Thesis (M.B.A.)--Naval Postgraduate School, June 2003. / "MBA professional report."--Cover. Joint authors: Jaja Marshall, Ricky Rivera, Christopher Roberto. Thesis advisor(s): Becky Jones, James Suchan. Includes bibliographical references (p. 117-121). Also available online.

Zugl.: Karlsruhe, Univ., Diss., 2006

Thesis (M.S. in Management)--Naval Postgraduate School, June 1992. / Thesis Advisor: Gates, William R. "June 1992." Includes bibliographical references (p. 103-105). Also available in print.

Published Article / This paper reports on further attempts to develop and validate instruments to improve the measurement of higher education quality, more especially postgraduate research service. A 26-item postgraduate research service quality (PGSQUAL) instrument as well as a six-item postgraduate service experience (PGSERVEXP) instrument were developed and validated among recent postgraduates at a large research university in South Africa. From a response rate of almost 53%, after subjecting the data to factor analysis and, determining the Cronbach's alpha values, it was ascertained that the respective research instruments were found to be fairly reliable and valid measures of postgraduate research service quality and of the overall postgraduate research service experience.

Magister Artium - MA / Postgraduate research throughput and problems associated with appropriate supervision are a key focus area for many higher education institutions around the world (Lessing & Schulze, 2012; Amehoe, 2014; Botha, 2016). Central to this challenge is the supervisory relationship, which by its very nature, is not one-sided. A productive and rewarding supervisory process requires that both student and supervisor(s) are committed to fulfilling clearly-articulated responsibilities relevant to the research project at hand (Eley & Jennings, 2005). Both student-centric and institutional factors have been found to contribute to low student throughput and to the time taken to complete postgraduate studies (Amehoe, 2014; Luescher-Mamashela, 2015). In South Africa, the higher education landscape is increasingly fraught with varied challenges, including issues of attrition and completion rates as they relate to postgraduate students. Some of the implications of the premature termination of postgraduate research are that various academic fields are deprived of potentially valuable research contributions, and there is a significant cost incurred by the affected students and supervisors (Lovitts, 2001; Lessing & Lessing, 2004), as well as the relevant faculties and institutions, and society at large. Additionally, a number of South African universities are still grappling with inequities resulting from the Apartheid era (Pillay & Karlsson, 2013). It is against this backdrop that this research, through a narrative research lens involving semi-structured interviews, explores and chronicles the stories of six Master’s students who have encountered supervision-related challenges. According to Pearson and Kayrooz (2004), a limited narrative research spotlight has been trained on the issue of postgraduate supervision from the student perspective. The primary objective of this study, therefore, is to facilitate a platform through which the six respondents are able to share the stories of their Master’s supervision experience. On a secondary level, the sharing of these student stories has the potential to enhance the postgraduate research experience, as Lovitts (2001) and Lessing and Lessing (2004) point out.

No description available.

This case study examines the emergence of an autonomy-oriented assessment culture in Pediatric residency education in the School of Medicine at Queen’s University. Through a case study approach this research explores how an assessment system to capture residents’ performance in the clinical environment was initiated, how that process supported a shift in assessment cultural, and how assessment innovation is eclipsing departmental boundaries. The case has instrumental value in illuminating how an autonomy-oriented assessment system and culture can be cultivated in residency education. The analytic frame for the case was constructed based on research literature that identified weaknesses in assessment practices in residency education more generally. The approach was theoretical, with the intent to explain how a shift in assessment culture is emerging in Pediatrics. A longitudinal approach was adopted to expose shifts in the culture. The narrative structure distills the journey into a manageable story. Three watershed events that exemplified change were systematically selected from data collected over a three-year period and constitute the findings of this research. The central contribution this research makes is that it is possible to shift the culture of assessment within a Pediatric residency program. That shift can be understood to unfold over a prolonged period through a process of mediating both social and regulatory requirements. Beginning to shift the assessment culture in Pediatrics was achieved by: recognizing the need for change in assessment practice, re-conceptualizing and realizing that change, and engaging and empowering the community to support a shift in assessment culture. Strong leadership, widening community engagement and the Rubric Descriptor Bank supported this process. Five theoretically informed principles guided the emergence of the autonomy-oriented assessment culture in Pediatrics including: (a) conceptualizing learning as a social, active process: (b) focusing attention on residents’ multidimensional growth; (c) moving away from a high-stakes orientation to assessment based on the false dichotomy between formative and summative assessment and embracing it as a tool for supporting and monitoring growth over time and across contexts; (d) actively supporting residents’ learning strategy and assessment skill development; and (e) fostering a growth orientation to learning, embracing the concept of graduated autonomy. / Thesis (Ph.D, Education) -- Queen's University, 2012-12-19 21:04:59.344

Magister Artium (Psychology) - MA(Psych) / Literature on the experiences of psychology students is limited, particularly in the South African context of previously disadvantaged institutions. More specifically, not much is known about levels of emotional intelligence (EI) and coping during higher education training. Successful academic performance depends on adherence to EI criteria, including accurate acknowledgement of, and responses to emotions in others, efficiently negotiating relationships and directing one’s motivations towards explicit goals. Coping refers to the constantly changing cognitive and behavioural responses that attempt to manage internal and/or external stressors. This study aimed to understand the relationship between emotional intelligence and coping, and tested the hypothesis that higher levels of emotional intelligence will be associated with higher levels of coping. It adopted a quantitative approach with a cross-sectional survey research design. The sample included 114 students who were enrolled in the psychology third- year and honours programmes at the University of the Western Cape at the time of the study. A purposive, convenience sampling method was used, and data was collected using a self- constructed demographic questionnaire (DQ), the Assessing Emotions Scale (AES), and the Ways of Coping Scale (WOCS). The Statistical Software Package for the Social Sciences (SPSS) was used to analyse the data. Correlational analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were applied. Ethical stipulations included that participation was voluntary, the identity of respondents was kept anonymous, and confidentiality was respected. The findings indicated that there was no significant relationship between EI and coping. Conversely, it was found that students who worked while studying displayed increased levels of EI, and those who intended to further their studies on master’s level, utilised higher-level coping strategies. Recommendations are therefore that further studies include actual measured abilities to complement the self-report instrument used in this study.

Thesis (M.B.A.)--Naval Postgraduate School, September 2003. / Thesis advisor(s): Jeffrey Cuskey, Gail Fann Thomas, Don Brutzman. Includes bibliographical references (p. 27). Also available online.

Thesis (M.B.A.)--Naval Postgraduate School, December 2003. / "MBA professional report"--Cover. Thesis advisor(s): David R. Henderson, Don E. Summers. Includes bibliographical references (p. 53-55). Also available online.