Analysis of the Career Patterns of Vocational Educators

155 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1975.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Development of a dissertation quality value-added model for humanities and social sciences programs for private higher education institutions in Thailand

AbstractThe purposes of this study were: (1) to evaluate the quality of dissertations in the humanities and social sciences of private higher education institutions, (2) to analyze factors affecting the quality at the student, advisor, and institute levels, and (3) to develop a quality, value-added model of the dissertations. Samples consisted of: (1) 750 student dissertations in the humanities and social sciences and (2) 753 questionnaire responses consisting of 633 students, 108 dissertation advisors, and 12 senior administrators in the participating institutions. A 5-point rating dissertation evaluation scale was developed for use by the researcher and her assistants. Three sets of a dissertation attribution questionnaire used by the students, advisors, and senior administrators were also developed and administered. Descriptive statistics were used with the 5-point rating data. The 3-level HLM package was used to analyze the quality, value-added model of the dissertations. The findings of the study were: (1) the overall quality of the 750 dissertations was at the standard level; (2) there were 5 factors at 3 different levels influencing the dissertation quality with 1 student factor (favorable characteristics in conducting research), 3 advisor factors (experience in research, up-to-date knowledge in research, and the advisor-student ratio), 1 institutional factor (close monitoring and management system); and (3) the quality value-added model was able to predict the variance of the dissertation quality at 36 percent

Mainstreaming HIV/AIDS in development sectors: have we learnt the lessons from gender mainstreaming?

Drawing on an international literature review, two international workshops and primary qualitative research in Uganda this paper reviews experiences of mainstreaming HIV/AIDS in development sectors (such as education, health and agriculture) in developing countries. The extent to which HIV/AIDS mainstreaming strategies and associated challenges are similar to or different from those of mainstreaming gender in the health sector is also explored. The paper details the rationale for HIV/AIDS mainstreaming through illustrating the wide reaching effects of the pandemic. Despite the increasing interest in mainstreaming HIV/AIDS there is little clarity on what it actually means in theory or practice. This paper presents a working definition of HIV/AIDS mainstreaming. It is argued that all too often processes of ‘mainstreaming’ emerge as too narrow and reductionist to be effective. The paper then considers four key challenges for mainstreaming HIV/AIDS and explores how and to what extent they have also been faced in gender mainstreaming and what can be learnt from these experiences. These are: (1) the limited evidence base upon which to build mainstreaming strategies in different country contexts; (2) the role of donors in mainstreaming and implications for sustainability; (3) who should take responsibility for mainstreaming; and (4) how to develop capacity for mainstreaming. The conclusion argues for more joined up thinking and sustainable approaches to mainstreaming both HIV/AIDS and gender