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This dissertation focuses on how entrepreneurs learn to acquire entrepreneurial knowledge and competence, which ultimately can open doors to business success. Contemporary critics suggest that programs designed to develop general competence are not sufficiently relevant to these entrepreneurs. On the other hand, scholars and practitioners have recently noticed that external relations in formal learning networks can be a notable opportunity for learning in entrepreneurs. The aim of this dissertation is to elaborate on the processes and outcomes of government supported learning networks among entrepreneurs who work in small and medium sized enterprises. It draws on reports of four separate but interrelated research studies that author conducted. The research described in the dissertation is based on multiple theoretical perspectives, methodologies, and data sources. To gain a full understanding of the experiences of the different network participants, as well as the interactive processes within the learning network, data were collected from multiple sources: interviews, participant observation, and videotaping. The conclusions stated in appended paper 1 and 2 are primarily based on the interviews, but they are also supported by the observations and written material. Paper three focuses on the videos in combination with the interviews. Finally, to complement the qualitative research with insights regarding the relationships among trust, learning, and self-efficacy, the last paper reports the results of a quantitative survey study. The dissertation makes several major contributions to knowledge. First and foremost, by combining entrepreneurship theory and learning theory, it describes the outcomes that can emerge from formal learning networks and shows how these outcomes can have entrepreneurial consequences. Second, it suggests how the learning situation can be characterized and describes an appropriate learning environment for entrepreneurs from small and medium sized enterprises. The research also contributes to theory on how trust in formal learning networks is built and how this trust contributes to entrepreneurial learning. At the same time, it shows that the potential benefits derived from trust cannot be realized without incorporating the entrepreneur’s level of self-efficacy in the analysis. The dissertation concludes by offering suggestions for exploiting learning and business opportunities through the construction and utilization of learning networks.

The researcher’s professional role as an Education Officer was the impetus for this study. Designing and implementing professional development activities is a significant component of the researcher’s position description and as a result of reflection and feedback from participants and colleagues, the creation of a more effective model of professional development became the focus for this study. Few studies have examined all three links between the purposes of professional development that is, increasing teacher knowledge, improving teacher practice, and improving student outcomes. This study is significant in that it investigates the nature of the growth of teachers who participated in a model of professional development which was based upon the principles of Lesson Study. The research provides qualitative and empirical data to establish some links between teacher knowledge, teacher practice, and student learning outcomes. Teacher knowledge in this study refers to mathematics content knowledge as well as pedagogical-content knowledge. The outcomes for students include achievement outcomes, attitudinal outcomes, and behavioural outcomes. As the study was conducted at one school-site, existence proof research was the focus of the methodology and data collection. Developing over the 2007 school year, with five teacher-participants and approximately 160 students from Year Levels 6 to 9, the Lesson Study-principled model of professional development provided the teacher-participants with on-site, on-going, and reflective learning based on their classroom environment. The focus area for the professional development was strategising the engagement with and solution of worded mathematics problems. A design experiment was used to develop the professional development as an intervention of prevailing teacher practice for which data were collected prior to and after the period of intervention. A model of teacher change was developed as an underpinning framework for the development of the study, and was useful in making decisions about data collection and analyses. Data sources consisted of questionnaires, pre-tests and post-tests, interviews, and researcher observations and field notes. The data clearly showed that: content knowledge and pedagogical-content knowledge were increased among the teacher-participants; teacher practice changed in a positive manner; and that a majority of students demonstrated improved learning outcomes. The positive changes to teacher practice are described in this study as the demonstrated use of mixed pedagogical practices rather than a polarisation to either traditional pedagogical practices or contemporary pedagogical practices. The improvement in student learning outcomes was most significant as improved achievement outcomes as indicated by the comparison of pre-test and post-test scores. The effectiveness of the Lesson Study-principled model of professional development used in this study was evaluated using Guskey’s (2005) Five Levels of Professional Development Evaluation.

abstract: This research contributes to emergent body of knowledge regarding the understanding of relationship between visual elements and E-learning outcomes. Visual images and texts are the main visual elements within the study. A literature review was conducted on E-learning situations, and a discussion on the role of visual elements in E-learning. Data collection was also conducted by way of a test, which randomly placed participants into three groups and assigned them to three different E-learning courses. The texts for the three courses were the same font, but the first course had text only, the second course had text and "bad" images, and the third one had text and "good" images. Every time participants finished a short course, they were requested to do a short quiz based on what they had learned. In addition, every participant needed to do a survey based on his or her E-learning experience. Research data was finally collected through the test scores and surveys. Key findings of this research are: (1) The combination of text and "good" image materials in E-learning can greatly enhance the learning outcomes; (2) the "good" images in learning materials can add to the value of the text content as well as improve the satisfactory level of learners in E-learning; (3) "bad" images do not enhance E-learning outcomes; and (4) E-learners will spend a longer time to complete learning materials containing images, no matter how good or "bad" the images are. / Dissertation/Thesis / Masters Thesis Design 2015

abstract: To foster both external and internal accountability, universities seek more effective models for student learning outcomes assessment (SLOA). Meaningful and authentic measurement of program-level student learning outcomes requires engagement with an institution’s faculty members, especially to gather student performance assessment data using common scoring instruments, or rubrics, across a university’s many colleges and programs. Too often, however, institutions rely on faculty engagement for SLOA initiatives like this without providing necessary support, communication, and training. The resulting data may lack sufficient reliability and reflect deficiencies in an institution’s culture of assessment. This mixed methods action research study gauged how well one form of SLOA training – a rubric-norming workshop – could affect both inter-rater reliability for faculty scorers and faculty perceptions of SLOA while exploring the nature of faculty collaboration toward a shared understanding of student learning outcomes. The study participants, ten part-time faculty members at the institution, each held primary careers in the health care industry, apart from their secondary role teaching university courses. Accordingly, each contributed expertise and experience to the rubric-norming discussions, surveys of assessment-related perceptions, and individual scoring of student performance with a common rubric. Drawing on sociocultural learning principles and the specific lens of activity theory, influences on faculty SLOA were arranged and analyzed within the heuristic framework of an activity system to discern effects of collaboration and perceptions toward SLOA on consistent rubric-scoring by faculty participants. Findings suggest participation in the study did not correlate to increased inter-rater reliability for faculty scorers when using the common rubric. Constraints found within assessment tools and unclear institutional leadership prevented more reliable use of common rubrics. Instead, faculty participants resorted to individual assessment approaches to meaningfully guide students to classroom achievement and preparation for careers in the health care field. Despite this, faculty participants valued SLOA, collaborated readily with colleagues for shared assessment goals, and worked hard to teach and assess students meaningfully. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

In this dissertation, I report on the design, implementation, and evaluation of my intervention for the revision of physics in a mainstream public secondary school in Singapore. This intervention was conducted over a one-year period, and involved students who were taking their GCE 'O' level physics examination after immersion in the intervention, which was conducted as part of their regular physics revision curriculum. Based on sociocultural theory, the intervention changed the practice of how physics revision was conducted in a particular secondary physics classroom. The intervention consisted of a computer-mediated collaborative problem-solving (CMCPS) component and a teacher-led prescriptive tutoring (PT) component. The CMCPS portion of the intervention required the students to follow basic 'ground rules' for computer-mediated problem-solving of physics questions with other students, while the PT portion saw the teacher prescriptively addressing students' misconceptions, misunderstandings, and other problem-solving difficulties as captured by the discussion logs during the CMCPS session. The intervention was evaluated in two stages. First, a small-scale (pilot) study which utilised a control group (CG)/alternate intervention group (AG)/experimental group (XG) with pre- and post-test research design was conducted in order to evaluate whether the intervention was effective in promoting improved learning outcomes of a small group of students. Given the success of the pilot study, a main study involving the entire class of students was conducted. This main study was evaluated by comparing the cohort's actual GCE 'O' level physics results with their expected grades (as given by the Singapore Ministry of Education based on the students' primary school's results). Also, the students' 'O' level physics results were compared with the average physics results obtained by previous cohorts. The quantitative data indicated that the intervention for physics revision appears to be effective in helping the entire class of students revise physics concepts, resulting in improved test scores, while the qualitative data indicated that the students' interest in physics had increased over time. The physics teacher also reflected that the intervention had provided her with much deeper insights into her students' mental models.

<p>Disertacije se bavi problematikom&nbsp;identifikovanja stručnih kompetencija&nbsp;zasnovnaih na informacionim tehnologijama&nbsp;i načinom implementacije istih u postojeće&nbsp;nastavne planove i programe. U okviru&nbsp;disertacije je dizajniran model&nbsp;vi&scaron;ekriterijumeske analize stručnih&nbsp;kompetencija studenta zasnovnih na&nbsp;informacionim tehnologijama. Model se<br />sastoji iz tri modula: Modul za identifikacju&nbsp;stručnih kompetencija, Modul za rangiranje<br />stručnih komepetencija i Modul za&nbsp;preporuku stručnih komepetencija.&nbsp;Identifikacija stručnih kompetencija vr&scaron;i se&nbsp;iz različitih izvora kako bi dobili &scaron;to &nbsp;potpuniju sliku &scaron;ta je to potrebno od stručnih&nbsp;kompetencija zasnovnih na informacionimtehnologijama u profesionalnoj praksi. Uokviru modula za rangiranje uz pomoćvi&scaron;ekriterijumaske - vi&scaron;eekspertne analize<br />vr&scaron;i se rangiranje identifikovanih stručnihkompetencija. Modul za preporuke stručnih<br />kompetencija uz pomoć komparativneanalize rangiranih stručnih kompetencija<br />defini&scaron;e preporuke za izmjene nastavnihplanova i programa prema potrebama<br />profesionalne prakse. Model jeimplementiran na studijskom programuTelekomunikacije i po&scaron;tanski saobraćaj naSaobraćajnom fakultetu u Doboju,Univerzitet u Istočnom Sarajevu, Bosna iHercegovina. Model definisan na ovakavnačin pomaže u pobolj&scaron;anju kvaliteta kao i<br />približavanju prakse Nastavnim planovima iprogramima.</p> / <p>The dissertation deals with the problem of&nbsp;identifying professional competences<br />based on information technologies, and&nbsp;with they implementation in existing<br />curricula. A multicriteria analysis model&nbsp;for ranking professional competences of<br />student based on information technology&nbsp;is formed. The Model consists of three<br />modules: Module for identification of&nbsp;professional competences based on<br />information technologies, Module for&nbsp;ranking professional competences and<br />Module for the recommendation of&nbsp;professional cometences. Identification of<br />professional competencies is done from&nbsp;different sources in order to get more<br />complete picture which professional&nbsp;competences are needed in professional<br />practice. Identified professional&nbsp;competencies are ranked within the&nbsp;ranking module by using multi-criteriamulti-&nbsp;expert analysis. The module for the&nbsp;recommendations of professional&nbsp;competences by using comparative&nbsp;analysis method proposes<br />recommendations for changes in curricula&nbsp;based on the needs of professional<br />practice. The model was implemented at&nbsp;the study program Telecommunications<br />and Postal Traffic at the Faculty of Traffic&nbsp;Engineering in Doboj, University of East<br />Sarajevo, Bosnia and Hercegovina. The&nbsp;model helps in improving quality as well&nbsp;as bringing professional practice closer to&nbsp;teaching plans and programs.</p>

abstract: Making significant progress on the U.N. Sustainable Development Goals (SDGs) needs change agents equipped with key competencies in sustainability. While thousands of sustainability programs have emerged at various educational levels over the past decade, there is, as of yet, no reliable way to assess if these programs successfully convey key competencies in sustainability. This dissertation contributes to addressing this gap in three ways. First, it reviews the body of work on key competencies in sustainability. Based on broad agreement around five key competencies as well as an emerging set of three, an extended framework is outlined that can be used as unified set of learning objectives across sustainability programs. The next chapter reviews the scholarly work on assessing sustainability competencies. Based on this review, a typology of assessment tools is proposed offering guidance to both educators and researchers. Finally, drawing on experience of the four-year “Educating Future Change Agents” project, the last chapter explores the results from a diverse set of competency assessments in numerous courses. The study appraises assessment practices and results to demonstrate opportunities and challenges in the current state of assessing key competencies in sustainability. The results of this doctoral thesis are expected to make a practical and scholarly contribution to the teaching and learning in sustainability programs, in particular with regards to reliably assessing key competencies in sustainability. / Dissertation/Thesis / Doctoral Dissertation Sustainability 2020

<div>This research addresses the need to advance systems engineering education, by assessing current undergraduate systems engineering programs in the US relative to the needs of the industry. </div><div><br></div><div>We extracted over 300 expressions relevant to the systems engineer’s duties from six sources. We chose sources that address the variety in how people define “systems engineering”, the evolving nature of the field, its practical aspect and the lessons learned through experience. We used these expressions to write 35 needed learning outcomes that should be taught to systems engineering students. The outcomes fall under six broad categories relating to requirements management, solution selection and implementation, system architecture and modeling, system performance evaluation, V&V activities and project management. We then looked at what existing undergraduate systems engineering programs are teaching and extracted each program’s current learning outcomes. We compared each program’s current outcomes to the industry-based needed outcomes to determine whether students are being taught what they need to know. </div><div><br></div><div>We learned that the duties of systems engineers are not uniquely defined and prioritized by the six sources, and that academic programs do not all teach the same outcomes. We found that all</div><div>current undergraduate systems engineering programs in the US are preparing students to meet at least some of the needs of the industry, such as to “Identify stakeholder needs”, “Develop highlevel system architecture” and “Estimate cost”, but that most programs do not teach students how to “Select optimal concept” or how to “Analyze system resilience”. </div><div><br></div><div>This work motivates the need to investigate potential gaps in systems engineering education and to determine how well we are preparing students to meet the needs of the industry.</div>

Students are entering college having earned credit for college Calculus 1 based on their scores on the College Board's Advanced Placement (AP) Calculus AB exam. Despite being granted credit for college Calculus 1, it is unclear whether these students are adequately prepared for college Calculus 2. College calculus classes are often taught from a more theoretical perspective rather than AP Calculus courses taught in high schools, and many students who enter college mathematics with Calculus 2—who possess AP credit for Calculus 1—have found the theoretical perspective of college Calculus 2 courses to be overwhelming. Consequently, these students have not performed well in Calculus 2. This has led to a belief that students with AP Calculus credit for Calculus 1 do not perform as well in college Calculus 2 in comparison to their peers who earned credit for college Calculus 1. Simultaneously, a contradicting belief exists: Students with AP Calculus credit for college Calculus 1 are the strongest students in college Calculus 2, outperforming their peers. The goal of this quantitative study was to compare the learning outcomes of students in college Calculus 2 of students with and without AP Calculus AB credit for college Calculus 1. In analyzing the data, four distinct entry points into college mathematics on a path to college Calculus 2 were identified: Calculus 2 having earned credit for Calculus 1 by means of the AP Calculus AB, Calculus 1 despite having taken AP Calculus in high school, Calculus 1 having not taken AP Calculus in high school, and Pre-Calculus. Each of these entry points were analyzed to identify measures of success in high school and college which are associated with success in college Calculus 2. The results of this study suggest that students with AP Calculus credit for college Calculus 1 do outperform their peers in Calculus 2. Furthermore, the higher the entry point into college mathematics, the better a student is likely to do in Calculus 2. Measures of success that were found to be positively associated with success in Calculus 2 include high school cumulative grade point average and college Calculus 1 grade. A measure that was found to be negatively associated with Calculus 2 success was the number of times a student repeated Calculus 1 prior to enrolling in Calculus 2.