Thesis (M.S.)- - University of Puerto Rico, Mayagüez Campus, 2005. / Tables. Printout. Includes bibliographical references (leaves 77-78)

<p><font face="Times New Roman"> <p align="left">This study has evaluated the strategic planning and management of the University of Namibia. The crucial objective was to assess the strategic planning process of the University of Namibia to see if the strategic plans were properly developed and also determine how the Northern Campus feature in the overall strategic plan of the University of Namibia. The research has used the body of knowledge on strategic planning and management to investigate the problem.</p> </font></p>

The purpose of this study is to examine perceptions and experiences of fairness amongst Muslim post-secondary students in order to gain insights for internationalization policy making in post-secondary education. This study is a mixed methods study. A triangulation design was employed to collect data. The participants, 189 Muslim students, were reached via student organizations, national and local Muslim organizations, and Muslim student groups organized on Facebook. Following use of these initial contact points, snowball sampling was also utilized. The quantitative and qualitative data were gathered simultaneously by using a web survey. The survey included 12 open-ended and 19 closed questions. The quantitative data were analyzed by using descriptive and inferential statistical analysis techniques. The qualitative data were analyzed by employing thematic analysis. Selected results from the study are as follows: When interpolated from perceptions of Muslim students, their collective definition of fairness is: using one standard for everybody in the same context. For Muslim students, their university is the most fair setting, followed by Canada, and the country that Muslim students culturally identified with. The World is perceived as the most unfair setting for responding Muslims. Except the country Muslim students culturally identified with, all settings are perceived to be more fair for non-Muslims than for Muslims. The majority of Muslim students reported that they had encountered, observed, or experienced unfairness at least once in their university during the previous academic year and that they had been impacted by that unfairness. The most commonly reported type of unfairness was interactional unfairness, followed by distributive unfairness. The most frequently reported violated rules causing to interactional unfairness were those related to respect, propriety, and consistency. For distributive unfairness the most frequently reported violated rules were those associated with equity, equality, and need. Participants generally blame violators for unfairness; criticizing them for being biased, ignorant, and intolerant to differences. More than 90 percent of participants reported that they experienced negative feelings because of the unfairness they had experienced. Participants’ most commonly reported reactions to the unfairness involved passive behaviours, followed by assertive behaviours. Gender, age, the amount of time Muslim students spent in Canada, legal status, the country where Muslim students had spent the majority of their life, nationality, the country Muslim students culturally identified with, and religious commitment level indicated difference in some dependent variables which reflect the participants’ fairness perceptions or experiences.

Dans la nouvelle phase d'opérationnalisation du développement durable au sein des organisations de tout ordre, une étape apparaît particulièrement cruciale: celle de l'évaluation. Sur la scène universitaire canadienne, un outil a été spécifiquement créé en 2003 afin de mesurer la durabilité des campus universitaires canadiens: le Cadre de Travail pour l'Évaluation de la Durabilité des Campus (CTEDC). Cette recherche propose des pistes d'améliorations de l'utilisation de cet outil à partir de l'analyse des rapports de durabilité publiés ayant utilisé le CTEDC dans les quatre dernières années, de l'exploration de nouvelles normes internationales dans le domaine du reporting de développement durable ainsi que de l'étude de cas de l'Université Concordia. L'étude avance également quelques réflexions concernant l'application du concept d' « intelligence collective » au CTEDC et le potentiel de collaboration que celui-ci recèle dans les années à venir. Il apparaît en effet que les caractéristiques techniques et la philosophie de nouveaux outils informatiques tels que les wikis s'accordent parfaitement avec les objectifs du programme Campus durables de la Coalition Jeunesse Sierra. Celles-ci permettent en effet la création de grandes bases de données centralisant et partageant l'information qui seront particulièrement utiles pour les groupes utilisant le CTEDC sur les campus universitaires canadiens. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Évaluation de durabilité, Campus, Développement durable, Wiki, Intelligence collective.

The purpose of this study was to identify and describe the current campus climate for gay, lesbian, bisexual, and transgender persons at Texas A&M University as perceived by the faculty, professional staff, and administration at the institution. Specifically, the study looked at differences in perceptions and behaviors based on university position, race/ethnicity, gender, sexual identity, age, and interaction with members of the sexual orientation minority. The population for the survey consisted of 5,863 individuals at Texas A&M University, including 513 administrators, 1,992 faculty members, and 3,358 professional staff members. Based on the work of Krejcie and Morgan, a random sample of each of the three employment categories was taken, which resulted in a sample of 1,020 individuals. The survey instrument used was the Assessment of Campus Climate for Underrepresented Groups, developed by Susan R. Rankin, Ph.D. A selected group of questions from the survey were analyzed in order to conduct this research. The usable response rate was 47.9%. Overall, the data supported the finding that the University does not provide a campus environment that is welcoming to all members of the community, especially those individuals who identify as gay, lesbian, bisexual, or transgender. Several statistically significant differences were found to exist among the positions of the participants, as well as race/ethnicity, age, gender and sexual identity. The research also confirmed that an individual's attitudes and behaviors toward gay men, lesbians, bisexual men and women or transgender persons were influenced in a positive manner in relation to the frequency of contact that the person had previously had with members of this population. When compared to the norms established by a similar study across the United States, Texas A&M University was found to have a more negative campus climate. Implications for practice suggest ways in which the university can work toward improving the campus climate for gay, lesbian, bisexual and transgender students. Among the suggestions are the development of new policies that create a more supportive environment and new programs to serve the needs of the sexual orientation minority and to educate the campus community. Suggestions for future research are also discussed.

Tesis doctoral--Espagne, 199? / Bibliogr. p. 1033-1037. Index.

Thesis (M. Arch.)--University of Hong Kong, 1994. / Includes bibliographical references.

Thesis (M. Arch.)--University of Hong Kong, 2000. / Includes bibliographical references.

Thesis (M.L.A.)--University of Hong Kong, 1997. / Includes special study report entitled: Factors affecting communication effectiveness of sitting area in University. Includes bibliographical references.

Thesis (M. Arch.)--University of Hong Kong, 2000. / Includes special report study entitled: Wrapping of human activities with architecture by the Chinese scholarly landscaping. Includes bibliographical references.