The purpose of this Bailey study was to identify perceived barriers of faculty participation in distance education courses in a four-year university and identify the differences in perceived barriers between the Hebert 2003 study and this Bailey study. The literature review covers numerous studies and articles written within the last 10 years that are related to a variety of barriers perceived by faculty and administrators. There were no statistically significant relationships found between faculty demographics including gender, age, position at the university, tenure status, and number of years faculty have taught in post-secondary education. There were no statistically significant relationships found between the top administrator-ranked motivators and corresponding faculty-ranked motivators, nor between the top administrator-ranked inhibitors and the corresponding faculty-ranked inhibitors. Out of the top four non-participating, faculty-ranked barriers, three were found to have statistically significant relationships with the corresponding administrator-ranked barriers. Statistically significant relationships were found between the faculty-ranked motivators and corresponding administrator identified motivators and between the top ranked barriers identified by non-participating faculty and administrators in Hebert’s study compared to non-participating faculty-ranked and administrator-ranked barriers identified in this study.

Die Technische Universität Dresden präsentiert sich als Voll-Universität mit einem sehr breiten und vielfältigen wissenschaftlichen Spektrum, wie es nur an wenigen Universitäten Deutschlands angeboten werden kann. Über 36.000 Studierende an 14 Fakultäten erwerben hier ihre Universitätsabschlüsse. Die lange Tradition begann 1828 in den Anfängen der industriellen Revolution mit der Gründung der Technischen Bildungsanstalt. 50 Jahre später fanden erstmals wirtschaftswissenschaftliche Lehrstühle für Nationalökonomie und Statistik Platz innerhalb einer allgemeinen Abteilung des Königlich-Sächsischen Polytechnikums, so der damalige Name. Mit der Neugründung der wirtschaftswissenschaftlichen Fakultät 1993 begann eine Erfolgsgeschichte in deren Verlauf sich unsere Fakultät mit aktuell knapp 3000 Studierenden, 26 Lehrstühlen und Professuren und einem breit gestreuten Lehrangebot zur größten wirtschaftswissenschaftlichen Fakultät der neuen Bundesländer entwickelte. (... aus dem Text)

Thesis (MPhil)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The changing higher education environment in South Africa has led to a greater emphasis being placed on research production at universities. Currently Stellenbosch University is one of only a handful of strongly research intensive universities in South Africa. The Faculty of Military Science at the South African Military Academy functions (operates) within a partnership agreement between the Department of Defence and Stellenbosch University. The aim of officer education at SAMA is to imbue young officers with a knowledge framework and the attributes of a broad liberal education. As a full Faculty of the University it is incumbent upon personnel in the Faculty to engage in knowledge production and associated scholarly pursuits. This is critical for several reasons: Firstly, for the required intellectual development of each scholar, secondly so as to ensure high quality teaching, and thirdly for funding purposes which are essential for the effective functioning of all faculties. Research is furthermore absolutely indispensable with regards to its contribution to the international and national scientific reach and reputation of the Faculty. To date the Faculty of Military Science has been the lowest performing faculty of Stellenbosch University every year by some considerable margin. The main research question of this study seeks to identify and interpret the reasons for this. In so doing both a bibliometric study and a more qualitative study of the environmental factors between 1990 and 2009 have been conducted. In closing the predominant factors which either drive or inhibit research are identified and possible interventions are suggested. / AFRIKAANSE OPSOMMING: Die veranderende hoër onderwys omgewing in Suid-Afrika het tot 'n groter klem op navorsing produksie by universiteite gelei. Die Universiteit van Stellenbosch is tans een van slegs 'n handvol sterk navorsingsgeoriënteerde universiteite in Suid-Afrika. Die Fakulteit van Krygskunde by die Suid-Afrikaanse Militêre Akademie funksioneer binne die raamwerk van 'n vennootskapsooreenkoms tussen die Departement van Verdediging en die Universiteit van Stellenbosch. Die doel van offisiersopvoeding by die SAMA is om jong offisiere met 'n kennis raamwerk en die eienskappe van 'n breë liberale opvoeding toe te rus. As 'n volle Fakulteit van die Universiteit is dit die plig van die fakulteitspersoneel om betrokke te raak in kennisproduksie en verwante wetenskaplike aktiwiteite. Dit is vir 'n paar redes van kritieke belang. Eerstens, is dit nodig vir die intellektuele ontwikkeling van elke akademikus, tweedens verseker dit hoë gehalte-onderrig, en derdens word dit vereis vir befondsingsdoeleindes vir die effektiewe funksionering van alle fakulteite. Navorsing is ook absoluut onontbeerlik vir die nasionale en internasionale wetenskaplike omvang en reputasie van die Fakulteit. Die Fakulteit Krygskunde was tot op hede die laagspresterende fakulteit van die Universiteit Stellenbosch en die agterstand vergroot elke jaar met 'n aansienlike marge. Die sleutel navorsingsvraag van hierdie studie poog om te redes hiervoor vas te stel en te verduidelik. Gevolglik is beide ‘n bibliometriese en ’n kwalitatiewe studie van die faktore wat kennisproduksie in die Fakulteit tussen 1990 en 2009 beinvloed het, gedoen. Ter afsluiting is die oorheersende faktore wat navorsingsbestuur inhibeer geïdentifiseer en moontlike intervensies is voorgestel.

Thesis (MPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Background: The theoretical / cognitive component of ethics and professionalism teaching to undergraduate medical students at Stellenbosch University (SU) is well developed, but a concern exists about the need for teaching and assessment of clinical ethics and professionalism on ward rounds. Some teaching does take place during clinical rotations in the form of role modelling as part of the hidden curriculum. Opportunities should be created for explicit teaching of ethics and professionalism beyond the hidden curriculum. Assessment of the cognitive component of ethical and professionalism occurs, but assessment of clinical ethics and professionalism during clinical rotations remains a challenge. Methods: This was a non-experimental study and included three subgroups of undergraduate medical students in their clinical years as well as a random sample of educators involved in clinical training. Questionnaires were distributed to the students and educators. This was followed by focus group interviews among the students. Results: A majority of the students (88%) had indicated that they had experienced ethical and professional dilemmas while working in the wards or during ward rounds. The main dilemmas revolved around inadequate consent processes, lack of confidentiality and privacy, disrespect for patients, poor communication and students being expected to perform tasks they were not trained for. An average of 64% of students indicated that ethical and professional issues were not discussed during the clinical rotations in hospitals. Seventy-eight percent of students indicated that they did not feel free to discuss their own feelings or beliefs on ward rounds. All of the educators felt that there was a need for increased teaching and assessment of the medical students during their clinical rotations. Conclusions: Deliberate opportunities need to be created for teaching ethics and professionalism on clinical ward rounds. This could be a shared responsibility between the clinical departments with continuous input throughout the clinical years of study. Strong institutional support and commitment are necessary to make the teaching sustainable and successful. Structured opportunities need to be developed where students can discuss ethical and professional issues in a safe environment. Further research is needed for the development of an appropriate curriculum and assessment tools. / AFRIKAANSE OPSOMMING: Geen opsomming

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The purpose of this qualitative study was to describe and report the relationship between teaching and research as experienced by twelve faculty members at a medium sized, doctoral granting, state assisted university in the Midwest. Research review revealed that the relationship between research and teaching in higher education was supportive, conflicting, or neutral (Marsh & Hattie, 1996).Twelve faculty members from five different departments at Teachers College participated in this study. Evidence was gathered using semi-structured interviews. Analysis of evidence revealed several findings.Faculty members in this study described activities needed to produce publishable research, which included participating in professional meetings (conferences, workshops, and seminars), contributing to professional associations, reading publications, and writing activities. Faculty members engaged in research projects, and worked with students on their dissertations and research papers. Many of faculty members' research ideas came from their reading and their participation in learning activities needed to produce quality teaching.In this study, faculty members reported that research and teaching were intertwined activities that produced two different products. Faculty members reported that some of the activities in both teaching and research were similar and overlapping. They found ways to make progress in both activities at the same time. The activities used to produce quality teaching were influenced by the demands of producing publishable research and vice versa.For faculty members, many of their activities as scholars produced both research and teaching. While teaching was identified as the highest form of scholarship, research was considered also an important form of scholarship. Scholarship includes discovery of new knowledge, looking for connections, and building bridges between theory and practice. Teaching is scholarship applied. / Department of Educational Leadership

This study is an investigation of the importance of present and preferred institutional goals as perceived by the faculties and administrators of two open university systems in Bangkok, Thailand. The purposes of the study are twofold. The first is to identify and analyze the similarities and differences of present and preferred goal priorities. The second is to determine differences and similarities for five institutional goal areas between the two systems and by administrator and faculty groups.

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No description available.

La tesis de investigación realizada a continuación es sobre el proyecto arquitectónico de la Facultad de Gastronomía de la Universidad San Ignacio de Loyola (USIL) en Arequipa, El proyecto y su viabilidad responde a la demanda de la carrera gastronómica y, como consecuencia, a las restricciones de las instituciones existentes en la ciudad: infraestructura deficiente, carrera técnica, periodo de estudio de 3 años y límite de vacantes. El proyecto está situado en zona agrícola de Arequipa, la cual fue establecida por USIL, por razones de: proximidad a carretera interoceánica, ubicación zona en crecimiento y descongestionamiento del centro. El terreno responde a su entorno natural inmediato y a la accesibilidad urbana a nivel micro y macro, guardando relación de facultad universitaria sin invadir ni generar impacto dentro de la zona nativa. Asimismo, responde a necesidades y actividades de los diferentes usuarios dentro del proyecto: alumno, docente, personal administrativo, personal de seguridad, y personal de mantenimiento. El programa arquitectónico responde a la malla curricular de la carrera de Gastronomía que dicta USIL, y también a los ambientes que utilizan todos los alumnos en general dentro del campus; teniendo como conclusión 4 paquetes funcionales: educativo, administrativo, servicios complementarios y servicio. La investigación contiene todo lo mencionado previamente, con bases fundamentadas, información y data real extraída de páginas oficiales nacionales e internacionales, y sustento respaldado por la USIL. / The following research thesis is about the architectural project of the Faculty of Gastronomy of the San Ignacio de Loyola University (USIL) in Arequipa. The project and its viability respond to the demand of the gastronomic career and, as a consequence, to the restrictions of the existing institutions in the city: deficient infrastructure, technical career, 3-year study period and limit of vacancies. The project is located in the agricultural area of Arequipa, which was established by USIL, for reasons of: proximity to the inter-oceanic highway, location of the growing area and decongestion of the center. The land responds to its immediate natural environment and urban accessibility at the micro and macro level, keeping a university faculty relationship without invading or generating impact within the native zone. It also responds to the needs and activities of the different users within the project: students, teachers, administrative staff, security personnel, and maintenance personnel. The architectural program responds to the curriculum of the career of Gastronomy that dictates USIL, and also to the environments used by all students in general on campus, taking as a conclusion 4 functional packages: educational, administrative, complementary services and service. The research contains all of the above, with well-founded bases, information and real data extracted from official national and international pages, and supported by USIL. / Tesis