Thesis (Ed.D.)--University of Delaware, 2008. / Principal faculty advisor: Fred T. Hofstetter, School of Education. Includes bibliographical references.

Thesis (Ph.D.)--Ohio University, August, 2004. / Includes bibliographical references (p. 162-185)

Thesis (Ed. D.)--Lehigh University, 1999. / Includes vita. Includes bibliographical references (leaves 133-145).

Thesis (Ph.D.)--Victoria University (Melbourne, Vic.), 2009.

Thesis (Ph.D.)--Ohio University, August, 2004. / Title from PDF t.p. Includes bibliographical references (p. 162-185)

M. Tech. Business Administration / Tshwane University of Technology (TUT) is an institution of higher learning that was established in 2004 as a result of merger of three independent institutions. TUT Directorate of Accommodation Residence Life and Catering has outsourced the entire university student catering division which includes its restaurants, dining halls, tuck-shops, kiosks and a sports bar. Due to the many and recent student protests against the services delivered by contracted firms, there is a need to gain a better understanding of what, specifically, the students are unhappy about. To this end it is sensible to assess this situation, by means of a survey, which is intended to investigate students' levels of satisfaction with various aspects of the catering division. This study intends therefore, to determine the impact of outsourcing on one university service area, namely, catering, by assessing levels of student satisfaction in this area.

The overall purpose of this study was to identify the major factors and events that led to the establishment of the Federal Universities of Technology in Nigeria. The study examined and analyzed the growth and development of the three Nigerian Federal Universities of Technology at Owerri, Akure, and Minna.

Thesis (M. Tech.(Environmental Health)) - Central University of Technology, Free State, 2005 / As the concentration of dust has been shown to be proportional to seasonal change in the Free State Province of South Africa, one might expect the prevalence of associated microorganisms to follow the same pattern. The presence of dust is also associated with an aerosolised microbial population that gets blown into almost any unsealed environment including food storage facilities at schools. In addition, facility design and storage practices at these schools are under-developed and could subsequently lead to the contamination of stored food by dust, insects and rainwater. The foods in question include fortified biscuits that are intended for malnourished, and in several cases immunocompromised, children who are susceptible to opportunistic pathogens. Therefore this study aimed to determine the impact of facility design on the level and distribution of viable airborne microorganisms (fungi and bacteria) in the storage rooms and the outdoor environment at both rural (higher dust exposure) and urban schools. Besides the pathogenicity of these organisms, their ability to degrade the sugars (major fortifying agent) in the mentioned biscuits was also established. The results showed the presence of Escherichia coli, which signifies faecal contamination and could be attributed to the lack of toilet facilities in the schools, especially in rural areas. Although Staphylococcus sp. is normally related to poor personal hygiene practices, these organisms were also isolated from the air of the storerooms and school premises. The presence of moulds and airborne microorganisms was attributed to unfavourable environmental conditions as well as crowding in the classrooms. The microbial contamination originally present on the fortified biscuits or originating from the air further caused deterioration in the quality of the food. The fungi present in the air (identified species) cause respiratory problems when inhaled by children as they are opportunistic pathogens. It is further evident that a change of season corresponded to a general change in bioaerosol composition, such as the increased presence of dust during the winter months. It was further concluded that schools situated in different environments (urban/rural) should have storerooms that address the various environmental factors influencing bioaerosols. This would impact not only directly on the health of children in terms of their exposure to possible allergens, but also indirectly through the food that they consume as part of the feeding programme.

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Chiropractic, Durban University of Technology, 2010. / Objectives: To investigate the perception, knowledge and utilization of chiropractic profession by Durban University of Technology students. Methods: One thousand quantitative questionnaires were handed to students during lecture times. The sample was selected through representative sampling of all the Durban University of Technology students. The questionnaire was developed utilizing a Delphi process of focus group refinement and piloting. Data was entered on the spread sheet into the computer using SPSS version 15.0. Results: A response rate of 94,6% (946/1000) was obtained. There was a low level of knowledge, perception and utilization of chiropractic amongst Durban University of Technology students, only 37% had knowledge about chiropractic which most of them admitted to having a fair knowledge . White females had a higher knowledge about chiropractic than any other group. The perceptions about the suitability of chiropractic to treat different conditions were low. Low back pain was the condition for which respondents most commonly consulted a chiropractor, with 30% of participants being referred by a doctor and another 30% referred by family members. Conclusions: The overall knowledge of chiropractic in this population was relatively poor but a better perception of chiropractic existed in some ethnic groups which was not statistically significant. The results indicated that no statistic significance relationship exists between demographic factors and perception and knowledge of DUT students with respect to chiropractic.

Growing pressure is being placed upon educational institutions as students, employers and governments look at the economic, demographic and technological environments of the present, expecting them to have the answers for the future. Many institutions are turning to information and communication technology (ICT) for some of these answers. The focus of this study is two fold - the use of ICT in teaching and learning by teaching staff within an Australian tertiary institution (Curtin University of Technology) and the mechanisms the University has established in order to realign themselves with the information age. At certain stages these two coincide to provide an insight into the organisational culture and teaching environment of one Australian University. The key research questions that guided this study are as follows: How are Curtin University teaching staff utilising ICT in their teaching and learning?; What is the relationship between the ICT behaviour of a University's teaching staff and the strategies used to implement the University's ICT strategic planning initiatives?; What is an appropriate model for future implementation of ICT into teaching and learning at an Australian university? A combination of qualitative (interview and case study techniques) and quantitative (survey and Likert-type instruments) methods was employed. Overall, this study can be described as longitudinal in nature, relying upon such tools as observation, interviews and survey instruments, to collect data at appropriate points in time from the various samples. Since it has already been acknowledged that such change takes time, the study focused specifically on those changes which occurred during the two academic years (1999-2000) at Curtin University of Technology. / It appears that the critical mass stage for integrating ICT into teaching and learning has been reached by the teaching staff involved in the Curtin survey sample. The most common teaching mode adopted by the survey sample is the traditional lecture and tutorial (workshop or laboratory) mode. However, the data revealed that over the 16 month period of the study there was a large increase in the use of Web-based material for teaching and learning. The data revealed that a number of factors emerged which affected the adoption of ICT. These factors included: leadership across the university, attitude toward the use of ICT; the perceived benefits of adopting ICT in teaching and learning; incentives, modeling mechanisms, the provision of adequate support structures; the time factor; training; facilities and resources. The reflective monitoring system utilised in this study (the TracIT reports) revealed the changes in ICT behaviour and the changes in the ICT environment, as well as the source of initiation of the change. It appears that most of the 'real changes' which occurred in the teaching practice of the case study sample were individually driven, with some others being influenced by their own Department/School or by student pressure. The study also found that the adoption of ICT into the working environment of a university teacher significantly increases the workload of individual staff. The existence of transformational leadership across all levels of the University was identified as a major factor in the promotion and adoption of ICT and ultimately the development of a truly professional learning community. / From the extensive data collected in this longitudinal study an empirical model or framework, the "Curtin University Professional Learning Community Model", was introduced. Many of the teaching staff at Curtin University involved in this particular study have clearly demonstrated their commitment to the adoption of ICT for teaching and learning. The detailed case study data has also revealed that many of the teaching staff possess professional attributes which would be admired and valued in any university. Universities are facing the challenge of identifying what role ICT will play in the future of higher education and how to implement the appropriate strategies which will meet these needs. This study has found that the key to meeting the challenge seems to be to harness strategies that lead to the development of a professional learning community. The Curtin University Professional Learning Community Model has identified the key elements which need to be in place if the use of ICT for teaching and learning is to be not only adopted, but sustained and more importantly, effective in the teaching and learning process. This study has clearly revealed that it is only through the synergy of university commitment and individual commitment that real change can actually take place, the change in this case being the adoption of ICT in teaching and learning practices. The strategies suggested by the empirically derived model can begin this journey to a truly professional learning community.