The Nordic countries have been assisting the Baltic countries in their public health (PH) development from early nineties. The study describes PH development in Lithuania alongside with the BRIMHEALTH PH training programme. The study aimed at a qualitative assessment of the programme’s implications in Lithuanian partner institutions. The grounded theory method was used in the analysis of the focus group interview and nine in-depth interviews. The subjective meaning attributed to the programme by its participants was summarized in the following five descriptive categories: international postgraduate students feel welcome in BRIMHEALTH (as the core category); providing assistance; building partnerships; being an experimental programme; BRIMHEALTH as a model. The core category focussed on the student, as the main actor. Each category is related to several subcategories. A constant comparative approach was applied to describe the thoughts and values of the participants. The concepts and categories were validated in the data. It was concluded that the study evaluates the impact of the BRIMHEALTH training programme, proving that PH training was connected to training abroad and international collaboration; the importance of the programme is assessed from a number of perspectives and can be helpful for further research. / <p>ISBN 978-91-85721-12-2</p>

Uitbranding as verskynsel was oorspronklik waargeneem by individue wat in hulpverlenings beroepe gestaan het, soos byvoorbeeld verpleegsters. Vandag word dit erken dat individue in enige beroep uitbranding kan ontwikkel. Dit is om hierdie rede dat navorsing oor die verband tussen uitbranding, begeestering, coping en lokus van kontrole van nagraadse studente toepaslik en noodsaaklik is, aangesien hulle die toekomstige werknemers van Suid Afrika is. Die doe1 van die navorsing is om die verband tussen uitbranding, begeestering, coping en lokus van kontrole van werkende nagraadse studente en nie-werkende nagraadse studente te bepaal. 'n Opname-ontwerp is gebruik vir die navorsing. Die ondersoekgroep het bestaan uit (n=40) nagraadse studente in die Ingenieursfakulteit asook @=SO) nagraadse studente in die MBA klas van die Besigheidskool. Vier vraelyste is in hierdie empiriese navorsing gebruik, naamlik die Maslach Uitbrandingsvraelys - Algemene Opname (MBI-GS), die Utrech Work Engagement-Skaal (UWES), die COPE-Vraelys (COPE) en die Lokus van Kontrole- Inventark (LOC). Beskrywende statistiek is gebruik om die data te analiseer. Die resultate van die ondersoek dui daarop dat nagraadse studente 'n risiko loop vir uitbranding. Die resultate wys verder daarop dat die meeste nagraadse studente intern gemotiveer word en gebruik maak van aktiewe coping- strategieë om stres van die akademiese lewe te kan hanteer. Die resultate dui verder ook daarop dat 'n eksterne lokus van kontrole verband hou met hoe uitbrandingsimptome en passiewe coping- strategieë. Verdere aanduidings is dat hoe uitputting met 'n eksterne lokus van kontrole en hoe vlakke van sinisme korreleer. Toewyding en lewenskrag korreleer positief met interne lokus van kontrole en outonomie, en voorspel ook lae vlakke van uitputting en sinisme. Aanbevelings vir verdere navorsing is aan die hand gedoen. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

Dieser Beitrag reflektiert den E-Learning-Einsatz in der postgradualen Weiterbildung aus der Perspektive des hochschulübergreifenden Strategie- und Unterstützungsprojektes Q2P (Qualitätssicherung und Qualitätsmanagement in der postgradualen Weiterbildung). Ausgehend von der regionalen Bestandsaufnahme hinsichtlich der E-Learning-Nutzung im akademischen Weiterbildungsbereich werden die Zielstellungen und Leistungsbereiche des Projekts vorgestellt. Die zentralen Projekterfahrungen werden in Form von begründeten Hypothesen präsentiert und sollen somit das gegenwärtige und zukünftige Handlungsfeld von E-Learning- und Weiterbildungsakteuren bereichern.

Das zum neunten Male durchgeführte interuniversitäre Doktorandenseminar der Universitäten Halle-Wittenberg, Jena und Leipzig repräsentiert eine Kooperation mehrerer Wirtschaftsinformatik-Professoren. Es hat sich als Forum des fruchtbaren Austausches zu Forschungsthemen etabliert, die gemäß der Brückenfünktion der Wirtschaftsinformatik ein breites Spektrum zwischen Betriebswirtschaft und Technik aufspannen.

[Abstract]: Academic standards in higher education require that all students, including L2 students, are able to write fluently, accurately, clearly, and logically. At postgraduate level, students’ competence in written communication depends on appropriate knowledge and use of the discipline-specific genre, plus awareness of the convention-specific phrasing in the discipline. In addition, students need to develop critical thinking and conceptual abilities to satisfy the faculty demands. This research aims to articulate the strong interdependence between disciplinary knowledge and writing skills at postgraduate level. Specifically, this study provides a more explicit description of the role of discourse knowledge and writing skills in academic writing in the business sector. It also provides insights into the skills and challenges of L2 postgraduate writers and their inclusion in their academic community through their writing practice. The two main methods of data collection were: (i) in-depth interviews with students and their course lecturer, and (ii) text analysis of electronic corpora of two written assignments. These methods were chosen (a) to explore students’ perceptions of the writing process and composing strategies in their academic writing production, and (2) to identify key rhetorical components recognising the complexity of the interaction among literacy and disciplinary elements in post-graduate writing. Exploration of the students’ and lecturer’s perceptions about the students’ writing practices as second language writers indicated students’ experiences, difficulties, worries, weaknesses, strengths and learning processes. Their perceptions clarified the relationship between disciplinary knowledge about Management and Organisational Behaviour and successful writing skills. Findings of this study led researcher to propose two new models: one is based on theoretical principles of academic writing in a discipline and the second addresses specific applications in second language learning and teaching. The first, “A model for L2 postgraduate writing process: A metadiscourse perspective’’ identifies the factors involved in the writing process including the metadiscourse of academic writing (Hyland, 1998, 1999a, 2001a, 2004b; Hyland & Tse, 2004a). The second is “A model of learning academic writing: the second language writing process at post-graduate level”. This second model involves the stages of knowledge development for a writer in the discipline to be accepted in the academic community. The latter model illustrates the functions, context, the role and relevance of writing within the discourse practices of an academic community.

This study examines an existing postgraduate distance education program in project management in the setting of a regional university (University of Southern Queensland), and explores ways in which the program can be reconceptualised so that it aligns with validated pedagogical principles. By means of a comprehensive and in-depth analysis, the case study approach holistically explores the organisational context within which the program exists, the pedagogical frameworks by which the program is offered, and the educational setting within which students undertake their learning tasks and activities. Activity Theory has been used to undertake the study which has been guided by the question:What are the guiding principles for the development of a conceptual framework for postgraduate distance education in project management?The study progressively explores the contextual issues that influence postgraduate distance education for project management, the characteristics and circumstances of the learners, and the pedagogical frameworks, principles and practices guiding postgraduate distance education for project management in the case study setting. Data have been collected consistent with the principles of grounded theory through document analysis, semi-structured interviews, a web-based survey and focus group sessions. Data analysis has taken place iteratively with the findings from each stage guiding the collection and analysis of data in the subsequent stages. From the overall findings of the data analysis, key principles have been identified to guide future development of a conceptual framework for postgraduate project management distance education in the University.The findings from this study are embodied in a matrix of 9 key principles and 16 sub-principles, and recommendations flowing from those principles are summarised below: Distance education teaching and learning must be acknowledged as a core function of the University consistent with its vision, mission and values; Constructive alignment must be achieved across all administrative and academic functions of the University involved in the delivery of distance education; Postgraduate teaching and learning at a distance must be recognised as a discrete component of teaching and learning with specific characteristics and resource requirements; Administrative and academic policies, regulations and practices must incorporate genuine openness and flexibility as essential attributes of postgraduate distance education; Academic staff must be adequately trained and resourced to teach postgraduate programs at a distance; Administrative, teaching and learning practices should evolve from a student-centred learning community, driven by an understanding of the postgraduate distance education students in the project management programs, and their needs and objectives as lifelong learners; Relevant graduate attributes should be defined for postgraduate students in the project management programs, and learning tasks, activities and assessment should be structured towards development of those attributes; Postgraduate distance education students should engage in interactive and collaborative learning tasks and activities in order to attain high-level intellectual skills and abilities that are required for project management practice; Postgraduate distance education students should engage in situated learning, where tasks and activities take place in authentic project management contexts that respect students‘ individual learning settings and circumstances; Postgraduate programs in distance education should be structured with regard to curriculum and assessment to deliver learning outcomes that are endorsed by all stakeholders in the project management programs, both internal and external to the University.

[Abstract]: Universities have traditionally focused their efforts on recruiting new students and increasing participation rates. However, higher retention and progression rates of students are likely to have a beneficial effect on the overall performance of universities in terms of their student-based income. The majority of previous studies addressing student retention have largely been focused on younger undergraduate on-campus students therefore this research seeks to investigate the factors which affect the retention and progression of postgraduate business students undertaking their studies by distance education. This study is based on a qualitative exploratory research design comprising twenty semi-structured in-depth interviews conducted with current and former students and university staff members. The key findings of this study indicate that a combination of situational, institutional and dispositional factors impact upon the retention and progression of postgraduate business distance education students. The employment and family commitments of students, whether students believed that their studies would benefit their career goals and the design of the distance education program appear to be the most important factors impacting upon student retention and progression. In contrast to the majority of services marketing literature, it would appear that student satisfaction is not a key factor impacting upon student retention and progression in this context. This research also provides a range of managerial implications and recommendations for postgraduate distance education providers.

Universiẗat, Diss.--Karlsruhe, 2006.

Thesis (M.A. in Security Studies (Middle East, South Asia, Sub-Saharan Africa))--Naval Postgraduate School, September 2008. / Thesis Advisor(s): Russell, James. "September 2008." Description based on title screen as viewed on November 5, 2008. Includes bibliographical references (p. 65-71). Also available in print.

Thesis (M.S. in Computer Science)--Naval Postgraduate School, Sept. 2004. / Thesis Advisor(s): Karen Burke, Craig Rasmussen. Includes bibliographical references (p. 131). Also available online.