Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Arthur Anastopoulos; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Apr. 13, 2010). Includes bibliographical references (p. 102-125).

Thesis (Ed. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 21, 2005. Dissertation Committee: Lanny E. Morreau (chair), Thomas E. Caldwell, E. Paula Crowley, Kenneth H. Strand, Alan C. Repp. Includes bibliographical references (leaves 132-142) and abstract. Also available in print.

Thesis (MA (Counselling Psychology))--University of Pretoria, 2004. / Includes bibliographical references.

BACKGROUND TO THE STUDY: Recruitment is key for any organisation. Admission onto health education programmes must balance the requirements of a degree with preparation for a specific professional role. Additionally, gate keeping demands recruitment of those with potential to uphold the values and standards of the NHS constitution, the chosen profession, who can work with, and for, vulnerable people. Evidence indicates a relationship between prior academic attainment and future academic performance. However, the importance of personal characteristics for those entering healthcare education is unclear. RESEARCH QUESTION: Do students learning journey experiences illustrate personal characteristics influencing progression through their physiotherapy degree? STUDY AIM: To investigate a physiotherapy year group's journey through their degree programme, from pre-admission to graduation and identify personal characteristics influencing progression, professional registration and employability. METHODOLOGY: A qualitative approach, built on a thematic model of personal, social and professional identity, utilised an applied social policy research data handling and analysis Framework approach, underpinned by a pragmatic worldview. METHOD: Following ethical clearance, a physiotherapy cohort from a North East of England university consented to admissions and progression data being analysed. A purposive sample of nine students consented to attend semi-structured interviews exploring their learning journey. Interviews explored pre-admission through year 1, year 2 to year 3 and year 3 plus overview of their degree. Progression was analysed by consideration of secondary data, including grade point average (GPA), placement formative feedback & degree classification. RESULTS: Analysis of the interviews and secondary data suggested all learning journeys present challenges. Six personal characteristics emerged as important facilitators, conscientiousness, resilience, reflection, caring, interpersonal relationships and attitude to learning. The strength of affinity for the intended physiotherapy identity emerged as a key motivating factor along the learning journey. CONCLUSION: Learning journeys are challenging. Frustrations and disappointments transpire as a natural consequence of academic and professional development. They may also coincide with major life-events creating additional stressors. Personal characteristics appear vital protectors against such stressors and additionally facilitate the learning journey. No single key characteristic emerged; rather several appear to interact to facilitate the learning journey. When one characteristic is overwhelmed, successful individuals draw on others as resources. Characteristics themselves are not simple expressions of behaviour but nuanced, with certain facets more or less important depending on context. It is too simplistic to view struggling, or failing students as lacking certain characteristics, as unique contextual issues may inhibit utility of a normally present characteristic. Managing challenges appears related to the strength of affinity for the physiotherapy identity. If strong, individuals appear highly motivated to persevere even in the face of significant stressors. When weak or the proto-physiotherapy identity fails to match the reality encountered through the degree, the ability to manage is diminished, resulting in a challenged and likely unsuccessful outcome. ACADEMIC CONTRIBUTION: The results have led to better understandings of the role of personal characteristics in the development of students through their professional education. It is envisaged this will not only contribute to more focused admissions strategy and processes locally, but will contribute knowledge to the national debate on values based recruitment (VBR) in the NHS.

This thesis analyses Learning Development (LD), a field of practice designed to support students’ learning, and explores what this relatively new field can tell us about certain aspects of higher education in the UK. Theoretical work deriving from Foucault underpins the research. The empirical data is constructed from interviews, observation and reflexive autoethnographic sources, and the analytical thrust employs sociolinguistic tools from critical discourse analysis. The result is a case study of identity, offering unique insights into the field of LD itself and, through the ‘lens’ of LD, an original focus upon the production of relationships and their effects, as policies are enacted, within HE in the UK in the early 21st century. Although previous studies have examined the identities and practices of different university workers in terms of concepts such as ‘tribes’ and ‘territories’, and the impact of neoliberalism, this thesis takes a more relational approach. By combining a problematising theoretical framework with discourse analysis, it sheds light upon the mutual construction of relations between LDs, academics, students and university managers, as HE policy is produced, interpreted and enacted through practice at institutional levels. These insights also contribute to an understanding of the operation of ‘governmentality’ within universities. The LD lens brings into focus: i) the continuing drive towards commodification of all aspects of HE, including approaches to learning, under neoliberal economic and political conditions ii) the lack of preparation on the part of UK universities for some aspects of ‘diversity’ and the failure to fulfil the broad mission to widen participation commonly expressed by successive government policies since the 1990s iii) the persistence of traditional approaches to HE practices (particularly the privileging of ‘essayist’ literacy) iv) the tendency to limit student subject positions in respect of how HE is conceived and delivered The thesis concludes by offering some suggestions for further research and practice that may be useful for Learning Developers (LDs), academics and policy-makers in addressing these issues.

Education / D.Ed. (Didactics)

No description available.

This study investigates an application of hypnotic audiotapes to a specific group of college freshmen. Hypnotherapy is recognized as a viable adjunct to counseling, and it is known that hypnosis is possible via audiotapes. The study examines the use of hypnotic audiotapes designed to affect study habits and attitudes.

M.Ed. / Please refer to full text to view abstract

M.Ed. (Education) / Please refer to full text to view abstract