<p>With the Internet, foreign language learners can interact more easily with native speakers from other countries than in previous generations. For learners to develop the ability to function in foreign environments, it is vital to understand their experiences in postsecondary online foreign language classes. If educators and educational theorists are not cognizant of the possible effects caused by using or not using technological tools, severe limitations will happen to relevant, cognitive connections. Because of the current lack of understanding, learners are at a sociological, cultural, cognitive, and psychological disadvantage. The purpose of this qualitative study using a classic grounded theory method was to discover a theory that described patterns of behaviors by 15 adult learners who took at least one post-secondary, online foreign language class from schools in the United States. This study revealed the concerns that learners had regarding their experiences and how they dealt with those issues. When learners struggled, they became frustrated thereby causing an imbalance that prevented them from accomplishing their desired objectives. Offsetting the affective filter, the theory developed in this study, is about (a) comprehending the causes for and consequences of learners' frustration and their elevated affective filters and (b) discovering various elements that helped learners restore balance and acquire the necessary knowledge. By taking online foreign language classes, learners stepped outside their comfort zones thus setting into motion an imbalance that needed to be offset. Because offsetting the affective filter has important ramifications with respect to cognition, more research is necessary to develop tools to help learners reduce their anxiety in online classes. By expanding the field of study to other online and hybrid subject areas, researchers could develop of a broader, formal grounded theory. Such research might lead to the redesigning of online classes to be more andragogic and more transformative while addressing the cognitive and affective needs of the learners. A redesigning of a course might be advanced due to the need for (a) increased synchronous interaction between course members, (b) increased humor to lower learners' anxiety levels, and (c) learning styles to be addressed via all four learning modalities. </p>

<p>Medical education helps ensure doctors acquire skills and knowledge needed to care for patients. However, resident duty hour restrictions have impacted time residents have for medical education, leaving resident educators searching for innovative options for effective medical education. Classroom situated e-learning, a blended learning delivery method, was created to find an effective option for medical education. Research has been conducted on the use of e-learning with residents. More limited research has been reported on the use of blended learning with residents. Research is needed regarding the use of classroom situated e-learning for resident education. Qualitative phenomenological research was used to understand residents' perceptions of the effectiveness of, and interactions in, classroom situated e-learning and traditional lectures. In-depth interviews were used for data collection. Research participants were nine residents who had participated in classroom situated e-learning and lecture based learning. Analysis of the data revealed all participants found classroom situated e-learning effective because it was problem based, provided access to an expert, was interactive, and conducted in a small group. Six of the nine participants provided an example of an effective lecture, which they found effective due to the inclusion of practical or applicable content and an engaging educator. Residents were asked to describe their interactions with the content, the educator, and other learners for classroom situated e-learning and traditional lectures. Their responses were analyzed and themes identified. The themes identified for interaction in classroom situated e-learning were, through the computer for interaction with the content; providing real world content, asking questions of the educator, and feedback for interaction with the educator; and discussion for interaction with other learners. The theme identified for traditional lectures was asking questions of the educator for interaction with the educator. The findings from this study demonstrated that participants' perceived classroom situated e-learning to be effective, and had a preference for interaction that included discussion with the educator and other learners. Recommendations for future research include a replication of this study with residents in other residency programs, and quantitative research comparing the learning outcomes of classroom situated e-learning with traditional lecture based learning. </p>

<p> Universities must retain satisfied employees to enhance productivity and reduce turnover. Leadership represents one of the fundamental factors in job satisfaction. The purpose of this correlational study was to examine the relationship between perceived academic administrator leadership styles and the satisfaction of faculty members. The independent variables were the transformational, transactional, and passive/avoidant leadership styles of academic administrators as evaluated by faculty members. The dependent variable was job satisfaction of full-time faculty members. The Multifactor Leadership Questionnaire was used to identify the leadership style of an administrator as perceived by faculty members. Spector's Job Satisfaction Survey was used to assess a faculty member's level of job satisfaction. One hundred four participants from a state university in Florida completed the online survey. A logistic regression model was developed, and the statistically significant correlations indicated that (a) faculty members who identified transformational leadership as dominant had increased job satisfaction, (b) faculty members who identified transactional leadership as dominant had increased job satisfaction, and (c) faculty members who identified passive/avoidant leadership as dominant had decreased job satisfaction. Based on a 95% significance level, there was a significant relationship between the 3 leadership styles and job satisfaction. Using this model, academic leaders can take further action by refining their leadership styles on the basis of their faculty members' indicated preferences. The study results may contribute to social change by making academic administrators aware of effective leadership models that promote higher job satisfaction among faculty in universities.</p>

<p> In order to practice physical therapy, physical therapist assistants (PTAs) must graduate from an accredited academic program and pass the National Physical Therapy Examination for Physical Therapist Assistants (PTA-NPTE). The primary objective of academic programs is to prepare students to successfully complete these two milestones to become competent, entry-level practitioners. The ability of an academic program to achieve this goal begins with the admission of students most likely to complete the academic training and pass the PTA-NPTE. Although previous research has examined the relationships between certain programmatic and PTA student characteristics and the PTA-NPTE, research had yet to explore the relationships between admission processes and criteria and student achievement. The purpose of this study was to examine the existence of a relationship between the admission processes and criteria used by PTA programs and student achievement. An online survey was used to gather data from a convenience sample of 85 PTA program directors across the United States. Data collected included the process and criteria used to admit students into the technical phase of training from 2008 through 2010 and the corresponding student achievement outcomes. Statistically significant differences were identified between selective admission and open enrollment programs for both completion rates and PTA-NPTE pass rates. With regard to completion rates, statistically significant differences were identified between schools that considered completion of prior college credit and experience in the field of physical therapy during the admission process and those programs that did not. No statistically significant differences were revealed in PTA-NPTE pass rates based on the admission criteria examined. The study concluded that PTA programs that use a selective admission process would have higher completion and PTA-NPTE pass rates than those that use an open enrollment process. Within the selective admission process, consideration should be given to completion of prior college credits as well as experience in the field of physical therapy. Despite these findings, further research is needed to clearly identify the specific admission criteria correlated to both student achievement outcomes. </p>

<p> Although a large part the Physics Education Research (PER) literature investigates students' conceptual understanding in physics, these investigations focus on qualitative, conceptual reasoning. Even in modeling expert problem solving, attention to conceptual understanding means a focus on initial qualitative analysis of the problem; the equations are typically conceived of as tools for "plug-and-chug" calculations. In this dissertation, I explore the ways that undergraduate physics students make conceptual sense <i>of physics equations</i> and the factors that support this type of reasoning through three separate studies.</p><p> In the first study, I investigate how students' can understand physics equations intuitively through use of a particular class of cognitive elements, <i> symbolic forms</i> (Sherin, 2001). Additionally, I show how students leverage this intuitive, conceptual meaning of equations in problem solving. By doing so, these students avoid algorithmic manipulations, instead using a heuristic approach that leverages the equation in a conceptual argument. </p><p> The second study asks the question why some students use symbolic forms and others don't. Although it is possible that students simply lack the knowledge required, I argue that this is not the only explanation. Rather, symbolic forms use is connected to particular <i>epistemological stances,</i> in-the-moment views on what kinds of knowledge and reasoning are appropriate in physics. Specifically, stances that value <i>coherence</i> between formal, mathematical knowledge and intuitive, conceptual knowledge are likely to support symbolic forms use. Through the case study of one student, I argue that both reasoning with equations and epistemological stances are dynamic, and that shifts in epistemological stance can produce shifts in whether symbolic forms are used to reason with equations. </p><p> The third study expands the focus to what influences how students reason with equations across disciplinary problem contexts. In seeking to understand differences in how the same student reasons on two similar problems in calculus and physics, I show two factors, beyond the content or structure of the problems, that can help explain why reasoning on these two problems would be so different. This contributes to an understanding of what can support or impede transfer of content knowledge across disciplinary boundaries.</p>

<p> Have you ever had someone stereotype or prejudge you because of your age? Have any of these stereotypes held you back in your career? These experiences are not uncommon and there are numerous publications that promote stereotypes and ascribe certain characteristics to different generations. These labels and stereotypes are often found in the workplace and may impact how an individual navigates his or her career. To address these questions, this dissertation examined generational differences in the workplace using the perspectives of three generations of employees on succession planning and career mobility. The goal of this study was two-fold, a) to provide data driven research that moves beyond descriptive, broad or anecdotal research published in magazines and popular books; and b) to understand and describe the perspectives of Generation Y, Generation X and Baby Boomers on succession planning (career mobility), using a Basic Interpretive Design methodology.</p><p> This study was conducted through the lens of the lens of social identity theory and talent management principles in order to addresses generational differences and succession planning and was based on an understanding of organizations as multi-national companies with many businesses and site locations. The findings support human resource practitioners and organizational leaders plan succession and further develop employees by understanding the revelations and expectations of each generation.</p><p> The format of this dissertation is as follows: Chapter 1 outlines the structure of the study and provides key foundational background to situate this research study. Chapter 2 provides a more detailed review of the literature, including peer-reviewed research publications on generational concepts and theory, talent management and succession planning. Chapter 3 details the methodology, which includes the means and approach through which data was collected in this study. Lastly, Chapters 4 and 5 present the findings of the study in addition to applications of the research and recommendations for leaders and HR practitioners.</p>

<p> The increasing numbers of incoming student orientation programs, combined with greater parental involvement aimed at facilitating their children's arrival on campus and smooth transition to college life, has resulted in a surge of parent orientation programs, over the past two decades (Lynch, 2006; Merriman, 2007). New student orientation programs are designed to prepare them for the academic and social changes which occur upon entering college. Although orientation is often used as a retention tool, the possible ramifications parental attendance on students during this critical transition into college, has been overlooked (Coburn &amp; Woodward, 2001; Mann, 1998; Tinto, 1993; Wartman &amp; Savage, 2008). Since Tinto's first publication in 1985, much of the research related to student retention has been directly tied to his Student Integration Theory (Pascarella &amp; Terenzini, 2005). </p><p> Although Tinto acknowledges the contributions economic and psychological experiences may have on the student's likelihood of being retained, unlike theorists before him, Tinto's model focuses more on experiences the student encounters after coming to college, rather than those occurring prior to college. Tinto's findings call for students to separate themselves completely from their past communities, in order to successfully transition into their new community. This study challenges Tinto's logic of complete separation from one's past and explores further the relationship and impact parent attendance during student orientation has on full-time, first-year retention rates. </p><p> The results of this study indicate there is a positive relationship between parent attendance during orientation and first-year student retention. Moreover, parent attendance in student orientations was found to be a positive-predictor of student retention. These results are in opposition to Tinto's imperative that retention is enhanced when students make a complete separation from pre-college communities, and reveals instead the positive impact parent involvement has on first-year retention. While the study is not intended to answer all questions surrounding parent inclusion as related to college student retention, it does point future researchers in a new direction when seeking additional insight regarding policies and practices surrounding parent involvement and student retention.</p>

<p> Strategic enrollment management is a process where desired enrollment outcomes are achieved through the orchestration of several core functions of an institution including marketing, recruitment, admissions, pricing and aid, retention programs, academic support services and program development. The problem is that small private colleges may face significant demographic and economic challenges that could negatively affect future enrollment levels. The purpose of this qualitative study was to explore how three small private institutions in the Midwest increased full-time undergraduate enrollment by more than 100% within a 10-year period. Those colleges were Aurora University, Benedictine University, and Notre Dame College. The enrollment growth strategies utilized at each institution were examined in an attempt to combine various strategies to develop a model for enrollment growth that might be used by other small, private colleges and universities. The institutions in this study implemented several parallel strategic initiatives including those that focused on athletics, campus building investments, financial aid, academic programs, admissions recruiting, and pricing that yielded significant enrollment gains over a ten-year period. This research project achieved its purpose as the results of the study led to the development of a model of enrollment growth strategies that may be utilized by other small private institutions to explore future potential enrollment growth strategies. Recommendations for additional research include a) enrollment growth strategies at other small private institutions in different areas of the United States, b) enrollment growth strategies at larger institutions, and c) institutions that experience enrollment growth within a future ten-year period.</p>

<p> The purpose of the qualitative study was to gain a better understanding of the perceptions, expectations, and communication styles injured student-athletes have for their teammates, coaches, and athletic trainers. One-on-one interviews were utilized to gather data from 20 student-athletes representing two separate institutions, who competed in six different sports and ranged in classification from freshman to graduate students. Data analysis was guided by the Social Support Model developed by Richman, Rosenfeld, and Hardy (1993). </p><p> Five major findings were identified from the study that helped provide insight on the three research questions. The findings revealed that there was tremendous stress placed on athletes throughout the injury process, including feelings of loneliness while their teams continued to compete, as well as, anxiety surrounding returning to competition, financial assistance, and medical treatment. Many of these stressors were perceived as individual-specific, requiring different forms of support based on the injured student-athlete's connection to support providers both inside and outside of the athletics arena. In most instances, injured student-athletes wanted the attention to remain on the healthy players and overall team success, thus they viewed their injuries as their own personal responsibilities and limited certain communication with teammates, coaches, and athletic trainers. However, the vast majority of participants noted relying heavily on the support of teammates, who they viewed as brothers, throughout the injury process. </p><p> Observations from the study led to four primary recommendations for practitioners. These recommendations focused on providing injured student-athletes with the encouragement, knowledge, and resources to manage the challenging emotions associated with athletic injury. Implications for practice included: (a) Increased awareness surrounding the topic of athletic injury, (b) Better integration of student-athletes into the larger university community, (c) Greater emphasis on teambuilding opportunities, and (d) Early engagement of professional support providers such as counselors and sports psychologist. Results of the study provided insight on a unique and hard to reach population of division I, male, collegiate student-athletes. Furthermore, the study provided additional information on their perceptions surrounding athletic injury and how best to support injured student-athletes.</p>

<p> The purpose of this quantitative ex-post facto study was to determine if the level of satisfaction is increased over hospitals that do not incorporate PCC services. The study involved the use of archival data from HCAHPS (n.d.) satisfaction surveys analyzed during the first quarter of 2013. The respondents of the study included using archival patient satisfaction survey data from 113 hospitals within the State of Michigan. Fifty-two of these hospitals were identified as providing some level of PCC services to patients, and 61 of the hospitals were identified as not providing PCC services to patients. For each of the research questions, a two-sample t-test was used to compare the mean percentages between hospitals that have implemented PCC services and hospitals that have not implemented PCC services. The use of a two-sample test with all of the research variables did not reject any of the hypotheses for this study. This outcome could indicate that HCAHPS (n.d.) patient satisfactions scores may not be directly linked to PCC services. Although the results for this study did not demonstrate a favorable outcome regarding HCAHPS (n.d.) satisfaction scores and PCC services, the literature review for this study validates the importance for leaders within the health care community who have established PCC services to find other measurements to assess the effectiveness of PCC services, and those who do not to consider the implementation of Patient-Centered Care (PCC) services within their hospitals.</p>