<p> With the rapid growth of technology and a fast pace society, students have discovered tablet computers, a powerful portable useful device for education. Although studies have shown rapid growth of tablet computer adaptation within education, limited research exists regarding how tablet computers are used for classroom performance, communication, and leadership among college students. The purpose of the study was to explore and understand how college students use tablet computers by interviewing undergraduate and graduate students. Interview results of 20 college students are as follows: (a) students reported that tablet computers were more portable, easier to use, and convenient devices over laptop computers; (b) in regard to classroom performance, students expressed that the use of e-text books combined with tablets was a faster method of searching for a specific subject over standard paperback books; (c) in regards to leadership, many students believed that tablets are only a tool for leaders but not an essential tool for leading people; and (d) in regard to communication, students expressed that tablet computers was an essential tool for team projects and communicating with their professors and peers while on the go. The study includes a discussion of future research in leadership&rsquo;s use of technology in the workplace, college professors&rsquo; perceptions of tablet computers in the classroom, and marketing modern tablet computers.</p>

Thesis ( Ph.D)--University of Tasmania, 2003. / Accompanying CD in pocket inside back cover. Includes bibliographical references.

Thesis (M.A.)--Carleton University, 2003. / Includes bibliographical references (p. 142-153). Also available in electronic format on the Internet.

Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: John Unsworth. Includes bibliographical references (leaves 252-259) Available on microfilm from Pro Quest Information and Learning.

Thesis (M.S.)--University of Michigan, 1996.

Thesis (Ph. D.)--Washington State University, 2005. / Title from PDF t.p. (viewed on Nov. 6, 2005). Includes bibliographical references (p. 118-154).

Thesis (M.S.)--University of Michigan, 1996.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4023. Adviser: Christine Jenkins. Includes bibliographical references (leaves 207-229) Available on microfilm from Pro Quest Information and Learning.

The ability to work effectively in teams has been a key competence for information systems engineers for a long time. Gradually, more attention is being paid to developing this generic competence as part of academic curricula, resulting in two questions: how to best promote team competencies and how to implement team projects successfully. These questions are closely interwoven and need to be looked at together. To address these questions, this paper identifies relevant studies and approaches, best practices, and key findings in the field of information systems education and related fields such as computer science and business, and examines them together to develop a systematic framework. The framework is intended to categorize existing research on teams and team competencies in information systems education and to guide information systems educators in supporting teamwork and promoting team competencies in students at the course and curricular level in the context of teaching in tertiary education.