Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 59-61).

In 1985 the Australian Government announced a momentous policy initiative allowing Australian universities to enrol full-fee paying international students for the first time. This case study is an analysis of the policy development that ensued at Murdoch University between 1985 and 1991as it responded to this opportunity to alleviate problems, with finance and low student numbers, that were threatening its very existence as an independent university. In particular, it examines the factors that had placed Murdoch in such a parlous situation, and the reasons why it was able to respond quickly and effectively so as to implement a highly successful and comprehensive program for the recruitment, enrolment and support of full-fee paying international students. The case study format allowed for the use of a wide range of data sources. Sources of documentary evidence included: formal written works about the events and concepts under investigation, newspapers and other media items, letters, memoranda, agendas and minutes of meetings, and other internal Murdoch University documents. In addition, archival materials such as annual reports, budgets and financial records were consulted. Verification and extension of the documentary and archival evidence was gained from interviews with past and present staff and students of Murdoch University who had been involved with the program. The study found that organisational changes initiated by successive Vice-Chancellors in the 1980s had replaced a slow and unresponsive, collegial style of decision-making, based on very wide consultation, with a more centralised, bureaucratic and market-oriented system. New, streamlined procedures, and the devolution of policy-development to small, semi-autonomous committees, enabled the University to rapidly develop policies and procedures for the inauguration of a program for full-fee paying international students in 1987. The continued success of the program, both in terms of enrolment numbers and financial returns, was found to be based on the creation and development of an almost independent, and entrepreneurial, International Office for the organisation of most aspects of the program, including the marketing and recruitment process.

International Japanese Students: Their Expectations and Learning Needs at Australian Universities International full fee paying students make a sizable economic contribution to the Australian economy and the universities at which they enroll. Considerable competition for these students from the UK and USA indicates the necessity of meeting their needs if the Australian higher education market is to be preserved. Recent research has challenged the effectiveness of the currently operating Australian marketisation model that focuses upon attracting students and maximizing profits. International students, and specifically Japanese students who were the focus of this research, are attracted to Australian university studies for a number of reasons which are analyzed. The numbers of Japanese students studying at Australian universities have fallen since 2006, despite Japan being potentially one of the largest international markets. The learning needs and expectations of 51 Japanese undergraduate and postgraduate students at two Sydney universities were analyzed using a questionnaire and semi-structured interview during their first semester of enrollment. The expectations and needs of these students had been shaped by growing up and being educated in Japan, a culture that values university education in different ways to Australia, and has different views on learning and study. Analyses of Australian academic culture, that emphasizes individuality and critical thinking, together with analyses of Japanese values and cultural mores, provided the foundations to guide the study and help formulate the questions used to gather data. Results revealed a considerable proportion of respondents were postgraduates contrary to the expectation that the market is chiefly an undergraduate one. It was found that only approximately thirty per cent of students had come to Australia for primarily educational reasons. The other seventy per cent had been attracted to Australia the country and its culture, and had been motivated for personal development reasons and to satisfy challenges pertaining, in some cases, to English language acquisition. These findings reflect earlier research based on ESL classes. The majority appear to have been motivated by liberal education reasons, with explanation of the process engaged in, with so little serious preparation, perhaps best accounted for in terms of Hart’s (1999) work on the hero’s personal journey with its substantial challenges. Results indicated that a considerable number of students at both undergraduate and postgraduate levels experienced difficulties with a number of basic academic skills expected at Australian universities. These included listening to and understanding lectures, note taking in lectures, reading for assignments, writing assignments, discussing studies with Australian students, and group work activities generally that required public presentation and argument. The majority had done little reading or other preparation for their educational adventure in a foreign Australian culture, although many were aware of the fact that their undertaking would be hard, having spoken to other Japanese students. Relatively few appeared to have been influenced by family members who had undertaken international study. All had been admitted on the basis of IELTS or TOEFL standards set by the universities, but had studied English in preparation for their international studies for relatively short periods of time, with this apparently contributing to their problems with Australian academic skills. Findings indicate that most of these students continued to frame their intercultural experience in terms of the Japanese cultural scenario, leading in many cases to academic and socio-cultural expectations at odds with Australian university expectations of the roles these students should play. Specific recommendations are made regarding the need for university policies to ensure that Japanese students are made aware of academic and socio-cultural differences and challenges before enrollment, and are offered programs that will develop specific academic skills. The analyses of the culturally-based academic learning difficulties encountered by students in this research should provide a substantial guide for specific skill development programs. Some of the expectations, that would be appropriate in the Japanese cultural setting, cannot be accommodated in the Australian one, and need to be managed prior to enrollment. On the wider policy level, there is also a serious need to reconsider the standards of English required for admission. Recommendations are made for a larger scale, longitudinal study to be undertaken to address issues that could not be considered in what was essentially an exploratory study. The analyses of Japanese cultural values and social expectations, presented as part of this research, would appear to offer a substantial basis to assist institutions and staff to better understand Japanese students and their learning needs in the Australian academic cultural context, and to guide both research and teaching. In policy terms, results indicate that there is a clear need to reconsider the marketisation model and spend more on support services for the students who have paid full fees. Results also indicate that the policies advanced by government policy makers linking tourism and university study are relatively naïve, and cannot succeed without better understanding of the needs and expectations of international students from different cultural backgrounds, and better support services carefully tailored to their needs.

International Japanese Students: Their Expectations and Learning Needs at Australian Universities International full fee paying students make a sizable economic contribution to the Australian economy and the universities at which they enroll. Considerable competition for these students from the UK and USA indicates the necessity of meeting their needs if the Australian higher education market is to be preserved. Recent research has challenged the effectiveness of the currently operating Australian marketisation model that focuses upon attracting students and maximizing profits. International students, and specifically Japanese students who were the focus of this research, are attracted to Australian university studies for a number of reasons which are analyzed. The numbers of Japanese students studying at Australian universities have fallen since 2006, despite Japan being potentially one of the largest international markets. The learning needs and expectations of 51 Japanese undergraduate and postgraduate students at two Sydney universities were analyzed using a questionnaire and semi-structured interview during their first semester of enrollment. The expectations and needs of these students had been shaped by growing up and being educated in Japan, a culture that values university education in different ways to Australia, and has different views on learning and study. Analyses of Australian academic culture, that emphasizes individuality and critical thinking, together with analyses of Japanese values and cultural mores, provided the foundations to guide the study and help formulate the questions used to gather data. Results revealed a considerable proportion of respondents were postgraduates contrary to the expectation that the market is chiefly an undergraduate one. It was found that only approximately thirty per cent of students had come to Australia for primarily educational reasons. The other seventy per cent had been attracted to Australia the country and its culture, and had been motivated for personal development reasons and to satisfy challenges pertaining, in some cases, to English language acquisition. These findings reflect earlier research based on ESL classes. The majority appear to have been motivated by liberal education reasons, with explanation of the process engaged in, with so little serious preparation, perhaps best accounted for in terms of Hart’s (1999) work on the hero’s personal journey with its substantial challenges. Results indicated that a considerable number of students at both undergraduate and postgraduate levels experienced difficulties with a number of basic academic skills expected at Australian universities. These included listening to and understanding lectures, note taking in lectures, reading for assignments, writing assignments, discussing studies with Australian students, and group work activities generally that required public presentation and argument. The majority had done little reading or other preparation for their educational adventure in a foreign Australian culture, although many were aware of the fact that their undertaking would be hard, having spoken to other Japanese students. Relatively few appeared to have been influenced by family members who had undertaken international study. All had been admitted on the basis of IELTS or TOEFL standards set by the universities, but had studied English in preparation for their international studies for relatively short periods of time, with this apparently contributing to their problems with Australian academic skills. Findings indicate that most of these students continued to frame their intercultural experience in terms of the Japanese cultural scenario, leading in many cases to academic and socio-cultural expectations at odds with Australian university expectations of the roles these students should play. Specific recommendations are made regarding the need for university policies to ensure that Japanese students are made aware of academic and socio-cultural differences and challenges before enrollment, and are offered programs that will develop specific academic skills. The analyses of the culturally-based academic learning difficulties encountered by students in this research should provide a substantial guide for specific skill development programs. Some of the expectations, that would be appropriate in the Japanese cultural setting, cannot be accommodated in the Australian one, and need to be managed prior to enrollment. On the wider policy level, there is also a serious need to reconsider the standards of English required for admission. Recommendations are made for a larger scale, longitudinal study to be undertaken to address issues that could not be considered in what was essentially an exploratory study. The analyses of Japanese cultural values and social expectations, presented as part of this research, would appear to offer a substantial basis to assist institutions and staff to better understand Japanese students and their learning needs in the Australian academic cultural context, and to guide both research and teaching. In policy terms, results indicate that there is a clear need to reconsider the marketisation model and spend more on support services for the students who have paid full fees. Results also indicate that the policies advanced by government policy makers linking tourism and university study are relatively naïve, and cannot succeed without better understanding of the needs and expectations of international students from different cultural backgrounds, and better support services carefully tailored to their needs.

Thesis (MMus (Music))--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The purpose of this study is to explore parallels between ‘The New Approach to violin playing’, which was developed by the Hungarian violinist Kató Havas, and the Alexander Technique, a method known for promoting kinaesthetic awareness and mind-body coordination. The specific objectives of the study are to identify the parallels between the two methods, and to obtain a deeper understanding of the New Approach, by using the Alexander Technique as a construct through which to examine the method. The study aims to illuminate some of the reasons for the reported efficacy of the New Approach, and to point the way towards achieving unity of mind and body in an expressive violin technique. Although the Alexander Technique is widely used and applied by musicians in order to improve their performance, problems are sometimes encountered in applying the Technique to the finer aspects of instrumental technique. A method of violin tuition that incorporates principles and procedures similar to those found in the Alexander Technique could bridge this gap and prove to be a very powerful tool in coordinating mind and movement in violin playing. It is the purpose of this study to show that ‘The New Approach to violin playing’ is such a method, and as such deserves to be more widely known. The research was conducted within a qualitative paradigm, using a multimethodological approach. An extensive comparative literature study of the two methods was combined with practical experience gained through regular Alexander lessons, and participation in New Approach lessons with Kató Havas and her personal representative, Gloria Bakhshayesh. The New Approach, like the Alexander Technique, is essentially a search for awareness, especially in the relationship between the player and the instrument. The particular value of the New Approach lies in the fact that Havas combines her expert knowledge of violin technique with an intuitive understanding of the conditions necessary for the optimal psychophysical functioning of the violinist. Through organising these principles into a systematised method, Havas makes the acquisition of an expressive technique more accessible to all. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om ooreenkomste te ondersoek tussen ‘The New Approach to violin playing’ van die Hongaarse violiste, Kató Havas, en die Alexander-tegniek, ’n metode bekend daarvoor om kinestetiese bewustheid en geestelik-liggaamlike koordinasie te verhoog. Die spesifieke doel van die studie is om ooreenkomste tussen bogenoemde werkwyses te identifiseer, en om ’n beter begrip van die ‘New Approach’ te vekry, deur die Alexander-tegniek as ’n raamwerk te gebruik waardeur die metode bestudeer word. Die studie poog om sekere motiverings vir die effektiwiteit van die ‘New Approach’ uit te lig, en om die weg te wys na die verwesenliking van geestelik-fisieke eenheid in ’n ekspressiewe viooltegniek. Alhoewel die Alexander-tegniek dikwels deur uitvoerende musici gebruik word om hul spelvermoë te verbeter, word probleme soms ondervind in die toepassing van die tegniek op die fyner aspekte van instrumentale spel. ’n Metode van vioolonderrig wat beginsels en prosesse soortgelyk aan díé van die Alexander-tegniek insluit, sou hierdie probleem kon oorkom en as kragtige middel kon dien vir die koördinasie van denke en ligaamlike beweging in vioolspel. Hierdie studie poog om te illustreer dat die ‘New Approach’ hierdie kwaliteite het, en as sulks meer blootstelling aan vioolonderwysers verdien. In hierdie ondersoek is gebruik gemaak van ’n multi-metodologiese benadering binne ’n kwalitatiewe navorsingsparadigma. ’n Vergelykende literatuurstudie van die Alexander-tegniek en ‘The New Approach to violin playing’ is gekombineer met praktiese ervaring wat vekry is deur middel van gereelde Alexander lesse, asook deelname aan ‘New Approach’ lesse met Kató Havas en haar persoonlike verteenwoordiger, Gloria Bakhshayesh. Die ‘New Approach’ – net soos die Alexander-tegniek – is in wese ’n soeke na bewustheid, veral in die interaksie tussen die violis en die instrument. Die besondere waarde van die ‘New Approach’ is dat Havas haar gesaghebbende kennis van viooltegniek gekombineer het met ’n intuïtiewe begrip vir die optimale psigofisiese funksionering van die violis. Deur hierdie beginsels in ’n sistematiese metode te orden, skep Havas die moontlikheid om ’n ekspressiewe viooltegniek aan almal beskikbaar te stel.

Chequebook journalism is the convention of paying for stories. It is considered antithetical to good journalism, yet is essentially ignored in many codes of conduct. This research report investigates television actuality programs Carte Blanche, Special Assignment and Third Degree in which the theory, as well as the practice of chequebook journalism was discussed with the journalists and executive producers. Discussion expanded into other contingent, morally suspect areas of payment, and the lines they felt should not be transgressed. Four focus groups of viewers then debated chequebook journalism and the quality of these programs. It was anticipated that the practice of journalism would be in line with audience views yet the standard of journalism as herein established surpassed viewer estimation. Whereas the topic has been written of extensively in many first world Englishspeaking countries, no research has been conducted in South Africa, thus adding valuable information to the study of journalism.

Much of our current understanding of how consumers shop for goods and services is based on cross-sectional analyses of end-of-trip variables (e.g., basket composition, total spending) that has largely assumed purchase behavior is constant over the course of a shopping trip, however research has begun to demonstrate how an initial purchase can influence a subsequent purchase decision. This suggests shopping behavior may not only vary throughout a shopping trip, but rather is specifically influenced by when a purchase decision occurs within a shopping trip. I build on this foundation through two essays that show how and why a consumer’s in-store purchasing behavior is influenced by both the decisions they have made and the decisions they anticipate to make later. The first essay demonstrates that a consumer’s relative spending— the price of an item, relative to the prices of the other items in the same product category—evolves nonlinearly over a single shopping trip, and this pattern is distinct for budget and nonbudget shoppers. The second essay examines whether and how encountering promotions in-store, but temporally in advance of the promoted product influences a consumer’s redemption decision. These findings suggest that shoppers’ decisions evolve of a single shopping trip as a function of the decisions and evaluations the have made earlier in the shopping trip, as well the decisions they still have left to make. In each essay, implications for researchers and practitioners are presented and opportunities for future research are discussed.

This study examines the relationship between international fee-paying students and career pathways through courses of study in Science and Engineering. International education is a significant endeavour in Australia in terms of any measure (students, dollars, associated employment). Over the last two decades it has grown in scope, beyond international fee-paying students, so that it now crosses all sectors of education and training (schools, vocational education and training, and higher education). Australian institutions have expanded their enrolment offshore and engaged in a variety of joint venture activities to capitalise on this surge of interest. The study examined international fee-paying students and career pathways shortly after the Organisation of Economic Co-operation and Development (OECD) conducted two major studies in 2004 into career education and transnational education amongst member countries. The links between course and career intentions were investigated by focusing on the subject fields of Science and Engineering. The term career pathway is used as a metaphor to describe the way students move through the Australian education and training system, with such movements possibly occurring through sequential levels or by sectors. A literature review was conducted initially, and a mixed research methodology (involving both quantitative and qualitative approaches) was adopted for the study. A survey instrument was used with a sample of 110 international fee-paying students drawn from students studying Science and/or Engineering at nine institutions across sectors of Australian education and training, then a further sample of 22 students was interviewed in order to gain an understanding of the underlying reasons for students making the decisions, in relation to courses and careers that they do. / These samples provide the opportunity to evaluate international students' understandings of the Australian education and training system, especially the entry procedures into Science and/or Engineering courses. As part of the methodology the preliminary results were shared with the institutions involved to gain their input. Major findings were that 68 percent of the sample did not have career preparation or advice before coming to Australia; 52 percent of the sample was able to explain the term 'credit-transfer'; 53 percent of the sample had researched the recognition of their course in their home country, and careers advice was sought by 58 percent of the sample whilst studying in Australia. Resulting from the study are a number of recommendations for major stakeholders associated with international education (Australian Educational International, the Graduate Careers Council of Australia, government policy makers, institutions, the related professional bodies in the fields of Science and Engineering, and international fee-paying students). The findings of this study have implications for the way in which careers services are provided to international fee-paying students at Australian institutions. The outcome of this study is presented in two volumes. Volume One contains the body of the thesis in 6 Chapters. Volume Two (on disk) includes the associated documents of this study, presented in twelve Appendices.

Studies on African fatherhood represent African fathers as problematic and in South Africa, they are identified as ‘‘emotionally disengaged, physically absent, abusive and do not pay for their children's upkeep'' (Morrell & Ritcher, 2006:81). Many studies link the high rates of absent fathers to poverty and irresponsibility. Such literature is devoid of cultural factors that might be contributing to the high rates of absent fathers in most African communities. Across Southern Africa, intlawulo, a customary practice that involves the paying of a fine by a man responsible for impregnating a woman out of wedlock and his family to the pregnant woman's family. Historically, intlawulo served as a critical means of regulating and mediating unmarried fathers' involvement in their children's lives. Therefore, this explorative qualitative research project explores African fathers' experiences of intlawulo and its subsequent links to father involvement. To gauge their experiences and interpretation of intlawulo and father involvement, I conducted face-to-face in-depth qualitative interviews with a purposive sample of 8 black Xhosa speaking South African fathers from Cape Town who have gone through the intlawulo negotiations for the past five years or less. This study aimed to explore how the customary practice of intlawulo or ‘paying damages' influences a father's involvement in his child's life in Khayelitsha, an urban township within Cape Town. It argued that the payment of intlawulo regulates a father's involvement in childrearing, his interaction with and access to his child. In contrast to how fathering has been described in previous literature, this thesis argues that becoming a father is a process and intlawulo is the entry point where it can be denied, stopped and negotiated.

This thesis aims to answer the question how our relation to money will look like in a potential cashless society.  In a world where all cash has disappeared and the only existing way of paying is digital, what will the notion of money be? How are we interacting with it? How is it affecting our way of spending and saving? With the digitalization of money comes a lot of potential problems that may not be as clear in the beginning, and are being over shadowed by the much clearer and easier to grasp benefits. People tend to spend much more when using a card instead of paying with cash. Overspending a budget is easy when borrowing money through services such as “Buy now, Pay later” - payments. There is no difference between paying 50 units and 5000 units when doing it through the internet.  What will this do to us in a future society? By using Sweden as a context, this thesis is exploring how the transition to a cashless society will look like and the consequences it may have. Initially having a user centered-focus, trying to solve problem, the project takes a turn and switches to a more speculative point of view, exploring different possibilities of how we can connect and interact with money. The final proposal includes three probes acting as conversation pieces, enabling a discussion regarding the removing of cash.