Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (D. Ed.)--University of Texas at Austin, 2004. / Supervisors: Marilyn C. Kameen and Lisa S. Goldstein, Vita. Includes bibliographical references.

Thesis (M.A.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains vi, 60 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 46-48).

Background: Distributed Medical Education sites are satellites of large academic medical schools with faculty who are community-based physicians. These medical teachers need faculty development and there is little data about how this can best be delivered. This study asked the question: How can medical teaching expertise be developed and sustained at a Distributed Medical Education Campus? Using constructivist grounded theory methodology, a total of 16 semi-structured interviews were conducted with faculty members at two DME site campuses in Southern Ontario, and two faculty development events, one at each site, were observed. Findings_ The communitWhat are the perceptions of faculty at a Distributed Medical Education site regarding effective and acceptable faculty development activities for improving their skills as medical educators? y in which a DME campus medical school is implanted is transformed through a process of interaction between learners, medical teachers, and the community itself, which results in the production of expert community teachers. Community based physicians can develop teaching expertise and require faculty development to maintain interest and skill. They can access high quality, relevant faculty development within their own practice groups, a model referred to as a Community of Practice. These communities can be virtual or in-person and need several elements to be successful, including facilitation and mentorship. Conclusion: Teaching experts can develop in a DME site when there is accessible, relevant faculty development, such as in a Community of Practice. More research is needed to determine the best way to reward community teachers, most of whom are part time faculty in private practice. / Thesis / Master of Health Sciences (MSc) / Recently, satellite campuses of medical schools have been established in smaller cities, called Distributed Medical Education (DME) sites. There, the teaching faculty is composed of non-academic, community-based physicians. These faculty members need training to learn how to teach, or Faculty Development. This study asked the question: How can medical teaching expertise be developed and sustained at a Distributed Medical Education Campus? Sixteen interviews were conducted with teaching physicians, and two faculty development events were observed at two DME site campuses in Southern Ontario. The findings of this study revealed that the community is transformed through a process of interaction between learners, medical teachers, and the community itself, resulting in the production of expert community teachers. These teachers can access high quality faculty development within their own practice groups, a model referred to as a Community of Practice.

This study was an exploration of the levels of computer literacy among two and four year college faculty. The purposes of this study were to (a) develop a valid and reliable instrument for assessing the levels of computer literacy among two and four year college faculty (b) determine whether or not levels of computer literacy exist among these faculty, and (c) investigate differences between demographic variables and the levels of computer literacy among these faculty.

This research explores through the lens of branding practices at universities how professionals in public sector spaces respond to the influence of corporate marketing practices. Specifically, this research addressed the question of how faculty perceive branding activities in higher education and their role in branding activities at the university. It also sought to understand the impact and influence of institutional attributes such as heritage and location on faculty perception of branding. The research was conducted at three Universities in Ontario Canada, which were selected based on differences in heritage and location. Marketing, organizational studies and higher education studies literature were combined highlighting the differences between product and service based marketing and the interplay between organizational identity, image and culture. My research revealed ambiguous and complex responses from faculty and highlighted the unique values and beliefs inherent in academic culture. While most faculty members appreciated the need for branding under current economic conditions, many perceived branding as representing the unwelcome encroachment of business ideology within the university which had the potential of eroding the university’s contribution to the public good. They also perceived branding as leading to changes in both the structure and culture of the university. Many faculty expressed concern that branding tended toward a claim to be everything to everyone resulting in significant gaps in authenticity; in other words between brand representations and actual practices. The findings raise questions about the applicability of existing theories of branding to higher education institutions and an academic service brand model is proposed that captures the complexity of academic responses to branding. The management implications arising from this thesis reveal that faculty members see branding as a complex balancing act combining multiple attributes and one that requires transparent communication, the cultivation of trust, accessible brand leadership and authenticity.

Thesis (Ed. D.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 78-87) and index.

Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 10, 2009) Vita. Includes bibliographical references.

No description available.

Thesis (Ed. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 110-114).