Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008. / Title from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4302. Adviser: Thomas Schwen.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/30/2009). Includes bibliographical references (leaves 75-85).

Thesis (M. S.)--Florida State University, 2005. / Advisor: Dr. Jon S. Bailey, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Sept. 15, 2005). Document formatted into pages; contains vii, 60 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. Abstracted in Dissertation abstracts, v. 27, no. 3 A (1966) p. 697-98. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 277-284).

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, School of Education, 2005. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0067. Adviser: Thomas Schwen. "Title from dissertation home page (viewed Jan. 22, 2007)."

<p> The purpose of this quantitative, correlational research was to assess the relationship between academic motivation and sport motivation among NCAA Division I student athletes enrolled at colleges and universities in the southern and western regions of the United States. The theoretical foundation was based on the Self-Determination Theory. The Self-Determination Theory includes three specific types of motivation: intrinsic, extrinsic, and amotivation. The study was comprised of three research questions, which were designed to determine the relationship between academic and sport intrinsic motivation, extrinsic motivation, and amotivation among NCAA Division I student athletes. The research was undertaken at two public higher education institutions in the southern and western portions of the United States. The sample for the study included 91 NCAA Division I student-athletes. The analysis involved nonparametric Spearman&rsquo;s correlations. The findings indicated a statistically significant relationship between academic and sport intrinsic motivation among NCAA Division I student-athletes (<i>r_p</i> = 0.210, <i>p</i> = 0.046). The findings indicated no statistically significant relationships between academic and sport extrinsic motivation (<i>r_p</i> = 0.126, <i> p</i> > 0.05) and between academic and sport amotivation among student-athletes (<i>r_p</i> = 0.091, <i>p</i> > 0.05). The results justify further research on student-athlete motivation. </p><p>

The primary purpose of this research study was to provide an in-depth analysis of a pre-diabetes self-management education program located in a Midwest health care center and to evaluate the effectiveness of the program. The study was designed to answer the following research questions: (1) How was the DSME program developed and how is it being implemented? (2) To what extent do the program's elements align with the National Standards for Diabetes Self-Management Education? (3) What factors affect completion of the entire program by participants? (4) What factors affect non-completion of the entire program by participants? (5) How do participants perceive their experience in the program? (6) What are the immediate effects of the program in terms of weight loss and exercise adoption? (7) What are the long-term effects of the program in terms of maintenance of weight loss, maintenance of physical activity, and prevention of T2D? (8) To what extent are the AADE Standards for Outcome Measurement of DSME being met? Effective DSME programs are typically those that meet nationally recognized guidelines and outcomes measures. Data were collected to determine the effectiveness of this program using the following methods: interviews, document reviews, observations, and a survey. Descriptive statistics in the form of frequencies and percentages were used to describe the results. Analysis of the qualitative data was conducted and themes emerged. Recommendations were provided as to how the program can be improved upon to make it more effective.

This thesis explores the implications of the changes in the political and social conceptions of higher education and the resulting crisis of higher education in the UK. The specific focus is placed on business schools as institutions operating in increasingly competitive management education markets, and on postgraduate students as key stakeholders that are largely neglected in academic and public discussions. It explores how the emerging characteristics of the management education, such as the reliance on specialised rankings and corporate-inspired business school designs, influence student perceptions of the purposes of education and their experiences of their chosen the programmes of study. In doing so, the thesis draws from theoretical discussions on mechanisms for mediation of market values and principles to students. Specifically, the thesis focuses on commodification of education through commensuration and standardisation embedded in specialised media rankings, and the representation of market values through the features of business school space. A qualitative exploratory study was conducted over a period of one academic year with 61 students enrolled on a postgraduate taught (MSc) programme in Management at a reputable UK business school. Data was collected on student behaviours, activities, opinions and views, as well as on their relationship with their social and organisational surroundings. Student views and perceptions were gathered through observations, informal conversations and 20 in-depth interviews from the chosen programme. Additional interviews with 12 postgraduate students from other schools informed the discussion by providing insights into the similarities and differences between student perceptions and experiences in different institutional settings. Data collection was supplemented with secondary data, including policy documents and visual data. Contrary to the prescriptive, linear and goal-oriented perspective on students dominating contemporary academic and policy discourses, findings suggest that students experience education as a messy and a transformative process, with ambiguous and uncertain outcomes. The thesis contributes to academic debates on the social roles and functions of specialised rankings by providing insights into the nature of the student consumption of rankings, and their influence on student experiences. Furthermore, it contributes to the literature on the implicit and informal elements of business school settings by recognising space as an active and constitutive part of student experience. The thesis challenges the prevalent institutional and political reduction of students to consumers of education, and instead implies that student experience should be treated as a complex, multi-layered and, above all, fluid process. In doing so, the thesis offers a novel approach towards a more comprehensive understanding of the roles and purposes of higher education in contemporary society.

Submitted in partial fulfilment of the requirements of the degree of Master of Education in the Department of Educational Planning and Administration, University of Zululand, 2002. / This study seeks to evaluate the leadership style of female principals in the Inanda District high schools. The researcher made use of interviews and questionnaires to evaluate the perceptions of parents and educators towards the leadership style of female principals, and how effective female principals are when carrying out their managerial duties at school. On the basis of the views expressed by respondents, the study concluded that the leadership styles of the female principals in the area studied, were effective in areas such as promoting order and discipline and keeping accurate records of all financial transactions. The research project, however, established that although the majority (70%) of respondents perceive female principals in the area where the research was conducted as effective, there was a sizeable number varying between twenty-five per cent and thirty per cent (25%-30%) of respondents who were either uncertain or did not agree that female principals are effective. Recommendations and concluding remarks suggest a possible way forward towards improving the situation, for example: Female principals must be democratic in decision making.

Book Summary: Ever-evolving technological innovation creates both opportunities and challenges for educators aiming to achieve meaningful and effective learning in the classroom and equip students with a well-honed set of technology skills as they enter the professional world. The Handbook of Teaching with Technology in Management, Leadership and Business is written by experienced instructors using technology in novel and impactful ways in their undergraduate and graduate courses, as well as researchers reporting and reflecting on studies and literature that can guide them on the how and why of teaching with technology. Combining insights from research and practice, this comprehensive Handbook provides a state-of-the-art reflection on the role and effectiveness of technology in management, leadership, and business education. It offers a variety of resources and guidelines for the application of technology across different educational contexts and courses, and explores how specific digital tools, software, and applications have been used in the classroom to promote student engagement, assessment, collaboration, learning, and leadership. The broad range of chapters will support educators, administrators, instructional designers, researchers, chief information officers, and teaching technology developers seeking to expand their knowledge on the use of teaching and learning technologies in higher-education level management, leadership, and business programs.