Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 154-175).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: Joel Best, Dept. of Sociology. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 1968. / Typescript (photocopy). Includes bibliographical references (leaves 95-100). Also available on the World Wide Web.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Feb. 17, 2009). PDF text: viii, 141 p. : ill. ; 4 Mb. UMI publication number: AAT 3324796. Includes bibliographical references. Also available in microfilm and microfiche formats.

Ph.D. (Education) / This case study investigated the conceptualisation and implementation of social learning spaces (SLS) in a University of Johannesburg student residence. The literature base I drew on included ideas, concepts and constructs associated with learning communities [where the terms ‘SLS’ and ‘learning communities’ (LCs) are often used interchangeably], Wenger’s communities of practice, the First Year Experience (FYE), university student residence life and transformation in higher education. Cultural historical activity theory (CHAT) as provided by Engeström and critical theory served as theoretical frameworks to guide the study. I used CHAT as a theoretical lens and as a tool of analysis. In addition, I used content analysis to analyse the data. The main findings of this study show that, despite numerous efforts to get them to articulate their concerns, students found voice only in the SLS groups. Their sociocultural and historical backgrounds shaped how they interacted with residence management and prevented them from becoming more active in their own learning. Residence management and students’ lack of addressing matters of concern prevented the optimal development of SLS establishment. The established hegemonic practices of residence management further prevented them from recognising the need for new learning tools, spaces and practices. Major constraints to the development of SLS included the hierarchical and power-laden setting in the university environment, coupled with clearly established roles and responsibilities, and students’ as well as residence advisors’ lack of agency. Specific intervention and conscious creation was needed in establishing SLS. Some students found the conceptualisation and implementation of SLS vague at first and somewhat problematic, but over time, managed to apply what they had learned in these SLS spaces ...

Typescript, etc.

[No abstract available] / Arts, Faculty of / Philosophy, Department of / Graduate

[No abstract submitted] / Arts, Faculty of / Psychology, Department of / Graduate

After the Second World War had ended, the University of British Columbia, faced with thousands of returning veterans and a general shortage of accommodation in the Vancouver area, first accepted the responsibility of providing housing facilities for students. For this purpose, five former army camps were altered and expanded; Little Mountain, Lulu Island, and Wesbrook Camps to house married students, Fort Camp to house single men exclusively, while Acadia Camp accommodated single men, single women, and families. The development of these temporary residences from 19445 to 1949, when they housed approximately 775 single students and 550 families, is traced, with emphasis on the administration of the camps by the University. Student Government within the Camps is also discussed, with particular attention being given to the Little Mountain, Acadia, and Fort Camp Councils. By means of questionnaires, student opinions of certain features of the camps for single students was sought, both among the residents of these camps, and among the general student body of the University. An analysis and discussion of the answers obtained is included, and will, it is hoped, be of assistance in the planning of permanent residences. A preference for living in a residence, rather than boarding in a private home is indicated, and the location of the residences for men and women students in the same general area, with common dining and recreational facilities, is favoured. / Arts, Faculty of / Social Work, School of / Graduate