<p> Practices of collaborative relationships between industry and academia have a long-standing history traced to the time when prototypes of modern universities emerged in the medieval period. The purpose of this quantitative study was to identify the extent of agreements in stakeholder perceptions on the benefits of industry-academia collaborations for sustainable growth in Trinidad and Tobago. One hundred and thirty three persons participated in 13-item survey instrument over the Internet from industry and academia in Trinidad and Tobago to measure perceptions. The measurements were in goal achievement, benefits, satisfaction levels, influences, barriers, and key success factors. The unit of analysis was individuals from industry and academia. Analysis of the data revealed that perceptions to goal achievement from both industry and academia towards collaborative relations ranged from important to very important. Benefits to industry and academia ranged from important to very important while the perceived influences from Government were indifferent. The main barriers to collaborative relations were communications, leadership, and cultural awareness. The key findings were significant differences between industry and academia perceptions on additional income for universities as a goal of collaborative relations; joint representation on technical committees as a means of information; lack of entrepreneurial culture and communication as a barrier to collaborative relations. The recommendations include the need for entrepreneurial development and improved communications among the stakeholders as a pre-requisite to success in collaborative partnerships.</p>

<p> Physical therapists are licensed in all 50 states, the District of Columbia, Puerto Rico, and the Virgin Islands. The State Board of Physical Therapy within each state regulates licensure and the majority of the states mandate continuing professional education (CPE) as a requirement for renewal. In Pennsylvania, the practice act was amended on July 4, 2008 requiring physical therapists to complete 30 hours of CPE during each biennial renewal period. This new act became effective December 22, 2012 with the first cycle beginning on January 1, 2013. </p><p> Many physical therapists express challenges in acquiring CPE indicating barriers such as stress with caseload size, travel to courses from rural locations, time restraints and commitments to family and work. Distance education (DE), defined as the application of communications and electronic devices that enable students to receive instruction from a distant location, may offer flexibility in CPE for physical therapists. </p><p> This study investigated the use and adoption of DE to meet continuing education requirements by physical therapists using an adapted survey. Email invitations with an anonymous link to the survey were sent to 2047 Pennsylvania physical therapists and a total of 361 completed online surveys were attained. </p><p> 57% of the subjects reported incorporating some form of DE into their 30 required CPE hours over the last 24 months. On average, 12.25 of the 30 required CPE hours were completed through DE. The most frequent type of DE used by the subjects was Internet/World Wide Web, followed closely by print. When evaluating the innovation-decision process, subjects considered course content, quality and applicability of the information first, and time away from work or home last. The most commonly used provider of DE is a national professional organization. Those subjects that report using distance education confirm that their distance education experience was positive and believe that their CE experience will be positive in the future. </p><p> Using Rogers's method to determine rate of adoption, it appears that Pennsylvania physical therapists are already adopting DE. The results of this study indicate that, DE has good relative advantage, good compatibility, good observability and no evidence of complexity.</p>

Examensarbete. / I publ. felaktigt ISSN: 1641-114X.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Includes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Elizabeth Kasl. Includes bibliographical references (leaves 441-449).

Thesis (M.S.P.H.)--University of Michigan, 1944.

Thesis--Pittsburgh. / eContent provider-neutral record in process. Description based on print version record.

Thesis (M.S.P.H.)--University of Michigan, 1944.

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Thesis (M.P.A.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 138-143). Also available in print.

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