Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 118-124) and index.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 201-208).

The problem of this study was the development of a model for the certification requirements for vocational office education teacher coordinators in the United States. The data for this study were obtained from library research, documents provided by the state directors of vocational education and state departments of education, 62 questionnaires returned from randomly selected businesses and office education educators, and 735 questionnaires returned from randomly selected employed vocational office education teacher-coordinators.

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An investigation was conducted to determine what values were perceived as being of "high importance" by business faculty of community colleges; to compare the values of participants of the study with those of three comparison groups (two-year private junior colleges; two-year community colleges; four-year universities;) and to explore the possible relationship of values to job satisfaction. The design of the investigation was a questionnaire mailed to 185 business faculty members from mine community colleges which represented the states of Maryland, North Carolina, and Virginia. Colleges were selected which possessed characteristics (urban, rural, suburban and small, medium, large) as to be representative of the three community college systems. One hundred and fifty responses were received for a response rate of 81 percent. Two instruments were used to obtain data: The Job Descriptive Index (JDI) for measuring dimensions of job satisfaction and the Rokeach Value Survey for the ranking of values. The data was analyzed using the Page L-statistic and the Schucany-Frawley rank order test. In this study business faculty members of community colleges ranked the tenninal and instrumental values of "high importance" in accordance with the ranking of the terminal and instrumental values by faculty members in general from samples drawn at two-year private junior colleges and two-year community colleges; and by business faculty representing four-year universities. Of the terminal values, the three values ranked highest by medians and composite scores were "self-respect," "family security," and "sense of accomplishment." Of the instrumental values, the three values ranked highest were "honest," "responsible," and "capable." Respondents of this study also ranked a subset of the terminal and instrumental values, the "academic values" (sense of accomplishment, capable, intellectual, logical, imaginative), in concordance with the rankings by faculty of the three comparison groups. This confirmed the Rokeach (1973) study that educators were unique in placing a high priority to the "academic values" which indicate a high value on intellectual competence and self-actualization. The relationship between "academic values" and total job satisfaction was tested. Results indicated that there was no relationship between an individual's score on total job satisfaction and his/her respective ranking of the "academic values." Finally, the possible relationship between "academic values" and two subsets of job satisfaction, "work" and "advancement," satisfiers and/or motivators according to Herzberg (1959), were explored. Results indicated that there was no relationship between an individual's score on the JDI subset of either "work" or "advancement" and his/her ranking of the "academic values." In summary, the study concluded that business faculty of community colleges ranked the terminal, instrumental, and "academic values" in concordance with the rankings of the three comparison groups and that there was no relationship between either values and job satisfaction or values and Herzberg (1959) motivators and/or satisfiers. / Ed. D.

Entrepreneurs play a major role in the 21st century economy, especially in developing countries such as Chile. Entrepreneurial individuals generate innovative ideas, create jobs, and push older businesses to improve competitiveness. To encourage entrepreneurial skills and mindset among the next generation of students, different public and private initiatives have started to include entrepreneurship education (EE) in all levels of education, especially in higher education. Nowadays, EE is not only about business creation, it is about educating individuals to be capable of creating opportunities using entrepreneurial skills to deal with complex and uncertain environments. Yet, while much is known about how entrepreneurs not only create social, environmental, and economic value, the entrepreneurial process is still not understood well enough. This lack of understanding limits our ability to teach entrepreneurship. The purpose of this mixed methods study was twofold: (1) to explore relationships between faculty teaching perspectives, the experience of the faculty and student entrepreneurial intentions in required entrepreneurship courses at Chilean universities. From this information, I identified those faculty who seem to have differential impact on students entrepreneurial intentions (Phase I: quantitative, secondary data), and (2) to describe and explain how the entrepreneurship faculty define and think about entrepreneurship education and teaching methods (Phase II: qualitative, primary data). This study found that the required entrepreneurship courses in a Chilean university had no impact on student entrepreneurial intentions. However, the study also showed that faculty entrepreneurial experience might be a factor that impacts student entrepreneurial intentions. The qualitative part of the study indicated that while faculty hold a perspective in which entrepreneurship is more than simply business creation and are already using some "learning through" entrepreneurship pedagogical elements, but are still primarily basing classes on "learning for" entrepreneurship strategies such as business plan development.

The purpose of this investigation was twofold, namely: 1. To determine the personal characteristics and qualifications of the junior college business teachers in Texas; 2. To determine how well these characteristics match the desired qualifications given by college hiring personnel--presidents.

The purpose of this non-experimental, quantitative study is to investigate the relationship between the use of project-based learning (PBL) by secondary business teachers and time spent in professional development of secondary business teachers for the teaching of 21st century skills. The four identified 21st century skills that will be researched include: (1) critical thinking, (2) collaboration, (3) communication, (4) creativity and innovation. A sample of 316 secondary business teachers were surveyed about their classroom practice and reflection of teaching 21st century skills. This study used a modified version of the 21st Century Teaching and Learning Survey. Survey results were analyzed for relationships using correlational and regression analysis. Business teachers reported a statistically strong relationship between the use of PBL and the teaching of 21st century skills. A statistically significant relationship between time spent in professional development and the teaching of 21st century skills was not found. Regression results indicated that the use of PBL had an impact on the teaching of 21st century skills. This research guides teachers, school administrators, and CTE directors at the state and district level towards the creation of professional development and implementation strategies when applying PBL methods in career and technical education settings.