Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Feb. 6, 2007). PDF text: iv, 240 p. : ill. UMI publication number: AAT 3216346. Includes bibliographical references. Also available in microfilm and microfiche format.

The main purpose of this thesis was to clarify whether there would be difficulties in using constructivistic learning in distance education in which interactive video was used. Other purposes of the thesis were to study the quality of learning in distance education compared to conventional education, and to study the quality of learning in constructivistic education compared to traditional education. The thesis consists of five studies in which three treat distance education and constructivistic learning. The first study treats distance education on its own, and the last study treats constuctivistic learning in conventional study groups. The methods in all studies were questionnaires for all participans, complemented with interviews in three studies. In the studies about constructivistic learning, the questionnaire contained questions to measure the extent of the constructivistic learning environment. The questionnaire in the first study contained questions to find out the participants' opinions about the course. The main hypothesis was that it would be more difficult to introduce constructivistic learning in distance education using interactive media, compared to conventional education. The findings from the studies could by no means verify this hypothesis. All the findings showed that the difficulties in distance education did not influence the possibilities to introduce constructivistic learning negatively. As to the quality of the distance students' learning there were some conflicting results. One group when tested achieved lower results than its reference group and the other groups did just as well as their reference groups. In the questionnaire the students claimed that the use of interactive video did not mean that the quality of learning was affected in negative ways. The findings in the last study showed that the students' opinions about the quality was much higher for the constructivistic group than its reference group. When tested the constructivistic group achieved better results in three out of four tests, but the differences were too small to be of any significance. / digitalisering@umu

The choice of appropriate collaborative partners has consistently been reported as a key issue for contemporary managers. This study reports findings from a study which explored the process and criteria of partner selection - how and why partners are chosen. The results show multiple cycles of deal-making, partnership roles and organizational approval. Partner choice criteria focused on partnership requirements, but was influenced by additional factors. These results suggest that partner selection may be much more complex than previously recognized and could be better described as partner negotiation. <br /><br /> The researcher reviewed recent literature on partnerships, decision-making, and partner selection. Concepts from this previous work were updated with data from three initial interviewees experienced in university-industry partnerships. A conceptual Partner Negotiation Model was developed including three cycles of Deal-Making, Organizational Approval, and Partner Role/Selection. Our hypothesized Partner Choice Criteria centred on requirements, but were influenced by resource availability, social network, reputation, politics, and ambiguity. Two Canada-wide distance education consortia were identified as large-scale case studies for investigation of the research theory. A total of 34 informants were contacted. Written business plans, contracts, documents, partner network diagrams and 231 archival e-mails from 36 correspondents were collected and analysed for the two consortia. <br /><br /> The results showed strong support for partner selection included in negotiation cycles of deal-making and organizational approval. Partner choice criteria supported the need to meet documented requirements, but was also strongly influenced by resource availability, social network, and reputation. Additional issues of interest to the interviewees were motivation, operations, unit of partner, self-sustaining income, and integration to one consortium. As well, the Case Study Narratives offered deep, interesting insight into two specific cases of Canadian consortia. <br /><br /> The findings suggest that the formation of partnerships and the process of partner selection are both very complex. This research has provided new insights linking business negotiation concepts with partner selection. A model has been developed for viewing partner selection as negotiation. Three negotiation cycles of deal-making, organizational approval, and partner role/selection have been proposed. The research has identified four criteria that influence why specific partners are chosen ? requirements, resource availability, social network, and reputation. Finally, based on the complexities and issues from this work, a number of ideas for future research have been summarized.

The purpose of this study was to assess the perception held by managers of feed and farm supply stores in Texas regarding the contribution of employee training to the competitiveness of the firm, determine if managers of feed and farm supply stores perceive that employee training can improve their competitive strength, and to determine if they will invest in employee training in order to gain a competitive advantage. The objectives of this study include: describe the operating environment of feed and farm supply stores in Texas; describe feed and farm supply store managers? perception of employee training?s contribution to their firm?s competitive advantage; identify barriers to employee training in feed and farm supply stores; determine Internet availability and potential use for employee training in feed and farm supply stores; and describe the willingness of feed and farm supply store managers to engage in employee training delivered via the Internet. This study employed a descriptive and correlational research design. A selfadministered questionnaire was used to collect data from a sample frame of 305 feed and farm supply stores randomly selected from 1,487 stores in Texas. These stores operate in a demanding, competitive environment that is changing at a rapid pace. They perceive that employee training improves customer satisfaction, contributes to business growth, improves productivity, and increases profits. The skills needed by their employees are increasing and they need training in sales, communication skills, technical knowledge, time management, retail merchandising, marketing, and business management to help the business stay competitive. Barriers to training include not being able to see immediate results, cost, difficulties created when key employees are not on the job, travel distances to attend training, and a lack of training programs relevant to their needs. Over 80 percent of these stores have both computers and Internet access. Managers will allow employees to use these resources for training purposes, encourage participation in online training, and allow their employees to participate in training during business hours. It is recommended that Internet based training programs be developed in sales, communication skills, technical knowledge, time management, retail merchandising, and business management for these small agribusinesses.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 48-51). Also available on the Internet.

Thesis (Ph. D.)--Open University. BLDSC no. DX222119.

Thesis (M.Ed.), Memorial University of Newfoundland, 2000. / Restricted until June 2001. Bibliography: leaves 113-120. Also available online.

Originally presented as the author's thesis (doctoral)--University of Gothenburg, 2009. / Includes bibliographical references (p. 123-131).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 48-51). Also available on the Internet.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.