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This study utilized the principles of Total Quality Management and Q Methodology to determine the attitudes of 18 junior and senior students in the music business program at Anderson University.The concourse for this study was developed using Schmidt's four principles of Total Quality Management: customer satisfaction, continuous improvement, empowerment, and teamwork. The Q sample included a total of 54 statements related to personal beliefs regarding the Music Business program.The subjects completed a Q sort, which included positive and negative statements about the Music Business program based on Schmidt's four principles.The subjects of the study were 50 percent male, 50 percent female, 50 percent junior class status, and 50 percent senior class status. Each student had completed the introductory courses within the department, and was taking upper-class level specialized music business classes.PQMethod software was used to tabulate the Q sorts, and two factors were found. Attitude types were named "Contented" and "Discontented." The two factors were not closely correlated. The "Contented" group felt their experience as a Music Business major was positive, and had a positive outlook on the future of the program. The "Discontented" group felt the program did not meet their expectations, and they had little expectation for future improvements. / Department of Journalism

The present study evaluated the effectiveness of a program instituted at Virginia Polytechnic Institute and State University (VPI&SU) in 1984 to help Black students adjust academically to the university. This project focused on five categories of criteria according to which strengths and weaknesses of this program were evaluated. These included: (1) Effort, (2) Performance, (3) Adequacy of Performance, (4) Efficiency, and (5) Process. The five evaluative questions were assessed by conducting three within university comparisons and one between university comparison. The measures included retention rates, graduation rates, quality credit averages. program costs, and responses to the Student Satisfaction Questionnaire (SSQ), Perceived Changes Checklist (PCC), Program Effectiveness Questionnaire (PEQ), and the University Alienation Scale (Burbach, 1973). The results indicated that V-TASP provided services to Black freshmen and sophomore students. The within university comparisons suggested that the services provided to black students decreased alienation, meaninglessness, and powerlessness of participants as compared to nonparticipants. Qualitative measures suggested that the three components of V-TASP differentially affected program participants reported alienation, meaninglessness, and powerlessness. The students were also satisfied with the services received. The findings of the university comparisons across time were unclear, although the program may have had a positive impact upon students' grades and the percentage returning for the sophomore year. The results of the between university comparisons suggested that VTASP was more effective in graduating participants, moderately effective in terms of costs per student, and less effective for year to year retention than the two comparison programs. The overall pattern of results are discussed in terms of future evaluative studies. contextual variables, and limitations of the study. / Ph. D.

Driven by issues of accountability, the assessment movement in higher education has gained significant momentum in recent years. However, successful implementation of assessment processes varies radically across institutions and organizational units. A key issue is faculty engagement. This qualitative case study explored factors that impact faculty participation in a professional school assessment initiative. Findings indicate that factors related to individual faculty characteristics (e.g., career preparation, knowledge, beliefs, and attitudes) and institutional characteristics (e.g., leadership, resources, reward structures, work environment, and technology) influence faculty members engagement in assessment activities. To support faculty adoption of and participation in assessment efforts, leaders need to provide a clear vision, professional expectations, and appropriate resource support to connect assessment efforts to organizational enhancement and effective student learning. Moreover, goal congruence between faculty and educational organization will create an environment, where faculty members can leverage their existing values, transfer their past experiences in regard to assessment. In turn, faculty can utilize engagement in assessment activities as a form of inquiry that leads to teaching and program improvement. Combined, a culture of assessment can be created that is integral rather than additive to teaching, learning, and scholarship.

Thesis (M.B.A.)-Business Studies Unit, Durban University of Technology, 2007. xiii, 112 leaves. / Interest in the quality of university education has grown considerably over the last decade. Higher education institutions are increasingly placing greater emphasis on meeting students’ expectations and needs. As universities become more student orientated, student perceptions of higher educational facilities and services are becoming more important. It is apparent that there is a need to measure students’ perceptions of service quality at the Durban University of Technology. To investigate students’ perceptions of service quality, a study was conducted which was guided by four objectives. These objectives were: firstly, to identify students’ expectations in terms of higher educational services provided; secondly, to ascertain the perceptions of students towards the service the Durban University of Technology provides; thirdly, to measure the gaps between the expectations and perceptions, using the SERVQUAL score, and fourthly, to calculate and measure the score of the five SERVQUAL dimensions. / M

Thesis (M.B.A.)-Business Studies Unit, Durban University of Technology, 2007. xiii, 112 leaves. / Interest in the quality of university education has grown considerably over the last decade. Higher education institutions are increasingly placing greater emphasis on meeting students’ expectations and needs. As universities become more student orientated, student perceptions of higher educational facilities and services are becoming more important. It is apparent that there is a need to measure students’ perceptions of service quality at the Durban University of Technology. To investigate students’ perceptions of service quality, a study was conducted which was guided by four objectives. These objectives were: firstly, to identify students’ expectations in terms of higher educational services provided; secondly, to ascertain the perceptions of students towards the service the Durban University of Technology provides; thirdly, to measure the gaps between the expectations and perceptions, using the SERVQUAL score, and fourthly, to calculate and measure the score of the five SERVQUAL dimensions.

Since Colonial times Education in South Africa was segregated leaving African educational systems disadvantaged with inferior services. The segregation became official when apartheid became an official policy following the general election of 1948 which resulted in the National Government taking over. This report, in particular, is a study at one of the 22 merged Higher Educational Institutions (HEIs) that was comprised of previously advantaged and disadvantaged tertiary institutions. The University of Technologies (UoTs) have a history of such segregated education dating back to its origins in 1882, when Technical Colleges were established. While the development of the early technical colleges continued to change its focus and status, inferior services continued until very recently in 2002 when mergers of Higher Education Institutions (HEIs) occurred. The democratic government of 1994 developed to many policies in an attempt to repair the damages emanating from the apartheid system. Of the many policies, one was the redressing of educational inequalities that were created by the apartheid system. During the early 1990s and to date there has been poor Higher Education (HE) performance. One of the goals of the 1997 White paper was to improve the throughput rates at HE in terms of pass rates and thus throughput rates. The study focuses on the high failure rate in the Information Administration (IA) course at one of the merged HEIs called Southern University of Technology1 (SUT). What has been conducted is an investigation of perceptions of contributory factors towards the high failure rate in the Information Administration course at SUT. The mentioned UoT has also implemented transformational policies as required by the Department of Education (DoE) but the desires of the Education White paper 3 of 1997 regarding the improvement of throughput rates has not changed. The main findings of the research present the following; lack of preparedness of enrolled students and lecturers in the IA subject , the non-compliance to the institutions assessment policy and procedures, lack of quality assurance and management measures and insufficient accessibility and utilisation of the resources. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

The following study surveyed 111 community college students to identify patterns in study habits and use of services to examine whether differences exist between ethnic backgrounds or grade point averages, in the utilization of skills or services.

The purpose of the study was to establish a methodology for evaluating the receptivity of faculty and administrators to proposals for an on-going program of N-TE. Sub-purposes were (1) identification of criteria for evaluating institutional readiness, (2) field application and test of the criteria, and (3) development of techniques and methodologies for determining the optimum state of readiness a small college should achieve before proceeding with N-TE. Judged by the response by some interviewees, the critical factor in implementing N-TE successfully is a spirit of readiness, zeal, or fervor of faculty and administrators. They want to provide educational services and want to serve people whose needs have not been met previously.

In 1977 the Association of Governing Boards of Universities and Colleges developed a Board-Mentor Program to assist college and university trustees to enhance the organization and performance of their governing boards. This study evaluated through survey research this program utilizing presidents and trustees who participated in the program over a three-year period. The data were analyzed to determine changes that occurred as a result of participation in the program and if the program met the purposes and goals for which it was established. Twenty-one institutions, public and private, located in thirteen different states participated in this evaluation. Presidents and trustees agreed that the goals of the program were important and participation in the program was perceived helpful in the realization of the program goals. A positive correlation existed between the importance of the goals of the program and the helpfulness of the program in the realization of the program goals. Presidents and trustees identified several areas where change occurred as a result of program participation, and suggestions for program refinarent and change were identified by respondents. The study concluded with six recommendations including the need for additional study of trustee development programs. / Ed. D.