Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

This thesis investigates the diversity in job quality of university graduates in 17 European countries using multilevel regression modelling, based on combined REFLEX and HEGESCO graduate survey data. The focus of the research is on aspects of graduate jobs that affect quality, especially the analytically neglected aspects of skill utilisation and work autonomy, as well as income, job security and work life balance First, for the purposes of measuring job quality, the thesis proposes an international multidimensional Graduate Job Quality Index (GJQI) with potential applications for further research and policy evaluation. Second, the thesis analyses variance in graduate job quality across 258 sectors of economic activity in the 17 countries studied, and identifies a number of factors that are correlated with overall job quality and its dimensions. The main research focus, however, is on contextual factors in the wider society and economy that help explain both diversity in job quality and differences between different sectors of the economy and different occupational groups. In particular: 1) the adoption of new computer technologies; 2) exposure to globalisation, and 3) high educational attainment in the labour force. The study tests two broadly contrasting theoretical approaches to differences in graduate job quality: skill-biased technological change theory (Acemoglu, 2002) and the new institutionalism (Baker, 2014) on the one hand, and the conflict theory of global knowledge capitalism (Brown et al., 2012) on the other, and in empirical terms finds more support for the latter of two theoretical accounts.

Thesis (Ph.D.)--George Mason University, 2009. / Vita: p. 167. Thesis director: Margo A. Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 159-166). Also issued in print.

Thesis (D.R.E.)--Temple Baptist Seminary, 1996. / Abstract. Includes bibliographical references (leaves 128-137).

The purpose of this study was to define the private sector's receive-site coordinator's role and current practice associated with the day-to-day management of a distance receive site by describing what private sector receive-site coordinators do in practice. Descriptive data were collected in six areas: demographics, private sector receive-site coordinators' reporting relationships, distance education equipment and usage, tuition support for students at receive-site locations, private sector receive-site coordinators' knowledge of distance education, and the private sector receive-site coordinators' current practice.Many organizations in business and industry in the private sector invest in distance education systems and programs as a means of providing educational opportunities for their employees. These organizations assign the duties of managing their receive-site location to an employee in their organization. The polices and procedures of organizations receiving distance education programs, the job level of the person assigned the receive-site coordinator responsibilities, the knowledge level of the receive-site coordinator, and the practices of the receive-site coordinator are variables that influence employee participation in distance education programs. Additionally, those variables impact distance education university administrators in administering and marketing the university's distance education programs to organizations. Yet, there is very little literature that speaks to the distance education receive-site coordinators' role or the knowledge and skills required to manage a distance education receive-site location.By conducting this research, the private sector receive-site coordinators' practice was described. It was concluded that private sector receive-site coordinators are a non-homogenous group of mostly training and development professionals with undergraduate degrees and have the responsibility of managing the day-to-day activities of receive-sites by incorporating the duties of a private sector receive-site coordinator with their otherday-to-day work activities. The private sector receive-site coordinators' job responsibilities span a variety of tasks that include marketing programs, helping students overcome problems, assisting with course logistics, and installing, operating, and in some cases, maintaining distance education equipment. It was also concluded that university administrators viewed the role of the private sector receive-site coordinator as a key element of the distance education system. / Department of Educational Leadership

Thesis (Ph. D.)--Illinois State University, 1983. / Title from title page screen, viewed May 9, 2005. Dissertation Committee: John McCarthy (chair), Ronald Halinski, Edward Hines, Vivian Jackson, Neal Gamsky. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to explore the correlation of stress and job satisfaction among urban special education teachers. A stress inventory, Maslach Burnout Inventory, a job satisfaction questionnaire, Minnesota Job Satisfaction Questionnaire, and a demographic profile were used to survey 292 special needs teachers.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education