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Direct linkMark Mason – Educational Philosophy and Theory, 2024
In the post-Apartheid era South Africa's universities have faced serious questions about the quality of their student learning in the face of near impossible challenges. The University of Cape Town, widely seen as the country's leading higher education institution, has shown remarkable resilience, however, in the range of initiatives it has…
Descriptors: Foreign Countries, Racial Relations, Racial Attitudes, Educational Quality
Peer reviewedStein, Ronald H. – Journal for Higher Education Management, 1990
The concepts of "image" and "image management" in higher education are relatively new outcomes of an overall debate about accountability. Competition for faculty, students, and resources demands that colleges and universities promote their faculty's good work. Public support and trust are critical to funding and understanding…
Descriptors: Accountability, College Administration, College Role, Faculty College Relationship
Peer reviewedLysons, Art; Hatherly, David – Higher Education, 1992
An approach to organizational effectiveness in higher education developed in the United States was applied to institutions in the United Kingdom and Australia to establish a basis for policy and organizational analysis. Higher reliability was found for the United Kingdom than for Australia, apparently related to cultural differences regarding…
Descriptors: Administrative Organization, Comparative Analysis, Comparative Education, Cultural Context
Jones, Lyle V., Ed.; And Others – 1982
The quality of doctoral-level chemical engineering (N=79), civil engineering (N=74), electrical engineering (N=91), and mechanical engineering (N=82) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: (1) program size; (2) characteristics of graduates; (3) reputational factors…
Descriptors: Academic Libraries, Chemical Engineering, Civil Engineering, College Faculty
Jones, Lyle V., Ed.; And Others – 1982
The quality of doctoral-level biochemistry (N=139), botany (N=83), cellular/molecular biology (N=89), microbiology (N=134), physiology (N=101), and zoology (N=70) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: (1) program size; (2) characteristics of graduates; (3)…
Descriptors: Academic Libraries, Biochemistry, Biological Sciences, Botany
An Assessment of Research-Doctorate Programs in the United States: Mathematical & Physical Sciences.
Jones, Lyle V., Ed.; And Others – 1982
The quality of doctoral-level chemistry (N=145), computer science (N=58), geoscience (N=91), mathematics (N=115), physics (N=123), and statistics/biostatistics (N=64) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: program size; characteristics of graduates; reputational…
Descriptors: Academic Libraries, Chemistry, College Faculty, College Mathematics
