The purpose of this investigation is to identify various economic, societal, and institutional variables that can be associated with enrollment trends of the Research Universities I and II. These variables will then be used to formulate disaggregated enrollment forecasts by enrollment-change categories and by institutional classification, using Carnegie Commission and Office of Education taxonomies. These disaggregated trends along with appropriate variables and forecasted variables will be used to construct prediction models by category and institution. The results indicate that the research universities have not experienced declining enrollments and that their growth was slower but more stable than the national norm. They have not experienced the growth of part-time students that occurred nationally. Instead, the increased enrollment was caused by a growth in the female student population. The enrollments of research universities can be predicted by the one variable of time with an error of less than 3.0 percent. The predictors based upon individual institutions produce an error of 0.993 percent for the Research Universities I and 1.650 percent for the Research Universities II. The predictions based upon trend groups produced an error of 4.32 percent and 2.29 percent for the respective research universities. The enrollment of the research universities can be predicted with an accuracy of 13.54 percent for the Research Universities I and 8.134 percent for group II.

A common task facing college freshman and sophomore music majors is the acquisition of recognition ability for a core repertoire of music literature. It seems plausible that interactive computer technology holds great promise for the development of this particular skill. To test this premise, students from an undergraduate music literature class of approximately 80 members were chosen to participate in a study. Students in the experimental group (n = 17) utilized a computerized listening station (employing researcher-designed instructional programming) to determine if such use would augment the ability of those Ss to identify selected works in a subsequent recognition task, while students in a control group utilized a typical repeated hearing strategy. A Likert-scale questionnaire administered prior to the study served as a pretest and assessed the students' knowledge of composers and works included in the study. No significant difference between the groups was found. At the conclusion of the study, a recognition test was administered which required students to identify composers, works, movements of works, and theme groups of the works included in the study. Ss in the experimental group had a significantly higher score (p < .001) on the posttest than the control group. The results of the study suggest that use of such a listening station improves the ability of undergraduate music majors to develop a recognition ability for basic music repertoire, and possibly decreases the amount of time needed for the process. Recommendations include: (1) expanding study sample sizes in subsequent studies, (2) widening the music example pool, (3) expanding the study to include more dependent variables in the analysis, and (4) including more detailed time analysis in subsequent studies.

With new technologies arriving at an ever-increasing rate, legacy systems migration has become a growing research area. However there are few if any studies that analyze a comprehensive actual migration in progress. Legacy system migrations commonly fail and typically fail in the planning phase unbeknownst to their project managers. Possessing information on other successes and problems would aid in mitigating these failures.The Value and Significance of the ProblemThe purpose of this research is to initially document an actual legacy systems migration for a small liberal arts educational institution and analyze the successes and failures to identify their underlying cause in order to enforce or discourage certain practices. There are very few software/hardware migration studies, if any that are based on actual data. For this reason this study provides the academic community with an important data point for analysis.The MethodThe migration under consideration is an Administrative Systems Upgrade at DePauw University. The current system that has had minor upgrades is approximately twenty years old. The planned migration has a three-year scope. The planning phase started on March 2002 and finished on March 2003. Important documents that will be analyzed to form a basis for analysis will be a white paper entitled Employment of Technology to Improve Administrative Operations: Assessment and Recommendations, produced by an external consultant, the resulting actual migration plan, discussions with the project manager and related technical staff who are involved with the migration. RisksSince the research will conclude before the completion of the DePauw Administrative Systems Upgrade, this study will be limited to the tasks completed within the timeframe. As with studying any real system success of the study may be affected by:Completion of assigned milestones within the project itself;Input from end users in the form of interviews or surveys;Input from IT staff involved in the upgrade in the form of interviews or surveys.The portion of the DePauw Administrative Systems Upgrade that falls outside the scope of this research may be the topic of future research. / Department of Computer Science

Digitized by Kansas Correctional Industries

Thesis (Ph.D.) University of Technology, Sydney. Faculty of Education. / In recent years Universities have attempted to articulate the generic outcomes of the educational experiences they provide, beyond the content knowledge that is taught. In Australia these outcomes have come to be known as generic skills or generic graduate attributes, although they are also referred to by a range of other terms. Much like aspects of a mission statement, universities have claimed that these are the core outcomes of higher education at the particular institution and that every graduate of every degree will possess these. However there is considerable variability in what is claimed by different institutions, both in terms of which outcomes are included and the nature of these outcomes, ranging as they do from low level technical skills to complex personal attributes and values. As outcomes, this variability is magnified in the inconsistency with which such attributes are addressed in the curriculum and, where they are addressed, in the variety of pedagogical approaches employed. The observation of such variability was the starting point of this study. This research is broadly situated within the phenomenographic perspective on teaching and teaming (Marton & Booth 1997). In the investigation described in this thesis, phenomenographic analysis is used to identify and describe the qualitatively different ways inwhich a group of academics, from different disciplines, understand the teaching and learning of graduate attributes in the context of their own courses and teaching. Four qualitatively distinct conceptions of the nature of graduate attributes and their place amongst the outcomes of a university education are identified. These are related to six distinct understandings of the way in which students develop such attributes at university. The relationships between these two hierarchical aspects of academics' understandings of graduate attributes, (conceptions of what it is that is taught/learnt and conceptions of how it is taught/learnt) constitute seven logical and internally consistent understandings of the phenomenon. These seven understandings represent three broad approaches to the teaching and learning of graduate attributes. The conceptions identified in this analysis provide a way of making sense of the variety of policy statements and the range of curricula approaches reported in the literature. Moreover, these conceptions of graduate attributes provide a tool to support current attempts to implement systematic curriculum reform across a university.

The purpose of this study was to develop a conceptual framework to enhance the redesign of a safety system. To identify the limitations of the current safety system, the concepts of congruency and integration of the safety function within a specific university environment were examined through a case study methodology. An emphasis was placed on the use of models from business and management literature for both the examination of the concepts and the subsequent development of the conceptual framework for the redesign. The researcher emphasized the use of multiple data sources in this study. These sources included: observations, documents, and interviews. A model from French and Bell (1990) was used to examine congruency which included interviewing two stakeholders associated with executive driven planned organizational change processes as well as the safety manager. A perception survey, as suggested by Petersen (1994), was developed and used as part of the examination of safety system integration and administered to twenty interviewees along with the safety manager. The findings provided evidence of gaps which may be hindering the success of the safety function within the organization. By examining organizational direction and comparing those findings to the findings representing the direction of the safety function, gaps in congruency were found. Integration gaps were discovered, in part, through examination of the safety process input, as described by the safety manager, as well as the safety process output as viewed by "customers" of the safety process. Countermeasures to close gaps were discovered in the research and later synthesized into a redesigned conceptual framework. The framework emphasized customer service, a systems approach, and a process perspective as an alternative to the legacy of a traditional, compliance driven safety system found to be in current use. / Graduation date: 1998

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (M. Ed.)--College of William and Mary. / Typescript. Vita. Includes bibliographical references (leaves [71]-73). Also available via the World Wide Web.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xi, 230 p. : ill. Includes abstract. Includes bibliographical references (p. 209-214).

Thesis (Ph. D.)--Open University. BLDSC no. DXN018954.