Thesis (Ph.D.)--Kent State University, 2007. / Title from PDF t.p. (viewed July 2, 2007). Advisor: Drew Tiene. Keywords: wikis, online group collaboration, distance education, read/write web, web 2.0, collaborative writing. Includes survey instrument. Includes bibliographical references (p. 246-260).

Thesis (M. S.)--Public Policy, Georgia Institute of Technology, 2008. / Committee Member: Gordon Kingsley; Committee Member: Juan Rogers.

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 241-252).

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 314-336).

Thesis (M. Ed.)--University of Hong Kong, 2004. / Also available in print.

Thesis (Ph. D.)--University of Notre Dame, 2006. / Thesis directed by Philip E. Mirowski for the Department of Economics. "April 2006." Includes bibliographical references (leaves 290-299).

Thesis (Ph.D.)--Indiana University, 2004. / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0324. Chairs: Jean C. Robinson; Russell L. Hanson. Title from dissertation home page (viewed Oct. 12, 2006).

The roles of deputy and pro vice chancellors (DPVCs) are changing and so is the way they are being appointed. This study examines (i) why many pre-1992 English universities are moving from an internal, fixed-term secondment model of DPVC appointment to one incorporating external open competition; and (ii) what the implications of change are for individual careers and management capacity building. At a theoretical level, it explores the extent to which DPVC appointment practice is symptomatic of ideal-type managerialism and subjects the prevailing academic narrative - that the power of academics has declined in relation to that of managers - to critical examination in the light of the findings. The research, which uses a mixed-methods design incorporating a census, online survey and 73 semi-structured interviews, has generated some unexpected findings. Notably, the opening up of DPVC posts to external open competition has resulted in a narrowing, rather than a diversification, of the gender and professional profile of successful candidates. Therefore, although this change to DPVC recruitment practice was motivated by a meritocratic “quest for the best,” it cannot be said to have improved management capacity in the sense of increasing the likelihood that the best candidates are attracted and appointed from the widest possible talent pool. On the contrary, the findings are suggestive of conservatism, homosociability and social closure, whereby academic managers maintain their privileged status by ring-fencing DPVC posts to the exclusion of other occupational groups. DPVCs are also expanding their professional jurisdiction by colonising the university’s management space. Far from declining, academics’ power is thus being consolidated, albeit by a few elite career track academic managers. Moreover, although there is some evidence of a managerial ideology with respect to the DPVC appointment model, it is a context-specific ‘academic-managerialism’ rather than a generic ideal type.

<p> Decades after the term &ldquo;McCarthyism&rdquo; was first coined, it continues to be used to describe those who prey on the fears of Americans to discriminate against others. In the post-world War years, and well into the sixties, it was Communism. Today, it is &ldquo;terrorism,&rdquo; and an irrational fear of Muslims. The word is used to describe those who perpetuate unsubstantiated claims and who practice the intimidation tactics employed against those suspected of being members of a targeted group. This resurgence of the term has piqued the interest of scholars, who like me, are studying Cold War or &ldquo;old wave&rdquo; McCarthyism and comparing it to the &ldquo;new wave&rdquo; of McCarthyism that has emerged since 9-11. Similar to what transpired during &ldquo;old wave&rdquo; McCarthyism most research is focused on predominantly White institutions (PWI&rsquo;s). The historical development of Black colleges and universities reveals how the lack of resources and finances made these schools much more susceptible to pressures of external forces such as racism and McCarthyism. This then raises the question: &ldquo;What was the impact of McCarthyism at our nation&rsquo;s Black institutions of higher education?&rdquo; Except for two well-documented incidents that occurred at Fisk University during the McCarthy Era (see Gilpin and Gasman, 2003; Gasman, 1999; Gilpin, 1997; and Schrecker, 2002, 1994) and my case study (2008) on McCarthyism at Cheyney and Lincoln Universities in Pennsylvania, for the most part, this question has gone unanswered. </p><p> With the use of primary and secondary sources this study will begin to address this void in educational historiography by examining the impact of &ldquo;old wave&rdquo; McCarthyism at four existing private historically Black institutions in Georgia: Atlanta University, Morehouse College, Clark University/College, and Spelman College. With this study, I hope to expand the existing discourse on McCarthyism by making it more comprehensive, as well as more inclusive.</p><p>

A phenomenological inquiry of five place-aware biology teachers was conducted to determine how teachers’ lived experiences in place influence their pedagogy, if at all. High school biology teachers from one public and private school in Victoria, British Columbia were recruited through volunteer sampling. Through in-depth interviews, journal writings and artefacts representative of lived experiences of place, teachers were invited to share their lived experience narratives of places of meaning and teaching experiences of place. Drawing on Merleau-Ponty’s embodiment phenomenology, a case-by-case thematic analysis was first conducted per informant, followed by analyses of commonalities across informants as appropriate. It was found that teachers shared similar experiences in different places of meaning: a sense of mystery that there is always something to be revealed, an experience of the vastness and complexity of places, a sense of care for nature as the Other and a feeling of fondness for places as shared through close family and community members. However, the degree and manner in which such experiences transferred into teachers’ pedagogies differed, as some teachers demonstrated a stronger intentionality of place-consciousness than others. The study highlights the humanness of teachers and the unique styles that individual teachers bring into their practices. I suggest that the complex and multidimensional notion of places as revealed through the study opens possibilities for holistic approaches in science education, with a focus on embodied, caring consciousness for the places that we inhabit. / Graduate