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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
951

Legal implications of fund-raising for institutions of higher learning in New England

Drukman, Jacob P. January 1964 (has links)
Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01
952

Exploring English language teaching approaches in Saudi Higher Education in the West Province

AlHarbi, Mohammed Salim January 2018 (has links)
There is strong evidence in the literature that communicative interaction approaches may be an appropriate method of teaching English language skills, particularly speaking. There is a long-standing deficiency at the school level in the Saudi context; that is, the English language curricula at that particular level are inflexible, and passive learning and traditional, teacher-centred teaching methods are used. However, English language teaching is more collaborative, interactive and communicative at the university level, which may contribute to the development of EFL communicative competence. This study aimed to interview fifty-five Saudi EFL students aged 18 to 21 in three institutions at the preparatory year at the university/college level with their 11 English teachers. These interviews sought to discover these participants’ perceptions regarding the L2 teaching and learning approaches that might support the EFL students to use the TL in communicative interaction situations in the classroom. Prior to this, they were observed in their proficiency level classes, with their lessons being recorded on video. These classroom observations supported the interviews and scrutinised the communicative interaction and the TL practices taking place in the TL classroom, in order to identify congruence and incongruence in the participants’ responses. These two methodological tools played an important role in achieving the aim of the study in exploring the use of the communicative interaction approaches and their activities in that stage. The data of this investigation were qualitatively analysed to give findings related to the employment of the communicative interaction approaches to using the TL through communicative interaction activities (CIAs). The findings suggest that the generation of a collaborative learning environment and CIAs appeared to be suitable for learners of English as a foreign language at the level examined in the higher education institutions in this study. Among the benefits of a collaborative learning environment and the use of CIAs are the development of speaking skills, the reduction of anxiety about speaking in class, and increased enjoyment and motivation to learn English. It was concluded that activities such as game-based, peer discussion and learners’ talk were suitable activities for EFL learners in Kingdom of Saudi Arabia (KSA). These activities can also support the creation of an ‘authentic’ context, relevant to situations experienced by the EFL students in real life. It is therefore recommended that education policy makers in the KSA consider the inclusion of these activities in the curriculum and English language teachers’ application of these tasks using the TL in the language classrooms.
953

Employee engagement, motivation, resilience, and leadership : an exploration of relationships within a Higher Education Institution

Mulliner, Julie January 2018 (has links)
This study seeks to explore, in one particular UK Higher Educational Institution (HEI), the relationships between engagement, motivation, resilience and the quality of the relationship between managers and those being managed. A literature review provides salient themes relating to the four concepts of: employee engagement, motivation, emotional resilience, and leadership. The changing landscape of the University sector in the UK is also considered for contextual purposes. A mixed methods approach was used to explore relationships between these four concepts. Methods included: observation, focus groups, questionnaires and interviews. Findings from this study indicate that motivation, resilience, engagement and leadership all interrelate; but that leadership interrelated with the other concepts to a lesser extent. Prerequisites of engagement were found to be motivation and resilience, both of which were inter-reliant and as such were difficult to separate. Prerequisites of motivation and resilience were found to be individuals’ personality characteristics, mind-set and thinking style. Higher quality relationships with managers were consistently associated with higher effort, whereas lower quality relationships ranged from making no difference to the exertion of effort, to being a minor irritation in the background, to adversely affecting effort and resilience. Specific leadership attributes and behaviours were found to be more influential in terms of creating affinity between the line manager and follower which were more likely to positively influence engagement, motivation and resilience. Conclusions indicate that the majority of effort is influenced by an individual’s personality characteristics, mind-set and thinking style. The minority of effort therefore was influenced by external factors such as job enjoyment, as a loci of engagement, and autonomy, as a determinant of engagement. The role of a leader is therefore critical in terms of creating and maintaining an engaging work environment. Certain leadership attributes such as gaining trust, being genuinely caring and compassionate and having a positive outlook were positively associated with the followers having a stronger emotional attachment to the organisation manifesting in increased engagement, motivation and resilience. Practical recommendations for senior leaders in organisations, people managers and HR practitioners include: creating operational clarity and clarity of vision; creating and maintaining a culture of care and support; developing leadership attributes and competencies which are key to achieving an engaged workforce; and implementing practices to facilitate job satisfaction, personal and professional growth and a climate of team collegiality which were found to be the three most important work related factors which positively influenced engagement. This research contributes by bringing a new dimension to employee engagement, motivation, resilience and leadership, adding to the existing literature relating to these four concepts. Three different perspectives are presented and one conceptual approach, relating to these four concepts. Each perspective and approach contains elements which can be applied by HR professionals and organisational leaders to create a culture of employee engagement. This study provides a questionnaire that may be used by other organisations to determine engagement strategies and policies.
954

The Game of I Am| Enhancing Empathy and Improving Attitudes toward Older Adults in First-Year Master's Students Training to Become Counselors and Student Support Professionals

Bailey, Sara W. 03 July 2018 (has links)
<p> In the United States, adults 65 and older represent a significant and growing cultural minority (Cohn &amp; Taylor, 2011). Ageist stereotypes, whether directed at older adults or internalized by elders themselves, can cause real harm to elders&rsquo; mental and physical health (Nelson, 2016a). Mezirow&rsquo;s transformative learning theory (TLT; 1991) directly addresses the essential nature of challenging personal prejudices and cultivating empathy as critical to development within the adult learner, and transformative empathy-enhancing interventions have been used successfully to improve attitudes toward older adults in helping professionals and professionals-in-training (e.g., Friedman &amp; Goldbaum, 2016; Henry &amp; Ozier, 2011). Even though older adults receive mental health services at a lower rate than any other age demographic (Karel, Gatz, &amp; Smyer, 2012), and greater numbers of older adults are entering postsecondary education (Chen, 2017; DiSilvestro, 2013; Kasworm, 2010), there has been limited focus in counseling and higher education research on meeting the needs of this expanding demographic. Intervening early in students&rsquo; training to address age-related biases and to foster empathetic awareness (Andersson, King, &amp; Lalande, 2010) aligns with the counseling profession&rsquo;s commitment to purposeful counselor preparation (Kaplan, Tarvydas, &amp; Gladding, 2014) and professional competency standards for student support professionals (ACPA &amp; NCPA, 2015). </p><p> Using Bartholomew&rsquo;s (1998) Intervention Mapping model (IM), I developed a three-part empathy-enhancing transformative learning intervention, &ldquo;The Game of <i>I am</i>&rdquo; (Bailey, 2016c). Using a pre-post quasi-experimental design, the purpose of the current feasibility study was to test the preliminary effectiveness of the intervention at enhancing self-reported empathy and improving self-reported attitudes toward older adults with first-year master&rsquo;s students training to be counselors (<i>N</i> = 14) and student support professionals (<i>N</i> = 13). Although preliminary qualitative themes emerged that supported its utility, quantitatively there were no statistically significant changes in mean empathy and attitude scores for the participants following participation in &ldquo;The Game of <i>I am</i>&rdquo; (Bailey, 2016c). Additional plans for the analysis of collected qualitative data are described and implications for integrating &ldquo;The Game of <i> I am</i>&rdquo; (Bailey, 2016c) into existing master&rsquo;s level coursework are discussed.</p><p>
955

The Impact of Supplemental Instruction on Student Achievement and Retention at a Minority-Serving, Private, Not-for-Profit University in Southeastern Florida

Ishmael, Annisah 29 June 2018 (has links)
<p> Student academic success and retention are primary concerns for colleges and universities. This researcher used a mixed method study to explore the impact of Supplemental Instruction (SI) on student success and persistence in two introductory, college-level algebra courses, Math 1030 Intermediate Algebra, and, Math 1040 Algebra for College Students, at a minority-serving, private not-for-profit university in Southeastern Florida. In response to greater accountability to increase students&rsquo; achievement and retention, SI, in conjunction with other academic support programs, was developed to assist students to progress successfully through high-risk courses, for example, mathematics. Developed by Deanna Martin at the University of Missouri-Kansas City, SI is an academic support tool that incorporates collaborative learning study sessions to improve student academic success and persistence. </p><p> This study allowed the researcher to understand if students are more successful academically because of participating in SI sessions. More specifically, the researcher&rsquo;s goals were to find out if student achievement and long-term retention is gained when students participate in SI, and, if additional benefits outside of course grades and retention are achieved because of SI participation. Using a convenience sample, the researcher sought to answer five research questions: (a) To what extent are students who participated in SI Mathematics more successful than students who did not participate in SI Mathematics, as measured by final course grades? (b) What is the persistence of students who participated in two or more SI sessions as measured by fall-to-fall semester retention? (c) Does the level of persistence differ by gender? (d) What additional benefits occur with SI student participation outside of course grades and retention as measured by focus groups? (e) To what extent does the quantitative and qualitative data converge? </p><p> This study required the use of archival data of students who participated in SI Math 1030 Intermediate Algebra and SI Math 1040 Algebra for College Students in the 2015&ndash;2016 academic year. In addition, the researcher conducted a focus group and two one-on-one interviews to investigate if additional benefits were gained when students participate in SI Math. Analysis of the quantitative data revealed that student academic success is achieved, based on final course grades, and fall-to-fall retention is statistically significant when students participate in two or more SI sessions. However, a Mann-Whitney U test showed that persistence level did not differ by gender. Results from the qualitative data indicated that additional benefits such as increased student engagement and integration, enhanced learning, and communication is gained by attending SI.</p><p>
956

Sharing Stories of Student Mothers in Community College

Sullivan, Kamisha A. 27 July 2018 (has links)
<p> Student mothers are an often overlooked population within higher education. However, one national study found the majority of students raising children while attending college are located in community college and they are predominately female. Therefore, the experience of student mothers in California, which has the largest system of community colleges in the country with 114 colleges provides important understanding about this population. This qualitative study shares the stories of 23 student mothers enrolled in two California community colleges through a conceptual framework that combines the Intersectional Model of Multiple Dimensions of Identity and Resiliency Theory. Student mothers described their intersecting identities as both invisible and empowering. Findings from the study point to the resiliency of student mothers who utilized personal assets (e.g. organizational strategies, self-care, and self-talk) and institutional resources (e.g. child care, opportunities for student engagement, and faculty support). The implications for this study are centered in an Ethic of Care by institutionally adopting practices and policies that engage students in a maternal way that responds to their needs with care. Recommendations for research and practice propose community colleges develop a strategic method to gather data on student mothers to better serve this student population. Further, institutions are encouraged to re-examine child care services and faculty support on campus. Policy changes can begin with educating faculty and students about Title IX, so student mothers can better exercise their rights within a more inclusive community college campus. </p><p>
957

University affiliation as a strategy for higher education development: the case of the University of Botswana and its affiliated institutions

Nthaga, Phenyo January 2010 (has links)
Magister Educationis - MEd / 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' 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. / South Africa
958

A Commitment to Diversity| The Journey of Two Christian Colleges Developing an Explicit Institutional Commitment to Diversity

Berkhalter, Dara 06 September 2018 (has links)
<p> Colleges and universities, to remain viable social institutions, will need to serve a more diverse population of students and do this well (Bierda &amp; Chait, 2011). First, they must respond to the changing demographics of the nation. The minority population will most likely be in the majority by the next U.S. census (Humes, Jones, &amp; Ramirez, 2011). According to information from the U.S. Census in 2010, 308.7 million people reside in the United States (Humes et al., 2011). This is an increase of 9.7% since 2000, and this increase is attributed to the growing population of those who do not identify as White (Humes et al., 2011). With this change, there will be an increase in diverse students in our schools and postsecondary institutions. </p><p> While Christian colleges should have made more progress on diversity-related efforts, such as enrolling more diverse students and increasing faculty diversity, the fact is that most have not&mdash;many have failed to recognize how diversity benefits students and the institution. This starts with an awareness of diversity and diversity objectives. The problems are many, but one key element may be that they do not have a ready-made roadmap to follow to make diversity an explicit part of their mission and focus. This study will highlight two institutions within the Council for Christian Colleges and Universities that have made an explicit commitment to diversity. The study will focus on the processes employed and challenges faced by two universities that have been successful in establishing a commitment to diversity. </p><p> The study followed a qualitative approach, and interviews were conducted with participants from two different institutions. The focus of the interviews was on the diversity statement, the roles of leaders in the change process, and the obstacles the institutions faced in becoming a more diverse community. Impacts of the diversity statement on faculty, curriculum, and leadership were also analyzed. </p><p> The major themes in the findings of the study included: (a) the link between institutional mission and values in diversity efforts, (b) the roles leaders played in the change process, and (c) the role of diversity champions in creating change. The results offer recommendations to college presidents and chief diversity officers for how to create change in diversity efforts on campus.</p><p>
959

Towards purpose, clarity and effectiveness in training, teaching and learning

Moon, Jennifer Ann January 1998 (has links)
Three projects are represented in this portfolio. Two involve practical work in the National Health Service and the higher education sector and one is a conceptual study of reflection in learning and professional development. All of the projects had the aim of developing clarity and effectiveness in particular areas of education - professional development, training, teaching and learning. The NHS project on professional development in health promotion (UK Professional Development Project in Health Promotion) aimed to improve the ability of those in non-specialist health promotion posts (e.g. nurses and teachers) to educate for health. Contributions of the work towards knowledge are in its concerns for ensuring that short courses have a significant impact on participants particularly through the use of an outcomes-based approach and planned reflective activities. The second project concerned the implementation of a credit framework in Welsh higher education. The development of a credit framework increases access to and flexibility within higher education by providing a generally accepted currency for learning. The main contributions of this work are in the development of specifications for this currency - guidance for writing learning outcomes and level descriptors. Reflection plays an important role in improving the efficiency and effectiveness of learning and the development of reflective capacities is central to the level of learning expected of graduates. The third project is a conceptual investigation of reflection, its interpretation in theoretical, professional and educational contexts and a consideration of how reflection is related to deep and effective learning. This involves the development of a new model of learning and the representation of learning both to elucidate reflection and to find better ways of using it to support the quality of learning at higher levels. There is substantial section on practical activities that encourage reflection in learning, including journal writing. While there are various interests in reflection, there have been few attempts to synthesise the ideas emanating from different disciplines and to relate them to current thinking about learning. The portfolio itself consists of the unpublished papers of the first two projects and an overview document that accompanies the portfolio describes the portfolio in the context of their contribution towards purpose, clarity and effectiveness in training, teaching and learning.
960

External Global Forces that Affect Higher Education Internationalization Strategies and How Three U.S. Universities Adapt to Them

Kettler, Lauren Kathleen 05 September 2018 (has links)
<p> When major transnational events occur, such as the 2015 economic crisis within Greece, the 2016 violent conflicts within Turkey, and the creation of political policies such as the 2017 President Trump Executive Orders on visa and immigration, the effects ripple throughout the field of international higher education. How higher education institutions take into consideration such external forces, ultimately, can affect their internationalization efforts, strategies, and successes. </p><p> This qualitative study explores what the external forces are that affect a university&rsquo;s internationalization strategies, specifically in inbound and outbound mobility programs. It further examined in what way these forces are affecting their strategies and how universities adapt to these forces. Using data from the <i>Open Doors: Reports on International Education Exchange</i> and the Integrated Postsecondary Education Data System (IPEDS), three private universities were selected that demonstrate large internationalization, inbound and outbound mobility strategies: Boston University, Northeastern University, and the University of Southern California. Further, this study was grounded in Kim Cameron&rsquo;s (1983, 1984) strategic choice and adaptation frameworks as a theoretical foundation, as the survival of the institution in today&rsquo;s global age is dependent on how well the institution can adapt during times of change. </p><p> The findings in this study reveal common themes across the three institutions, which resulted in seven external forces, or the Internationalization Forces. These forces have positive and negative effects on universities, which are demonstrated and plotted on a coordinate plane resulting in four distinct quadrants: Beneficial, Stressful, Harmful, and Creative. Finally, each case demonstrated that they are adapting their strategies across Cameron&rsquo;s (1983, 1984) three domains: Defense, Offense, and Creation. </p><p> Overall, the study underscores the impact that the external world has on higher education. Understanding the volatility of the Internationalization Forces can further assist higher education institutions in the facilitation of their internationalization strategies.</p><p>

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