<p>Transition has been the major focus of educational institutions. The focal argument of the majority of research into student transition deals with the challenges that students faced when they moved from high school to first year at university. Not much focus has been placed on the transition from undergraduate to postgraduate studies. Postgraduate enrollment rates have steadily grown over the past few years in Higher Education Institution`s (HEI). Support systems have been put in place to assist students. In spite of these available support systems, postgraduate students still find themselves facing challenges when engaging with postgraduate studies. The primary aim of this study was to investigate the academic transitional challenges postgraduate students&rsquo / experience as reflected by the inconsistencies in the enrollment and throughput rates. Secondly, to determine whether students utilised available support systems, e.g. the Academic Writing Centre and the Postgraduate Enrolment and Throughput (PET) programme at the Faculty of Community and Health Science at University of the Western Cape. This was a quantitative study. A cross sectional survey has been conducted by means of a computerised self-administered questionnaire (CSAQ). The study population was postgraduate students in the Faculty of Community and Health Science at masters&rsquo / level. Both course work and research students were included in the study. No sampling method was employed due to the small size of the population. Data was collected to explore the academic preparedness of postgraduate students, and there primary motivations for studying and the utilization of available support services at the University of the Western Cape.</p>

<p>The aim of the study states what is expected to be achieved by the study overall. According to Brink, Van Der Walt and Van Rensburg (2006), the aim should include the target population, research setting and the research variables. The aim of this study is to investigate the academic transitional challenges (variable) postgraduate students (target population) experience in the Faculty of CHS at UWC (setting) and to determine whether students utilize the available support systems provided. Research objectives Objectives are defined as clear concise declarative statements that are expressed in present tense, which indicate the specific information the study must yield (Burns &amp / Grove, 2003). The objectives of this study are: To determine the academic preparedness of the postgraduate students as evidenced by experience and previous participation in research activities, publications and papers delivered prior to postgraduate enrolment / To determine if postgraduate students make use of the support services offered by UWC to facilitate smooth academic transition / To determine the primary motivations of students enrolling for postgraduate studies in the faculty / To compare the characteristics of postgraduate students with academic preparedness and primary motivations.</p>

The aim of the study states what is expected to be achieved by the study overall. According to Brink, Van Der Walt and Van Rensburg (2006), the aim should include the target population, research setting and the research variables. The aim of this study is to investigate the academic transitional challenges (variable) postgraduate students (target population) experience in the Faculty of CHS at UWC (setting) and to determine whether students utilize the available support systems provided. Research objectives Objectives are defined as clear concise declarative statements that are expressed in present tense, which indicate the specific information the study must yield (Burns &amp; Grove, 2003). The objectives of this study are: To determine the academic preparedness of the postgraduate students as evidenced by experience and previous participation in research activities, publications and papers delivered prior to postgraduate enrolment; To determine if postgraduate students make use of the support services offered by UWC to facilitate smooth academic transition; To determine the primary motivations of students enrolling for postgraduate studies in the faculty; To compare the characteristics of postgraduate students with academic preparedness and primary motivations. / Magister Curationis - MCur

This thesis presents a critical analysis of the dilemmas of doing a PhD in the social sciences from the perspective of discursive psychology. It aims to contribute to qualitative studies of higher education, especially work in the sociology of education on social science doctoral research and training, and discourse analytic work on the dilemmas of education. It argues that there is a crucial bias in the literature on doctoral study. Much of the theory and research on doing a doctorate has been written and carried out by doctoral supervisors and established academic researchers, rather than doctoral students themselves. As a result, researchers have tended to study supervisor rather than student dilemmas and have left certain gaps in their studies, including the experiential dimensions of doctoral research, the discursive construction of postgraduate identities, and the patterns of ideology and power at play in doctoral student life. The present doctorate on doing a doctorate attempts to fill in these gaps, and at the same time introduces a distinctive critical, discursive, and reflexive take on postgraduate education. Detailed discourse analyses are carried out of in-depth semistructured interviews with PhD students in various psychology and social science departments in the United Kingdom. The analysis pays attention to the conversational, rhetorical, and ideological patterning of doctoral postgraduate discourse. In particular, it concerns the academic identity work done by the postgraduates, the ways in which they manage particular interactional, selfpresentational, and ideological dilemmas in their talk, and the different forms of power that are at play as they carry out their doctorates. In addition, a form of practical, analytic reflexivity is developed in the thesis, whereby the authors' own methodological and interviewing practices are analysed, along with text of the thesis itself. The general argument is that the topic of postgraduate academic identity proves a good case study for the investigation of some of the hidden dynamics of power, as well as the use of wider ideological values, in the construction of identities in contemporary institutional settings.

"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, June 2009." / Advisor(s): Henderson, David R. ; Eitelberg, Mark J. "June 2009." "MBA professional report"--Cover. Description based on title screen as viewed on July 14, 2009. Author(s) subject terms: Military Retirement, Retirement Information Sources, Retirement Information Systems, General Military Training, Military Compensation, Defined Benefit Plan, Defined Contribution Plan, Military Pension, Military Retirement Fund, and Military Retirement Communication Modes. Includes bibliographical references (p. 73-74). Also available in print.

Thesis (MPhil (Information Science))--Stellenbosch University, 2008. / Computer literacy plays a major role in today’s education system. The South African Department of Education has included computer literacy to be one of the subjects from primary school education. The purpose of this study is to identify barriers of e-learning amongst postgraduate black students in higher education in South Africa. Most of the higher education institutions in South Africa have introduced the e-learning method as one of the mediums of instruction in offering courses at their institutions. For some higher education institutions, e-learning has proven to be a good teaching and learning method and for some it has been a problem from the implementation phase. There are some factors that have not been identified as barriers for e-learning to take place successfully. By identifying those factors it will bring more benefit to those higher education institutions that are finding e-learning a delight to work with. The institutions that are battling with e-learning may find solutions on how to successfully implement and get benefits from e-learning. This study will identify the challenges that learners, instructors and course developers experience on the e-learning path. Solutions to the challenges experienced in the South African higher education system may serve in promoting e-learning to higher education institutions and corporate organisations in the country. Traditional learners may also be motivated and encouraged to give e-learning a try. As a country, South Africa is exposed to challenges like poverty and increased unemployment rate; education may serve as a tool in addressing the challenges. The country shows success in distance education, many working people have managed to develop their skills and qualification through distance education. It is a challenge for government and higher education institutions to make elearning work in the South African education system. Identifying and eliminating barriers to e-learning may give the South African education system a chance to embrace elearning in the same way it did to traditional learning, or even more.

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-06-05T15:50:17Z No. of bitstreams: 1 Arquivototal.pdf: 2549007 bytes, checksum: 3605ab73db4108a2ee4b1abbd3b46a66 (MD5) / Made available in DSpace on 2018-06-05T15:50:17Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 2549007 bytes, checksum: 3605ab73db4108a2ee4b1abbd3b46a66 (MD5) Previous issue date: 2016-08-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation evaluated the perceptions of service quality according the master's students expectations. Students are from the Technology Center - CT of the Federal University of Paraíba, using the SERVQUAL model proposed by Parasuraman, Zeithaml e Berry (1985). It is a research of applied nature, qualitative-quantitative, descriptive, a survey. SERVQUAL measures the quality in 5 dimensions: tangibility, responsibility, reliability, empathy and guarantee, which have been adapted for the services associated with postgraduate courses. The sample consisted of 187 respondents studding in Civil Engineering, Production, Mechanical, Food, Chemical, Materials and Architecture and Urbanism posts. Through this research it was also possible to determine the profile of the students, research object, where 50.5% are male and 49.5% are female. Approximately 71% of the students devoted their time to other activities that are not part of the master's program, 75% of the students were within the regular time for completion of the master's degree. It was also identified that 75.9% had scholarship. Regarding the self-assessment of the same students, 75% of them consider their performance to be good, 12% say it is great and 13% as reasonable. Another data collected states that 50% of the students who are part of the sample of this research did not publish any article during the master's and 24% published only one article. The comparison between student satisfaction and attendance performance was made based on the responses obtained from the variables for the perceived service, expected service and the minimum acceptable service. With the quality perceived by the student‟s analysis, it was verified that their expectations were not being met. The analysis data generally indicate that students of UFPB's master's degree courses expect something different from what has been offered in their respective courses. According to the analysis, it is stated that reliability and empathy are the ones that are closest to the service expected by students, object of this research and it was concluded that the order of priority in the satisfaction of students considering the dimensions of quality was constituted First of the dimension Tangibility followed by Stability, Empathy, Security and Reliability. / Esta dissertação avaliou as percepções da qualidade do serviço e as expectativas dos alunos de mestrado do Centro de Tecnologia (CT) da Universidade Federal da Paraíba, utilizando o modelo SERVQUAL proposto por Parasuraman, Zeithaml e Berry (1985). Trata-se de uma pesquisa de natureza aplicada, quali-quantitativa, descritiva, uma pesquisa de levantamento ou survey. O SERVQUAL mensura a qualidade em 5 dimensões: tangibilidade, responsabilidade, confiabilidade, empatia e garantia, que aqui foram adaptadas para os serviços associados aos cursos de pós-graduação. A amostra foi composta por 187 respondentes matriculados nas pós de Engenharia Civil, de Produção, Mecânica, Alimentos, Química, Materiais e na pós de Arquitetura e Urbanismo. Através desta pesquisa foi possível, também, determinar o perfil dos estudantes, objeto de pesquisa, constatou-se que 50,5% são do sexo masculino e 49,5% são do sexo feminino. Aproximadamente 71% dos alunos dedicaram seu tempo a outras atividades que não fazem parte do programa de mestrado, 75% dos alunos estavam dentro do tempo regular para conclusão do mestrado. Identificou-se, ainda, que 75,9% dispunham de bolsa-auxílio. Sobre a autoavalição dos mesmos alunos, 75% deles consideram seu desempenho bom, 12% afirmam que é ótimo e 13% como razoável. Outro dado colhido afirma que 50% dos alunos que fazem parte da amostra desta pesquisa não publicaram nenhum artigo durante o mestrado e 24% publicaram apenas um artigo. A comparação entre satisfação do aluno e desempenho do atendimento foi feita com base nas respostas obtidas das variáveis para o serviço percebido, serviço esperado e o serviço mínimo aceitável. Com a análise da qualidade percebida pelos alunos, constatou-se que as expectativas dos mesmos não estavam sendo atendidas. Os dados da análise, em geral, indicam que os estudantes dos cursos de mestrado do CT da UFPB esperam algo diferente do que tem sido oferecido nos seus respectivos cursos. Ainda segundo a análise afirma-se que a confiabilidade e empatia são as que mais se aproximam do serviço esperado pelos alunos, objeto desta pesquisa e concluiu-se que a ordem de prioridade no atendimento da satisfação dos alunos considerando as dimensões da qualidade constituiu-se primeiramente da dimensão Tangibilidade seguido de Presteza, Empatia, Segurança e Confiabilidade.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2016-08-08T21:30:37Z No. of bitstreams: 1 Nóbrega, Lutécia Maciel.pdf: 3129795 bytes, checksum: 4852d07dbe0926596d31178105c3e014 (MD5) / Approved for entry into archive by Maria Angela Dortas (dortas@ufba.br) on 2016-08-12T16:46:03Z (GMT) No. of bitstreams: 1 Nóbrega, Lutécia Maciel.pdf: 3129795 bytes, checksum: 4852d07dbe0926596d31178105c3e014 (MD5) / Made available in DSpace on 2016-08-12T16:46:03Z (GMT). No. of bitstreams: 1 Nóbrega, Lutécia Maciel.pdf: 3129795 bytes, checksum: 4852d07dbe0926596d31178105c3e014 (MD5) / A internacionalização da educação superior é uma realidade iminente nos dias de hoje, para isso, é preciso que as universidades saibam aproveitar a dinâmica desse processo de cooperação internacional traçando estratégias de melhoria e qualidade institucional. A identificação de ações conjuntas nesse sentido poderá contribuir para que outras instituições reflitam sobre os melhores caminhos para se chegar ao padrão de excelência internacional. Diante disso, o presente trabalho analisa como ocorre a internacionalização dos cursos de pós-graduação da Univasf tendo em perspectiva os critérios de internacionalização da Capes e o modelo de Knight (1994) denominado círculo da internacionalização. Para tanto, apresentou-se uma revisão de literatura por meio de uma pesquisa de natureza exploratória descritiva com utilização do método de estudo de caso. A pesquisa constatou que a Capes foi identificada como catalisador relevante no processo de internacionalização da educação superior, uma vez que publica sua avaliação nacional por meio desses critérios, atribuindo notas para melhor conceituar os cursos de pós-graduação das universidades brasileiras. A análise dos resultados revelou que a internacionalização dos cursos de pós-graduação da Univasf ainda é bastante incipiente, já que não existe uma política formalmente institucionalizada com as razões, motivações e feimstr, actéognisatsa todue-vsidea qmueen taes aarçtiõcuelsa ddaes ceonotpree raa çUãnoi vianstef ren asceiounsa rle nsepsescati vionss tictuuirçsãoos . vPêomr sendo realizadas isoladamente por parte do corpo docente de maneira individualizada, em especial quando analisadas com base nos critérios de internacionalização da Capes. Diante dessa realidade, a formulação de uma política com o apoio e envolvimento de toda a comunidade acadêmica seria crucial para a definição de um processo sustentável de internacionalização na instituição. Somado a isso, sugere-se uma pesquisa mais aprofundada sobre esse tema para estudos futuros que tratem mais efetivamente desse assunto no sentido de auxiliar na definição de planejamentos e estratégias no âmbito internacional para as Instituições de Ensino Superior brasileiras. / Internationalization of higher education is an imminent reality today, so it is necessary that universities know how to take advantage of the dynamics of this international cooperation process outlining improvement and institutional quality strategies. The identification of joint activities in this direction can contribute so as to other institutions could reflect on the best ways to reach the international standard of excellence. Thus, the present study analyzes how is the internationalization of the Univasf post-graduate courses taking into perspective the Capes internationalization criteria and the Knight model (1994), called internationalization circle. Therefore, we performed a literature review through a descriptive exploratory research using the case study method. The study found that Capes was identified as an important catalyst in the international cooperation process, as it publishes its national assessment through these criteria, assigning grades to better conceptualize postgraduate courses in Brazilian universities. The results revealed that the internationalization of Univasf post-graduate courses is still incipient, since there is no formally institutionalized politics with the reasons, motivations and properly articulated strategies between Univasf and its corresponding courses. Finally, it was found that the cooperation international actions in this institution have been executed in isolation by the teaching staff in an individualized way, especially when these faocrtmiounlsa taioren aonf aaly zpeodl icbya sweidth o nth teh es uCpappoerst ianntedr niantvioonlvaelm ceritnetr ioaf. Gthivee ne nthtiirse reaaclaitdye, mthiec community would be crucial to the definition of a sustainable process of internationalization in the institution. Adding to this, it is suggested further research on this subject for future studies that deal more effectively with this matter in order to assist in defining plans and strategies at the international level for Brazilian Higher Education Institutions.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-01-23T19:59:53Z No. of bitstreams: 1 Cristiane Santana Teles Pereira.pdf: 1423648 bytes, checksum: bbc96cbaecbf534d90e75840d1cde083 (MD5) / Made available in DSpace on 2017-01-23T19:59:53Z (GMT). No. of bitstreams: 1 Cristiane Santana Teles Pereira.pdf: 1423648 bytes, checksum: bbc96cbaecbf534d90e75840d1cde083 (MD5) Previous issue date: 2016-08-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aimed to identify the role of innovation for managers of Postgraduate Programs in Applied Social Sciences of universities located in ABC Paulista. It presents the main theoretical aspects related to education and curriculum, Brazilian higher education, postgraduate in Brazil, innovation, innovation in Brazil and a compilation of these issues in the chapter on education, innovation and development. The combination of these themes shaped the concept of the study, which was conducted through a qualitative approach, using semi-structured individual face-to-face interviews, in 2016. Six managers/professors of the following postgraduate programs were interviewed: FEI University Center (Administration Course); Methodist University of São Paulo – UMESP (Administration and Communication courses); Municipal University of São Caetano do Sul – USCS (Administration course); and Federal University of ABC – UFABC (Public Policy course and Territory Planning and Management course). Through the transcription of the interviews and discourse analysis, five categories were identified: innovation study; innovation in the curriculum of the programs; education in Brazil; incentives and difficulties; and public policy. The results of the study show that the role of innovation should be to go beyond an isolated and exclusive discipline; it must integrate and interact with all other disciplines of Stricto Sensu courses, regardless of the area of study, besides being part of the postgraduate program structure. / Programas de Pós-Graduação em Ciências Sociais Aplicadas das universidades localizadas no ABC Paulista. Para isso, foram apresentados os principais aspectos teóricos relacionados a educação e currículo, ensino superior brasileiro, pós-graduação no Brasil, inovação, inovação no Brasil e um compilado desses assuntos no capítulo sobre educação, inovação e desenvolvimento. A combinação desses temas formatou a conceituação do estudo, o qual foi realizado por meio de uma abordagem qualitativa, com a realização de entrevistas semiestruturadas, individuais e presenciais, ocorridas em 2016. No total foram entrevistados seis gestores/professores dos programas de pós-graduação das seguintes instituições: Centro Universitário da Fundação Educacional Inaciana – FEI (curso de Administração); Universidade Metodista de São Paulo – UMESP (cursos de Administração e Comunicação); Universidade Municipal de São Caetano do Sul – USCS (curso de Administração); e Universidade Federal do ABC – UFABC (cursos de Políticas Públicas, e Planejamento e Gestão de Território). Por meio da transcrição das entrevistas e da análise do discurso cinco categorias foram identificadas: estudar a inovação; inovação nos currículos dos programas; educação no Brasil; estímulos e dificuldades; e políticas públicas. Os resultados do estudo apontam que o papel da inovação deve ser o de ir além de uma disciplina isolada e exclusiva; ela deve integrar e interagir com todas as demais, de todos os cursos de stricto sensu, independentemente da linha de pesquisa, além de fazer parte de toda a estrutura dos programas de pós-graduação.

Magister Artium - MA (Psychology) / Honours students in Psychology typically form larger cohorts with numbers ranging from 20 to 40 students in comparison to other disciplines that have fewer than 10 students in a cohort. The National Qualifications Framework (NQF) requires Honours students to complete a thesis that is equivalent to 300 notional hours or 30 credits. The learning outcome is that students conduct low level research that prepares them for conceptualizing, executing and writing up a research project. The thesis requirement should also prepare them for future studies. The larger cohorts and revised NQF thesis requirement places increased pressure on the staff compliment of Psychology departments. Some of the ways in which departments have attempted to cope with this increased demand include conducting group-based research projects, and secondary research projects. One of the concerns raised is whether these particular types of methodology prepared students adequately for reactive research in further studies. This study aimed to explore students' subjective perceptions about the extent to which group-based systematic review methodology in the Honours year adequately prepared students for conducting research during their masters-level studies. An explorative study was conducted to explore the experiences of purposively selected recent graduates from two identified Honours programmes that have progressed to Masters level studies. Participants were invited on the basis of being graduates or alumni rather than their registration status as Masters students at particular universities.