<p>The study examines the relationship of these institutions with the University of Botswana within the affiliation system. The issues that were investigated were related to the affiliation system in general, and whether it was beneficial to both the University of Botswana and the affiliated institutions. It was found from the study that the relationship is a symbiotic one. Furthermore, the study looked into the articulation of the programmes of the affiliated institutions with those of the University of Botswana. The issue of the level at which diplomates from the Affiliated Institutions join a degree programme at the University of Botswana was also discussed. The current system is that after three years of doing a diploma at an affiliated institution, the diplomate will join a degree programme at the University of Botswana at year two with a diploma that was awarded by the University of Botswana. As a result the diplomate will spend three more years on the degree programme. Moreover, the issue of semesterising the affiliated institutions&rsquo / programmes, like those of the University of Botswana, was also looked into. Another issue considered was that of monitoring Quality Assurance in the affiliated institutions by the University of Botswana.</p>

The main purpose of this study was to explore, analyze and reflect on the meaning, nature, causes and associated dynamics of change in higher education within a Pakistani cultural context. Resistance was a major component of understanding this change. I focused on multiple factors that induced individual/group tendencies to resist or avoid making changes and to devalue change generally. This study employed a multiple case study approach. Semi-structured interviews with designated stakeholders of the planned change initiative were the primary data-collection method. Document analysis, members check and observations were used to triangulate the interview data. The data were analyzed on an ongoing basis. The findings revealed the complex dimensions of participants’ compliance and/or resistance with respect to change at the beginning of the twenty-first century when the Pakistani higher education system was shifting dramatically from a local to global perspective. Despite serious issues and weaknesses, change was gradual over time and the most strongly contested reforms were those that did not align with existing practices. In sum, the findings support the notion that change is complicated, and that the reasons for this complexity stem from factors that are structural, emotional, political and personal. The results of this study will be of interest to administrators and educators as they prepare for future challenges within the Pakistani context. The theoretical and practical implications of these findings are discussed, and directions for future research are identified.

The purpose of this study was to examine the factors influencing the decisions of Canadian faculty members to choose, and remain in, academe. In addition, the study examined why faculty chose to work, and remain, at their current institution. The role of some factors in faculty decisions to become and remain as academics was examined. The study also sought participants views on ways in which Canadian universities can attract and retain young individuals in academe.<p> This study is a case study of faculty at the University of Saskatchewan, Saskatoon. Gerring (2004) defined a case study as an intensive study of a single unit with an aim to generalize or transfer findings across a larger set of units. In understanding the factors influencing the decisions of Canadian faculty to choose and remain in academe, this study concentrated on one among others (Stake, 2005, p. 444) faculty members at the University of Saskatchewan, Saskatoon. All faculty members at the University of Saskatchewan, Saskatoon were invited to participate in the study through the University of Saskatchewans Personalized Access to Web Services (PAWS). Participants were provided with a Uniform Resource Locator (URL) link that directed them to complete the survey instrument. A total of ninety two faculty members participated in the survey. The data were collected between the months of October 2007 and May 2008.<p> It was found in the study that an individuals decision to pursue an academic career is a product of interrelated factors that are personal, social and environmental. The study found that motivations for pursuing an academic career are both intrinsic and extrinsic, but largely intrinsic. The study found that graduate school experience played an important role in participants decisions to become faculty members, and that financial considerations were unimportant in participants decisions to become faculty members. The study found that mentoring and awareness creation about the professoriate are important in attracting and retaining young individuals in academe.<p> This study has implications for universities, graduate programs and graduate faculty that could better enable aspiring faculty envision the professoriate and its demands. Educating aspiring faculty about the professoriate will provide them a rich, full understanding of academic life and faculty careers (Austin, 2002, p. 109). The study has an implication for aspiring faculty that the love of ones field and the desire to teach and do research is a pre-requisite for becoming a faculty member. The study found that an individuals decision to become a faculty is not exclusively influenced by personal or environmental factors, but by interrelated factors that are personal, social and environmental. An implication of the study is that a more interactive and holistic approach to understanding career decisions is necessary in academe. Such an interactive and holistic approach will provide a basis for understanding how to attract and retain young individuals in academe.

Traditional Indigenous societies had intact ways of teaching, learning, and education. After contact with non-Indigenous peoples, educational orientations and practices which respect and reflect Aboriginal context, community, and culture were influenced and changed. In the present context, Métis and First Nations peoples in Canada have been in the process of reclaiming educational authority of their children and youth. One way that this educational authority has more recently been realized is through the establishment of Aboriginal Teacher Education Programs (ATEPs) where Aboriginal individuals are being prepared to be teachers for the teaching profession.<p> Aboriginal TEPs are distinct entities within university teacher preparation programs. Aboriginal TEPs are unique in approach and functioning and reflect the ideological orientations and practices of the Aboriginal communities in which they are situated. This study explored the understandings of both Aboriginal and non-Aboriginal staff and faculty in relation to wellness and support within the Saskatchewan Urban Native Teacher Education Program (SUNTEP), in Prince Albert, Saskatchewan, Canada. This is a case study of one site. The findings provide a meaningful conception of the functions of wellness and support at the research site and were described from the participants primarily as relationships with self, family, and community.

The purpose of the study was to investigate relationships which existed between levels of perceived leadership effectiveness and selected dimensions of thinking style among chief student affairs administrators in four-year colleges and universities. The initial research sample consisted of 96 randomly selected chief student affairs administrators and selected professional student affairs staff members who reported directly to chief student affairs administrators.Chief student affairs administrators completed the Level 1: Life Styles Inventory, comprised of 240 short phrases and words producing a twelve-dimension thinking style profile. Professional student affairs staff members (subordinates) completed the thirty-item Leadership Effectiveness Questionnaire (L.E.Q.). The L.E.Q. allowed subordinate student affairs staff to evaluate levels of leadership effectiveness of superordinate administrators on 30 specific task and relationship behaviors identified by practicing student affairs professionals as being important behaviors for effective leadership in student affairs.Sixty-three chief student affairs administrators and 293 subordinate student affairs staff members were included in data analysis. Responses of subordinates from each institution to the L.E.Q. were averaged to obtain a single leadership effectiveness score for respective chief student affairs administrators. The distribution of scores was divided into four equal sub-groups based on quartile splits of the total distribution of scores.Multivariate analysis of variance procedures (MANOVA), subsequent analysis of variance (ANOVA) and post-hoc Nevnan-Keuls procedures there appropriate, were utilized to test 12 null hypotheses pertaining to perceived leadership effectiveness and thinking style among chief student affairs administrators at the .05 level.Findings of the study included the following:1. No significant differences were found among sub-groups of chief student affairs administrators when responses to all 12 scales of the Level 1: Life Styles Inventory were grouped together.2. Ten of 12 dimensions with no significant differences were: (a) humanistic-helpful, (b) affiliative, (c) conventional, (d) avoidance, (e) oppositional, (f) power, (g) competition, (h) competence, (i) achievement, and (j) self-actualization.3. Significant differences on the approval and dependent thinking style dimensions existed between chief student affairs administrators who were perceived by subordinates to be low-average in leadership effectiveness and administrators who were perceived to be high-average or high in leadership effectiveness.

The purpose of this study was to examine the factors influencing the decisions of Canadian faculty members to choose, and remain in, academe. In addition, the study examined why faculty chose to work, and remain, at their current institution. The role of some factors in faculty decisions to become and remain as academics was examined. The study also sought participants views on ways in which Canadian universities can attract and retain young individuals in academe.<p> This study is a case study of faculty at the University of Saskatchewan, Saskatoon. Gerring (2004) defined a case study as an intensive study of a single unit with an aim to generalize or transfer findings across a larger set of units. In understanding the factors influencing the decisions of Canadian faculty to choose and remain in academe, this study concentrated on one among others (Stake, 2005, p. 444) faculty members at the University of Saskatchewan, Saskatoon. All faculty members at the University of Saskatchewan, Saskatoon were invited to participate in the study through the University of Saskatchewans Personalized Access to Web Services (PAWS). Participants were provided with a Uniform Resource Locator (URL) link that directed them to complete the survey instrument. A total of ninety two faculty members participated in the survey. The data were collected between the months of October 2007 and May 2008.<p> It was found in the study that an individuals decision to pursue an academic career is a product of interrelated factors that are personal, social and environmental. The study found that motivations for pursuing an academic career are both intrinsic and extrinsic, but largely intrinsic. The study found that graduate school experience played an important role in participants decisions to become faculty members, and that financial considerations were unimportant in participants decisions to become faculty members. The study found that mentoring and awareness creation about the professoriate are important in attracting and retaining young individuals in academe.<p> This study has implications for universities, graduate programs and graduate faculty that could better enable aspiring faculty envision the professoriate and its demands. Educating aspiring faculty about the professoriate will provide them a rich, full understanding of academic life and faculty careers (Austin, 2002, p. 109). The study has an implication for aspiring faculty that the love of ones field and the desire to teach and do research is a pre-requisite for becoming a faculty member. The study found that an individuals decision to become a faculty is not exclusively influenced by personal or environmental factors, but by interrelated factors that are personal, social and environmental. An implication of the study is that a more interactive and holistic approach to understanding career decisions is necessary in academe. Such an interactive and holistic approach will provide a basis for understanding how to attract and retain young individuals in academe.

Traditional Indigenous societies had intact ways of teaching, learning, and education. After contact with non-Indigenous peoples, educational orientations and practices which respect and reflect Aboriginal context, community, and culture were influenced and changed. In the present context, Métis and First Nations peoples in Canada have been in the process of reclaiming educational authority of their children and youth. One way that this educational authority has more recently been realized is through the establishment of Aboriginal Teacher Education Programs (ATEPs) where Aboriginal individuals are being prepared to be teachers for the teaching profession.<p> Aboriginal TEPs are distinct entities within university teacher preparation programs. Aboriginal TEPs are unique in approach and functioning and reflect the ideological orientations and practices of the Aboriginal communities in which they are situated. This study explored the understandings of both Aboriginal and non-Aboriginal staff and faculty in relation to wellness and support within the Saskatchewan Urban Native Teacher Education Program (SUNTEP), in Prince Albert, Saskatchewan, Canada. This is a case study of one site. The findings provide a meaningful conception of the functions of wellness and support at the research site and were described from the participants primarily as relationships with self, family, and community.

The purpose of this study was to identify policies and practices that impact the admission and retention of Hispanics in higher education. The study did this by identifying those policies and practices that are currently being used and that facilitate or hinder institutions of higher education in the recruitment, admission, retention, and graduation of students, particularly Hispanic students. The researcher utilized the Delphi method to conduct the study. This research method produces a consensus of opinion from a group of individuals identified as experts in a given field. Three structured surveys were conducted. Each round of surveys had two questionnaires: (a) policies and practices that positively or negatively impact the admission of Hispanics in higher education and (b) policies and practices that positively or negatively impact the retention of Hispanics in higher education. Conclusions The Texas Academic Skills Program (TASP) is negatively affecting Hispanic students’ admission into Texas colleges and universities. Further, it is affecting the retention of Hispanic students in Texas institutions. If students do poorly on the TASP, they are placed in remedial courses. Even though students successfully complete all remediation courses (even with A’s & B’s), if they do not pass the TASP after remediation, they cannot continue college level work. This causes many students to become discouraged and leave college. Although college test makers, such as the Educational Testing Service (ETS), state that the SAT should be used as an assessment instrument, many Texas college’s continue to use it for admissions and awarding scholarships; both of which are contrary to test-makers’ recommendations. College admission tests are hindering the admission of Hispanic students into colleges and universities. Tuition costs, particularly where students depend heavily on loans, are keeping students from entering college, from continuing in college, and from pursuing graduate and post-graduate degrees.

Thesis (Ph. D.)--University of Nebraska--Lincoln, 2002. / Title from title screen. PDF text: [2] leaves abstract; viii, 181 leaves dissertation : ill. Sites viewed on Aug. 30, 2002. Includes bibliographical references (leaves 159-163 of dissertation).

Thesis (Ed. D.)--Illinois State University, 1967. / Title from title page screen, viewed Aug. 6, 2004. Dissertation Committee: Ben C. Hubbard (chair), Helen M. Cavanagh, M.M. Chambers, Elwood F. Egelston, Keith L. Scott. Includes bibliographical references (leaves 212-219). Also available in print.