Community engagement initiatives have experienced an increase in attention, appreciation, and participation among those in academic, nonprofit, and other community-based organizations over the past two decades. The purpose of this study is to explore the meanings of community-campus partnerships among stakeholders in the community and in academia towards the goal of generating a theory grounded in these data that will concomitantly contribute to the social work profession and the community engagement movement. Using as its foundation the shared interest among the social work profession and the community engagement movement on values and ethics, this study utilizes a traditional grounded theory methodology as a means to systematically examine the question “What does it mean to be involved in a community-campus partnership?” The theory that emerged from the data in this study is about what it takes to sustain partnerships between community and campus organizations. The final five themes found in this theory are: A strong foundation upon which the relationship is built; navigating the process of a partnership project; goodness-of-fit for all involved; resources; and impact. Overall, the theory of partnership sustainability draws the attention of partnership practitioners and stakeholders to the importance of relationships as being the core for any partnership activity. When contemplating how a particular resource, impact, process-related challenge and issue of partner match was addressed within their partnership, the participants continually came back to the idea that partnership sustainability can be traced back to the relationship between partners. Implications for further research involve a deeper study of the nature of relationships within community-campus partnerships; the organizational culture dynamics that are unique to academia; the nature, value, and perceived importance of research done in the community; and the intersectionality of student engagement and community engagement, particularly in an age of assessment and benchmarking.

This project examines the potential of computer technology to enhance navigation within, and incorporate information-sharing into, the public urban environment.

This thesis has three main sections, the first a full-length novel entitled The Gift of Death, the third the bibliography and two appendices. The second contains variously: a preface; a critical exposition/analysis of the preceding novel with subsections, considering in conceptual fashion three central themes: death considered through symbolic, ideological and other meanings; a positioning of the academy in the ‘Campus’ novel sub-genre; and a socio-cultural analysis of fiction as a field of production and associated struggles for entry determined by class, origin and periodic cultural preferences. The Gift of Death concerns a sixty-year-old’s attempt to write a novel. Procrastinating English scholar, archetypal baby-boomer Jim Dent, revisits the thwarted ambitions of youth. Inspired by novelist Sue Townsend’s death, once a friend, Jim recalls knowing other aspirant artists—writers and film-makers— living and dying in obscurity. He reflects upon a troubled past, on unsatisfactory elements of the present and the increasingly daunting task of composition. The Gift of Death reworks the tradition of the campus or varsity novel, detailing lives tied to the rhythms of the academy. The chapters explore various eccentrics whose lives Jim traces through tentative, inadequate notes. Expanding such recollections the narrative includes: schooldays; postgraduate studies and school-teaching in Leicester; a voyage to interview Basil Bunting; and friendships with oddball alcoholics writers, Cedric and Challis, never satisfied or fully recognized creatively. Finally, overwhelmed by self-doubt, Jim abandons his Sisyphean task. Reflecting upon failure, an unexpected turn of events associated with visiting Bunting emerges in the present, offering resolution of sorts. The Gift of Death’s primary themes/contexts are: self-reflexive, multi-chronic form; death, loss and mourning; the baby-boomer generation; struggling for professional entry into the field of fiction; lost provincial and local creativity; the juxtaposition of past and present; loyalty, friendship and memory; parental conflict; and finally procrastination and disappointment.

An integration solution must sustain multiple PeopleSoft upgrades, which is necessary to preserve investment in system integrations. Since the underlying structures and connection technologies of PeopleSoft have been and can be migrated from version to version in order to enhance features and performance, it is critical for any external component of integration to be built based on publicly visible interfaces of the PeopleSoft component. We have developed a standard-based solution to integrate “PeopleSoft Campus Solution” into “Microsoft SharePoint” using Web services generated by PeopleSoft’s Pure Internet Architecture. We have illustrated such kind of integration in two examples that emulate some of the imminent problems in the University’s current information systems between the PeopleSoft Campus and SharePoint Workflow. The methodology used in this is applicable to integrations of general COTS software systems into modern enterprise information systems.

This dissertation identifies and rank orders key factors that motivate and influence Campus Crusade for Christ Staff members, during their college experience, to accept the calling of God and enter vocational Christian service. By investigating these factors, this study can aid in developing laborers for the harvest. The research consisted of administering the research instrument with one hundred and eighty-five research participants. The instrument provided both demographic and motivational factor data for analysis. The targeted population for this study was the new staff of Campus Crusade for Christ in the summer of 2004. The analysis and findings of the data relate to four motivational factors: Theological, Relational, Mentoring, and Ministry experiences. The first research question measured six theological motivational factors: the lostness of man, eternal perspective, lordship of Christ, stewardship of life, the great commission, and spiritual calling. The findings of the study indicated the eternal perspective factor as the most influential theological factor. A casual observation from the research also found that of the four motivational factors, (e.g., Theological, Relational, Mentoring, and Ministry experiences) the Theological motivational factors were ranked the most important. The second research question tested the influence of six relational factors: current church, small group, other peers, parental, mentor, and professional minister. The mentor relationship was found to be the most influential relational factor. Along with the relational factors, the third research questioned measured the type of mentoring and the influence of mentoring on the participants. The intensive staff mentoring category was found to be the most influential category of mentoring. The last motivational factor measured in the study involved eleven different ministry experiences. The findings found that the ministry experiences were the second most influential category of motivational factors. It was concluded that the ministry experiences had a cumulative impact on the participants as the experience was often accomplished in a relational atmosphere. The current study indicates that numerous factors motivate one to accept the call of God and enter Vocational Christian Service. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

In den vergangenen drei Jahren wurde mit dem Launch der Plattform hochschultv.de die Etablierungsphase eines übergreifenden deutschsprachigen Hochschulfernsehens abgeschlossen; mittlerweile konnte ein funktionierendes Netzwerk von vierzehn Sendern gesponnen werden. Die Leipziger Tagung „Hochschulfernsehen im digitalen Zeitalter – Zwischen Distributionsautonomie und Einzelkampf“ im Juni 2013 sollte in die Kooperationsphase überleiten und den Zusammenschluss über die Plattform hinaus stärken, beispielsweise durch thematische Bündelung von Beitragsreihen bis hin zu einer bundesweiten Sendung. Der vorliegende Band kondensiert die Inhalte und Ergebnisse der Fachtagung und stellt am Ende die Sender vor, die dort vertreten waren. Ein weiteres Ziel dieser Publikation besteht darin, allen Akteuren des Hochschulfernsehens, die nicht an der Tagung teilnehmen konnten, in das gemeinsame Projekt eines Dachverbands, der Markenbildung und Qualitätsverbesserung des deutschen Hochschulfernsehens einzubeziehen sowie die Diskussionsbeiträge auf den Podien zu dokumentieren.

The mental capacity for knowledge production, storage and dissemination is one of the characteristics that makes us human. Throughout history humankind has built spaces to accommodate knowledge in its various forms: from medieval monasteries to state-of-the-art research laboratories. The evolution of these ‘knowledge spaces’ and their architectural character can tell us a lot about a society´s views and perceptions of knowledge. Using monasteries, universities, libraries and research laboratories as examples of ‘knowledge spaces’ this essay aims to explore the relationship between knowledge and architecture throughout history in order to understand where knowledge has traditionally been produced, stored and disseminated. Drawing on this information, the appropriateness of the historical typologies will be assessed with regards to today´s context where the nature of knowledge is rapidly changing as a result of the emergence of new technologies

Thesis (M.Arch. (Research))--University of the Witwatersrand, Faculty of Engineering and the Built Environment, 2012. / Abstract: The on-campus learning environment often falls far short of the expectations of architecture students. One reason is that these students are seldom given a voice in how their schools are designed, or how the facilities are managed. This study tested the use of Post Occupancy Evaluation (POE), and Importance-Performance Analysis (IPA) as a strategic method of addressing this shortcoming. To do this research, a POE questionnaire was developed, based on the theoretical underpinnings of good design of places for adult learning, questionnaire design, POE, and IPA. After implementation of the questionnaire at four South African schools of architecture, the collected data were processed using standard spreadsheet software. Once the results were presented in an IPA matrix format, it was clear that there are several commonalities in the needs and desires of architecture students from the different schools. Some requirements, such as that for well-equipped computer laboratories were not surprising. Others, such as a universal need for quiet, separate spaces in which to work; and outdoor places where they can gather to work or ‘chill’ away from their studios and classrooms were less expected outcomes. The typically poor quality of indoor environmental conditions was exposed as one of the main reasons why architecture students now often prefer to make use of alternative, off-campus ways of working, and of communicating with each other and with their teachers. The implication of these findings is that by combining POE and IPA, it is possible to identify and monitor the attributes that are necessary for a satisfactory on-campus learning environment. Where shortcomings are identified with POE, strategic responses can easily be devised using IPA. The dissertation is concluded with suggestions for future applications of the proposed questionnaire and data analysis method, to enable benchmarking at schools of architecture and improve the on-campus environment of students of architecture.

Thesis advisor: Heather T. Rowan-Kenyon / The purpose of this study on university handling of Campus Sexual Assault (CSA) was to understand the experiences of Title IX Coordinators as key administrators in this work. CSA continues to be a pervasive problem, and the dialogue on campuses and externally is highly contentious. Guidance from the federal government, combined with a recent surge in lawsuits against universities, have created a precarious legal context for CSA that is exceedingly difficult for universities to manage. How institutions handle the array of moving parts with CSA is largely absent from the current literature. This study interviewed university Title IX Coordinators, who are responsible for overseeing the institutional response to CSA and therefore are uniquely positioned to offer insight into how universities are handling the problem and the internal and external factors that are playing a role. Sixteen interviews were conducted of Title IX Coordinators responsible for overseeing student CSA matters at NCAA Division I institutions. The research questions guiding this study included: (a) how do Title IX Coordinators handle and carry out their responsibilities related to CSA; what shapes the ways in which Title IX Coordinators handle their responsibilities related to CSA, and (b) how does university culture influence Title IX Coordinators’ work related to CSA? The theory that emerged from the data indicates that Title IX Coordinators have an array of complexities to navigate in their CSA work, stemming from an interplay of both internal and external pressures and factors, that can lead to a range of outcomes that are most often negative. Using grounded theory methodological procedures, a theory and visual model were generated to explain the interactions among the following components: Title IX Coordinator values and priorities; processes involved in CSA work; university culture and structure; collaboration with and management of university partners; the legal landscape and external context; and case outcomes and Title IX Coordinator impact. The theory has implications for policy, for Title IX Coordinators and universities, and for future research. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Previous researchers have recommended that universities should be deemed very safe places. However, reports of crime have dominated the news, including shootings and mass murders at schools and universities. The issue of reality versus perception is of foremost importance when student safety is at stake. In this paper, the researcher presents the findings from unique data collected from university students related to situational crime prevention, fear of crime, self-protective behaviors, and perceptions of crime prevention programs to better understand the antecedent variables relating to crime prevention. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection