Sustainable Business Practices for Sustainable Futures: Partnering in Higher Education

The Professional Communication Unit (PCU) at the University of Cape Town (UCT) has developed innovative, multimodal teaching approaches that aim to contribute to the notion of corporate citizenship. Two separate course partnerships strive to equip senior commerce students with graduate attributes valued in business and government. Course one involves a partnership with environmental consultants who collaborate with staff to mentor students during their institutional investigation of sustainable business practices. Course two involves collaboration between students, staff and small business owner-managers. It focuses on sustainability practices of the chosen SME in relation to the triple bottom line. The model aims to prepare students for societal challenges in the workplace and to offer technical support to these SMEs to increase their competitiveness. In the wake of global financial and environmental crises, this article amplifies the need for collaborative partnering as all constituents aim to remain relevant and sustainable in the 21st century

Teaching and technology transfer as alternative revenue streams: a primer on the potential legal implications for UK universities

Abstract: Purpose: The purpose of this paper is to assess the financial and intellectual issues facing the university sector as many institutions in the United Kingdom (UK) pursue alternative revenue streams. As a consequence to the increasing financial pressures, university departments are increasingly exposed to new forms of potential litigation and also face the risk to the prestige of their university and departmental brand. Design: A theoretical and analytical approach is adopted whereby an introduction to the topic of revenue streams is presented before a review is conducted of the two most prominent and important streams available to the higher education sector - Teaching and Technology Transfer. The paper furthers this analysis through a discussion of the accompanying legal consequences to UK universities and offers strategies to be adopted by such institutions to avoid these pitfalls. Findings: The investigation has identified that the pursuit of additional sources of money from teaching and technology transfer pose significant risks and should only be considered after a rigorous analysis of the associated cost by institutional and departmental management structures. Value: The paper offers an insight into the experience of litigation and the intellectual problems encountered by university departments in the United States. This evidence is utilised to consider how it may provide UK-based counterparts with a guide to avoid similar problems. It will be of relevance to practitioners, managers and strategic planners in the university sector.</p

Herman, W. F. Academy Secondary School Yearbook 1961-1962

Yearbook called the Griffin.https://scholar.uwindsor.ca/essexcountyontariohighschoolyearbooks/1151/thumbnail.jp

Tracking professional conduct of graduates of Federal College of Education, Yola, Nigeria between 2000 and 2010

INTRODUCTION: The fundamental obligations of Colleges of Education is to breed fleet of teachers that are employed in primary and Junior Secondary Education levels to impart knowledge, moral and societal values for better change and stability, hence the need for institutions to have regular feedbacks from the adjoining societies so as to breed developmental policies and planning to ascertain development. PURPOSE: The study’s purpose was to survey the students’ experiences shortly after completing their NCE and to examine the impact of their academic training, social engagement and inter-personal relationship while they were at the College on their present professional conduct. METHOD: A multi-faceted methodological approach was engaged in this study. This made room for a wide range of data collection. Robust discourse questionnaires and interviews were employed. RESULTS: The results showed 35% of the graduates have gone for further studies, 58.2% still with NCE and 6.1% are currently pursuing additional qualification. Most of the alumni are fully engaged in teaching either at Primary or Secondary school levels for permanent and pensionable appointments and only a few are engaged by Parent Teacher Association (PTA). It also revealed that collection of statement of results after graduation was very difficult and that graduates’ relationship with staff and others was very pleasant. The training received from the college was also found to be impressive by most graduates. CONCLUSION: The study recommended that there should be room for quality in the teaching/learning environment and that lecturers should make maximum impact on the would-be teachers as they go through learning in the College

Assessing the psychometric properties of the adult learner self-directedness scale

This research project examined the psychometric properties of the adult learner self-directedness scale (ALSDS). The study assessed the construct validity and reliability of the scale as a measure of adult learner self-directedness for diverse groups of adult learners in the South African open, distance and e-learning higher education (ODeLHE) context. The study also assessed whether the factorial structure of the ALSDS was equivalent for adult learners across gender, race and age groups. Furthermore, the study assessed whether the various socio-demographic groups differed significantly on the sub-scale dimensions of the ALSDS; and explored whether a range of socio-biographical factors predicted adult learner self-directedness. This doctoral study has extended the student’s initial exploratory master’s study on the development and factorial structure of the ALSDS that involved a stratified random sample (N = 1 102) of ODeLHE adult learners. The secondary data set involved a random subsample of n = 747 of the original master’s sample data set. Exploratory structural equation modelling (ESEM), exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) revealed a three-factor solution for the ALSDS, with 15 items loading onto the three factors. The results provided evidence of the construct (convergent and discriminant) validity and internal consistency reliability of the three-factor ALSDS, including the construct equivalence of the scale’s factorial structure across the gender, race and age groups. Significant differences between age, race and gender groups were observed regarding the scale sub-dimensions. The study advances theory on adult learner self-directedness in ODeLHE contexts and contributed evidence of the validity and reliability of a shortened version of the ALSDS as a useful measure of adult learner self-directedness. Psychometric shortcomings to be addressed in future research were also directedness. Psychometric shortcomings to be addressed in future research were also highlighted. Practically, the study highlighted assessing adult learners’ success orientation in ODeLHE, active academic activity and strategic utilisation of resources as aspects of enhancing their self-directedness. Support practices should be considered for especially females, black Africans and younger learner cohorts. ODeLHE practices should also consider learners’ mark for English, gender, access to library, number of modules and who students support financially as factors influencing learners’ level of self-directedness.Abstract/summary in English, Afrikaans and isiZuluDie navorsingsprojek het die psigometriese eienskappe van die selfgerigtheidskaal vir die volwasse leerder (ALSDS) ondersoek. Die studie het die konstruk-geldigheid en -betroubaarheid van die skaal geassesseer as 'n maatstaf van selfgerigtheid by volwasse leerders vir diverse groepe van volwasse leerders in die Suid-Afrikaanse ope, afstands- en e-leer-hoëronderwyskonteks (ODeLHE). Die studie het ook geassesseer of die fakulteitstruktuur van die ALSDS gelykstaande was vir volwasse leerders oor geslags-, rasse- en ouderdomsgroepe heen. Verder het die studie geassesseer of die verskeie sosiodemografiese groepe beduidend verskil het op die subskaal-dimensies van die ALSDS en ondersoek of 'n reeks sosiobiografiese faktore selfgerigtheid by volwasse leerders voorspel het. Hierdie doktorale studie het uitgebrei op die student se aanvanklike verkennende meesterstudie oor die ontwikkeling en fakulteitstruktuur van die ALSDS wat 'n gestratifiseerde ewekansige steekproef van ODeLHE-volwasse leerders behels het (N = 1 102). Die sekondêre datastel het 'n ewekansige substeekproef behels van n = 747 van die oorspronklike meestersteekproef-datastel. Verkennende strukturele vergelykingsmodellering, verkennende faktorontleding en bekragtigende faktorontleding het 'n driefaktor-oplossing vir die ALSDS onthul, met 15 items wat op die drie faktore gelaai is. Die resultate verskaf bewyse van die konstruk (konvergerende en diskriminerende) geldigheid en interne konsekwentheid en betroubaarheid van die driefaktor-ALSDS, insluitende die konstruk-ekwivalensie van die skaal se fakulteitstruktuur oor die geslags, rasse- en ouderdomsgroepe heen. Beduidende verskille tussen ouderdoms-, rasse- en geslagsgroepe is waargeneem rakende die skaalsubdimensies. Die studie bevorder teorie oor selfgerigtheid by volwasse leerders in ODeLHE-kontekste en dra bewyse van die geldigheid en betroubaarheid van 'n verkorte weergawe van die ALSDS as 'n nuttige maatstaf van selfgerigtheid by volwasse leerders. Psigometriese tekortkomings wat in toekomstige navorsing hanteer kan word, is ook beklemtoon. Prakties gesproke beklemtoon die studie die assessering van volwasse leerders se sukses-oriëntering in ODeLHE, aktiewe akademiese aktiwiteit en strategiese gebruik van hulpbronne as aspekte om hul selfgerigtheid te bevorder. Ondersteuningspraktyke moet oorweeg word vir veral vroue, swart Afrikaners en jonger leerderkohorte. ODeLHE-praktyke moet ook leerders se punt vir Engels, geslag, toegang tot 'n biblioteek, aantal modules en wie studente finansieel ondersteun, oorweeg as faktore wat leerders se vlak van selfgerigtheid beïnvloed.Le projekthi yocwaningo, ihlola ama-psychometric properties of the adult learner self-directedness scale (ALSDS). Ucwaningo luhlola i-construct validity nokuthembeka kwe-scale njengendlela yokukala i-adult self-directedness kumaqembu ehlukene abafundi abadala kwisimo semfundo evulekile lapho abantu abafunda bekude esibizwa nge-South African open, distance and e-learning higher education (ODeLHE). Ucwaningo lubuye lwahlola nokuthi ngabe isimo ngamaqiniso e-ALSDS siyalingana yini kubafundi abadala kumaqembu obubili, bezinhlanga ezehlukene ngokwebala kanye nabantu beminyaka ehlukene. Kanti futhi okunye, ucwaningo, luhlola ukuthi ngabe amaqembu emikhakha ehlukene ngokwe-sociodemographic ehlukene kakhulu maqondana nama-dimention e-ALSDS acutshungulwayo ukuthi ngabe ama-range emibandela yama-sociodemographic abonelela noma aqagela inqubo ye-adult leaner self-directedness. Lolu cwaningo lweziqu ze-doctoral study lubheke nocwaningo lokuqala lwabafundi be-masters ngentuthuko yesakhiwo se-factoral structure ye-ALSDS ebandakanye amasampuli akhethwe nje ngaphandle kokukhetha noma ukubeka imibandela ethize, okwaziwa nge-stratified random sample ye (N = 1 102) yabafundi abadala be-ODeLHE. Isethi ye-data yesekondari yona ibandakanya i-random subsample of n = 747 yesethi ye-data yabafundi bokuqala be-masters. I-Exploratory structural equation modelling, i-exploratory factor analysis kanye ne-confirmatory factor analysis eziveze izixazululo ezintathu ngama-ALSDS kuma-ayithemu angu 15 afakelwe kuma-factor amathathu. Imiphumela iveza ubufakazi be-construct (i-convergent and discriminant) validity kanye ne-internal consistency reliability yama-factor amathathu e-ALSDS abandakanya i- ix construct equivalence ye-scale's factorial structure, ukunqamuleza kumaqembu ngobulili, izinhlanga ezehlukene ngokwebala kanye neminyaka yobudala ehlukene. Umehluko osemqoka phakathi kweminyaka yobudala, izinhlanga ezehlukene ngokwebala kanye namaqembu eminyaka ehlukene uye wabonakaka maqondana ne-scale sub-dimensions. Ucwaningo luqhubela phambili ithiyori kwizimo zabafundi zokuziqhuba ngokufunda ezibizwa i-adult learner self-directedness kwi-ODeLHE, kanti futhi ithela esivivaneni kwi-reliability ye-version efinyeziwe ye-ALSDS njengesikali esiwusizo kwi-adult learner self-directedness. Okuyizihibe nge-psychometric okufanele kubhekwane nakho ngocwaningo lwangekusasa, kuye kwavezwa kwagqanyiswa. Ngokubonakala ngendlela ebambekayo, ucwaningo lugqamise ukuhlolwa kwempumelelo yabafundi abadala kwi-ODeLHE, umsebenzi omatasatasa we-akhademiki kanye nokusetshenziswa ngendlela yamasu abambekayo kwemithombo njengengxenye yokuthuthukisa i-self-directedness. Izinkambiso zokusekela kumele zibonelelwe, ikakhulukazi kwabesimame, abamnyama bama-Afrika kanye nabafundi abasebasha. Izinkambiso ze-ODeLHE kumele zibonelele namamaki abafundi olimi lwesiNgisi (i-English), ubulili, ukufinyelela emalayibhrari, inani lama-module kanye nokuthi ngabe abafundi bondla obani ngokwezimali njengemibandela enomthelela kwinqubo yokuthi abafundi bakwazi ukuziqhubela phambili ngokwenqubo ye-self-directedness.Business ManagementD.Com. (Business Management

An Arrested Virtuous Circle? Higher Education And High-Tech Industries In India

We provide a brief but comprehensive overview of linkages between higher education and the high tech sector and study the major linkages in India. We find that the links outside of the labor market are weak. This is attributed to a regulatory structure that separates research from the university and discourages good faculty from joining, which erodes the quality of the intellectual capital necessary to generate new knowledge. In the labor market, we find a robust link between higher education and high-tech industry, but despite a strong private sector supply response to the growth of the high-tech industry, the quality leaves much to be desired. Poor university governance may be limiting both labor market and non-labor market linkages. Industry efforts to improve the quality of graduates are promising but over reliance on industry risks compromising workforce flexibility. Addressing the governance failures in higher education is necessary to strengthen the links between higher education and high tech industry.

Engaging science pedagogies: What Year 10 students in a Western Australian independent school have to say about science learning

Emerging from a personal and professional interest in student engagement with learning in secondary school science classrooms, this dissertation investigates the question: How do year 10 students understand, experience and respond to science teaching in secondary school? Through the voices of some year 10 secondary school science students in an Independent Christian Secondary school in Western Australia, supported by some aspects of my professional experience, this thesis identifies, describes and explains the kinds of classroom conditions conducive for enhancing student engagement in science learning. A case study approach was adopted to investigate student perceptions of engaging pedagogies in year 10 science classes. Seeking a diverse range of strengths, abilities and attributes, all year 10 students, 60 in all, were invited to take part in the research program. The participating students consisted of a mixed gender group of 18 year 10 students, all with some interest in science learning. The students were interviewed in pairs and in focus groups, about the kinds of pedagogical, organisational and cultural conditions that enhanced their engagement in science learning. A time frame matrix was adopted to guide open ended questions and discussions. Drawing on year 10 student past, present and future perceptions of when they were learning science, this thesis identifies as essential ingredients a knowledgeable, passionate and committed teacher, hands on learning, relevance and ownership of learning, and relational learning, that connects with, and is relevant to student engagement in science learning. Methodologically, the thesis acknowledges the value and importance of student voice in research relative to student engagement in science learning. Above all, the thesis reinforces the significance of building a relational learning environment that gives access to meaningful and relevant learning activities in science classrooms based on a culture of trust, respect and care