The MA Social Behaviour Studies in HIV and AIDS as a postgraduate degree requires students to work and conduct research independently. The purpose of the study was to gauge the perceptions, attitudes and experiences of second year students and key personnel concerning student support. A mixed methods research design was used. It was found that students and staff regarded support in a positive light, although concerns about insufficient resources were expressed. Students expressed needs for specific academic and research support. Staff tended to romanticise the reasons for students enrolling for the degree. Possible conflicting expectations of the degree and the amount and type of support offered were found between the staff and the students and also among various staff members. / Social Work / M.A. (Social Behaviour Studies in HIV-AIDS)

The primary purpose of this study was to determine how the current hospitality management curriculum at The International Hotel School contributes to students’ preparedness from their own perspectives. Generic and curriculum specific skills that can be used for curriculum evaluation were identified, a framework of curriculum variables to rate the level of student preparedness was developed, the effectiveness of the hospitality management curriculum from the perspectives of students’ perceptions of preparedness was analysed, and the aspects that contribute most to student preparedness were identified through a literature study and an empirical investigation. The findings were summarised and it was recommended that The International Hotel School needs to review the hotel and restaurant accounting course and the experiential learning components. Furthermore, lecturers of The International Hotel School should receive training on the implementation of more interactive course content delivery methods. / Educational Studies / M. Ed. (Adult Education)

Indiana University-Purdue University Indianapolis (IUPUI) / This paper describes the influence of body satisfaction, weight satisfaction, and BMI on sexual behaviors among female college students.

Indiana University-Purdue University Indianapolis (IUPUI) / Population estimations for the year 2000 indicate an increase in poor and minorities in the United States (Loden & Rosener, 1991). In view of this growth trend, Berger (1989) suggests a need for social workers with sensitivity to such populations. The presence of minority perspectives provides a valuable contribution to service delivery (Mullen et al., 1993). Efforts to enhance student persistence in graduate schools of social work will contribute to the pool of social workers available in the next century. The purpose of this study is to determine the factors that contribute to African American student persistence in graduate schools of social work. This study applies aspects of Astin's, Tinto's and Green's theories of persistence. Astin's theory of involvement (1975) considers student investment of time in educational pursuits. Tinto's (1975) theory of departure includes background, social and academic aspects in persistence decisions. Green's (1997) theory focuses on the ability of the student to cope with racial issues (racial resilience) and the racial climate of the school (racial responsiveness). One hundred and thirty-five students from two predominantly white and two historically black universities participated in surveys administered to determine the effect of involvement, background, academic, social, resilience factors, and college type upon student persistence outcomes. Interviews held with administrative personnel at each institution provided contextual data. Correlations were used to examine the relationships among all of the variables in the study. T-Tests were conducted to compare outcomes due to university type. Multiple regressions were used to explore the relationships between significant independent variables and persistence. The findings of this study indicate that persistence outcomes of African American graduate social work students are influenced by: (a) academic performance, faculty-student relationships, (c) health, (d) the ability to deal with stress, and (e) ethnic pride (impressions of ethnic group). These findings suggest that social work programs that incorporate aggressive grade monitoring practices, provide diverse opportunities for student-faculty interaction, offer opportunities for health care, stress alternatives, and a culturally relevant curriculum, may positively influence African American student persistence.

Indiana University-Purdue University Indianapolis (IUPUI) / GREGORY RESEARCH BELIEFS SCALE: FACTOR STRUCTURE AND PSYCHOMETRIC PROPERTIES The study at hand involves developing the Gregory Research Beliefs Scale (GRBS) to reliably and validly measure social work students’ beliefs about the function of research in social work practice. Research has considerable actual and potential benefits for practice. Social work students’ beliefs about this construct are vital. A description of the advantages of using research to inform practice is given. Additionally, the Council on Social Work Education and National Association of Social Workers’ policies that mandate the merger of research and practice are also provided to further justify the need for adequate psychometric evaluation of the construct. Details of the literature search strategy are described and critical evaluations of the empirical articles are conducted. Based on critical evaluations of instruments which have previously measured the same construct, a number of psychometric shortcomings are outlined to validate the need for further scale development of the construct. The present study’s objectives were to develop a scale which has an empirically and theoretically supported factor structure, acceptable coefficient alpha levels, empirically supported discriminant (divergent) validity, concurrent criterion validity, and known–groups criterion validity. Steps for developing the GRBS’s items, response format, sample, research design, and statistical tests are specified and conducted to determine the factor structure and psychometric properties. Finally, the strengths, limitations, and areas for future research are discussed.

Indiana University-Purdue University Indianapolis (IUPUI) / Chinese students are the biggest ethnic group of international students in the United States. Previous studies have identified many unique problems of Chinese students during their acculturation process and a higher level of acculturative stress than international students from other countries. A systematic review of instruments that assess acculturative stress revealed that none of the existing scales apply to Chinese students in the United States, either because of language issues or validity problems. Thus, this study aims to develop a reliable and valid scale to accurately measure the acculturative stress of Chinese students in the United States. A 72-item pool was generated by interviewing eight Chinese students and borrowing items from existing literature and scales. The item pool was sent online to 607 Chinese students and 267 of them completed the survey. Exploratory Factor Analysis was conducted to empirically derive the factor structure of the Acculturative Stress Scale for Chinese Students (ASSCS). The results produced a 32-item scale in five dimensions, which were Language Insufficiency, Social Isolation, Perceived Discrimination, Academic Pressure, and Guilt toward Family. The ASSCS demonstrated high reliability (Cronbach’s alpha = 0.939) and initial validity by predicting depression (Beta = 0.490, p<.001) and life satisfaction (Beta = -0.505, p<.001). It was the first Chinese scale of acculturative stress developed and validated among a Chinese student sample in the United States. Further studies need to be conducted to provide empirical support and confirm the validity for the scale. In the future, the scale can be used as diagnosing tool and self-assessment tool.

Recent language policy developments at the University of South Africa (Unisa) indicate that the language attitudes of its students should be researched, particularly the attitudes of students who have an African language as their first language. This study takes a first but solid step towards meeting this requirement. It conducts exploratory research into the nature of the relevant language attitudes and, based on the findings of this research, constructs an attitude scale that can be usefully employed in the measurement of such attitudes, both at Unisa and other tertiary institutions in South Africa. In order to achieve its aims, the study places much emphasis on the use of proper methodology, in order to counteract the trend in much local language-attitude research of ignoring the complexity of language attitudes and avoiding methodologically sophisticated and rigorous statistical techniques that are equipped to accommodate such complexity. / Linguistics / M.A. (Linguistics)

This study analysed the learning environment of undergraduate medical and health sciences students of the School of Medicine University of Zambia who were studying at the Ridgeway Campus. Premised on the theory that learner’s perception of the learning environment determines approach to learning and learning outcome, the study utilized a descriptive, quantitative, and non-experimental design to articulate the issues that characterise the learning environment of the programmes. The aim was to provide framework based on these, and use it to propose a strategy for improving the learning environment of the School. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was administered to 448 participants from year 2 to year 7 classes of medicine, pharmacy, and physiotherapy programmes. Total DREEM, subscale, and individual items’ scores were analysed statistically and compared by analysis of variance among the programmes. The issues determined formed the framework for strategy development, and strategic options were proposed based on evidence obtained from literature. With a global DREEM score of 119.3 ± 21.24 (59.7 %), the students perceived their learning environment as “more positive than negative.” One sample binomial test of hypothesis for categorical variables returned a p value <0.05, with a verdict to ‘reject the null hypothesis,’ thereby confirming a more positive than negative perception. Subscale scores also showed ‘more positive’ perception. There were no significant differences between scores from the different programmes when compared by Games Howell test, P> 0.05, thereby upholding the second hypothesis. Analysis of individual items revealed problems in six items, which were summarised into four strategic ssues: inadequate social support for stressed students, substandard teaching and mentoring, unpleasant accommodation, and inadequate physical facilities. The implications of the findings for theory and practice were discussed and strategic options proposed to address the issues. The study concludes that analysis of the learning environment of medical schools provides more insight for strategic planning and management. / Health Studies / D.Litt. et Phil. (Health Studies)

This exploratory study sought to determine how the current science education curriculum at Nazarene Teachers College contributes to the final (third) year’s students’ career readiness from their own perspectives. A self-administered questionnaire was used for data collection. The target population was 150 third year students; 110 responded to the questionnaire which had a response rate of 79%. To describe the biographical information of the respondents, frequencies and percentages were used. Tables of frequency distribution were then used to deduce the respondents’ responses to the group of questionnaire questions that probe the various career readiness concepts. Scale reliability testing was also used to determine the reliability of career readiness concepts. An overall measure of career readiness was calculated for each respondent and the effect of biographical properties as part of evaluation of respondents. The empirical (quantitative survey)showed that the science education course at the Nazarene Teachers College indeed prepares the students for their career readiness with specific reference to the teaching profession although some aspects can be improved. Therefore, it was recommended that there should be increased time allocated to science education and its teaching approaches; that a suitable science laboratory with all the required equipment for experiential learning should be constructed; the current curriculum content with regards to the relevance for primary school science should be reviewed; and the lecturers should be workshopped on the use of interactive methods of teaching science to facilitate active engagement with students. This study reveals that the science education course at the Nazarene Teachers College strengthened the students’ attitudes towards teaching science; improved their skills and confidence to teach science and enabled them to focus on a learner-centred approach. Students indicated that the use of specific teaching methods and the use of teaching aids contributed in a significant way to their preparation as teachers in the classroom. However, the students rated the contribution science makes to society as of minor importance / Curriculum and Instructional Studies / M. Ed. (Natural Science Education)

Recent language policy developments at the University of South Africa (Unisa) indicate that the language attitudes of its students should be researched, particularly the attitudes of students who have an African language as their first language. This study takes a first but solid step towards meeting this requirement. It conducts exploratory research into the nature of the relevant language attitudes and, based on the findings of this research, constructs an attitude scale that can be usefully employed in the measurement of such attitudes, both at Unisa and other tertiary institutions in South Africa. In order to achieve its aims, the study places much emphasis on the use of proper methodology, in order to counteract the trend in much local language-attitude research of ignoring the complexity of language attitudes and avoiding methodologically sophisticated and rigorous statistical techniques that are equipped to accommodate such complexity. / Linguistics and Modern Languages / M.A. (Linguistics)