<p> Based on the community of practice theory by Lave and Wenger this quantitative non-experimental study investigated the relationship between economic trust and sense of community of members who participate in virtual communities of practice to help them find answers to work related issues. The Classroom Community Scale and the Economic Trust Scale was the survey instrument utilized in this study. The participants in the study numbered 108 with their ages ranging from 18 to 65. Participants were working adults who currently used virtual community of practices for work related issues. The data collected in the study were analyzed using Pearson correlation and descriptive statistics. The results of the study found a significant correlation between economic trust and sense of community. The study also analyzed the two sub-constructs of sense of community, which are learning and connectedness to determine if a correlation existed with economic trust. The findings showed that learning was not significantly impacted by trust but connectedness was. </p>

<p> The exploratory qualitative research study explored management education business school offerings in comparison to employer expectations. Through the lens of alumni and human-resources personnel participants, the research examined the skills deemed as transferrable to the workplace and competencies that undergraduate-management education alumni lack upon entry into the workplace. This research study used interviewing as the data-collection method to explore the experiences of undergraduate business-school alumni from two universities, which from here on out will be referred to as University A and University B, as well as human-resources personnel from the states where these universities are located. Existing literature relating to the effectiveness of management education programs did not fully address the problem at the undergraduate level. The findings of this study reaffirmed the need for employers, business school administrators, and faculty to increase collaborative efforts to ensure that undergraduate business-school program competencies are aligned with employer expectations.</p>

<p> This Delphi Study was designed to explore job-knowledge and practitioner expertise needed by bachelor-level graduates in meeting employer expectations in the United Arab Emirates (UAE) health care industry. An initial supposition was that bachelor-level graduates were not meeting employer expectations because of insufficient jobknowledge, creating a need to align preparation of undergraduate business school graduates with workplace demands in management and finance. Process steps, based on Total Quality Management (TQM) Quality Function Deployment (QFD) House of Quality Principles, involved translating employer job-knowledge requirements into academic knowledge components useful to business school curriculum decision-makers. Combined levels of triangulation were employed to study expectations of UAE employers. Purposive sampling was applied to identify the participants. Data collection methods included 10 semi-structured in-depth interviews and two Responsive e-Delphi rounds. Data analysis involved translating employer job-knowledge requirements into academic knowledge components that contribute to curriculum development to improve learning process quality within UAE undergraduate schools of business. Findings indicated a need to provide students the opportunity to gain understanding and experience in applying theory to solve business problems within a work environment. Specific, accurate academic knowledge specifications embedded in the curriculum during curriculum design are recommended. Findings of this research may be useful to curriculum developers, curriculum revisers, and classroom instructors within UAE schools of business.</p>

<p> Increased competitive and regulatory pressures are requiring American universities to find new and innovative models to improve student academic success and college value. Previous research has noted that the introduction of mobile or tablet-based devices into education pedagogies can support learning activities if implemented effectively. This study provides an empirical analysis on the relationship between instructor iPad adoption in classroom learning activities and instructor perceived improvement in student retention rates. An adapted version of the Unified Theory of Acceptance and Use of Technology (UTAUT) model was used as the theoretical model to assess this relationship along with regression analysis to estimate the variance. Overall, the findings validate the application of the UTAUT model towards instructor adoption of iPad technologies in classroom learning activities, and support the supposition that instructors who more readily adopt the use of iPads technologies in their classroom activities also perceive that student retention outcomes can improve by doing so. Social influence and performance expectancy were determined to be the largest factors influencing instructor adoption. Furthermore, the personality traits of versatility, creativity and emotional control were found to have no bearing on the relationship between instructor technology adoption and perceived improvement to student retention. Recommendations for further research included: (a) extending this study to other educational institutions, (b) exploring the relationship between instructor adoption of iPad technology and actual, as opposed to perceived, student retention outcomes, and (c) adapting the theoretical framework used in this study to include perceived student retention as a predictor of intent to adopt.</p>

<p> The three primary objectives of this project were: (1) to identify and codify a framework for best practices in developing a simulation; (2) to construct a prototype or test simulation based on these best practices, and (3) to create a methodology to assess pedagogical efficacy and economic fidelity.</p><p> While the current body of knowledge is rich in describing the virtues and pitfalls of computer simulation technology that has existed for close to 60 years, the literature nonetheless lacks a codified set of best practices for developers and objective assessment methods to judge a simulation quality for both the pedagogical effectiveness and economic fidelity. This study addresses both issues and offers a solution that is unique and effective. A General Framework for Effective Simulation Development that is derivative, and an extension of existing research in the business simulation domain. A simulation prototype, SimWrite!, has been developed that is consistent with the 12 elements identified in this framework. Each stage of the development of this test simulation is explicitly tied to the best practices that emerged from the literature. A second assessment tool, The Economic Theory Input-Output Matrix, is presented to enable a user to measure the economic fidelity of a simulation. This tool is based on microeconomic theory that is taught at business schools throughout the globe. Both assessment tools will be applied to the test simulation in a manner that will enable the user to replicate this research with other simulations they are interested in. The products of this dissertation are intended to aid current and future developers make better simulations and faculty users of simulations to better select simulations that will help them to achieve the goal of all involved in teaching business: To produce greater learning for students.</p>

Thesis (Ed.D.)--Teachers College, Columbia University, 1947. / Typescript. Type B project. Sponsor: F. W. Cyr. Dissertation Committee: D. G. Tewksbury, J. K. Norton. Includes bibliographical references (leaves 223-231).

Thèse (D.B.A.)--Université de Sherbrooke (Canada), 2008. / Titre de l'écran-titre (visionné le 1 février 2007). In ProQuest dissertations and theses. Publié aussi en version papier.

Thesis (Ph. D.)--Illinois State University, 1979. / Title from title page screen, viewed Feb. 2, 2005. Dissertation Committee: J.H. McGrath (chair), Ronald Laymon, Mary K. Huser, Benjamin Hubbard, Clinton Bunke. Includes bibliographical references (leaves 91-92) and abstract. Also available in print.

Thesis--Catholic University of America. / Bibliography: p. 80-81.

Thesis (Ph. D.)--Northwestern University, 1932. / Without thesis note. "Partial bibliography": p. 131.