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).

The purpose of this study was to determine the use of the computer in higher education at state-supported senior colleges and universities in the United States. The following findings and conclusions are based on the information gained from the study. 1. The average number of years computers have been used by institutions of higher education is ten. The length of time increases with both the level of offering and the enrollment of the institution. 2. A greater emphasis is placed on administrative use of the computer than on other uses. 3. A majority of the institutions have one centralized computer center that provides services to all users. Also, the majority of the individual computer users are provided the services without explicit charges or are only charged for a part of the services. 4. Policies pertaining to the use of the computer are most frequently formulated by the director of the computer center and a computer usage committee. 5. The amount of money spent for each of the different categories for expenditures (administrative, academic, and research) increases with the level of offering of the institutions. 6. Sixty-eight per cent of the institutions now offer an academic program in computer science and offer bachelor's, master's, and doctor's degrees. Six per cent of the total students in the responding institutions are enrolled in computer science courses. 7. Although use for research was the first use of the computer in higher education, that use is now the least frequent. 8. The computer hardware systems used by institutions of higher education vary both in size and in manufacturer. There are more IBM computers being used than any other make. 9. There is no standardization of computer languages; the ten most frequently used ones are FORTRAN, COBOL, ASSEMBLER, BASIC, RPG, P L/1 , ALGOL, SNOBOL, GPSS, and APL.

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 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)

This study investigated how institutional conditions and cultures enabled or impeded the development and implementation of academic professional development programmes in Zimbabwe State universities. The study was prompted by undervaluing of academic professional development in Zimbabwe State universities manifested by its absence in half of the institutions. Literature suggests that factors that enable or impede implementation of academic staff development programmes include irrelevant academic professional programmes and influence of departmental cultures. The critical theory paradigm guided this study because the intention was to change and transform teaching practices by gaining insights on academics‘ perspectives on conditions that influence implementation of academic staff development programmes. A qualitative study was employed where interviews, focus group discussions, documents and questionnaires were used. Two state universities were conveniently sampled from which sixteen academics, four deans, two Directors of the Teaching and Learning Centres and two Vice Chancellors were purposively selected to participate in the study. The research produced findings reflecting that disciplines have huge influence on the development and implementation of academic professional development in higher education institutions. The scholarship of research constrained the scholarship of teaching in higher education practice. It was realised that academics‘ research interests subordinate teaching interests and by implication academic professional development programmes. This influences academics to have negative attitudes towards academic professional development programmes resulting in poor uptake of the programmes. It also emerged from the findings that promotion policies favour research over teaching resulting in academics marginalising teaching in their academic roles. It also emerged clearly as well that good researchers are not necessarily good teachers and that holding a PhD does not translate an academic to be a good teacher. However, it also emerged that departmental cultures can be used to promote interdisciplinary research which academic professional development might embrace in its practice. The research experienced limitations in terms of time and threat to confidentiality but their effects were countered through control measures effected by the researcher. The study recommends that State universities should set up teaching and learning centres that will lead in the development of a culture that values teaching and learning in faculties in which academic professional development programmes will professionalize university teaching The study also recommends that academic professional development should address needs of academics for them to be relevant and that their approach should include formal courses such as Post Graduate Diploma in Higher Education in which teaching in higher education is valued / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study set-out to examine how university-industry linkage (UIL) is managed in government universities of Ethiopia to contribute to the economic development of the country. Basic questions related to the level of management of UIL, areas of linkage, benefits obtained so far from this partnership, challenges to the proper management of UIL, and the existing opportunities for promoting UIL were raised. In addition to this, strategies for strengthening UIL were also dealt with. In relation to this, the study was framed with the system theory viewpoints and human capital theory viewing universities as a system linked to its external environment like industries. As a model, interactive/balanced type of Triple Helix model was used as it integrates the activities of the government, universities and the industries. Moreover, this study reviewed global perspectives on UIL and an overview of the study context with greater emphasis on higher education reforms and proclamations. Philosophically, this study followed pragmatism research paradigm using mixed research approach. It also employed concurrent/parallel/convergent design in which both quantitative and qualitative data were collected simultaneously, interpreted separately and combined at the time of discussion for better understanding of the problem. Equal importance for both data sets was given. Data were gathered from 99 college deans and department heads, 200 instructors and 316 prospective graduates. In addition to this, 23 interviewees from UILOs, industries, MoE, and MoST took part in this study. Moreover, two focus group discussions were also conducted with the university alumni and data were gathered through survey questionnaires, semi-structured interview, FGD question guides and document reviews. The study result indicated that both quantitative and qualitative data support one another. It was found out that UIL was at its infant stage of development in government universities of Ethiopia with limited areas, dominated by students’ internship. Ethiopian government universities have a link with the industries in areas of some limited joint research projects, consultancies and capacity building. Consequently, universities benefitted by attaching their students with the industries and students got practical exposure to the real world of work. Industries also benefitted from the training provided to them, consultancies and joint research projects. On the other hand, UIL in government universities of Ethiopia was challenged by institutional bottlenecks, policy-practice gaps, contextual variation and information gaps, finance and awareness related caveats, work overload, and facility related hurdles. Moreover, lack of trust and commitment between U & I, lack of commitment and support from the leadership of both universities and industries, and the reluctance of the local industries to work with the universities remained a big rift to UIL. This study also sheds light on the expansion of universities and industries in different parts of the country as the opportunities to be tapped to promote UIL. Further, the attention of the government by designing different policies, strategies, directives and conferences was taken as the opportunity. As a major contribution, this study came up with the model that was designed to improve the practice of management of UIL in government universities of Ethiopia. To overcome the above challenges and to make use of existing opportunities, it was recommended that improving leadership and management related challenges through joint planning, organising, staffing and decision-making. Moreover, it was highly laudable to make a paradigm shift in the roles of universities from teaching dominated to research and innovation universities. Finally, bridging policy-practice gaps, increase networking, arranging various sensitising and advertising programmes and creating a further avenue for more research were commented. / Educational Leadership and Management / D. Ed. (Education Management)

The purpose of this study was to explore how state universities in Zimbabwe respond to the implementation of sexual harassment policies. Utilising a social constructivist and interpretive lens, this exploratory qualitative case study aimed at an in-depth study as well as a comparison of how various stakeholders respond to the implementation of sexual harassment policies in two selected state universities. Data collection methods took the form of key participant semi-structured interviews, focus group discussions and document analysis. Two research sites comprised the case study. The sample at each of the sites consisted of a registrar, two deans, two chairpersons, a counsellor, a nurse, a security officer, a warden, two student representative members, and three students. The data analysis consisted of hermeneutic, content and discourse analysis. The content of in-depth interviews, feedback on interpretations, and notes from the sexual harassment policies analysed were considered as data in the analysis. A number of findings emanated from this study. First, sexual harassment is prevalent in the two universities studied and remains a persistent problem. Sexual harassment occurs at three levels: that perpetrated on female students by male lecturers; that perpetrated by female students on male lecturers; and that perpetrated by male students on female students. Second, efforts to mitigate incidences of sexual harassment in the two universities are hampered by underreporting of the phenomenon, absence of very clear sexual harassment guidelines, fear of reprisals in the event of reporting sexual harassment incidences, as well as silence on zero tolerance to sexual harassment in the policies, ordinances and codes of conduct. Third, the presence of a sexual harassment policy on its own is not a guarantee of mitigating prevalence of the phenomenon. Transparent and anonymous reporting procedures, who to report to, what ought to be done to the harasser, the need for counselling the victim, public lectures on sexual harassment awareness and road shows could augment the need to mitigate incidences of sexual harassment in universities. The study revealed that whilst efforts have been made to mitigate sexual harassment incidences in the universities under study through sexual harassment policies, preventing and effectively addressing sexual harassment in the two universities is still a significant challenge, given the shortcomings regarding the responsiveness of stakeholders highlighted in the study. The need for a commitment on the part of all stakeholders in the universities, to take on board measures to prevent and respond to sexual harassment as well as promote a safe, respectful, inclusive and welcoming environment, cannot be overemphasised. The proposition is that orienting students and lecturers, among other stakeholders, to the universities’ cultures, policies as well as procedures for handling sexual harassment, could lead to a climate of zero tolerance towards the phenomenon. In other words, lecturers and students should be made responsible for mitigating as well as preventing sexual harassment. / Lolu cwaningo beluhlose ukuphenya indlela amanyuvesi aseZimbabwe abhekana nayo mayelana nokusetshenziswa kwemigomo yokuhluknyezwa ngokocansi. Ngokusebenzisa umqondo obizwa phecelezi nge- (social constructivist nangeso lokuchaza (interpretive), lolu cwaningo lotho oluphenyayo olugxile phezu kwengxoxo, phecelezi(exploratory qualitative case study) beluqondiswe kucwaningo olujulile kanye nokuqhathanisa indlela abadlalindima abahlukahlukene ababhekana ngayo ekusetshenzisweni kwemigomo yokuhluknyezwa ngokwecansi kumanyuvesi ombuso amabili akhethiwe. Izindlela zokuqokelela idatha ziye zalandela indlela yenhlolovo ehlelwe ngokwesigamu exuba abadlalindima abasemqoka, ziye zalandela izingxoxo ezigxile kumaqembu aqondiwe futhi ziye zagxila ekuhlaziyeni imibhalo. Ucwaningo lotho lwenziwe ezikhungwini ezintathu. Kanti isampuli kwesinye nesinye isikhungo sinombhalisi, odini ababili, osihlalo ababili, umeluleki wezengqondo, umhlengikazi, ugadi, ujele, amalungu amabili abameli babafundi, kanye nabafundi abathathu. Idatha ehlaziyiwe yequkethe, ithiyori nendlela yokuchaza (hermeneutic), okuqukethwe kanye nomsebenzi wocwaningo ohlaziyiwe. Ulwazi oluqukethwe olumayelana nenhlolovo ejulile, umbiko wakamuva omayelana nezincazelo, kanye namanothi avela kwimigomo emayelana nokuhlukunyezwa ngokocansi, konke lokhu kuye kwathathwa njengedatha emsebenzini ohlaziyiwe. Kuye kwatholakala ulwazi oluvela kucwaningo. Okokuqala, ukuhlukunyezwa ngokocansi kuyisichelo njengomchilo wesidwaba kumanyuvesi amabili acwaningiwe kanti lezi zenzo zilokhu ziyinkinga engapheli. Ukuhlukunyezwa ngokocansi kwenzeka ngezigaba ezintathu, okuyizigaba ezibhebhetheka kubafundi besifazane behlukunyezwa ngabafundisi besilisa basemanyuvesi, kanti lezi zigameko zibhebhethekiswa ngabafundi abesifazane kubafundisi besilisa; kanti kuphinde futhi kubhebhethekiswe abafundi abesilisa kubafundi abesifazane. Okwesibili, Imizamo eqonde ukunciphisa izehlakalo zokuhlukunyezwa ngokocansi kumanyuvesi amabili ziphazanyiswa kungabikwa ngokugcwele kwalezi zehlakalo, ukusweleka kwemihlahlandlela ecacile yokuhlukunyezwa ngokocansi, ukwesaba ukubika lezi zehlakalo zokuhlukunyezwa ngokocansi ngenxa yokugxekwa, kanye nemigomo ethulile mayelana nokuhlukunyezwa ngokocansi, imitheshwana emalungana nalokhu yezifundazwe kanye nokusweleka kwemithetho yokuziphatha. Okwesithathu, ukuba khona nje komgomo obhekene nokuhlukunyezwa ngokocansi akusona isiqinisekiso sokunciphisa lezi zenzo zokuhlukumeza. Izingqubo ezikwishashalazi nezinemfihlo, ezimayelana nokuthi ubika kuphi, kanti kufanele ohlukumezayo athathelwe ziphi izinyathelo, isidingo sokuthi isiZulu sokuhlukunyezwa sithole ukwelulekwa ngokwengqondoukufundiswa komphakathi ngokwexwayiswa ngokuhlukunyezwa ngokocansi kanye nemibukiso kungagcwaliselela isidingo sokunciphisa izehlakalo zokuhlukunyezwa ngokocansi emanyuvesi. Ucwaningo luyaveza ukuthi njengoba sekwenziwe imizamo yokunciphisa izehlakalo zokuhlukunyezwa ngokocansi emanyuvesi acwaningwayo ngaphansi kwemigomo yokuhlukunyezwa ngokocansi, ukuvikela kanye nokudingida ngokufanele udaba lokuhlukunyezwa ngokocansi kumanyuvesi amabili kusese yinselelo enkulu, uma kubhekwa izihibhe ezikhona mayelana nokuzibandakanya kwabadlalindima kuvezwe kucwaningo. Isidingo sokuzimisela kwingxenye yabo bonke abadlalindima kumanyuvesi, ukuba balethe ngaphambili imizamo yokuvikela kanye nokubhekana nokuhlukunyezwa ngokocansi kanye nokwenza indawo ephephile, ehloniphekile, nexuba zonke izinhlaka futhi nendawo eyamukelayo, kuyinto ebaluleke kakhulu engeke yagqizwa qakala. Kuphakanyiswa ukuthi kufundiswe abafundi kanye nabafundisi, hlangana nabanye abadlalindima, ngosikompilo lwasenyuvesi, ngemigomo kanye nangezingqubo zokuphatha uhlelo lokuhlukunyezwa ngokocansi, kanti lokhu kungaholela ekwakheni isimo esingeke savumela lolu daba. Ngamanye amagama, abafundisi kanye nabafundi kufanele banikezwe umsebenzi wokunciphisa kanye nokuvikela izehlakalo zokuhlukunyezwa ngokocansi. / Morero wa thutelo ye e be e le go utolla ka moo diyunibesithi tsa Zimbabwe tseo di thuswago ke mmuso di fetolago go phethagatso ya melaotshepetso ya tlaiso go tsa thobalano. Ka go dirisa tebelelo go ya ka go gola ga motho le tsebo yeo a e hwetsago ka tirisano le batho ba bangwe leagong le tlhathollo ya seo se ithutwago, tlhahlobo ye e tseneletsego ya go hlohlomisa tshedimoso ka ga tiragalo ye e ikemiseditse go thutelo ye e tseneletsego gammogo le papetso ya ka moo batho bao ba fapanego bao ba nago le kgahlego ba fetolago go phethagatso ya melaotshepetso ya tlaiso go tsa thobalano ka go diyunibesithi tse pedi tseo di kgethilwego tseo di thuswago ke mmuso. Mekgwatshepediso ya kgoboketso ya datha e tsere popego ya ditherisano le babotsiswa ba bohlokwa tseo di sa latelego dipotsiso tseo di beilwego, ditherisano le dihlopha tseo di nepisitswego le tshekatsheko ya ditokomane. Ditsha tse pedi tsa dinyakisiso di bile motheo wa thutelo ye. Sampolo ka go setsha se sengwe le se sengwe e be e na le moretsistara, dihlogo tse pedi tsa mafapha a thuto, badulasetulo ba babedi, mogakolodi, mooki, mohlankedi wa tshireletso, mohlapetsi, maloko a mabedi a kemedi ya baithuti, le baithuti ba bararo. Tshekatsheko ya datha e bopilwe ke tshekatsheko ya mekgwatshepediso ya ditlhathollo, diteng le ka moo polelo e diriswago gare ga batho. Diteng tsa ditherisano tseo di tseneletsego, dipego ka ga ditlhathollo, le dintlha go tswa go melaotshepediso ya tlaiso go tsa thobalano tseo di sekasekilwego di tserwe bjalo ka datha ye e sekasekwago. Go tsweletse dikhwetso tse mmalwa thutelong ye. Sa mathomo, tlaiso go tsa thobalano e atile diyunibesithing tse pedi tseo go ithutilwego ka tsona gomme e sa le bothata bjo bo tswelago pele. Tliso ya thobalano e direga go ya ka magato a mararo: leo bafahlosi ba dirago tiro ye e sego molaong ya go robala le baithuti ba basadi, leo le dirwago ke ge baithuti ba basadi ba robala le bafahlosi ba banna, le leo le dirwago ke ge baithuti ba banna ba robala le baithuti ba basadi. Sa bobedi, maitekelo a go fokotsa ditiragalo tsa tlaiso go tsa thobalano diyunibesithing tse pedi tse a sitiswa ke go se begwe ga ditiragalo tse ka mo go kgotsofatsago, tlhokego ya ditlhahlo tse di kwagalago gabotse tsa tlaiso go tsa thobalano, poifo ya boipuseletso ge motho a ka bega ditiragalo tsa tlaiso go tsa thobalano gammogo le ge melaotshepetso, melawana le melao ya boitshwaro di sa bolele selo ka magato ao a ka tsewago go ditiragalo tsa tlaiso go tsa thobalano. Sa boraro, go ba gona ga molaotshepetso wa tlaiso go tsa thobalano ka bowona ga se tiiso ya phokotso ya go ba gona ga tiragalo ye. Ditshepediso tseo di sa utego selo gape di sa utollego boitsupo bja motho, gore ke mang, yo dipego di swanetsego go lebiswa go yena, ke seo motlaisi a swanetswego go se dirwa, tlhokego ya gore motlaiswa a hwetse thuso go rarolla mathata a kgobatso maikutlong a gagwe, dithuto go setshaba ka moka ka ga temoso ya tlaiso, le dipontsho mafelong ao a fapanego di ka godisa tlhokego ya go fokotsa ditiragalo tsa tlaiso go tsa thobalano diyunibesithing. Thutelo e utollotse gore le ge go dirilwe maitekelo a go fokotsa ditiragalo tsa tlaiso go tsa thobalano diyunibesithing tseo thutelo e dirilwego go tsona ka mokgwa wa melaotshepetso ya tlaiso go tsa thobalano, go thibela le go rarolla bothata bja tlaiso go tsa thobalano ka bokgoni diyunibesithing tse pedi tse e sa le tlhohlo ye e bonalago, ge go lebeletswe bofokodi malebana le batho bao na nago le kgahlego bao ba supilwego thutelong ye. Tlhokego ya boikgafo lehlakoreng la batho ka moka yunibesithing bao ba nago le kgahlego go se, go hlagisa magato a go thibela le go araba go tlaiso go tsa thobalano gammogo le go hlola tikologo ye e bolokegilego, ye e hlomphago, e akaretsago gape e amogelago bohle ka matsogo a borutho, go bohlokwa go fetisa ka mo go hlalositswego. Tshisinyo ke go re go tsebisa baithuti le bafahlosi, gare ga batho ka moka bao ba nago le kgahlego, go ditlwaelo, melaotshepetso gammogo le ditshepediso tsa go rarolla tlaiso go tsa thobalano, go ka hlola tikologo yeo e sa kgotlelelego tiragalo yeo le gatee. Ka mantsu a mangwe, bafahlosi le baithuti ba swanetse go rweswa boikarabelo bja go fokotsa gammogo le go thibela tlaiso go tsa thobalano. / Educational Studies / Ph. D. (Comparative Education)

Indiana University-Purdue University Indianapolis (IUPUI)