinary differences remain a major challenge. The analysis shows that academics from science-based disciplines have an advantage at the instrumental level of technological usage without transforming learning experience; social science-based academics, due to their disciplinary nature, have embedded technology in wider trans-technical aspects that would enhance and transform learning and teaching. In the context of blended learning, I would argue that learning has not been enhanced (1) if the technology is the sole focus; (2) if the research effort of “technology enhanced learning” does not gain ground in educational theories and (3) does not recognise the disciplinary differences. Arising out of these findings, I proposed a blended learning model that indicates the boundary of the current literature and research findings, and a blended learning definition - an educational-focused process to enhance and transform f2f learning with the blend of technology in a symbiotic relationship. It is necessary for educationists and technologists to establish such a symbiotic relationship and the inter-disciplinary integration and discourse, that may impact on the individuals’ practice beyond their own disciplinary territory.