Dissertation (Ph.D.)--University of Toledo, 2008. / Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Higher Education." Bibliography: leaves 293-309.

Thesis (M.Ed.)--University of North Carolina Wilmington, 2009. / Title from PDF title page (January 19, 2009) Includes bibliographical references (p. 53-56)

Thesis (M.A.) -- University of Montana, 2009. / Title from author supplied metadata. Description based on contents viewed on August 12, 2009. Author supplied keywords: intercultural competence ; training ; residence life ; communicaiton. Includes bibliographical references.

Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2018. / Service delivery is one of the most important aspects of the Higher Education sector not only when dealing with international students. It is imperative that higher education institutions should monitor and evaluate its administrative and academic employees. There is a need for a good performance system, which includes standards that define whether staff performances have merits or shortcomings. This will encourage staff to be proficient in their work environment. It is also important to equip staff with service delivery training. This research project examines staff and students’ experiences of internationalisation at the Cape Peninsula University of Technology. The researcher identified problems that international students encountered at CPUT, subsequently made recommendations, which deal with how to improve CPUT services to international students. The researcher undertook a quantitative research approach by administering a closed-ended questionnaire, which was compiled by a registered statistician. The study found that most of the participants did not understand or were not aware of internationalisation at CPUT. A majority of the participants did not understand their role when it came to assisting international students. They perceived that whatever international students required had to be sought from the international office. They understood their role within CPUT in terms of meeting the university’s objectives, as being that, which is set out in the university’s Vision and Mission.

An assessment of the knowledge and the behaviors associated with sustainable development was conducted to determine the effect of adult education on sustainable development in Jamaica. The discourse for leadership commitment and governance, as well as continuous learning has its tenets in the discovery that the programs do not significantly address sustainable development (SD). While knowledge was significantly addressed, the programs failed to motivate useful action. The study has provided an explanation of the barriers, costs, and limits to sustainability so that program planners can devise transfer of learning strategies that foster adaptation and mitigation. The investigation involved 35 adult educators and 84 trainees from four programs of the premier adult and continuing learning facility in Jamaica. Both groups agreed that the programs addressed the knowledge, but not the behaviors associated with SD, despite the fact that all three dimensions of SD were addressed in an almost equitable manner. The requirements for achieving SD were met by 7% of the respondents, while the percentage of respondents that achieved environmental sustainability, economic sustainability, and social responsibility was 15%, 16%, and 13%, respectively. The six measures correlated highly with the SD variable and were significant. However, there were no significant differences across the groups. Instructors and trainees agreed that knowing about the concerns of SD had not changed their thinking and behavior. On average, the principles of sustainability were not applied. Although hospitality programs were more effective than agriculture, construction and automotive programs in addressing the content on environmental sustainability, no program paid attention to transfer of learning. Cronbach's alpha for the survey instrument was .973. / Although instructors were applauded for identifying SD concerns with learners, the sample mean was 38.84% with a standard deviation of 12.24. In all three dimensions, the mean for knowledge exceeded 50%, but fell below 25% for behavioral outcomes. These results are not generalizable. They have implications for instructional leadership and for curriculum design and development across the Caribbean. Additional assessments of higher-level adult learners in the select facility and in other specialized training programs are needed for the validation of these findings. / by Pauline McLean. / Dissertation committee error findings noted in the margin. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

This study is offered as a potential contribution to the struggle for Indigenous reclamation, revitalization and renewal of knowledge systems, cultures, lands and resources. It acknowledges that Canadian Indigenous history does not begin with the arrival of the Europeans. Neither does their future depend exclusively on Western worldviews. Rather, the study argues, the future depends on the convergence of Indigenous worldviews, encapsulated through orality in their languages and knowledges, with imported Western worldviews and knowledges encapsulated through literality. Using qualitative ethnographic, sociolinguistic and phenomenological research approaches, this study focuses on some primary questions: Firstly, can locating the discourse between Indigenous and Western knowledge systems in an abstract, neutral and voluntary `ethical space' between them contribute to identification of their complementary diversities? Secondly, can the convergence of these knowledge systems in creative interconnections in research, development and teaching enable each system to preserve its own integrity? Thirdly, can a portable (collaborative, multi-venue) institutional model for Indigenous tertiary education be developed? This model will be capable of being locally-customised. It will be intended for local development by Indigenous communities wishing to add a community-based delivery mode interconnected with others to the delivery of tertiary education to their citizens. To address these questions, findings from literature on Indigenous knowledges globally and literature on Indigenous tertiary education in North America is converged with field research findings. Findings from the literature and field research are converged to describe how the imposition of Western worldviews has contributed to a systemic erosion of Indigenous worldviews, languages, knowledges and practises. However, interviewees do not advocate `either-or' choices. They are clear that `both-and' solutions, under community jurisdiction, hold the greatest promise for stimulating the resurgent forces that can play a lead role in reclaiming, renewing and revitalizing Indigenous responsibility for Indigenous peoples, resources, economies, communities and governance. They are just as clear that the reclamation, renewal and revitalization of Indigenous knowledges through tertiary education can lead the way in Indigenous governance, community, social, health, justice, and economic development. Data illustrate that conventional/mainstream tertiary institutions often argue for the inclusion of Indigenous program content managed by Indigenous people. They argue that this will assure that a few incremental reforms may turn the institutions into instruments that serve Indigenous peoples and communities effectively. This study shows that such arguments ignore Indigenous contexts and Indigenous teaching/learning processes while continuing to embrace the Western development paradigm. It also calls for a complementary Indigenous Multiversity that, while pluralist and open to all knowledges, is rooted in Indigenous thought and knowledge. It can be the basis for reaching out to and interfacing with other peoples and their knowledges. This study sees the `ethical space' in an Indigenous Multiversity as an optimal location for confronting and reaching out to all knowledges and worldviews while resolving content/context/teaching-learning process issues. Starting in one community, the Multiversity could finally be made up of a consortium. The consortium could unite interdependent Indigenous community-based tertiary institutions. The institutions could be partnered with conventional/mainstream professional and technical institutions and colleges. Such partnerships could assure that, in addition to having access to local and other Indigenous languages, values, knowledges and worldviews, students may be able to access Western languages, values, knowledges and worldviews. / Educational Studies / D.Ed. (Comparative Education)

The underlying concern in this thesis is with the real opportunities that people have to pursue beings and doings that they have reason to value. This concern is explored through the development of four themes, namely ‘shaping aspirations’, ‘capabilities of academic researchers’, ‘qualities of play’, and ‘university internationalisation’. These themes emerged during my journey of academic inquiry, which included empirical research conducted in two distinct settings.

In a growingly complex and ambiguous world it is thought that flexible, change-oriented leadership that encourages a culture that is risk taking, innovative, and proactive is necessary to survive and prosper. The extant literature offers entrepreneurial leadership as having a positive impact in such environments in business settings. Schools, which are not exempt from complex and ambiguous environments, might also benefit from this new type of leadership. Hence, this study expands the study of entrepreneurial leadership to the education profession, examining the relationship between principal autonomy, a principal’s entrepreneurial orientation, school culture, and school performance. This study, supported by findings of numerous educational leadership studies, posits that a significant positive indirect relationship exists between a principal’s entrepreneurial orientation and school performance, with school culture as a mediating variable. It is proposed that a greater disposition to proactive and risky behaviors in pursuit of innovation will correlate with greater cultural innovativeness, leading to higher levels of school performance. The contribution this study makes is both theoretical and practical. Theoretically, it adds a new dimension to the educational leadership literature by investigating the potential effectiveness of entrepreneurial leadership in improving teaching and learning in American schools, and the impact of risk taking, innovativeness, and proactiveness as individual distinct determinants of school performance. Practically, the study could identify new dispositions valuable to principals in efforts to improve their school’s performance. The study uses a nonexperimental, quantitative research design to explore these relationships, using correlational and regression analyses. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

This quantitative study was designed to analyze the percentage of students pursuing selected Career and Technical Education (CTE) vocational courses in schools throughout the State of Florida and to determine if there is a relationship to school district size during school year 2008-2009. The study sought to determine if smaller districts are more likely to have a higher percentage of students enrolled in selected CTE programs that will provide entry into the work force in a skilled, preferably licensed occupation than larger districts. The study also sought to determine the relationship of the number of students enrolled in the CTE courses to school level student attendance rate, drop-out rate, graduation rate, percentage of Black students, percentage of Hispanic students, percentage of White students, and the percentage of students eligible for free and reduced price meals. / by Francis Serra. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

The purpose of this research was to assess how prepared Florida's State University System (SUS) institutions have been during the past five years (2008-2013) in responding to the challenges of globalization. The research also established institutional trends for the past five years (2008-2013) and projections for the next five years to seize the opportunities offered by globalization and to produce graduates with global competency skills. Ten of the 12 SUS institutions studied in this research were Florida A&M University (FAMU), Florida Atlantic University (FAU), Florida Gulf Coast University (FGCU), Florida International University (FIU), Florida State University (FSU), University of Central Florida (UCF), University of Florida (UF), University of North Florida (UNF), University of South Florida (USF), and University of West Florida (UWF). The research was conducted as a case study using multi-method approach. The quantitative analysis was based on the information collected from the institutions and from the integrated postsecondary education data system (IPEDS). The qualitative analysis was based on the institutional mission statements, vision statements, and strategic plans. The quantitative analysis used six data parameters to compute a globalization composite index (GCI) for institutional comparisons and for establishing trends and future projections. Integrating quantitative and qualitative analyses led to the research findings of this study. Based on this study, the institutional preparedness for globalization has been low for six SUS institutions (FAMU, FAU, FGCU, UCF, UNF, and UWF) and has been medium for the remaining four (FIU, FSU, UF, and USF). The trend analysis showed that institutional preparedness could be improved significantly if robust and focused efforts are made over the next five years. In that case, the institutional preparedness for FAMU, FGCU, UNF, and UWF could ascend to medium; for FAU and UCF, it could improve to medium+; and for FIU, FSU, UF, and USF, it could reach high. The research concluded with some recommendations to help the leadership of Florida and the SUS institutions in responding effectively to the challenges of globalization. A few recommendations for future research in this field also are provided. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection