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A study of the need for a collegiate major in the field of public school business managementMarshall, Robert James, 1919- January 1960 (has links)
No description available.
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A critical investigation into curriculum development discourses of academic staff at a South African university of technology.Powell, Paulette. January 2010 (has links)
This thesis investigates the curriculum discourses of academics within a University of
Technology, exploring their responses to curriculum challenges and considering the
degree to which national and institutional shifts contest existing curriculum
discourses. Curriculum discourses are identified and discussed against the national
and institutional environment and are found, to some degree, to reflect the
entrenched assumptions of teaching and learning that were dominant during the
apartheid era. Existing curriculum discourses also reveal the influence of curriculum
practices adopted within the highly bureaucratic technikon system out of which the
institution has evolved.
This critical inquiry rests on the assumption that with more insight into socio-cultural
values and assumptions, understandings of knowledge, teaching and learning, and
existing power relations within individuals’ working context, the possibility of
transforming curriculum will be increased. Selecting a small sample of twelve
participants from the Durban University of Technology, I conducted in-depth, open-ended
interviews intended to explore these academics’ curriculum discourses.
Adopting discourse analysis as my primary method of data analysis enabled me to
explore the discourses which academics use to construct the notion of curriculum
and their own roles in regards to the curriculum. Further to this, I used my own
experience of the institutional context and the literature on the national
and international contexts of higher education to inform the study and add to the
richness of the data.
Issues of professional, disciplinary and institutional knowledge and culture are
acknowledged to play a central role in participants’ curriculum discourses. These
socio-cultural factors are found to affect academic identity construction and change,
assumptions about knowledge production and dissemination and notions of teaching
and learning. These insights are then overlaid onto a consideration of the extent to
which academics have the agency to transform their curricula to align with current
higher education policy and the societal and economic transformation agenda.
Competing curriculum discourses evident in post-apartheid policy, enormous
institutional changes resulting from mandated institutional mergers, changed
institutional management team profiles, significantly different student profiles and
increased student numbers have all to a large degree overshadowed issues of
teaching and learning and led to confusion, disillusionment and uncertainty among
the academics participating in this study. There is evidence of a weakening
institution-identity with academics feeling uncertain about their roles and
responsibilities within the institution, feeling under-valued by the institutional leaders
and over-burdened in their workloads with limited support and resources. On the
other hand there is a strong identification with workgroups which include both
professional and departmental groups that share sets of assumptions and
established practices that provide academics with the stability, familiarity, security
and affirmation that they need. The issue of individual agency as reflected in the
findings, demonstrates that there was a continuum of participant agency that
tentatively points to a correlation between the level of agency and the amount of
stability and value gained from allegiance to and participation in workgroups.
Despite the increasing pressure upon academics to interrogate their own systems
and disciplinary structures that chiefly focus on a traditional mode of specialised
knowledge production, there is limited evidence of significantly changed
understanding of curriculum practices. Furthermore there is little to suggest that
these academics’ curriculum practices have been impacted by international trends
towards globalisation, marketisation and shifts in modes of knowledge production.
Traditional views of knowledge construction and low skills training discourses were
strongly evident in the data. With the challenges presented not only by the need for
economic and social transformation within South Africa, but also by the need to
respond to fast-paced technological and knowledge advancements, exceptional
leadership and improved capacity are required to enable rather than inhibit
curriculum transformation. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.
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Who should teach journalism? : a scholarly personal narrative.Greenbank, M. Fern. January 2012 (has links)
In the absence of qualitative research in the field of American journalism education, a case study of a Duke University affiliated documentary tradition program is blended with a Scholarly Personal Narrative to answer the call for innovative journalism education models and to address the decades old debate related to teacher qualifications in journalism education. By blending the study of a particular type of journalism with a particular type of journalism educator, a new model for journalism education is offered for consideration by the journalism education community. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
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Curriculum development in South African technikons : towards a process of modularisation at M.L. Sultan Technikon.Cooke, Lesley Anne. January 2001 (has links)
In this qualitative study the fundamental principles of credit-based modular
education are investigated from the perspective of international experience in
Britain and the United States (US). The evolution of a mass higher education
system, with multi-access and multi-exit pOints, in both Britain and the US, is
outlined. The main concepts and principles, approaches, strengths and
weaknesses, exemplars of good practice, and the potential problems of
modularisation are elucidated. The purpose of the study is to identify the
cardinal strategic issues to be considered in the process of implementing
modularisation by M L Sultan Technikon.
The data from three chief sources are triangulated: the literature; fieldwork at
five universities in Britain; and documentation provided by these five
universities. From these data, in particular that from interviews with academic
staff in Britain with personal experiences of the process of modularisation, a
plurality of interpretations, values, perceptions, opinions, and approaches is
revealed. The study does not attempt to propose a single model for
modularisation for universal application.
The common themes to emerge as findings in this study illuminate the many
complex and interrelated issues pertinent to modularisation that the
respondents across the five universities identified. From these themes a
series of critical questions to be posed by an institution in making decisions about modularisation is suggested. The implications of the themes and
questions are explored, and a possible model for their integration is
suggested. The model draws together the perspective of two contrasting
orientations to curriculum and the dialectic between a managerial and an
educational rationale for 'going modular'. This model forms the basis for an
exploration of the implications for developing a credit-based modular system
in the context of M L Sultan Technikon. The following important broader
issues to emerge related to modularisation are briefly discussed: assessment;
credit; awards; student counselling and guidance; management;
administration; semesterisation; and change. / Thesis (M.Ed.) - University of Natal, Durban, 2001.
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A survey of the current status of the Union for Experimenting Colleges and UniversitiesGarvey, Robert E. January 1973 (has links)
There is no abstract available for this dissertation.
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Students' learning experiences in second year augmented economics.Zikhali, Jabulani Bhekokwakhe Stanley. January 2013 (has links)
This study is undertaken to investigate the students’ learning experiences in second year
Augmented Economics tutorials. Augmented Economics tutorials is a second year academic
development (AD) programme for students in the extended Bachelor of Commerce degree.
The investigation into the students’ learning experiences is done by interrogating the causal
relationship between the learning environment at a higher education institution on the one
hand and the student learning approaches and the students’ performance outcomes on the
other. The study focuses on the students in the AD programme who are enrolled in the
extended Bachelor of Commerce degree.
The rationale for the study stems from the non-existence of research data on the effectiveness
or lack thereof in the extended Bachelor of Commerce since the programme started in 2004.
The study is intended to identify possible areas of strength and weaknesses in all the
Augmented Economics modules.
The study uses Biggs’ 3P theory of students’ approaches to learning to explain the
interrelationship between the presage, process and product vriables. The Course Experience
Questionnaire is used as an instrument with which to gather data from the second year
Augmented Economics students. A questionnaire with 29 items was used, of which data
from 26 of these items was used.
The study found strong positive linear correlations between the institutional factors but very
weak positive and negative correlations between grade 12 and institutional factors.
Significant gender difference in the deep learning approach but no gender difference in the
surface learning approach was found. This study found that the second year Augmented
Modules are perceived by the students as positively empowering them with generic skills.
The study recommends a relook at the curriculum structure and the workload as well as the
assessment models being used in second year Augmented Economics. Further research is also
recommended over a longer period and a bigger sample to establish the generalizability of
this study’s findings. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
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The influence of student engagement on the academic success of first-year human resource management diploma studentsDe Villiers, Bridget January 2013 (has links)
Student success rates in South African higher education institutions are unacceptable. There are many contextual challenges facing these institutions, some as a result of the legacy of the apartheid educational system and some related to the challenges surrounding increased access to higher education. The impact in terms of the costs associated with re-educating students and the added pressure of readmitting failed students into continually growing classes, are substantial. In addition, there is a growing contention that the level of preparedness of students is declining. All of these challenges place immense pressure on academics to support students and ensure acceptable pass rates. There are numerous factors, both academic and non-academic, which have an influence on academic success including prior academic achievement, the academic experience, institutional expectations and commitment, finances, family support and university support services. Many factors are beyond the control of higher education. Student engagement, however, appears to be one factor over which educators have some control. Student engagement may be defined as student involvement in educationally purposive activities. For the purposes of this study two main factors contributing to student engagement were explored. Firstly, the amount of time and effort that the student spends on academic and other activities that lead to experiences and outcomes that constitute academic success. This factor was termed “student behaviours”. Secondly, the ways in which the institution allocates resources and organises learning opportunities and services in such a way as to induce the student to participate in and benefit from these activities. This factor was termed “institutional conditions”. The main research problem of this study was to determine the influence of student engagement on the academic success of first-year Human Resource Management (HRM) students at Nelson Mandela Metropolitan University. The main research problem had five sub-problems which were addressed through the following actions: A literature study was conducted, highlighting the challenges faced in higher education, building a case for student engagement and identifying the factors that contribute towards student engagement, more specifically the student behaviours and institutional conditions. Semi-structured interviews were also conducted with staff members lecturing first-year HRM diploma students at NMMU, with students registered as second- and third-year HRM diploma students, and with a staff member of the Centre for Teaching, Learning and Media (CTLM) at NMMU, to obtain their views on the nature of student engagement and its impact on academic success, as well as the student behaviours and institutional conditions that contribute towards student engagement. The insights gained from the literature survey and the interviews were incorporated into a survey questionnaire which was developed for use in the empirical study to identify the existence and levels of the student behaviours and perceived institutional conditions that contributed towards student engagement among HRM diploma students who were in their first year of study at NMMU in 2012. The final year marks achieved by these HRM diploma students in their first year of study were obtained and correlated with the levels of engagement identified as part of the empirical study. The results of the study revealed that the respondents demonstrated a fair range of the student behaviours which are conducive to promoting student engagement. Their perception of the existence of institutional conditions conducive to promoting student engagement was good. The results also revealed a significant positive correlation between the average final year mark and “student-staff interaction” for both student behaviours and institutional conditions. A significant relationship was revealed between student behaviours and institutional conditions related to “academic focus”, “student-staff interaction” and “social integration”. In exploring the relationship between selected demographic variables and academic success, living arrangements emerged as an important consideration in promoting academic success as all the respondents who failed, lived far from the university. First generation learners were found not to achieve the levels of success of their peers who have had exposure to family members and significant others with tertiary experience. Overall the importance of good relationships between students and staff in promoting engagement and ensuring academic success emerged as an important factor. The importance of improving student success rates should be of paramount importance to all educators. The factors contributing towards student success are numerous and vast. Educators who understand the nature of student engagement and are aware of the student behaviours and institutional conditions that can be promoted in the higher education setting to improve engagement could become more effective in improving student success rates. Their efforts could be further enhanced if students are made aware of how their behaviour, understanding and utilisation of the resources, learning opportunities and services provided by the institution, can positively influence their academic success.
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Key indicators of student success at a tertiary institution : a case study of CTI education group's accounting programmesNtemo, Kiamuangana Maurice January 2015 (has links)
Submitted in fulfillment of the requirements of the degree of Master of Technology: Public Management, Durban University of Technology, Durban, South Africa, 2015. / Linking access with success in South African higher education has become vital. There is a clear necessity to identify and rigorously research factors contributing to student success that are within the institutions sphere of influence so that institutional policies and practices can be intentionally aligned and designed to create conducive conditions for student success This study documents the key indicators of student success based on a sample of BComm Accounting students enrolled at CTI Education group (MGI)/Durban Campus from 2009 to 2011.
Using data collected from 54 students enrolled in the three groups, this study investigates whether or not matriculation aggregate scores as well as selected individual matric subject scores (including Mathematics proficiency, English language proficiency and Accounting) and demographic information (such as gender, race, socio-economic status, and first-generational status) are key indicators of success for students enrolled in BComm Accounting at CTI Education group/Durban Campus from 2009 to 2011.
Qualitative and quantitative data have been collected and incorporated into the econometric model. Qualitative data such as gender, ethnicity and parent level of education have been used as dummy variables and were analysed using either Pearson or Spearman’s correlation tests. Due to the disparity in performance of students, the researcher sought to use the descriptive econometric model. The data (qualitative and quantitative) have been analysed using mostly descriptive methods and to a less extent the Ordinary Least Squares through Stata software. The findings of this study show that:
• In all three samples average matric score proved to be a significant indicator of student academic success at the end of the first-year;
• In all three samples, the first step of the model (Gender, ethnicity and first generational of students) did not explain a significant amount of the percentage of student academic success at the end of the first-year for the three cohorts;
• From 2009 to 2011, the overall results suggested a significant difference between students who lived close to campus and those who travelled a long distance to campus;
• In all three samples the Age variable did not explain a significant correlation between the variable Age and student academic success at the end of the first-year. / M
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Review and Comparison of Curricula of Selected Fashion Merchandising CollegesHolden, Susan M. 08 1900 (has links)
The problem of this study is to review and compare the curricula of selected American, proprietary, fashion merchandising colleges and to examine what kinds of similarities and differences exist among their curricula. Using the schools' respective catalogues, the combined curricula was categorized into sixteen tables representing the different types of courses offered, with the study colleges listed in opposition to the courses; the courses were then checked off in opposition to the schools offering them. To demonstrate the similarities and differences in curricula, a short summary accompanies each table to point out trends, and a final chapter summarizes the findings. The conclusion discusses the remarkable similarity in the courses offered by the schools and recommends further parallel studies comparing other postsecondary schools' curricula.
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A descriptive analysis of differentiated patterns of decision- making in choice of educational majorAnderson, Belinda C. January 1986 (has links)
Undecidedness of choice of major field of study for undergraduates is a prevalent condition in higher education and represents a problem for academic advisors who may be unable to offer the best assistance to students uncertain of their educational plans. Little is known of the consequences for academic advising programs of such student undecidedness. This study employed an exploratory method designed to obtain information on students' patterns of decision-making regarding major field choice with a sample of university students who initially enrolled in a medium-sized, public university in Southwest Virginia in the Fall 1981 and a sample of community college students who transferred to the university in the Fall 1983 by (a) using student records to identify the major fields selected by undecided students, (b) analyzing differences between "undecided" students and two other groups of students: those who changed majors several times (multiple changers) and those who declared a major and never changed (decided), and (c) measuring the extent to which students perceived certain factors to be influential in the selection of a major field of study by using a researcher-constructed Senior Perception of Major Field Questionnaire. The Internal-External Locus of Control Instrument was used to assess the relationship between certain patterns of decision-making with regard to major field and locus of control.
Major findings of this study include:
1. Undecided students do not appear to differ in any important way from decided or multiple change students. Their lack of initial commitment to a major does not distinguish them, especially in any way associated with negative consequences in higher education, from students who were committed to a decision.
2. Interest in major field was the most important influence in choice of major field.
3. No conclusions were possible regarding differences between the student types in the community college transfer sample because of the small number of subjects classified as undecided. / Ed. D. / incomplete_metadata
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