Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Industrial Relations and Human Resources." Includes bibliographical references (p. 120-131).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 234-246). Available also in a digital version from Dissertation Abstracts.

Thesis (D. Phil.)(Information Science)--University of Pretoria, 2002. / Includes bibliographical references.

Thesis (M.A.)--Victoria University of Wellington, 2009. / Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 125-135). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 125-135). Also available on the Internet.

This study was conducted to explorer the relationships between teachers’ perceptions of educational data use, their school’s capacity as a learning organization, and the performance of students at their school. This study employed a quantitative research design featuring a Web-based online survey and collected data from a stratified random sample of 112 middle schools and junior high schools nested in nine school districts in Texas. I used the Dimensions of the Learning Organization Questionnaire (Watkins & Marsick, 1993, 1996) to measure the schools’ capacity as a learning organizations and the Survey of Educator Data Use (Wayman, Cho, & Shaw, 2009b) to measure teachers’ educational data use. I also used the student performance data provided by Texas Education Agency. For the data analysis, I employed the statistical techniques of multivariate analysis of covariance (MANCOVA), confirmatory factor analysis (CFA), and structural equation modeling (SEM). I found that educational data use and support did relate to the schools’ organizational learning capacity, and that this dynamic acts as an important factor in enhancing campus performance. This finding gives a clear indication that data use and support has an indirect effect on campus performance, and that this effect is mediated by organizational learning. This research is significant in that it reveals that organizational learning worked as a crucial mediating variable in enhancing student achievement through effective use of data. This finding can give meaningful direction to the pursuit of school improvement through data use in school sites, a practice that began as simple top-down policy implementation. / text

published_or_final_version / Education / Master / Master of Philosophy

Not available / text

ERP-system är idag närvarande i nästan alla organisationer och har utvecklats till att bli en konkurrensfördel för de organisationer som implementerar systemet på ett korrekt sätt. Det blir också viktigt att lyckas med användandet av ERP-systemet efter implementation. En framgångsfaktor är post-implementation learning (PIL) som innebär att organisationer lär sig från användandet av ERP-system och fortsätter utveckla och uppdatera dessa. Tidigare forskning har fokuserat på beslutsfattare i organisationens roll för PIL men utelämnat andra individer i organisationens påverkan. Denna kvalitativa studie har undersökt hur individers användande av ett ERP-system efter implementation påverkar organisationens PIL. Detta har genomförts genom en fallstudie hos en stor svensk tillverkningsindustri. Det empiriska materialet har samlats in genom semi-strukturerade intervjuer och sedan analyserats genom ett utvecklat ramverk grundat i tidigare teorier från skilda områden. Resultaten visar att individers användande av ERP-system påverkar PIL och att deras användande då får effekter på hela organisationen. Det utvecklade ramverket visade sig också ha praktisk relevans och validitet och öppnar upp för vidare forskning inom ämnet.