Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.

This thesis explores the effect of economic support zones within the Swedish development programs on employment. This question is answered using a difference in differences design and a reform in 2014 that changed the zone status of 18 municipalities. The thesis merges aggregated RAMS-data for municipal employment and an extract on granted funds from NYPS. No effect is found on neither the total number of employed nor any composition changes in workers between sectors. The results do not follow the theoretical predictions of Bartik (1991) and Moretti (2010) and is not in line with most of the previous literature. A reason for this divergence is that labour mobility is not affected by the reform which prevents any effect on employment.

Dissertation submitted in compliance with the requirements for the Master's Degree in Technology: Education at Technikon Natal, 1999. / TOPIC: An investigation of the role of practical laboratory work in bridging programmes forchemical technicians in technikons in South Africa, with particular reference to Mangosuthu Technikon. This research considers the role of introductory practical laboratory work, in a bridging course, in the success or otherwise of vocationally orientated students at technikons in South Africa. Mangosuthu Technikon, on which the study focuses, provides mainlyfor students whose educational background has ill-prepared them for the demands of tertiary studies. Besides the disadvantage of studying through the medium of English, students in the Engineering Schools are further hampered in their studies by having inadequate practical skills for laboratory work. The need to redress the problem of access to tertiary education has resulted in the introduction and continued use of bridging courses for educationally disadvantaged students. Since the secondary education system does not appear to be improving substantially, it would appear that the bridging courses will remain a necessity for some time. InitiallyMangosuthu Technikon offered a school/discipline bridging programme (Pre- Technican Course) for aspirant Engineering students, which allowed disadvantaged applicants a second chance to access tertiary education. It was an intensive six months' course, comprising experiential learning in the integrated components of Mathematics, Communication, Physics and Chemistry. The latter two subjects incorporated a substantial practical component. In the interests of rationalisation, a general Access Course replaced the former course in 1994. The emphasis became largely focussed on theoretical rather than practical work. After initial research indicated that the role of practical laboratorywork inthe trainingof chemicaltechniciansintechnikonsin South Africawas of consequence, a practically orientated bridging course was reintroduced in 1995. This dissertation shows that an educationally disadvantaged student who aspires to becoming a chemical technician requires an holistic education, at the Mangosuthu Technikon bridging course level, which incorporates relevant theoretical and practical components, in order to procure, and succeed in, tertiary education. Such practical work is a prerequisite for aspirant chemical technicians ifthey are to satisfy the needs of tertiary programmes and the demands of their future employers. Findings throughout the dissertation show that practical work is of consequence. Technikon and Industry representatives confirm their commitment to the inclusion of practical work in bridging courses. The implementation and administration of practical bridging courses also play important roles in ensuring that disadvantaged students gain access to tertiary education. This study evaluates Mangosuthu Technikon's original Pre-Technician Course, its 1994 general Access Course and its subsequent Pre-Technician Courses, and finds that Pre-Technician Course (1989/1990) students performed well and that the majority of them were able to access tertiary education and cope with its demands reasonably well. The Access Course (1994) students, by comparison, performed dismally. Years subsequent to 1994 have seen an improvement in the pass rates, but not to the levelofl989/1990. The study, thus, concludes that practically orientated bridging courses impact significantly on successful performance in formal courses for technicians. / M

M.Ed. (Adult Education) / This study focused on tutors’ roles in the formation of learning communities during an educational excursion (EE) and explored how tutors enable the transfer of the social and academic cohesion formed during the EE to the formal university environment. This research inquiry is a subsection of a larger NRF, Thuthuka research project. The general focus of the larger study is the investigation of the EE as a precursor to the development of learning communities at the University of Johannesburg (UJ). Higher education in South Africa and worldwide is being tasked with improving student retention, especially in the first year of study, as this is when the highest attrition takes place. One of the initiatives that had good success rates in other countries is the introduction of First Year Experience (FYE) programmes that address first year students’ academic and social transition into the formal learning environment. This study focuses on the Education Faculty at the UJ and the EE that forms part of their FYE programme. Tutors as more senior peers accompany staff on a directed intervention namely, a three day field trip, aimed at accelerating first year students’ enculturation into university life. The tutors’ roles in the formation of learning communities fall within the fields of teacher education and development and higher and adult education. Within the field of tutoring, the roles the tutors play in the formation of learning communities during an EE is relatively unexplored, especially from the viewpoint of the tutors and staff who accompany the students on the excursion in a higher education context. This study used a generic qualitative research design and employed qualitative methods of data collection (interviews) with academic staff, support staff, a facilitator and students as peer tutors. Qualitative content analysis and specifically the constant comparative method were utilised. The study found that tutors facilitated the development of social cohesion during the EE between students, students and staff and tutors and staff. The tutors played an important role in promoting learning by scaffolding student interaction during activities, and by aiding interaction through facilitating activities in small groups since they are closer to the student experience. The social and academic cohesion was transferred to the formal learning environment by scaffolding students’ learning, linking theory and practise and supporting students socially. Tutors’ experiences with students’ struggles during the EE allow them to support students more effectively at university

This dissertation presents an essential faculty development program framework for teaching and learning centers in research extensive universities for introducing, enhancing, and improving faculty development programs. In this study, the Delphi method was used to gain consensus from the study experts on essential and model faculty development programs, key goals and biggest challenges for teaching and learning centers in research extensive universities. This study included two major phases: (1) creation of the original survey instrument, and (2) conducting the surveys with the identified experts. The first phase utilized three experts in the field of faculty development to validate the questionnaire instrument. The second phase was completed by a panel of 15 experts representing 14 states and was conducted in four iterations. The study answered five research questions: (1) What are essential faculty development programs for teaching and learning centers as reported by directors in selected research extensive universities? (2) What are model faculty development programs for teaching and learning centers as reported by directors in selected research extensive universities? (3) What programs will be essential for faculty development in the future as forecasted by faculty professional development experts on the Delphi panel? (4) What should be the key goals for teaching and learning centers as reported by directors in selected research extensive universities? (5) What are the biggest challenges for teaching and learning centers as reported by directors in selected research extensive universities? This dissertation study identified 18 currently essential faculty development programs and 28 future essential faculty development programs for teaching and learning centers in research extensive universities. Additionally, the Delphi panel members provided descriptions of model programs for identified essential faculty development programs that are considered as successful best practices to faculty development. The Delphi panel also provided insights into key goals and key challenges for teaching and learning centers that can be used by directors to plan essential faculty development programs. This dissertation is significant because the results are expected to serve as a means for evaluating existing faculty development programming and guiding the planning of new faculty development programs to enhance teaching and learning on research extensive university campuses.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 159-169). Also available on the Internet.

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Thesis (Ph. D.)--Illinois State University, 1981. / Title from title page screen, viewed March 17, 2005. Dissertation Committee: John R. McCarthy (chair), John Brickell, Vivian Jackson, Rod Riegle, Mary Zey-Ferrell. Includes bibliographical references (leaves 126-130) and abstract. Also available in print.

Thesis (Ph.D.)--University of Iowa, 2009. / Thesis supervisor: Ellen Lewin. Includes bibliographical references (leaves 213-234).