This study concerns the relationship between student evaluation of instruction and student achievement in the field of management at the community college level. Purposes of the study were to determine the subjective student evaluation of instructor performance in introductory classes of management, student achievement in the class upon completion of the course, and the relationship between the student evaluation of instructor performance and student achievement in knowledge of the course. The population studied was all 10 sections of the Principles of Management course taught by 8 instructors at Del Mar College in Corpus Christi, Texas during the fall semester of 1988. A pretest-posttest design was used to determine student achievement scores. The College Board provided sufficient copies of two versions of the College Level Examination Program (CLEP) tests for Introduction to Management for the pretest and posttest. A special statistical technique using multiple regression was used to calculate an achievement score for each student that was adjusted for entry level knowledge. Student evaluations of instructor performance were paired with the achievement scores and grades students received from the instructor. Additional confidential demographic data was obtained about the students and the instructors. Major findings of the study concluded there is no significant relationship between the student achievement scores and student evaluation of instructor performance. There was a wide variance in correlation of student grades and student achievement scores when individual sections or individual instructors were examined. The overall correlation of grades and achievement scores was statistically significant and was the highest of any of the factors studied. The study recommends using more objective measures of student achievement in evaluating faculty performance.

Previous research suggests that little is known about female mentoring relationships, particularly among undergraduate students. The purpose of the present study was to investigate mentoring relationships experienced by female undergraduate merchandising management students. The investigation included the overall prevalence of mentoring experiences, the specific kinds of mentor roles, the prevalent sources of mentoring, and the relationship between class standing and the overall prevalence of mentoring. Survey methodology was used. The sample included females enrolled in the merchandising management program at a western university (n=102). Their ages ranged from 18 to 38 years with a mean and mode age of 21 years. The Student Experiences Questionnaire used for the present study included three sections: (1) the Professional Socialization Scale (PSS) developed by Stenberg (1988) to identify and measure the prevalence of mentoring and specific mentoring roles; (2) a parallel scale designed by the researcher to identify the sources of mentoring; and (3) demographic and exploratory items in order to provide direction for further studies. Statistics used to analyze the data included percentages, means, factor analysis, and ANOVA. The study included five objectives with four hypotheses. It was hypothesized there would be a low level (2.00) of overall mentoring. Contrary to this hypothesis, the mean for overall prevalence was higher than predicted. It was hypothesized that informal and least powerful mentor roles would be the most experienced. A factor analysis was performed on the matrix of intercorrelations among the items on the PSS. It was not possible to test Hypothesis 2 because the factor analysis did not generate mentor roles that could be described according to influence or power. It was only possible to identify factors according to the specific helping actions that took place. The relationship between class standing and overall prevalence of mentoring was tested. Results showed no differences among freshmen, sophomores, juniors, and seniors. There was no formal hypothesis formed regarding mentoring sources. Friends were the mentoring source with the highest frequency. Employers were the second most frequent mentoring source followed by professors, and advisors. The most important findings of the study were: the absence of specific mentor roles previously identified in the literature and friends and employers as the most frequent source of mentoring. Specific helping behaviors were identified from a factor analysis of items on the PSS that loaded highest on the factor analysis. Friends and employers were identified as the most frequent sources of mentoring. / Graduation date: 1992

published_or_final_version / abstract / toc / Education / Master / Master of Education

In this study, the dilemmas faced by higher education managers who attempt faculty desegregation within the narrow framework (affirmative action) provided by the courts and the Office of Civil Rights (OCR) were explored (e.g., merit vs. affirmative action, maintenance of a value consensus while facilitating change, the need for sensitive leadership). Some managers are successful in hiring minority faculty but not in retaining them. Others are still trying to determine how they can successfully recruit and retain these faculty. This exploratory study on faculty desegregation is designed to identify the factors that influence the decisions of black faculty at two public traditionally white institutions (TWIs) and of white faculty at two public traditionally black institutions (TBIs) to <u>accept</u>, <u>remain in</u> and <u>consider</u> leaving faculty positions at such institutions. (In this study, white faculty at TBIs and black faculty at TWIs are referred to as "other-race" faculty.) The study also assesses the viability of affirmative action as a strategy for desegregation. The research methodology included a survey of higher education managers, and interviews with and a survey of other-race faculty opinions. Conclusions 1. Black faculty express strong sentiments in support of affirmative action which influence them to remain in their jobs but could influence them to leave TWIs. 2. Fewer black than white faculty expect promotions when accepting jobs at TWIs. 3. Black faculty are influenced, in part, to accept jobs at TWIs due to campus recreational facilities. 4. More white than black faculty will consider leaving their jobs due to compensation concerns. 5. White faculty will consider leaving TBIs due to concerns about the poor reputations of TBIs and low academic level of students. 6. All other-race faculty employment decisions are influenced by the geographical location of their universities. This study does not support alternative methods for desegregation (e.g., freedom of choice, closing of TBIs) but indicates that affirmative action is the least destructive and most feasible option for faculty desegregation. Higher education managers must and can provide sensitive leadership while maneuvering within the narrow framework provided by OCR and the courts to desegregate their faculties. / Ph. D.

The general purpose of this study is to determine the principal curricular requirements in the field of personnel management which now are prescribed by member institutions in the American Association of Collegiate Schools of Business.

Hundreds of universities, colleges and institutions graduate students yearly with some form of culinary education. To date, limited research has been conducted to examine the perceived value of formal culinary education on industry career success from the perspective of those who conduct the majority of the hiring of culinary positions. This dissertation examined the perceived value of formal education in culinary arts and its relationship with industry success from the perspective of Canadian professional chefs.... Though the population for this study was Canadian professional chefs who were members of the Canadian Culinary Federation, the results of this study may be useful to both current and future culinarians who are pursuing or contemplating pursuing formal culinary education in other countries, especially the United States....Institutions that provide formal culinary education will find this important as they come under increased scrutiny from stakeholders to demonstrate the value of the investment students make in terms of tuition and associated costs. / by Colin Philip Roche / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web. / System requirements: Adobe Reader. / Mode of access: World Wide Web.

Conflict is present in all human relationships and societies. Throughout history, fighting has been more notable than peacemaking. Only recently have conflict resolution studies entered the mainstream of academia. Since peace is no longer an option, but a necessity, educators must become actively engaged in promoting the importance of peacemaking skills among their students. In 1986, the National Institute for Dispute Resolution funded a study of conflict resolution in higher education. Results disclosed a proliferation of courses but little about their quality. The present study evaluates the status of alternative dispute resolution (ADR) in the curricula of three major universities in North Texas and compares it with results from four other universities which were reported to have the heaviest concentration of ADR courses. A questionnaire was constructed to collect data in the following areas: place, significance of ADR in contemporary curricula, important factors determining attitudes toward ADR, and expectations/aspirations of faculty concerning teaching of ADR. Using a Likert scale, attitudes toward ADR were measured through regression analysis. Four of seven independent variables (age, sex, political orientation, and ADR training) were significant at jd = .05. Forty ADR-related courses were identified in seven universities. The concentration of ADR courses was management (35%), law (28%), sociology (23%), business (8%), and political science (8%). No courses were identified by anthropology departments. Results also reveal that the older, liberal, female, and ADR-ski lied individuals exhibit more favorable attitudes towards ADR. The study concludes that (a) concentrated efforts should be increased to teach and train educators in ADR, (b) mediation centers should be created on university campuses, and (c) an ADR communications network and data bank should be established among universities in order to allow faculty, students, practitioners, and administrators to share information. A partial list of organizations involved in peace issues and resources for establishment of campus and community-based peace mediation centers are also provided.

The problem of this research concerned the perceived effect of management education on the indigenization of selected multinational corporations in Nigeria. The related purposes of the investigation were to analyze data from the respondents in multinational corporations, higher educational institutions and government parastatals to identify the differences and similarities that existed between the perceptions of general managers, managing directors, management educators, government officials, and final-year business administration students. Four areas addressed in the inquiry were to: identify the management training objectives for Nigerian higher education institutions, determine the perceived effect of management education on the indigenization of selected Nigerian multinational corporations, ascertain the increased number of Nigerians who assumed management positions between 1973 and 1984, and examine the perceived effect of management education on the job performance of the management education graduates.

The research describes how creativity in higher education can be introduced as a concept that could enhance the creative thinking and application of adult learners enrolled in the Advertising Management Diploma. A number of different routes were attempted in order to answer the research question „can creativity be taught? ‟ Cord and Clement (2010) stated that adult learners should be allowed to practice their skills and prior knowledge, and that the learning material should promote generic workplace skills. The research discovered that the learning material for the Advertising Management diploma does little to enhance or even cater for imagination and creative application. It is vital for accurate application to take place, as this will enhance creativity. The problem formation is centered on the lack of sufficient skills in using one‟s imagination to generate creative ideas. This research study included five research activities that employed a semi-structured interview that involved sessions spanning over a period of six months, aligned to the course material‟s learning outcomes, and creative application of such acquired knowledge. It was established that, in order to further the creative application of young adults, it is important that they are able to link theory to practical and so be able to create concrete examples of what they are capable of doing. / ABET and Youth Development / M. Ed. (Adult Education)

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie soort assessering wat bekend staan as assessering-vir-leer behoort deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en ontwikkeling met behulp van assessering by leerders te bevorder. Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en leerproses uit en gebeur nie slegs aan die einde van die leerproses nie. Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea in die Intermediêre Fase gebruik om leerdervordering te begelei en te ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik om data te genereer ten einde die navorsingsvraag te beantwoord. Onderwysers en leerders is in die studie as respondente gebruik. Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in praktyke van assessering-van-leer wat fokus op die insameling van punte eerder as op die gebruik van assesseringsinligting ten einde verdere leer by leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer in die betrokke skool te bevorder. / ENGLISH ABSTRACT: Transformational change in teaching systems worldwide is characterised by a new approach regarding assessment. This type of assessment, known as assessment for learning, should be continuous, diagnostic and developmental by nature. This is assessment that does not only focus in a final judgement, but which aims to promote learning and development by means of assessment in learners. Assessment-for-learning therefore forms an integral part of the teaching and learning process and does not only happen at the end of the learning process. This research is embedded in the following research question: To which extent is assessment-for-learning used in the Economic and Management Sciences learning area in the Intermediate Phase to guide and support learner progress? The extent to which the principles for assessment-for-learning are integrated in the teaching practice of teachers to support Intermediate Phase learners in the learning area Economic and Management sciences (EMS) in a rural school was therefore researched. A qualitative research design within the interpretative research paradigm was used to generate data in order to answer the research question. Teachers and learners were used as respondents in the study. The research results showed that teachers are still caught up in practices of assessment of learning which focus on the collection of marks rather than on the use of assessment information in order to promote further learning in learners. Where there are signs that assessment for learning indeed takes place in the practice of teaching and learning by teachers, it is incidental and not intentional. Based on the results, it can be said that, with the necessary support, teachers may be able to integrate principles for assessment for learning into their classroom practice so as to promote more effective teaching and learning in the school concerned.