Community College Baccalaureate (CCB) programs have proliferated during the past two decades but research on post graduate educational pathways CCB graduates follow is limited. The purpose of this multiple case embedded design comparative study (Yin, 2012) was to describe and further understand the experiences of CCB graduates as they explored educational pathways after they graduated from the community/state college, specifically post degree education. The study also examined if faculty in master’s programs at universities are aware of the CCB graduates’ intentions to enroll in their master’s programs. A multi-case study was conducted in South Florida utilizing qualitative research methods. Building on literature from scholars about 2+2 Transfer, articulation of programs between community/state colleges and universities, and the CCB (Cohen et al., 2014; Floyd et al., 2012; Floyd & Walker, 2009; Ignash, 2012; Skolnik, 2016), as a conceptual framework, this study explored educational pathways for CCB graduates and the students’ perceptions about their experiences. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

This research investigated how self-managed teams get the information they need to perform their job tasks. Two important factors prompted this study: the growing importance of self-managed teams in the workplace and the impact of the information system on team performance.

This thesis focuses explicitly on the use of Information and Communication Technology (ICT) as a strategy for delivering effective management of educational services in a cross-section of educational institutions, inclusive of universities. University of Uganda (UNU)1 , in Uganda, is taken as a case study where ICT was introduced with the primary aim of improving effectiveness in the delivery of educational services. ICT has become a tool of great importance in today’s business in all spheres of life globally. From commerce to aeronautics, medicine to education, the daily use of ICT is vital to the success of the business. In the area of higher education management, ICT use is of central significance as universities of the contemporary world cannot afford to ignore the role of that ICT plays in the running of their institutions as a business and, as such, need to ensure they are not left behind by the developments. Therefore, as a matter of necessity, the universities are required to embrace ICT adoption in teaching/learning and administrative activities. This study discusses the concept of ICT, perceptions of stakeholders in the effectiveness of ICT adoption, educational services management and ICT and strategies for effective ICT use in educational services management. / Educational Management and Leadership / D. Ed. (Education Management)

Thesis: M.S., Massachusetts Institute of Technology, Sloan School of Management, 1975 / Bibliography: leaves 110-112. / M.S. / M.S. Massachusetts Institute of Technology, Sloan School of Management

This article reports a practical application of intelligence gathering and strategic planning online. Firms in the reinsurance industry (defined in the text) face changed market realities and new challenges. As they attempt to chart new strategies and apply innovative business models in response to the changing marketplace, information technology can make a significant contribution. Internet-based e-business strategies and related business models have proven utility, which has greatly benefited many organizations in the service sector. The question is not whether e-business-based strategic business models will work for firms in this industry, but how to make them work effectively. The field study reported here proposes and tests a practical and systematic framework, finding it to be highly effective and applicable.

Includes bibliographies. / This study focuses on a group of African adult students who were registered at St. Anthony's Adult Education Centre on the East Rand in order to complete the secondary education they did not complete at school. It investigates why adult students perceive education, and the matric examination in particular, to be of importance. To this end, an empirical survey was carried out to approach an understanding of the views and perceptions adult students had of themselves and what they were doing and why the empirical survey looks at the question of matric "from below" so to speak, through the eyes of the adult students. In the belief that education is about people and their needs, it is hoped that the empirical survey will bring us closer to the adult students involved. However, to examine the views and perceptions of the adult students in isolation would deny them the contextual richness that gives them life. For this reason, the empirical survey is preceded by a theoretical discourse which offers three perspectives or ways of understanding the education system for Africans: education as a means towards social advancement; education as the reproduction of cultural capital and education as social reproduction. It is hoped that these diverse explanations may not only give insight into the views and experiences of the adult students who took part in the empirical survey, but also offer contrasting thoughts on the role of the education system and the matric examination in particular. Indeed, in the light of the question asked by the title, it is hoped that the contrasting perspectives will contribute to an understanding of the nature of the "second chance" adult students believe they have by studying towards matric.

Includes bibliography. / Utilising an individual-difference model of student learning, this study set out to explore the manifestations of qualitative differences in study behaviour at the individual level, amongst a group of educationally disadvantaged students enrolled in the Academic Support Programme in Engineering at Cape Town (ASPECT). The first aim of the study was to describe and conceptually categorise, within the concept of the study orchestration, the manifestation of these individual differences in study engagement, by means of a retrospective analysis of students' school-based study of Science. This process was undertaken when the students first arrived at the university. The quantitative process of classification, done independently of the author, was augmented by each student being individually interviewed by the author about his (retrospective) study behaviour. The second aim was to investigate the study orchestrations of these students in the transition between school and university. Stability over time, in the absence of explicit intervention, of (in particular) students whose study orchestrations had been classified as "at risk" on entry to the university, confirmed the findings from previous studies (some of which had been conducted with groups of educationally disadvantaged students). In previous studies, it had been shown that students in this conceptual category were likely to fail or achieve poorly in conventional university examinations. An ongoing programme of intervention was then designed with the specific aim of enabling "at risk" students to 'reorchestrate' aspects of their study behaviour in qualitatively 'deeper' ways. Modelled in part on previous, more narrowly focused, intervention strategies, the intervention in this study set out to improve "at risk" students' qualitative levels of perceptions of their learning contexts, but it also focused more broadly on the whole ASPECT group without losing sight of the manifestations of qualitative differences in learning conceptions, student epistemologies, and so on, amongst this group. This was achieved by engaging all students in ongoing discourse about crucial learning processes, such as the development of metacognitive awareness and the .need to assume personal responsibility for learning. The study confirmed the findings of other studies: that it is possible to alter "at risk" students' contextualised perceptions in qualitatively 'deeper' ways. In addition, the study suggested lines for individual and subgroup intervention that (1) is possible within the context of everyday learning and teaching; (2) can be carried out by the average academic practitioner, and (3) is transferable to other contexts of academic support.

Bibliography: pages 105-107. / Educational projects offering an alternative to the traditional, formal system are increasing in number. Many hold ideals of participative learning and the development of personal autonomy but are also committed to a particular political vision. The interest of this case-study lies in the consideration of how such educational values may interact with a call to support and act upon a set of beliefs. This tension between open-ended educational work and directed action is a central problem in Paulo Freire's pedagogy. Freire talks of consciousness-raising as the process by which people become aware of the political implications of their personal situations. He advocates experience-based learning but also has an analysis of society which 'conscious' people are to realize. Conscientization, in these terms, is caught between a desire to have people take responsibility for their own learning and to teach a specific view of society. The learning process thus comes into conflict with the curriculum content with priority necessarily being given to one over the other. Freireian concepts such as dialogue, praxis and transformation are central to many alternative educational projects although they are frequently ill-defined, containing contradictions and creating confusion. This may be reflected in their organizational structures as well as in their outreach work. This study considers the relationships between learning and action, individuality and unity and equality and expertise so as to articulate the difficulties faced by the project under discussion. The aim of this study is not to provide a set of solutions for the project to adopt but rather to define areas of concern so that the project itself is better able to determine its own direction. The means by which these areas are uncovered and shared with interested parties is therefore of central importance. Thus the limits and possibilities of participant-observation as an evaluative approach are explored with particular interest in the setting up of the contract, the definition of the problem and the communication of the insights gained back to the project stakeholders. The project selected for this case-study is 'End Racism and Sexism through Education' (E.R.A.S.E.), a small, Cape Town based initiative.

Despite its significance and frequent mentioning in the literature, the relationship between road investment and economic development has never been clearly understood. A significant number of scholars in this field have always emphasized the need for further research to examine this complex and dynamic relationship. Historically, investment in transportation networks has played a great role in the development of cities, regions, and nations. This positive view is attributed to the indispensable role that water transportation, and then rail transport, played in the early development of Europe and the United States. In recent years, many scholars, as well as policy makers, have disputed that investment in transportation, and in particular roads, in the regions of a highly developed country like the United States will have a great impact on economic development. This disagreement and speculation about the role of transportation investment, especially roads which constitute a large portion of the transportation network, on economic development has made justification for roads funding difficult. This is coupled with the recent decline in federal funding for many civilian programs, and in particular, regional economic development program, that include investment in road systems. Furthermore, rising construction and maintenance costs for major highway systems have substantially out-paced the current funding levels. As a result of the shortage of roads funding and the lack of federal support, individual states have started to take on more responsibility for keeping their road network intact. In almost all the states in the nation, and Oregon is no exception, the state Departments of Transportation have started to use economic development as a criterion for roads funding. Therefore, it is the objective of this dissertation to examine the longitudinal impact of the various types of roads investments on economic development in Oregon in order to better understand this dynamic relationship. Total road expenditures, capital expenditures in the three types of roads (primary, secondary, and local), total maintenance expenditures, and maintenance expenditures in the three types of roads are used as a measure of road investments. Total employment to growth and employment to growth in manufacturing and service sectors are used as a measure of economic development. In order to achieve the above objective, the Granger Causality test at different level of aggregation is used to examine this relationship. First, the state as a single aggregate unit is used to examine the effect of the various road investments on the three employment to growth sectors. Second, different spatial groupings, such as Portland Metropolitan Counties vs. the rest of the state Counties, Urban Counties, vs. Rural Counties, Interstate Counties vs. Non-Interstate Counties, Coastal Counties vs. Non-Coastal Counties, and the Department of Transportation's five designated regions are used to examine this relationship. Finally, the county level as a single disaggregate unit is also used. The results highlighted the complexity of the relationship between road investments and economic development. The nature of this relationship varies from one region to another, and mainly depends on the level of aggregation in determining the direction of this relationship. At the aggregate level, the state as one geographic unit, the various road investments have a positive impact on the employment to growth in this region. In particular, total road expenditure and capital expenditure on primary and secondary roads have a one-way directional relationship runs from the various road expenditures to employment to growth, and the effect of this investment is long-term. This analysis also indicates that the different spatial groupings have demonstrated different relationships. Nevertheless, the general pattern for most spatial groupings tends to suggest either a one-way directional relationship runs from the various road expenditures to employment to growth or a bi-directional relationship. No findings support the hypothesis that employment to growth in the three economic sectors causes road expenditures, with the exception of very few cases, especially at the lower end of the analysis at the county level, where the results are highly discrepant and mixed. In addition, this research indicates that the time-lag effect measured by lag-length and accumulative lag effect changes as the level of aggregation changes. However, the general pattern seems to indicate that total road expenditures and capital expenditures for the three types of roads, particularly primary and secondary roads, have a long-term effect on employment to growth. Also, the relative magnitude effect of total road expenditures and capital expenditures on primary and secondary roads is greater on the employment to growth than is the comparable effect of maintenance expenditures in most spatial groupings. Furthermore, the effect of the various road expenditures on the type of employment (manufacturing and service) depends greatly on the level of aggregation and the type of road Investment Finally, this study provides public policy makers, transportation planners, and regional economic developers a better understanding of the complex relationship between road investment and economic development. A better understanding of this highly complex and dynamic relationship can guide decision makers to best utilize their limited resources. In addition, this research offers insight into the theories and works in the field of transportation and economic development.

The purpose of this study was to explore differences in self-reported experiences of fifteen boys and girls who were released from correctional schools from June 24, 1965, to May 16, 1967, into the community of Ketchikan, Alaska, from a control group of nineteen who had not been in correctional institutions, who were matched by sex, age and race. Between the dates of July 16, 1967, to September 13, 1967, I interviewed and administered a questionnaire to each respondent in both groups. The respondents, ranging in age from 14 years to 20 years, were seen in the welfare office, the person's home or foster home, the jail, other institutions and other settings. The items that I chose for the questionnaire were those from the Seattle Atlantic Street Center’s Student Opinion Survey with regard to the following six classifications: 1. Report of delinquent behavior. 2. Attitude toward community norms. 3. Delinquent friends. 4. Perception of community reaction to deviance. 5. Integration in neighborhood. 6. Activities and companions in activities. The significance of the difference of the responses of the two groups was determined by the chi - square test of significance at the 5 per cent level of confidence. Because of the smallness of the two groups and because of the lack of random sampling in the selection of the second group, the findings could not be considered conclusions applicable to a larger population. However, generalizations as speculations to suggest further research and principles for action were made. There were both similarities and differences in the two groups. The releasees admitted more misbehavior and knew young people in similar circumstances. Both groups were objective about friends, drank liquor (with different meaning and consequences), thought they were expected to finish high school, expected punishment for misbehavior, and thought they had a chance of being caught for misbehavior by the police. The average or normal youngster had higher aspirations, expectations and attainment at school, work and play. The releasees participated more in unorganized activity and were more apt to be with the "gang" or "loners."