Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 140-145).

The purpose of this study is to examine the effectiveness of the National Math and Science Initiative’s Advanced Placement Training and Incentive Program (APTIP) on the number of students taking AP science courses and their performance. The study evaluated 39 schools over a six-year period in six states that participate in the APTIP. The National Math and Science Initiative provided data for cohort I. A general linear model for repeated measures was used to evaluate the data. Data was evaluated three years prior to the intervention and three years during the intervention, which will actually continue for two more years (2012 and 2013) since cohort I schools were awarded five years of support. Students in APTIP schools enrolled in more AP science exams (AP Biology, AP Chemistry, AP Environmental Science, and AP Physics-B) over the course of the intervention. The quantity of students earning qualifying scores increased during the intervention years. APTIP is a multi-tiered program that includes seven days of teacher training, three six-hour student prep sessions, school equipment, reduced exam fees, and monetary incentives for students and teachers. This program positively impacted the quantity of enrollment and qualifying scores during the three years evaluated in this study. Increases in the number of female and African American students’ test takers their and qualifying scores were seen in all three years of the APTIP intervention. This study supports the premise that the first step to increasing the Science, technology, engineering, and math (STEM) pipeline is giving access to advanced courses to more students in high schools

This research is at the intersection of strategic management, international business and internationalisation of higher education institutions (HEIs). It focuses on the managerial aspects of higher education institutions with offshore branch campuses. In the past couple of decades the number of offshore branch campuses established by HEIs - mainly universities - has increased dramatically, but most research carried out to date in this field has been anecdotal and the number of theoretical studies in this area is very limited. Thus, the aim of this research is to breach this gap by developing a theoretical framework that is capable of explaining the managerial aspects of foreign branch campus operations. The key research question in this study is how transnational higher education institutions (TNHEIs) strategically manage their offshore branch campuses. In order to address this question, the literature on TNHEIs with regard to managerial complexities is reviewed. By assimilating and reconceptualising this literature, a multidimensional framework is constructed, which encapsulates the most pertinent ramifications of managing an offshore branch campus. The framework has been constructed by drawing on a widely used paradigm in the international business discipline, known as the dichotomy of global integration versus local responsiveness (I-R dichotomy). It helps to portray the TNHEIs’ strategic positions and positional change strategies on three dimensions of curriculum, research activities and staffing.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [127]-139). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [127]-139). Also available on the Internet.

published_or_final_version / Education / Master / Master of Education

Thesis (Ph.D.)--Drexel University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 91-98).

Thesis (M.A.)--University of Toronto, 2004. / Adviser: David Wilson.

Thesis (Ph. D.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 316-326) Also available in print.

Thesis (Ph. D.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 316-326) Also available online.