Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references.

No description available.

Thesis (Ph.D.)--University of Tulsa, 1991. / Bibliography: leaves 51-54.

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 137-150). Also available on the World Wide Web.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 217-235). Also available via the Internet.

Thesis (Ed. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 194-202).

The number of international students studying abroad has doubled since the year 2000 and there are nearly five million students that are enrolled outside their country of origin. Over the past ten years new insights and approaches to the internationalisation of higher education have arisen which has influenced global research and education. Student mobility data is a component of internationalisation data. internationally mobile students are defined as students who have crossed international borders from their countries with the objective to study. Currently, there are several international organisations and projects that manage student mobility data from various Higher Education Institutions (HEIs) across the globe and report on this data. Two of these organisations are the Open Doors Report and Project Atlas. The organisations collect Data for Africa, although it is not as detailed and useful as the data provided about other countries. Since the number of students studying abroad has doubled since the year 2000, the amount of student mobility data kept by data collection agencies and HEIs has also increased. The data collected is not always accurate and this poses a data management problem. This study conducted a survey sent to international offices at various HEIs in South Africa and Africa. The survey investigates the current state of student mobility data management in HEIs. The survey results revealed that the international offices are currently dissatisfied with student mobility data management and will be willing to provide international student data to an African data repository. This study proposes the design and development of a web-based student mobility data repository, known as the African International Portal (AIP). The study identified design guidelines and requirements for a web-based data repository. The requirements, design and design guidelines were used to guide the development of the prototype. Heuristic evaluations were conducted on the prototype in order to identify any major usability problems. Findings revealed that the overall perceptions of the prototype were positive and can be attributed to the design considerations and guidelines used during the development phase. The prototype was evaluated using a full usability evaluation that determined the usefulness, effectiveness and efficiency of the prototype when users are in the process of managing student mobility data. The results indicate that the participants found the AIP to be an effective, efficient and a satisfactory means of managing student mobility data.

No description available.

With the national attention in the 1990’s on quality education and renewed interest in the transfer function of community colleges, the community college faces increased demands from the legislators for educational accountability and the critics who question the two-year college’s ability to maintain the quality of its transfer function at the same time that it provides vocational, community, and developmental education. Among the issues in the growing concern for transfer education, and most significant to the future of the community college, is the inference that the original transfer function has reemerged as a primary determinant of community college quality. Thus, the community college must respond to the critics and demonstrate the efficacy of its transfer function. To examine the influences that contribute to the high academic achievement (GPA 3.0 or greater) of a transfer student from a Virginia community college to Virginia Tech and determine why the high-achieving student succeeds, the researcher utilized the qualitative research method of naturalistic inquiry with interviews and a quantitative research method with a questionnaire, a methodological triangulation for reliability and validity in qualitative research. In this research study of the two-year commuter institution, integration into the academic system appears more important to high-achievement than integration into the social system; moreover, the faculty-student interaction and collegiate impact seem significantly related to student characteristics, both findings of which are supported in the literature. With the originally eligible and originally ineligible more alike than different in entry characteristics, it seems probable that the community college experience is influential for students with the particular characteristics of those in this study. Based on the findings in this study that the community college experience appears to have positive influence on educational aspiration and that the influence varies for different kinds of students, educators must consider different types of faculty~student interaction with different educational outcomes for different types of students--a topic of some significance for the diverse population of the community college. In this study of the community college with its open-door policy to expand the opportunity for the student without academic credentials, forty percent of these high-achievers were originally ineligible for admission to Virginia Tech; however, the combination of their characteristics as self-directed learners and the faculty-student interaction in the community college environment led them to success as high-achievers not only at the community college but also at Virginia Tech. / Ph. D.