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No description available.

No description available.

No description available.

Andragogy and self-directed learning (SDL) have long been touted as pillars of adult learning theory, but much of the existing SDL research has been predicated on adult learner assumptions that have gone largely untested. This dissertation developed a model based on adult learning and training literatures to assess the antecedents and outcomes of adults preference for SDL. The model was tested on a sample of 277 adults participating in job-related training through a continuing education program at a university in the southern United States. Based on social learning theory, locus of control (LOC) was proposed as a predictor of motivation to improve work through learning (MTIWL) and self-directed learning preference (SDLP). Further, it was hypothesized that SDLP would positively influence MTIWL and training utility (UT) based on the expectancy theory premise that more learner control would be beneficial for learner motivation and perceived training utility. Finally, the extent to which andragogical principles were present in course designs was proposed to moderate the relationship between SDLP and MTIWL, and SDLP and TU. Person-environment fit theory suggested that persons would be more motivated to use their training at work and perceive it as more useful if there were congruence between their SDLP and the andragogical design (AD) of a course (i.e., low SDLP and low AD versus high SDLP and high AD. The study model was tested using structural equation modeling and partially supported the hypothesized relationships. LOC weakly predicted MTIWL, such that persons with an internal LOC reported higher MTIWL, but failed to influence SDLP. SDLP was shown to be a weak predictor of MTIWL but was not shown to be a predictor of TU. AD exhibited weak to moderate main effects on TU and MTIWL and significantly moderated the relationship between SDLP and TU but not SDLP and MTIWL. Implication of the study and avenues for future research are discussed.

The primary purpose of this study was to examine the influence of selected types of interaction: Student-Instructor interaction, Student-Student interaction, and Student-Content interaction; and selected demographic characteristics on achievement of graduate students enrolled in an online engineering course at a university in the southeastern region of the United States. The study sample included 181 graduate students enrolled in an introductory level 7-week online course that was offered at different times between the fall semester of 2014 and the spring semester of 2016. The variables instructor, instructor preparation, course content, and course structure were integrated into the study design. The sampling plan involved the selection of students who enrolled in the same course and that were taught by the same instructor who had completed a training program in online teaching. Moreover, a score for the cognitive skill level targeted by the course and the degree of course alignment between learning objectives, learning activities, and the final exam was calculated using the Blooms Taxonomy of Educational Objectives. The demographic variables studied included gender, age, prior online learning experience, and undergraduate GPA. The selected interactions: Student-Instructor, Student-Student, and Student-Content interactions were measured in terms of frequencies and average time spent on selected type of interaction for each student throughout the 7-week course. Student achievement was operationalized as the final grades in the course. Three variables were significantly correlated with student achievement: Student-Student interaction frequency, Student-Content interaction mean time occurrence, and undergraduate GPA. Also, male achievement scores were higher than female scores, a statistically significant difference of t(179) = 2.486, p = .014, d = .07. Furthermore, a hierarchical regression analysis determined a statistically significant model that explains the variance in student achievement from the selected demographic and interaction variables R2 = .175, F(10, 170) = 30.740, p = .0005. The variables gender, undergraduate GPA, Student-Student interaction frequency, and Student-Content interaction frequency, were identified as significant contributors to the model. Based on the study findings the researcher recommends the integration of collaborative activities in the design of online learning given the significant contribution that Student-Student interactions made to student achievement.

Principals are the gatekeepers of their school environment. Therefore, their beliefs and attitudes about social and emotional learning (SEL) will influence their staff, students and parents. The purpose of this grounded theory study was to explore school principals beliefs and attitudes about SEL. Researchers have focused on SELs success as it relates to academic achievement, but little is known about the adults roles in effective SEL integration. Findings from this study may inform how administrators (e.g., school system superintendents) structure training for principals to acquire skills in influencing and integrating programs into the overall school climate. The findings may also be used to assist program developers by providing key strategies that principals feel are needed to support their efforts to champion SEL adoption. The methodology used for data collection was semi-structured interviews with eight principals located in urbanized areas across Louisiana. The themes that emerged from this study included: lack of passion for SEL, lack of understanding of SEL, social influences on SEL school integration, and principal presence and staff proficiency in modeling and implementing. The lack of understanding of an SEL definition was a major barrier in this study making it impossible for a theory to emerge. However, valuable information was garnered. Late majority adopter principals exhibited an overall lack of passion for SEL integration into the school in contrast to early adopters who were passionate about SEL integration. Late majority adopter principals possessed neutral to no attitudes in contrast to early adopter principals who possessed positive attitudes regarding SEL. Principals have influence on everyone involved in the system, but do not seem to be easily influenced by others. Overall, being visible and accessible to everyone, providing adequate professional development for teachers, and boosting teacher competence were of importance to all principals included in this study. Finally, a few other notable ideas materialized relative to principals, students and the overall school environment.

Den är studien avser en fallstudie över tre olika hotell i Kalmar. I studien har det undersökts vilka organisatoriska faktorer som påverkar frontlinjepersonalen på ett hotell. Human resource management har varit det största fokuset i studien. Det studien har kommit fram till är att de tre största och viktigaste aspekterna hos Scandic Kalmar Väst, Kalmarsund hotell och First hotel Witt när det gäller HRM är organisationsstruktur, motivation och till sist gästvänlighet. Organisationsstrukturen påverkar huruvida ett hotell som tillhör en större kedja kan arbeta med HRM och därmed motivation. Motivation är någonting som är viktigt för medarbetarna. De måste göra ett bra arbete för att kunderna ska bli nöjda och ha en bra upplevelse på hotellet. De tre största kategorierna i studien är väldigt sammanhängande och berör varandra genomgående i hela studien.

The purpose of this study was to examine perceptions related to job expectations as described by 4-H agents in the state of Louisiana. The study explored feelings, skills and knowledge associated with job expectations. This study used a qualitative approach to examine perceptions related to job expectations. A phenomenological study captured the essence of this experience. The participants for this study included LSU AgCenter Extension 4-H agents who work in different parishes located in the state of Louisiana. The state is divided into five regions divided into parishes. Initially two agents from each region were identified to take part in the study. Because it is believed that all of the participants have had the same phenomenon, a purposeful sampling strategy was used. The 4-H Agents are all professionals in the area of Youth Development. Purposeful selection was done based on the defining demographics of gender, years of service and whether parish is rural or urban. Both male and female participants were chosen. Years of service were determined by a mix of agents having eight or more years and agents having less than eight years. The interviews consisted of questions about skills needed to meet job expectations, positive and negative perceptions of job expectations, parts of the job performed well and not well, priorities when it came to expectations and how expectations should be determined and communicated. The six overarching themes that emerged from the interview transcripts included: (1) agent accountability, (2) 4-H agent turnover, (3) not meeting expectations/expectations too high, (4) workload, (5) understanding of expectations and (6) numbers (quality vs quantity).

The primary purpose of the study was to determine the influence of selected demographic and academic characteristics on success in nursing education among first year baccalaureate nursing students enrolled in a private college in the Southern region of the United States. The participants in the study were 102 baccalaureate students admitted to the nursing program in Fall, 2013. For the purpose of the study, success was defined as a grade of C or higher in two clinical nursing courses in the first year of the nursing program. Academic and demographic criteria were examined and compared using means, standard deviations, Independent t tests and a binary logistic regression analysis to determine the criteria which predicted success in the first year clinical nursing courses. Findings indicated that none of the three grade point averages required for admission (Prerequisite GPA, Institutional GPA and Cumulative GPA) entered the binary logistic model as a predictor of success. The means of all three GPAs were higher than the GPA required for admission, yet of the 102 students admitted in Fall, 2013, only 69 students successfully completed the first year of clinical nursing courses. It was also found that grades in non-clinical nursing courses of Nursing Pharmacology, Nursing Assessment and Nursing Pathophysiology were related to the students success, however only the Nursing Pharmacology course was found to significantly predict student success. The nature of this relationship was such that students who had completed the Pharmacology course with higher grades were more likely to be successful in the first two clinical nursing courses. Grades in this course significantly increased the researchers ability to correctly classify nursing students on their ability to successfully complete the first year clinical nursing courses.