Thesis (Ed. D.)--University of Washington, 1988. / Vita. Bibliography: leaves [121]-139.

The goal of the proposed study was to explore with line managers some guidelines for an absenteeism management programme in the environment of higher learning. The aim was to gain insight from line managers into the variables to be taken into consideration in the development of an absenteeism management programme. The researcher used a qualitative research approach to gain deeper understanding of the line managers’ need to deal with absenteeism within the environment of higher education. The study used a non-probability sampling technique with purposive sampling for selecting the sample. Semi-structured interviews conducted using an interview schedule in conjunction with a recording device were conducted to gather data from ten participants. A qualitative analysis was carried out to grasp the richness of themes derived from the participants’ narratives. The analysis involved both transcribing and interpreting the data. The empirical findings revealed that participants were confronted with employees’ absenteeism in the course of their daily operations. The majority of participants reported a lack of proper policies and procedures within the institution to guide them in managing absenteeism. The study also revealed that participants felt they would benefit from a programme that specifically addressed absenteeism behaviour in the workplace. The participants recommended items that would be essential in such a programme. These included, inter alia, a return to work policy, proper monitoring mechanisms and a link between absenteeism and the performance management system. / Dissertation (MA)--University of Pretoria, 2011. / Social Work and Criminology / unrestricted

This dissertation explores the ways in which religious knowledge was produced and transmitted in Safavid madrasas, particularly in Isfahan, during the later Safavid period—from the reign of Shāh Abbās II (1642–66) to the end of Shāh Sulṭān Ḥusayn’s reign (1694–1722). It argues that Safavid madrasas functioned as multifaceted cultural centres that disseminated religious knowledge, preserved the Shi‘ite intellectual heritage, and played an important role in reconstructing, re-articulating, and contextualizing or contemporizing the past. Safavid madrasas, which were established thanks largely to the largesse and piety of the Safavid shahs, very often acted on behalf of the established political power. However, due to the flexible, inclusive, and personal character of Islamic pedagogy, Shi‘ite learning, like that of the wider Muslim community, could occur in a wide variety of places, from the houses of scholars to any mosque or shrine. After surveying Shi‘ite scholarship and its institutions from the early decades of Islamic history until the mid-seventeenth century, this study contextualizes the Madrasa-yi Sulṭānī, or Royal Madrasa, of late Safavid Isfahan within its political, social, and religious setting. This particular madrasa exemplifies the ways in which religious knowledge was transmitted in early modern Iran. By analyzing the deeds of endowment (waqfiyyas) of the Madrasa-yi Sulṭānī and other madrasa-mosque institutions built by Shāh Sulṭān Ḥusayn and members of the Safavid elite, this study sheds light on the organizing mechanisms and structures for such educational and charitable foundations. Based on the large number of extant ijāzas that were issued by Safavid scholars, and other primary sources, including waqfiyyas and autobiographies, this study reconstructs the curriculum of the Safavid madrasa and describes the pedagogical methods that Safavid scholars employed to transmit religious knowledge to their students. It also discusses the major problems facing Shi‘ite higher learning by examining the critiques of such scholars as Mullā Ṣadrā (d. 1635 or 1640), the Safavid philosopher, Muḥsin-i Fayḍ Kāshānī (d. 1679), a renowned traditionalist, and Muḥammad Bāqir Khurāsānī, known as Muḥaqqiq-i Sabzawārī (d. 1679), the Shaykh al-Islam of Isfahan and a prominent mujtahid. Finally it examines the life and career of Sayyid Mīr Muḥammad Bāqir Khātūnābādī (d. 1715), the first Safavid mullā-bāshī (head of religious scholars) and the first rector and professor of the Madrasa-yi Sulṭānī.

This dissertation explores the ways in which religious knowledge was produced and transmitted in Safavid madrasas, particularly in Isfahan, during the later Safavid period—from the reign of Shāh Abbās II (1642–66) to the end of Shāh Sulṭān Ḥusayn’s reign (1694–1722). It argues that Safavid madrasas functioned as multifaceted cultural centres that disseminated religious knowledge, preserved the Shi‘ite intellectual heritage, and played an important role in reconstructing, re-articulating, and contextualizing or contemporizing the past. Safavid madrasas, which were established thanks largely to the largesse and piety of the Safavid shahs, very often acted on behalf of the established political power. However, due to the flexible, inclusive, and personal character of Islamic pedagogy, Shi‘ite learning, like that of the wider Muslim community, could occur in a wide variety of places, from the houses of scholars to any mosque or shrine. After surveying Shi‘ite scholarship and its institutions from the early decades of Islamic history until the mid-seventeenth century, this study contextualizes the Madrasa-yi Sulṭānī, or Royal Madrasa, of late Safavid Isfahan within its political, social, and religious setting. This particular madrasa exemplifies the ways in which religious knowledge was transmitted in early modern Iran. By analyzing the deeds of endowment (waqfiyyas) of the Madrasa-yi Sulṭānī and other madrasa-mosque institutions built by Shāh Sulṭān Ḥusayn and members of the Safavid elite, this study sheds light on the organizing mechanisms and structures for such educational and charitable foundations. Based on the large number of extant ijāzas that were issued by Safavid scholars, and other primary sources, including waqfiyyas and autobiographies, this study reconstructs the curriculum of the Safavid madrasa and describes the pedagogical methods that Safavid scholars employed to transmit religious knowledge to their students. It also discusses the major problems facing Shi‘ite higher learning by examining the critiques of such scholars as Mullā Ṣadrā (d. 1635 or 1640), the Safavid philosopher, Muḥsin-i Fayḍ Kāshānī (d. 1679), a renowned traditionalist, and Muḥammad Bāqir Khurāsānī, known as Muḥaqqiq-i Sabzawārī (d. 1679), the Shaykh al-Islam of Isfahan and a prominent mujtahid. Finally it examines the life and career of Sayyid Mīr Muḥammad Bāqir Khātūnābādī (d. 1715), the first Safavid mullā-bāshī (head of religious scholars) and the first rector and professor of the Madrasa-yi Sulṭānī.

Thesis (M.A.) -- Central Connecticut State University, 2005. / Thesis advisor: Marc Goldstein. "... in partial fulfillment of the requirements for the degree of Master of Arts ... Department of Psychology." Includes bibliographical references (leaves 24-27). Also available via the World Wide Web.

Information Technology (IT) has emerged as an important issue for the public and private sectors. It has been initially identified as a vehicle in supporting business processes by speeding up the process of decision making and easy access of information as required for the competitive advantage of businesses. Organisations regarded IT as an enabler of their business processes. As IT has grown, its shape and definition have drastically changed from being an enabler of the business processes to become a central and strategic concern within the organisation that drives the business processes. The new IT landscape has made organisations completely dependant on IT for their decision making and effective functioning. The dependence on IT has created a need for unified and effective structures, standards and best practices that ensure the effective execution of business processes using IT. The establishment of IT Governance for institutions of higher learning has created the dual challenges of how IT Governance can work within the culture of inclusiveness and shared decision making while better aligning existing IT structures. These dual challenges vary from one university to another based on the culture of the specific university. This study therefore suggests possible ways that IT Governance can shape an institution of higher learning by strategically aligning the institution’s IT strategy with the overall university strategy through the development of an IT Governance Model. To come up with the said proposed model, qualitative research techniques such as document analysis, observations, interviews, a questionnaire and briefing sessions were used during the research process. The comparative analysis of the case studied was used to identify different IT Governance models adopted by other universities. Literature was reviewed to establish the emerging IT Governance practices established and implemented by different authors. The result from this study is that an IT Governance model specific to WSU has been developed. This model can be used as guiding tool in establishing new IT Governance structures and also modify and improve the existing IT Governance structure of different institutions of higher learning. This model can further be used to guide the development of the institution IT Governance implementation architecture framework.

Information literacy skills among university students have become a necessity rather than the norm. With the increase of information resources, the need for information skills among university students is important for their continued access to, and retrieval of, information. The purpose of this research was to investigate information literacy skills and competencies among incoming first-year undergraduate students in institutions of higher learning in Kenya, with special reference to the Catholic University of Eastern Africa. The objectives of the study were; to identify the types and formats of resources that incoming undergraduate students are aware of, to determine whether the incoming undergraduates are aware of search strategies for both print and electronic/online resources, to determine whether incoming undergraduate students possess basic information technology skills, to find out whether incoming undergraduate students know information retrieval tools and their use, and to determine whether incoming students are aware of intellectual property and copyrighted materials and their ethical use. The study adopted a quantitative approach and used the case study research method. The study targeted first year incoming undergraduate students at the Catholic University of Eastern Africa for the academic year 2013/2014. 137 incoming undergraduate students participated in the study. Data was collected by using self-administered questionnaires. Quantitative data was coded and analysed by using Statistical Package for Social Science (SPSS). Qualitative data generated form open-ended questions was presented in narrative form under respective subheadings. The finding of the study observed that: (a) Incoming first-year students have limited knowledge of strategies used to search for information. (b) The incoming first-year undergraduate students at the Catholic university of Eastern Africa do possess computer skills in applications such as the use of the internet and its applications (e.g. social networking sites and the World Wide Web) as well as the word-processing applications such as (Microsoft Office and Microsoft Word) and statistical applications such as SPSS. (c) Majority of incoming undergraduate university students are not familiar with the various retrieval tools and their applications. (d) The incoming first-year undergraduate students are familiar with both electronic and printed information resources. (e) A significant number of students were not aware what constitutes primary resources and secondary sources. (f) Incoming first-year undergraduate students exhibited little knowledge of issues relating to intellectual property rights and copyright. Several recommendations have been made based on the findings of the study. One of the recommendations is that the university library mandated with offering information literacy instruction to incoming students should adopt several incentives aimed at encouraging the students to attend library orientation. Another recommendation is to integrate the information literacy training with the normal university curriculum to become a credit-earning course for all incoming students. The university library should also carry out a needs assessment on information literacy training to help determine the existing gaps in the current information literacy programme. The programme should also be tailored to help in emerging issues such electronic plagiarism of information resources. The study further recommends a longitudinal study to determine whether students joining the university are able to gain information literacy skills over a period of time. / Information Science

This research study and evaluation is based on educational philosophy that acknowledges the values of music education in the institutions of higher learning in the United States, also the place of instrumental music as a part of the music education program. There is, however, a feeling of controversy over the values and place of the football show band within the instrumental music program. In the Rocky Mountain area, every college and university has a football show band. To many administrators and music educators, including band directors, it may seem that the importance of the show band has been exaggerated, and the band itself oversold. The show band, however, appears to be a part of the music program and on a permanent basis. Therefore, it seemed desirable that a study be made to evaluate the show band from a musical and an educational standpoint as it function a within the music program.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Sept. 18, 2008). PDF text: iv, 192 p. ; 946 K. UMI publication number: AAT 3303692. Includes bibliographical references. Also available in microfilm and microfiche formats.

A thesis submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY IN PSYCHOLOGY IN THE FACULTY OF ARTS at the UNIVERSITY OF ZULULAND, 2010. / The aim of this study was to determine the effects of a Wellness Promotion Programme on the “overall development of a group of students with disabilities at the University of Limpopo.” The literature research that was conducted led to the following conclusions:  students with disabilities at tertiary institutions experience a variety of problems, including physical, psychological and socio-cultural ones.  the problems that students with disabilities experience can be addressed in a systematic and programmatic manner to enable these students to be more effective and successful in their studies and their lives. This is really the raison d’être of this study. Two groups of students with disabilities at the University of Limpopo were used in this study, namely, the treatment and control groups. The purposive sampling technique was used to select the groups. A combination of Pre-test- Post-test and Post-test only, group design was used in the study. Both the treatment and control groups did the pre-test and post-test. The treatment group participated in a three-month Wellness Promotion Programme which served as the treatment. Changes in the developmental level of the two groups were measured by means of the Survey of Study Habits and Attitudes (SSHA), the Life Skills and Competencies: General Questionnaire on Life Competencies and Skills (GQLCS) and the Self-Directed Search Questionnaire(SDSQ). Two versions of the t-test, one for correlated data and the other for uncorrelated data were used in the processing and analysis of the data. The treatment group, unlike the control group, made significant pre- to post-test gains on all the three tests used in this study. The findings, therefore, led the researcher to conclude that the Wellness Promotion Programme that was presented to the treatment group enhanced the overall development of the students who were exposed to it. It was, therefore, recommended that the programme for students with disabilities be introduced at the University of Limpopo and at other tertiary institutions in South Africa. (