Thesis (M.B.A.)--Boston University

The success of the most competitive companies throughout the world, including higher education institutions, lies in their highly skilled employees on which these institutions spend millions to retain. Literature reveals the cost of losing best employees to be enormous – beyond monetary quantification. Also worth noting is that the loss of one competent employee to a competitor institution strengthens the competitor’s advantage. This case study analysed human resources turnover data, and interviewed academic managers and employees in order to examine the possible employee retention factors for a higher education institution in South Africa. The findings reveal different institutional interests between institutional managers and employees. The former are concerned more about profits, business sustenance and justification for spending, while the latter are driven by introverted interests such as development, monetary rewards and personal fulfilment.

Law that regulates management of higher education institutions has been increasing in recent years in both Saudi Arabia and England. The Higher Education and Universities Act (HEUA) 1414 A. H. (1993 A. D. ) and the Regulation for Organising the Affairs of Teaching Staff (ROATS) 1418 A. H. (1997 A. D. ) in Saudi Arabia arose as major upheavals in the organisation of Higher Education and Universities. Similar developments have occurred in England in response to the Education Reform Act (1988) and the Further and Higher Education Act (1992). All these developments in both countries have deeply effected the legal position of the university as well as the affairs of the academic staff and other university members. This research seeks to show the laws that now apply to universities in both countries and to provide for all academic and administrative members of the university. In addition, the scope of this thesis is to compare the laws of universities and to show the advantages and disadvantages of such laws in relation to both legal and administrative affairs at these universities. Particular emphasis is placed on the organisation of the academic staff and on how the disciplinary procedures in both countries focus on natural justice.

Thesis (Ed.D.)--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. / International ranking systems provide are an opportunity to higher education institutions (HEIs) to establish a global reputation. However, seeking that recognition comes at a significant cost. By focusing on particular indicators in the ranking systems, HEIs and governments may neglect other aspects of higher education. When choosing certain indicators over others, policymakers are confronted with an opportunity cost when allocating resources to improve rank. The nature of this cost and the relative importance of the indicators remain unclear. This study seeks to (1) contrast the policy pressures from international rankings against regional dialogues on higher education policy , (2) determine interaction between the ranking indicators of HEIs in Continental Europe, East Asia, and the Anglo-Saxon world, (3) reveal the relative importance of indicators as predictors for the overall rank of HEIs in these regions , (4) provide suggestions as to how HEIs could implement strategies to improve their standings in the rankings, and (5) consider how these findings from the ranking systems compare with regional trends in higher education policy dialogue. / 2031-01-02

Esta dissertação apresenta aspectos relacionados às instituições de ensino particulares na cidade de Porto Alegre, capital do Rio Grande do Sul, entre 1927 e 1957. Tempo, espaço e cidade são fatores que fazem parte da análise que envolve escolarização e urbanização da capital sul-rio-grandense. Visando identificar características das escolas fundadas na cidade, optou-se por fazer um levantamento dos educandários e suas particularidades, além da localização e possíveis alteração de endereço. Por meio da pesquisa em livros, trabalhos acadêmicos, artigos, textos e materiais históricos, como por exemplo, documentações oficiais, relatórios de instrução e de intendência, atas, documentos municipais e estaduais, legislações, mapas e através da internet, foi efetuado o levantamento das escolas e sua localização nos mapas de 1928 e 1952. Visitas aos acervos de bibliotecas, arquivos, consultas virtuais foram realizadas para obtenção dos dados e posterior análise das informações e na relação destas com características socioeconômicas, políticas, culturais, étnicas e confessionais. Após examinar o conjunto de informações foi possível perceber aspectos que impactaram nos processos de escolarização do período da pesquisa. Cynthia Greive Veiga, Luciano Faria Filho, Milton Santos e Célia Ferraz de Souza foram autores que colaboraram com as análises e reflexões deste estudo. / This thesis presents aspects related to the private education institutions in Porto Alegre, the capital of Rio Grande do Sul, between 1927 and 1957. Time, space and city are factors involved in the analysis that concerns schooling and urbanization in the capital of Rio Grande do Sul. Aiming to identify the characteristics of the schools established in the city, it was chosen to make a survey of the schools and their features, as well as their location and any possible change of address. Through research in books, academic works, articles, texts and historical materials, such as official documentation, instruction and stewardship reports, minutes, municipal and state documents, legislations, maps and the internet use, a survey was carried out on the schools and their locations in the 1928 and 1952 maps. Archives and libraries collections were visited and virtual consultations were carried out to obtain the data, later information analysis and their relation with socioeconomic, political, cultural, ethnic and confessional characteristics. After examining the set of information, it was possible to detect aspects that impacted the schooling processes of the research period. Cynthia Greive Veiga, Luciano Faria Filho, Milton Santos and Célia Ferraz de Souza were authors who collaborated with the analyzes and reflections of this study.

Submitted in partial fulfilment of the requirements for the Master in Technology: Public Relations Management, Durban University of Technology, 2010. / The National Plan for Higher Education (2001) provides a framework for achieving the vision of a single co-ordinated higher education system. In order to meet the goals of this plan, various technikons and universities had to merge. Pityana (2004: 4-5) points out that, in addition to opportunities, various challenges have also emerged from these mergers. One such challenge is that higher education institutions may find themselves in tensions with their partners which may result in disagreements that could lead to crisis situations. Marconi (2005: 262) argues that, in crisis situations, the pace of the conflict accelerates dramatically. This means that the affected parties have to react very quickly or risk having their ability to protect their interests substantially reduced, hence the need for a crisis communication plan. Implicit in this plan is the importance of communication. McCusker (2006: 108) maintains that, often in crisis a situation, communication gets distorted. As a result, rumours often supplant real facts. Thus, clear communication needs to be pre-planned and increased during a crisis. This dissertation, therefore, sets out to investigate the role of communication during the planning and management of crises at higher education institutions in KwaZulu-Natal. It reports on preliminary results of in-depth interviews conducted at higher education institutions in KwaZulu- Natal and offers recommendations so that crises planning and management may be improved upon.

Esta dissertação apresenta aspectos relacionados às instituições de ensino particulares na cidade de Porto Alegre, capital do Rio Grande do Sul, entre 1927 e 1957. Tempo, espaço e cidade são fatores que fazem parte da análise que envolve escolarização e urbanização da capital sul-rio-grandense. Visando identificar características das escolas fundadas na cidade, optou-se por fazer um levantamento dos educandários e suas particularidades, além da localização e possíveis alteração de endereço. Por meio da pesquisa em livros, trabalhos acadêmicos, artigos, textos e materiais históricos, como por exemplo, documentações oficiais, relatórios de instrução e de intendência, atas, documentos municipais e estaduais, legislações, mapas e através da internet, foi efetuado o levantamento das escolas e sua localização nos mapas de 1928 e 1952. Visitas aos acervos de bibliotecas, arquivos, consultas virtuais foram realizadas para obtenção dos dados e posterior análise das informações e na relação destas com características socioeconômicas, políticas, culturais, étnicas e confessionais. Após examinar o conjunto de informações foi possível perceber aspectos que impactaram nos processos de escolarização do período da pesquisa. Cynthia Greive Veiga, Luciano Faria Filho, Milton Santos e Célia Ferraz de Souza foram autores que colaboraram com as análises e reflexões deste estudo. / This thesis presents aspects related to the private education institutions in Porto Alegre, the capital of Rio Grande do Sul, between 1927 and 1957. Time, space and city are factors involved in the analysis that concerns schooling and urbanization in the capital of Rio Grande do Sul. Aiming to identify the characteristics of the schools established in the city, it was chosen to make a survey of the schools and their features, as well as their location and any possible change of address. Through research in books, academic works, articles, texts and historical materials, such as official documentation, instruction and stewardship reports, minutes, municipal and state documents, legislations, maps and the internet use, a survey was carried out on the schools and their locations in the 1928 and 1952 maps. Archives and libraries collections were visited and virtual consultations were carried out to obtain the data, later information analysis and their relation with socioeconomic, political, cultural, ethnic and confessional characteristics. After examining the set of information, it was possible to detect aspects that impacted the schooling processes of the research period. Cynthia Greive Veiga, Luciano Faria Filho, Milton Santos and Célia Ferraz de Souza were authors who collaborated with the analyzes and reflections of this study.

Esta dissertação apresenta aspectos relacionados às instituições de ensino particulares na cidade de Porto Alegre, capital do Rio Grande do Sul, entre 1927 e 1957. Tempo, espaço e cidade são fatores que fazem parte da análise que envolve escolarização e urbanização da capital sul-rio-grandense. Visando identificar características das escolas fundadas na cidade, optou-se por fazer um levantamento dos educandários e suas particularidades, além da localização e possíveis alteração de endereço. Por meio da pesquisa em livros, trabalhos acadêmicos, artigos, textos e materiais históricos, como por exemplo, documentações oficiais, relatórios de instrução e de intendência, atas, documentos municipais e estaduais, legislações, mapas e através da internet, foi efetuado o levantamento das escolas e sua localização nos mapas de 1928 e 1952. Visitas aos acervos de bibliotecas, arquivos, consultas virtuais foram realizadas para obtenção dos dados e posterior análise das informações e na relação destas com características socioeconômicas, políticas, culturais, étnicas e confessionais. Após examinar o conjunto de informações foi possível perceber aspectos que impactaram nos processos de escolarização do período da pesquisa. Cynthia Greive Veiga, Luciano Faria Filho, Milton Santos e Célia Ferraz de Souza foram autores que colaboraram com as análises e reflexões deste estudo. / This thesis presents aspects related to the private education institutions in Porto Alegre, the capital of Rio Grande do Sul, between 1927 and 1957. Time, space and city are factors involved in the analysis that concerns schooling and urbanization in the capital of Rio Grande do Sul. Aiming to identify the characteristics of the schools established in the city, it was chosen to make a survey of the schools and their features, as well as their location and any possible change of address. Through research in books, academic works, articles, texts and historical materials, such as official documentation, instruction and stewardship reports, minutes, municipal and state documents, legislations, maps and the internet use, a survey was carried out on the schools and their locations in the 1928 and 1952 maps. Archives and libraries collections were visited and virtual consultations were carried out to obtain the data, later information analysis and their relation with socioeconomic, political, cultural, ethnic and confessional characteristics. After examining the set of information, it was possible to detect aspects that impacted the schooling processes of the research period. Cynthia Greive Veiga, Luciano Faria Filho, Milton Santos and Célia Ferraz de Souza were authors who collaborated with the analyzes and reflections of this study.

Magister Educationis - MEd / This thesis sought to understand the various ways in which Sokoine University of Agriculture (SUA) in Tanzania, as a teaching and research institution, engages with its communities. This was prompted by the increasing calls upon the universities, both locally and globally, to become relevant to the communities through community engagement. Although the idea of community engagement has emerged and continues to gain momentum in higher education, there have been different understandings and shifts in the ways in which universities are practising community engagement. The study is located within the broader debates in the literature, which sees community engagement as a contested concept in terms of its exact practices and outcomes, particularly in relation to the university’s core activities of teaching, learning and research. With the contextual nature of community engagement, a case study design was deemed to be suitable for this type of study. Data collection instruments comprised of document reviews, semi-structured interviews and focus group discussions. From the data collected and analysed, there are three key findings in this study. Firstly, community engagement in the Tanzanian higher education system in general has moved from predominantly supporting communities to incorporating some aspects of teaching, learning and research, as well as economic pursuit. This is illustrated in practices such as national service programmes, continuing education, volunteering, field practical attachment, community-based research, commissioned research and consultancy, participatory action research, experiments and technology transfer. Secondly, whereas some of the practices are fading away in some Tanzanian higher education institutions, those that are active at SUA fall within both the Land-Grant (one-way) and Boyer’s (two-way) models of community engagement. Thirdly, there are no deliberate efforts by SUA to institutionalise community engagement as a legitimate activity that enriches teaching, learning and research. As such, there are loose and discontinuous linkages between community engagement and SUA’s teaching, learning and research, attributed to a weak institutional approach to community engagement.

High retention rates, low levels of academic literacy and inundated support services show that students enrolled at Higher Education Institutions (HEIs) are experiencing difficulty coping with the demands of tertiary study and reaching their academic goals. Literature shows that a significant number of students who are attending HEIs experience barriers to learning, both intrinsic and extrinsic. The aim of this study was to determine the opinions of lecturers at one University of Technology regarding their role in supporting students experiencing barriers to learning. The researcher used a mixed methods approach to collect data with the aim to describe the phenomenon accurately. Bronfenbrenner’s bio-ecological model provided a theoretical framework for this study as it emphasizes the importance of the interaction between the development of an individual and the systems within the individual’s social context. A purposive sampling strategy was employed, and self-structured questionnaires were given to lecturers who teach first year to post-graduate students at the University of Technology. After the statistical analysis of the quantitative data, fifteen lecturers were randomly chosen to participate in individual semi-structured interviews. The transcriptions of the interviews were coded and themes were identified. Using the constant comparative method of data analysis, the researcher aimed to explain the results of quantitative data analysis. The key findings revealed that lecturers feel inadequate to deal with barriers to learning; mainly owing to a lack of training and that they are mainly of opinion that their duty is to refer students for support. / MEd (Learner Support), North-West University, Vaal Triangle Campus, 2014