The purpose of this study is to provide research on the funding of state senior higher education in Texas. The focus of this work is on the pressure group-policy process. At the beginning of the study, several questions were raised to assist in establishing boundaries for the research, the collection of data, and the construction of a heuristic model to conceptualize the policy process. The historical and legal factors which affect the funding of higher education were then examined. Attention was focused on the constitutional and statutory provisions which pertain to general appropriations and capital outlays for public higher education. Formula and non-formula items were examined as well as the sources of capital funds.

The study is a gender critical investigation of the implementation of gender policy programs in student admission in Zimbabwe state universities. The study locates itself in the student admissions section of these institutions, acknowledging the potential contributions of the practices and procedures in this section towards achievement of gender equality. The study focused on the nature of the implemented programs, the gender equality model pursued and how the programs are made part of the mainstream. The study employed a multi-pronged theoretical frameworks approach as its theoretical framework to determine feasible strategies in analyzing the research problem, choosing the research approach, deciding on the research methods, formulating the research questions and in drawing the conclusion to the study. A mixed method inquiry used the multiple case study survey, documentary analysis and interviews to gather data in two state universities. The study found that in spite of the state universities implementing gender policy programs as required by the Zimbabwe National Gender Policy (2004), gender inequalities persisted, and in the process the study revealed more barriers than successes encountered on the road to gender equality. This concurred with some of what was predicated from literature on the use of the adopted approaches to gender mainstreaming and models of gender equality pursued. The chief factor responsible for the inequalities was found to be the pervasive, deeply entrenched patriarchal conservatism, cultural stereotypes, biases and discriminations held by some actors in student admissions which marginalized gender equality and consequently, rendered the gender equality agenda elusive. The study identified the need for adoption of a wider conception of gender and gender equality and of a radical transformative approach in order to resuscitate the paralyzed gender equality mandate in student admissions. Apart from generating some new insights regarding theory, the study is also of value at an applied level: serving to support programs and sustainable plans for gender equality implementation in student admissions in universities. The main recommendation of the study is the need for a new shift in policy program implementation, and the study outlined the main cardinal points of this new paradigm. / Educational Studies / D. Ed. (Comparative Education)

The problem of this study was to analyze the teaching of religion in the state universities of Texas. The purposes of the study were (1) to describe instructors of religion, (2) to describe programs of chairs of religion, and (3) to examine the points of view of administrators who regulate Bible Chairs. The findings of the study are presented in five chapters. Chapter I is an introduction delineating the procedure taken in the study. Chapter II is an historical review of the literature and supplemental data. Chapter III outlines the process of data collection. Chapter IV contains a presentation of findings from university catalogs, instructors' information sheets, and data from questionnaires.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-09-12T14:18:03Z No. of bitstreams: 1 Robson Aldrin Lima Mattos.pdf: 3065795 bytes, checksum: f48fdce8c8be0436364af532c4774eca (MD5) / Made available in DSpace on 2016-09-12T14:18:03Z (GMT). No. of bitstreams: 1 Robson Aldrin Lima Mattos.pdf: 3065795 bytes, checksum: f48fdce8c8be0436364af532c4774eca (MD5) Previous issue date: 2016-03-14 / Universidade do Estado da Bahia / The work brings the origin and current state of Degree Courses in Mathematics of the Bahia State Universities. It is part of the education area, the theme of Mathematics Education in the line of research "Mathematics in the Curriculum Structure and Teacher Training" of the PEPGEM-PUC / SP and in the project "Documentary searches related to articulations of the/in the Mathematics: knowledge of teacher and influences in Basic Education ". The main objective of the thesis is to present the legal bases of Degree Courses in Mathematics of the Bahia State Universities, as well as bringing out menus and flowcharts of their Pedagogical Policy Projects. From a methodological point of view, it is a case study, for its uniqueness with a qualitative approach on the documents examined. It focuses on curriculum components: Mathematics Education and Mathematics, by the extent of the material of the universities and with the support of publications in Mathematics Education, analyzes their menus. Therefore, it presents a comparative summary about what these courses offer as a whole. As a result we can see that the Degree Courses in Mathematics of UEBA are very close when it refers to the Mathematics Education field. The curriculum components related to teaching converge in the same direction. In the supervised training field, the Degree courses in Mathematics are similar with regard to teacher training to Primary Education and High School. With regard to the Mathematics field, the Degree courses go in a specific way and are more targeted to the pedagogical practice of future career in education / O trabalho traz a origem e o estado atual dos Cursos de Licenciatura em Matemática das Universidades Estaduais da Bahia. Insere-se na área Ensino, na temática da Educação Matemática, na linha de pesquisa “A Matemática na Estrutura Curricular e Formação de Professores” do PEPGEM–PUC/SP e no projeto “Pesquisas documentais relativas a articulações das/nas matemáticas: conhecimentos do professor e influências na Educação Básica”. O objetivo central da tese consiste em apresentar as bases legais de formação dos Cursos de Licenciatura em Matemática das Universidades Estaduais da Bahia, bem como trazer à luz ementas e fluxogramas de seus Projetos Político Pedagógicos. Do ponto de vista metodológico, trata-se de um estudo de caso, por sua singularidade, com abordagem qualitativa nos documentos examinados. Focaliza os componentes curriculares Educação Matemática e Matemática, pela extensão do material das Universidades e, com o respaldo de publicações da Educação Matemática, analisa suas ementas. Deste modo, apresenta uma síntese comparativa sobre o que oferecem estes Cursos em seu conjunto. Como resultado podemos observar que os Cursos de Licenciatura em Matemática nas UEBA se aproximam muito quando se refere a área da Educação Matemática. Os componentes curriculares direcionados ao pedagógico convergem para a mesma direção. No campo do estágio supervisionado, os Cursos de Licenciatura em Matemática são semelhantes no que diz respeito ao estágio do Ensino Fundamental e Médio. Em relação à área de Matemática, os Cursos de Licenciatura caminham de forma específica e são mais direcionados à prática pedagógica do futuro profissional em educação

Thesis (M.S.)--Mississippi State University. Department of Agricultural Information Science and Education. / Title from title screen. Includes bibliographical references.

The problem of this study was to determine the extent to which instructors perceived visual media as being valuable in achieving their classroom objectives in predominantly black, state-supported colleges and universities in the State of Louisiana. Questionnaires were mailed to 165 college and university instructors in colleges of education in predominantly black state-supported universities in Louisiana. Of the 165 questionnaires mailed, 139 were returned. All participants used in the study were teaching at least one course in education during the time the questionnaire was administered. The study is descriptive. The data were collected by means of a questionnaire, and analyzed by percentages, means, and standard deviations. One-way analysis of variance was used to test the differences in attitudes among the faculty members in the study. The level of significance was set at .05.

Dissertation prepared in fulfilment of the requirements for the degree of Magister Technologiae (Quality) CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2008 / The aim of this research is to identify criteria for the evaluation of support systems applicable to public higher education institutions from a limited international and national perspective. The objectives of the research are to identify the criteria available from existing and related fields through a literature review and to validate the evaluation criteria using an empirical study. The existing literature describes the relevant academic processes, but very little has been written on criteria for evaluating support systems. The research for this study attempts to address this deficiency. The criteria from the Coetzee Model were used as a basis for this research and other models in the existing literature were also referred to, including the Baldrige National Quality Program for Education Criteria, ISO 9001:2000, European Foundation Quality Model and the South African Excellence Model. This research also draws on information deemed important by the Higher Education Quality Committee and the South African Qualifications Authority. Both qualitative and quantitative data collection methods were used in the investigation. The research instruments used included questionnaires and interviews. Questionnaires were distributed to all public universities, universities of technology, and one technikon in South Africa. The results of the study revealed that most respondents agreed with the generic criteria against which units should be evaluated; namely “leadership”, “strategic goals and performance indicators”, “resourcing and funding”, “policies and procedures” and “self-evaluation guidelines”. Statistical analysis was done on the criteria. The two main findings of the research showed that the first five generic criteria were valid and reliable and that there was good internal consistency among the items in each of these criteria, which confirms that the results were valid. It is recommended that for future research, the study should be expanded to support units in higher education not included in this study. The suitability of generic criteria and the development of further specific criteria should be determined. Quality-related arrangements for community engagement, where appropriate, should be adequately resourced and monitored for each unit. Once evaluations and surveys have been conducted on support units using the criteria, the process of benchmarking should be used for preventing potential problems and improving results. KEYWORDS Administration, audit, core processes, criteria, customer, evaluation, higher education, key performance indicators, principles, quality, support processes, systems

As demand for additional athletic fields continues to increase, the City of San Luis Obispo is struggling to meet the recreation needs of the community. This project evaluated the feasibility of a joint use partnerships with Cal Poly San Luis Obispo for the shared use of the University’s underutilized Sports Complex, and made recommendations of strategies to address the City’s recreation needs. This project reviewed current and professional academic literature on successful approaches to joint use partnerships; conducted case study analyses on two Cal Poly facilities; and worked with City and University officials to examine the issues associated with establishing joint use agreements between state universities and local municipalities. Because little research currently exists to inform joint use partnerships between these two entities, the opportunities for exploration are many. Of particular interest are the fields of local and state policy and financing methods.

The primary objectives of this study were to provide detailed understanding of: (1) the processes by which Virginia's student assessment policy developed; (2) the current expectations and intentions of policy makers in regard to assessment; and (3) the anticipated direction of state policy in regard to uses of and further requests for information documenting institutional processes and quality. Primary data for this study included over 100 document sources, supplemented by interviews with 61 individuals involved in the policy making process. Virginia's assessment policy was shaped by a national trend toward state efforts to stimulate reform and "quality assurance" procedures in higher education, as well as the interests of the State Council of Higher Education staff in using assessment to advance an agenda for review and renewal of undergraduate curricula. Student assessment has been marked in Virginia by efforts to maintain an institution-centered approach to the process. As a result of the desire not to characterize assessment as an accountability mechanism, these activities have been guided by general and somewhat vague guidelines and expectations from SCHEV and other state officials. Assurances that institutions have meaningful and appropriate programs in place were desired, but most officials had limited concepts of what would constitute such processes and further indicated little concern with obtaining or using specific data. Assessment and related activities were seen by state officials as positive and logical components of necessary self-evaluation undergone by any agency or organization. As SCHEV officials awaited the first full institutional reports in summer 1989, it was apparent that only a very negative report on the quality of institutional efforts might spur prescriptive action on the part of the General Assembly. / Ph. D.

Made available in DSpace on 2015-12-04T11:45:27Z (GMT). No. of bitstreams: 1 Elza_Hofer.pdf: 2298916 bytes, checksum: dde10bfe2efc28d7a364769dec8e757c (MD5) Previous issue date: 2004-04-05 / The purpose of this work consists of the exploratory study over the teaching of Introductory Accounting at the State Universities of Parana. It aims to identify the qualification of the docent, teaching strategies and instructional resources and ways of evaluation, the contents and bibliography in order to identify the current situation of the Teaching of Introductory Accounting at Universities. In order to obtain the data, structured questionnaires and interviews were elaborated. At the present, there are 65 accounting courses in the state of Parana, from which 8 are implemented at State Universities. The docent is made up of ten teachers in which six are Masters and four are Specialists. They use diversified teaching strategies as well as quite updated resources. The teaching strategy used the most is the expositive class, where the instructional resources are the board and the retroprojector, and the written form of evaluation is the most used. The contents present a few divergences among the teaching institutions researched.The most used bibliography : (EQUIPE DE PROFESSORES DA FEA-USP, 1998), (FAVERO, et al 1997), (MARION, 2004 ) and (IUOiCIBUS et. al. 2003) / O objetivo deste trabalho consiste no estudo explorat??rio sobre o ensino de Contabilidade Introdut??ria nas Universidades Estaduais do Paran??. Busca identificar a qualifica????o docente, as estrat??gias de ensino, os recursos instrucionais e a forma de avalia????o utilizados, o conte??do ministrado e a bibliografia adotada para identificar a situa????o atual do Ensino de Contabilidade Introdut??ria nas citadas Universidades. Para coletar os dados foram elaborados e aplicados question??rios e entrevistas estruturadas. Atualmente, o Paran?? possui 65 cursos de Ci??ncias Cont??beis, dos quais 8 implantados nas Universidades Estaduais. O quadro docente que ministra a disciplina Contabilidade Introdut??ria ?? composto de dez professores. Destes, seis s??o mestres e quatro especialistas. Os docentes utilizam estrat??gias de ensino diversificadas e j?? disp??em de recursos bastante atualizados. A estrat??gia de ensino mais utilizada, ainda ?? a aula expositiva. Os recursos instrucionais concentram-se, basicamente, no quadro-de-giz e retroprojetor. A forma de avalia????o mais utilizada ?? a prova escrita. Os conte??dos ministrados apresentam poucas diverg??ncias entre as institui????es de ensino pesquisadas. As obras mais utilizadas s??o: (EQUIPE DE PROFESSORES DA FEA-USP, 1998), (FAVERO, et al. 1997), (MARION, 2004) e (IUD??CIBUS, et al. 2003).