This study examines the impact of academic and personal life on graduate student persistence and transformation. Of particular interest are the relationships, emotions, and life management skills required throughout the graduate experience and how socialization, emotional intelligence, and advising aid students through their academic program. With an average of seven to eight years required to complete a doctoral program, life happens. Students enter and leave relationships, children are born, family members have emergencies, health issues arise, and emotional growth takes place. Therefore, students transform not only academically, but in many ways. These are intertwined as evidenced by the data-derived system representation. The importance of understanding the interconnected links in graduate experience spans academic, social, economic, and societal spheres. Each year hundreds of thousands of students enter graduate school. However, for doctoral students, there is an enormous gap between acceptance and completion. After seven years, approximately 50 percent complete their program and after ten years the rate climbs to only 57 percent (Council of Graduate Schools, 2010). This study offers a systemic representation and a four-stage model of graduate student development, incorporating student-identified factors: Faculty Impact, Life Management, Relationships, Playing the Game, Growth/Transformation, Emotions, and Reward/Purpose. Stage I: Orientation and Socialization Stage II: Adjustment and Transition Stage III: Navigation and Transformation Stage IV: Completion and Advancement The results, presented as a systems-based model, along with analysis, may be used to support faculty, advisors, and administrators in creating better advising, orientation, evaluation, and support systems. Departmental policies may be improved to identify at-risk students, provide mentorship opportunities, or obtain continual feedback to understand the underlying factors that may stop students from progressing. This research might also help identify students during the application/admission process. The methodological framework used to create the system produced in this study is Interactive Qualitative Analysis (Northcutt & McCoy, 2004), a methodology that provides the quantitative rigor of algorithmically generated data analysis, combined with the qualitative descriptiveness of interviews, in order to provide insights into the drivers of graduate school persistence. This methodology uses a systematic, protocol-driven research procedure to construct a unified, descriptive diagram to illustrate the phenomenon. / text

This study investigated the effects of journal writing with or without giving feedback and grade, compared to the traditional teaching on integral achievement of students with different learning styles. In addition, students&rsquo / ideas about the journal writing activities in the mathematics classes were investigated. The study was carried out with 87 first year engineering students at Atilim University from three classes. Two groups were assigned as experimental groups (EG1 and EG2) and one group was assigned as the control group (CG). Students in all groups received the same instruction on integral. Experimental groups (EG1 and EG2) also engaged in journal writing activities besides lectures. Journal writings of the EG1 students were graded and feedback was given. Journal writings of the EG2 students, however, were not graded and feedback was not given. Two open-ended achievement tests on integral were developed. One of them was used as pre-test / the other was used as post-test. In addition, Kolb&rsquo / s Learning Style Inventory was administered as pre-test to determine the learning styles of the students. Follow-up interviews were conducted with ten students from EG1 and EG2. Additionally, v classrooms were observed during the treatment. The results of the ANCOVA suggest that neither the groups&rsquo / achievement nor the achievement of the students having different learning styles in each group differ significantly on integral. The results of the interviews, however, showed that students found journal writing activities as an effective teaching method and wanted to be engaged in the activity for the future.

Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós-Graduação em Enfermagem, Escola de Enfermagem, 2011. / Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2013-01-08T13:24:23Z No. of bitstreams: 1 naiana.pdf: 4155979 bytes, checksum: 25dfe591b948277c3400af182e9b2e10 (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2013-01-08T16:36:20Z (GMT) No. of bitstreams: 1 naiana.pdf: 4155979 bytes, checksum: 25dfe591b948277c3400af182e9b2e10 (MD5) / Made available in DSpace on 2013-01-08T16:36:20Z (GMT). No. of bitstreams: 1 naiana.pdf: 4155979 bytes, checksum: 25dfe591b948277c3400af182e9b2e10 (MD5) Previous issue date: 2011 / A presente pesquisa teve como objetivo conhecer e resgatar a história de criação dos cursos de pós-graduação em Enfermagem da Universidade Federal do Rio Grande. A Pós-Graduação lato sensu e stricto sensu em Enfermagem, da Universidade Federal do Rio Grande, configura-se como uma das pioneiras, no extremo sul do Rio Grande do Sul. Trata-se de um estudo descritivo, exploratório com abordagem qualitativa, o qual teve a História Oral e a Pesquisa Documental como método de pesquisa, e como referenciais a cultura, a memória e a perspectiva ecossistêmica. A coleta de dados da entrevista em História Oral, ocorreu nos meses de agosto à dezembro de 2010, e a pesquisa documental se prolongou até o período de julho de 2011. As entrevistas foram realizadas com os docentes que foram pioneiros na criação dos cursos de pós-graduação, nos níveis de Especialização, Mestrado Acadêmico e Doutorado. Para análise e interpretação dos dados, foi utilizado o método da análise temática. Diante do objetivo, da questão de pesquisa e dos respectivos pressupostos, foram desenvolvidos dois artigos, intitulados: “A pósgraduação lato sensu em Enfermagem da Universidade Federal do Rio Grande:memórias vivenciadas” e “Mestrado Acadêmico em Enfermagem da Universidade Federal do Rio Grande: Interfaces de sua criação na perspectiva ecossistêmica”. O primeiro artigo possibilitou conhecer como se deu a criação do curso de pósgraduação lato sensu, as experiências das pioneiras no processo de criação, assim como a sua participação na construção do curso. Além disso, foi possível conhecer o que significou para as docentes serem pioneiras, os desafios enfrentados, as mudanças e os benefícios alcançados. O curso de pós-graduação lato sensu Especialização em Projetos Assistenciais de Enfermagem contribuiu para a produção da ciência e do conhecimento em enfermagem e saúde, e ofereceu a oportunidade de aperfeiçoamento e qualificação da prática profissional aos enfermeiros que atuavam na assistência. O segundo artigo resgata a criação do curso de pós-graduação stricto sensu Mestrado Acadêmico, na voz dos docentes pioneiros, as experiências e o envolvimento nessa trajetória, os significados de serem pioneiros e os desafios enfrentados. Os resultados apontam que o Mestrado Acadêmico contribuiu expressivamente para a produção do conhecimento em enfermagem e saúde, seu desenvolvimento e para a qualificação dos futuros docentes e pesquisadores, estimulou e estimula a prática para ações em saúde interligadas, em sintonia com o fazer em enfermagem, e alavancou a criação do curso de Doutorado. Enfim, é possível afirmar que a história da criação dos cursos de pós-graduação em enfermagem da atual Escola de Enfermagem, da Universidade Federal do Rio Grande, foi construída e reconstruída, pois mantém o passado no presente para fazer parte de um futuro inovador, inserido na dinâmica de inter-relações capazes de promover ciência e conhecimento nesta área da saúde. / This study aimed to identify and retrieve the history of creation of post-graduate courses in Nursing, Federal University of Rio Grande. The Graduate sensu lato and stricto sensu Nursing, Federal University of Rio Grande appears as one of the pioneers in the extreme south of Rio Grande do Sul This is a descriptive, exploratory qualitative approach, which had oral history and archival research as a research method, and how culture references, memory and ecosystem approach. Data collection of oral history interview occurred in the months from August to December 2010, documentary research and lasted until the period of July 2011. The interviews were conducted with teachers who were pioneers in the creation of post-graduate levels Specialization, Master's and Doctoral Scholar. For analysis and interpretation of data, we used the method of thematic analysis. Given the objective of the research question and their assumptions were developed two articles, entitled: "The postgraduation lato sensu Nursing, Federal University of Rio Grande: memories experienced" and "Academic Master's in Nursing at Federal University of Rio Large: Interfaces ecosystem approach in its creation". The first article made it possible to know how was the creation of the post-graduation lato sensu, the experiences of the pioneers in the creation process, as well as their participation in the construction of the course. Moreover, it was possible to know what it meant to be the pioneer teachers, the challenges, changes and the benefits achieved. The course of postgraduation lato sensu Specialization in Nursing Care Project contributed to the production of science and knowledge in nursing and health and provided the opportunity for improvement and qualification of professional practice for nurses working in care. The second article turns to the creation of the post-graduate studies Master Academic, pioneers in the voice of teachers, experience and involvement in this course, the meanings of being pioneers and challenges. The results show that the Academic Master contributed significantly to the production of knowledge in nursing and health, development and qualification of future teachers and researchers, stimulated and encourages the practice linked to health actions, in line with doing nursing and leveraged the creation of the Doctorate. Finally, we can say that the creation story of post-graduate degree in nursing from the current School of Nursing, Federal University of Rio Grande, was built and rebuilt, as it keeps the past in the present to be part of an innovative future, inserted the dynamics of interrelationships that promote science and knowledge in this area of health. / Este estudio tuvo como objetivo identificar y recuperar la historia de la creación de cursos de postgrado en Enfermería, Universidad Federal de Río Grande. El graduado sensu lato y stricto sensu en Enfermería, Universidad Federal de Río Grande aparece como uno de los pioneros en el extremo sur de Rio Grande do Sul Este es un enfoque descriptivo, exploratorio cualitativo, que tenía la historia oral y la investigación en archivos como método de investigación, y la forma en referencias a la cultura, la memoria y el enfoque ecosistémico. La recolección de datos de la entrevista de historia oral se produjeron en los meses de agosto a diciembre de 2010, la investigación documental y duró hasta el período de julio de 2011. Las entrevistas se realizaron con los maestros que fueron pioneros en la creación de programas de postgrado de Especialización niveles de Maestría y Doctorado Académico. Para el análisis e interpretación de datos, se utilizó el método de análisis temático. Dado el objetivo de la pregunta de investigación y las hipótesis se han desarrollado dos artículos, titulado: "La postgraduación lato sensu en Enfermería, Universidad Federal de Río Grande: los recuerdos de experiencia" y "Master Académico de Enfermería de la Universidad Federal de Río grandes: Interfaces enfoque de ecosistemas en su creación ". El primer artículo ha permitido saber cómo fue la creación de la sensu lato después de la graduación, las experiencias de los pioneros en el proceso de creación, así como su participación en la construcción del campo. Además, era posible saber lo que significaba ser el pionero de los maestros, los retos, cambios y los beneficios alcanzados. El curso de postgrado lato sensu Especialización en Proyectos de Atención de Enfermería ha contribuido a la producción de la ciencia y el conocimiento en enfermería y salud y brindó la oportunidad de mejora y calificación de la práctica profesional de las enfermeras que trabajan en la atención. El segundo artículo se dirige a la creación de la post-grado académico los estudios de Maestro, pioneros en la voz de los docentes, la experiencia y la participación en este curso, los significados de ser pioneros y los desafíos. Los resultados muestran que la Maestría Académica contribuyó significativamente a la producción de conocimiento en, la enfermería y la salud el desarrollo y la cualificación de los futuros docentes e investigadores, estimula y fomenta la práctica vinculada a las acciones de salud, de acuerdo con la realización de enfermería y apalancamiento de la creación del Doctorado. Por último, podemos decir que la historia de la creación de postgrado en enfermería de la actual Escuela de Enfermería de la Universidad Federal de Río Grande, fue construido y reconstruido, ya que mantiene el pasado en el presente para ser parte de un futuro innovador, inserta la dinámica de las relaciones que promueven la ciencia y el conocimiento en esta área de la salud.

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<p>This dissertation takes a multi-level approach to studying attrition and time-to-completion (TTC) in Canadian graduate programs. I draw on three distinct data sources to provide macro, meso, and micro-level analyses of the characteristics, program features, and other aspects that affect graduate student outcomes. My research is informed by existing attrition models and frameworks and takes a policy sociology approach to providing evidence-based recommendations to be implemented at government, institution, and department levels.</p> <p>My meso-level analysis presented in chapter two uses logistic regression and discrete-time survival analysis with time-varying covariates to analyze data from the Youth in Transition Survey, Cohort B. The pre-entry attributes identified in Tinto’s (1993) model of attrition are examined to help to uncover the type of student most likely to dropout of graduate school. Certain demographic and background characteristics, such as being married and having children, are shown to reduce the likelihood of graduating, while academic performance and experiences tend to be most relevant for entry to graduate school.</p> <p>My third chapter presents my meso-level analysis of TTC and completion rates for thirteen doctoral programs at Carleton University using publically available data for six cohorts. In an effort to deepen our understanding of the variation that exists, program requirements, obtained from archived graduate calendars, are coded and included in my analysis. The results show that at the faculty level, Science reports the lowest average TTC, only slightly lower than Engineering, and Social Sciences have substantially longer average TTC. Completion rates are also shown to vary by discipline and faculty, with Science again reporting the highest completion rates and Social Sciences the lowest. In addition to differences by faculty and disciplines, certain program requirements are found to be negatively associated with successfully completing a doctoral degree.</p> <p>The fourth chapter contains my micro-level analysis of two Sociology departments in two Ontario research intensive universities. My research was informed by interviews with completers, non-completers, and faculty I shed light on the process of attrition and barriers to timely completion. This chapter highlights how aspirations differ between groups of students, and how a department’s climate can have indirect effects on student outcomes. Faculty and students are shown to have some different perceptions of factors that lead to non-completion and the importance of supervisory relationships is found to be paramount to both student experiences and outcomes. Students face many challenges throughout their journey in the doctoral program, but many can be overcome through a department’s recognition of challenges faced as well as a commitment to improve them. Additionally, this paper highlights barriers to timely completion and reasons for withdrawal.</p> / Doctor of Philosophy (PhD)

O uso assertivo e eficiente das estratégias de aprendizagem depende, muitas vezes, da compreensão e consideração de aspectos psicológicos e motivacionais. O adequado emprego de estratégias de aprendizagem se reflete no desempenho acadêmico, no domínio de construtos e modelos e no amadurecimento crítico e científico. A presente tese defende que há uma relação entre as estratégias de aprendizagem autorregulada e as estratégias de aprendizagem autodeterminada predominantes em alunos de mestrado e doutorado em Contabilidade. O estudo se justifica, porquanto, porque além de inaugurar uma linha de pesquisa ainda inédita no contexto da Contabilidade Humana, seus resultados destacam um original entendimento da relação da aprendizagem com a regulação e a motivação pessoal. Tem como objetivo principal apresentar diagnóstico, dimensões e correlações das estratégias de aprendizagem autorregulada e aprendizagem autodeterminada de alunos de programas de pós-graduação stricto sensu em Contabilidade no Brasil. Participaram do survey 516 respondentes, sendo 383 mestrandos e 133 doutorandos. Foram aplicados dois instrumentos psicométricos: Self-Regulated Learning Strategies (SRLS) e Motivated Strategies for Learning Questionnaire (MSLQ). O modelo operacional de pesquisa delineou a formulação de oito hipóteses, sendo que a primeira delas sustenta a defesa da tese, enquanto as demais defendem a influência das variáveis idade, gênero, tipo de curso, estágio no curso, tipo de instituição de graduação, nota do curso atribuída pela Capes e graus de instrução dos pais nos níveis de Self-Regulated Learning (SRL) e Self-Determination Theory (SDT). A partir da análise multivariada dos dados, os resultados corroboraram a tese e a influência do gênero no nível de SRL. A metaconclusão desta tese ratifica os estudos referenciados, confirmando que a aprendizagem pode ser dominada e controlada pelo indivíduo, ao se adotar estratégias individuais de regulação e motivação. Uma importante contribuição desta pesquisa consiste em oferecer conclusões empíricas que podem ajudar docentes, discentes, pesquisadores, instituições de ensino e programas de pós-graduação a compreender mais sistematicamente os aspectos da aprendizagem autorregulada e da aprendizagem autodeterminada que caracterizam o aluno de Contabilidade. Limitações importantes deste estudo podem ser vistas como oportunidades para pesquisas futuras: a amostra envolve um público específico, a pesquisa survey pode apresentar vieses de método comum e a baixa participação de alunos de mestrado profissional. Estudos futuros poderão adotar outras estratégias metodológicas e/ou envolver amostras mais diversificadas ou em maior lastro temporal / Assertive and efficient use of learning strategies often depends of the understanding and consideration of psychological and motivational aspects. Appropriate use of learning strategies is reflected in the academic performance, in the appropriation of constructs and models and in the critical and scientific maturity. This dissertation argues that there is a relationship between predominating self-regulated learning strategies and self-determined learning strategies in accounting master\'s and doctorate students. The study can be justified in view of, apart from inaugurating a research line within the context of Human Accounting, their results highlight a unique understanding of the relationship of learning with regulation and personal motivation. Its main goal is to present a diagnosis, the dimensions and the correlations of self-regulated learning and self-determined learning strategies of graduate Accounting students in Brazil. Five hundred and sixteen respondents participated in the survey, comprising 383 master\'s and 133 doctoral students. Two psychometric instruments were applied: the Self-Regulated Learning Strategies (SRLS) and the Motivated Strategies for Learning Questionnaire (MSLQ). The operating model research outlined the formulation of eight hypotheses, being that the first of them supports the thesis, while the others investigate the influence in the levels of Self-Regulated Learning (SRL) and Self-Determination Theory (SDT) of age, gender, type of course, stage in the course, type of undergraduate institution (public or private), grade attributed by Capes to the course and parental formal education degrees. From the multivariate data analysis,the results support the thesis and that gender has influence in the SRL level. The metaconclusion of this thesis confirms the referenced studies, estating that learning can be dominated and controlled by individuals through the adoption of individual strategies of regulation and motivation. An important contribution of this study is to offer empirical conclusions that might help teachers, students themselves, researchers, educational institutions and graduate programs to understand more systematically the aspects of self-regulated learning and self-determined learning that characterize the Accounting graduate students. The major limitations of the present study can be seen as opportunities for future researches: the sample involves a particular audience, research can provide common methods bias and the low participation of professional master\'s degree students in the sample. Future studies can take further methodological strategies and/or involve more diversified samples or consider longitudinal approaches

Made available in DSpace on 2016-04-28T18:22:18Z (GMT). No. of bitstreams: 1 Siderlene Muniz Oliveira.pdf: 1321211 bytes, checksum: 720084e29517687f803d55e639d905cb (MD5) Previous issue date: 2011-05-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at contributing to a reflection on the teacher s job at the stricto sensu graduate level through the analysis and interpretation of representations about the teaching work expressed in a text produced by a professor who teaches at a public university, in order to raise the real work activity she develops. Some researches reveal the complex issues involved in the work of graduate professor and suggest that he/she is affected with the teaching discomfort due to the pressure to perform many tasks prescribed both by the university and the research funding agencies, which measure productivity and efficiency through indexes. This suggestion leads us to the hypothesis that this discomfort should be expressed somehow in the texts where the professor describes her/his own job. In order to investigate this hypothesis, we adopt the socio-discursive interactionism (SDI), which attributes to acting and language a fundamental role in human development. According to this approach, job is defined as a way of acting whose representations are expressed in and through language, and it is considered a major human being improvement center in current society. Thus, studying texts with representations about the job of graduate professor, we also contribute to a better understanding of how this personal and professional development occurs in working situations. Besides SDI, adopted as theoretical and methodological framework, our research is based on other disciplines which study working situations, as Activity Ergonomics and Labor Psychology, particularly the Activity Clinic. Tenets of the French inspired discourse analysis complement the data analysis. To generate the text under analysis we employed a procedure called instruction to the double with an experienced professor of the field of language studies who teaches at a public university. Through this procedure, she lived an experience providing this researcher with instructions on how to perform her work activities. In order to complement this procedure, we also used an open interview. The analysis of the text transcribed for this research allowed us to access the multiplicity of tasks carried out by the professor, as well as the gestures of her métier (job). The difficulties to perform the activities and the alternative ways to overcome them were also evidenced, bringing about the professor s distinct modes of acting and the uneasiness due to the tasks and the dimensions involved in the job. Moreover, this analysis evidenced the diverse functions of the graduate professor and the elements of the teaching work involved in any of them. All this reveals the complex nature of this teacher s job, since she/he should know how to manage innumerous elements. This thesis consists, in a general sense, in the idea that the multiplicity of tasks performed by the teacher at the graduate level in the field of language studies impairs the performance of research and teaching activities prescribed in the official documents ruling her/his profession, mainly those intending to be seen as evaluative ones. Regarding this fact, we should reflect in search of alternative ways to solve the problems identified / Esta pesquisa tem por objetivo contribuir com uma reflexão sobre o trabalho do professor de pós-graduação stricto sensu, por meio da análise e interpretação das representações construídas sobre o trabalho docente em um texto produzido por uma professora que atua em uma universidade pública, a fim de trazer à cena o real da atividade que ela desenvolve. Pesquisas revelam a problemática da profissão do professor de pós-graduação, sugerindo que ele é atingido pelo mal-estar docente gerado pela pressão para desenvolver várias atividades prescritas pela universidade e pelas agências de fomento à pesquisa, sendo a produtividade e a eficiência mensuradas em índices. Essa sugestão nos leva à hipótese de que esse mal-estar deve se manifestar de alguma forma em textos nos quais o professor descreve o seu próprio trabalho. Para verificar essa hipótese, seguimos o interacionismo sociodiscursivo (ISD), que atribui ao agir e à linguagem papel fundamental no desenvolvimento humano. Para essa abordagem, o trabalho é definido como uma forma de agir cujas representações são construídas na e pela linguagem, sendo concebido como um dos lugares centrais de aperfeiçoamento do ser humano na sociedade atual. Assim, ao estudarmos textos que trazem representações sobre o trabalho do professor de pós-graduação, estamos também contribuindo para uma melhor compreensão de como se dá esse desenvolvimento pessoal e profissional nas situações de trabalho. Além do ISD, adotado como quadro teórico-metodológico, baseamo-nos em outras disciplinas que também vêm estudando situações de trabalho, como a Ergonomia da Atividade e a Psicologia do Trabalho, especificamente a Clínica da Atividade. Pressupostos da análise de discurso da linha francesa complementam a análise de dados. Para a geração do texto em análise utilizamos um procedimento denominado instrução ao sósia com uma professora experiente da área de estudos da linguagem que atua em uma universidade pública. Por meio desse procedimento, a professora vivenciou uma experiência ao dar instruções a esta pesquisadora sobre o modo de realizar as suas atividades de trabalho. Para complementá-lo, utilizamos, também, uma entrevista aberta. A análise do texto transcrito gerado para esta pesquisa possibilitou-nos ter acesso à multiplicidade de tarefas desenvolvidas pela professora, assim como aos gestos de seu métier (ofício). Foram evidenciadas, ainda, as dificuldades para desenvolver as atividades e as alternativas para superá-las, sendo colocados em cena os diferentes modos de agir da professora, assim como o sofrimento gerado para a realização das atividades e as dimensões envolvidas no trabalho. Além disso, essa análise evidencia as diferentes funções desempenhadas pelo professor de pós-graduação, assim como os elementos do trabalho docente envolvidos em cada uma delas. Tudo isso revela a complexidade do trabalho desse professor, pois ele tem de saber gerenciar inúmeros elementos. Esta tese consiste, de modo geral, na ideia de que a multiplicidade de tarefas desenvolvidas pelo professor de pós-graduação da área de estudos da linguagem prejudica o desenvolvimento das atividades de pesquisa e de ensino prescritas em documentos oficiais que regem sua profissão, principalmente aqueles que se dizem avaliativos. Esse fato nos obriga a refletir em busca de alternativas para sanar os problemas identificados

This thesis discusses the impact of economic globalisation on Thai higher education and society. Thailand's severe economic crisis in the second half of 1997 through 1998 has led to education reform at all levels. Since the crisis, Thailand has been focusing on the development of its human potential and creativity and enhancing the capability of communities, societies and the nation as a whole. The education system of Thailand is being redirected away from nation-building objectives towards 'human capital' creation; education is seen as a form of economic investment. Thailand, like its industrialising neighbours in Southeast Asia and close Western neighbours, is striving to adjust to the pressures of economic globalisation. As a result, Thailand's higher education system is undergoing significant intellectual and strategic reorientation to meet the demands of the modern global economy. Urged by government and employers to produce graduates with more globally relevant knowledge and skills, Thai universities are attempting to redefine their relevance with increased emphasis on proficiency in English. This imperative explains the expansion of full-fee English-medium education and the emergence of government policies encouraging the internationalisation of curricula. Since the mid-1990s, successive Thai governments have paid some attention to the concept of internationalisation but have yet to produce a clear statement of what internationalisation means in the Thai context. Thailand's internationalisation policy, such as it is, aims to cultivate a globally skilled workforce and has directly encouraged the establishment of English-medium business graduate programs, branded as 'international' at a number of leading universities in Bangkok. This thesis examines concerns as to the level of English proficiency achieved by students passing through these programs and questions the appropriateness of the term 'international' for programs, many of which appear to be cloned from business studies degrees offered in major native English-speaking countries. While government policies assert the need to reform education at all levels, both the idea and the parameters of 'internationalisation' remain ill-defined. Consequently, this thesis maps out the scope of internationalisation in education from a global and a local Thai perspective to present a more integrated framework for analysing the implications of the policies. The approach taken presents a multilayered and holistic reading of significant economic and cultural change taking place in Thailand through the lens of higher education reforms and public debates about globalisation and education. More specifically, this thesis examines internationalisation of Thai higher education as an aspect of globalisation and 'global' practice at the 'local' level, observable in the policies, statements, actions and intentions expressed by political leaders, government officials, university administrators, teachers, students and employers. Significantly, Thai cultural characteristics have a profound impact on these key acto rs' attitudes towards practice of international education, particularly in the cross-cultural teaching and learning settings. This thesis argues that a more holistic and integrated approach to internationalisation across all related policy domains is needed if the country is to more effectively respond to the challenges of a globalising world.