• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >The perceived impacts of the 14-year (1989-2003) civil war on higher education in Liberia: An analysis of the case for the University of Liberia and Cuttington University.
【24h】

The perceived impacts of the 14-year (1989-2003) civil war on higher education in Liberia: An analysis of the case for the University of Liberia and Cuttington University.

机译：14年（1989-2003年）内战对利比里亚高等教育的可感知影响：利比里亚大学和卡廷顿大学的案例分析。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Civil wars affect the social systems of a nation, including higher education. The purpose of this study was to do an in-depth concurrent mixed method analysis of the perceived impacts of the 14-year (1989--2003) civil war on higher education institutions in Liberia during the civil war years and from the end of the civil war in 2003 to the point of data collection in 2007. The literature is replete with expert opinions on the impacts of the Liberian civil war, but only limited evidence for quantitative and qualitative studies on war impacts in general exists.;No study on the context of higher education was found for Liberia or any other nation. The University of Liberia and Cuttington University were analyzed through a quantitative survey with 316 randomly selected subjects and five specifically designed interview protocols with nine senior university administrators and a designee of the National Commission for Higher Education, after the study was approved by Western Michigan University Human Subjects Institutional Review Board and written consents were obtained from each subject before participation.;The impacts of the civil war on teaching quality, student enrollment, student persistence, student graduation rates, and resources for faculty and students during and after the civil war were analyzed through paired samples t tests. Students perceived more negative impacts during the war than after the war ended. Differences between students were analyzed using independent samples t tests. Students at Cuttington University reported better teaching quality and resources during and after the civil war. No differences were observed on student admission, retention, or graduation rates among the students.;Paired samples t tests were used to measure perceptions of non-students including faculty, administrators, and staff on the same issues, and on university governance they perceived more negative impacts during the war than after the war. Differences between non-students were analyzed using independent samples t tests and no differences were reported from the survey, but Cuttington non-students indicated better governance, teaching quality, and resources during and after the war from the interview data. The findings from documentary reviews and site observations were similar to the findings above.
机译：内战影响一个国家的社会系统，包括高等教育。这项研究的目的是对内战时期以及自内战结束以来14年（1989--2003年）内战对利比里亚高等教育机构的感知影响进行深入的并行混合方法分析。 2003年的内战至2007年的数据收集。文献中充斥着有关利比里亚内战影响的专家意见，但总体上对战争影响的定量和定性研究只有有限的证据。在利比里亚或其他任何国家都发现了高等教育背景。在这项研究获得西密歇根大学批准后，利比里亚大学和卡廷顿大学进行了定量调查，对316个随机选择的科目和五种经过特殊设计的访谈协议进行了分析，其中包括九名高级大学管理人员和国家高等教育委员会的指定人员。参加之前要获得各学科的机构审查委员会和书面同意。分析了内战对内战期间和之后的教学质量，学生入学率，学生坚持性，学生毕业率以及师生资源的影响通过配对样本t检验。与战争结束之后相比，学生在战争期间产生的负面影响更大。使用独立样本t检验分析学生之间的差异。内战期间和结束后，卡廷顿大学的学生报告了更好的教学质量和资源。在学生之间的入学率，保留率或毕业率方面未观察到差异。对样本t检验用于衡量对非学生的看法，包括教职员工，管理人员和教职员工对同一问题的看法，以及对大学管理的看法战争期间的负面影响要比战后的负面影响大。使用独立样本t检验对非学生之间的差异进行了分析，调查未报告差异，但是根据访谈数据，卡顿顿非学生在战争期间和战后表明了更好的治理，教学质量和资源。文件审查和现场观察得出的结果与上述发现相似。

著录项

  • 作者

    Ndebe, Manjerngie Cecelia.;

  • 作者单位

    Western Michigan University.;

  • 授予单位 Western Michigan University.;
  • 学科 Education Leadership.;Education Higher.;Sub Saharan Africa Studies.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 175 p.
  • 总页数 175
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号