The United States has the highest college attrition rate among industrialized nations. Community college students face a much higher risk, particularly those who lack requisite reading/writing skills. Using the theory of planned behavior and self-determination theory, this study explored the relationship between persistence in college for students in traditional or corequisite remediation. Person factors under study were frustration discomfort, academic motivation, and self-reported symptoms of adult attention-deficit hyperactivity disorder (ADHD). After 7 semesters, 72 adult student volunteers from the 2 remediation programs were recruited from 2 community colleges. They completed an online survey, which included a demographics questionnaire, the Frustration Discomfort Scale, the Academic Motivation Scale, and the Adult ADHD Self-Report Scale Symptom Checklist (ASRS-V1.1). Based on the results of Chi square, t-test, and MANOVA analyses (as appropriate per research question), type of remediation indicated a slight, albeit statistically nonsignificant effect on persistence. Persisters and nonpersisters did not differ on frustration discomfort nor academic motivation. However, persisters demonstrated significantly lower levels of adult self-reported ADHD symptoms than those who did not persist. The positive social change implications of this study include using the findings to promote early testing and diagnosis of ADHD, active monitoring of students in remediation, and proactive (i.e., intrusive) advising for students with this disability, in order to facilitate the best outcomes for their academic pursuits.

Although minority students are enrolling in community colleges at increasing rates, these students also leave at higher rates than their non-minority counterparts. The purpose of this quantitative study was to understand the relationship between selected antecedents of educational engagement and student persistence and to examine how persistence varied for first-year Hispanic and non-Hispanic students in Idaho community colleges. Drawing from Kahu's holistic approach, which conceptualizes students' engagement as arising from an interrelationship between institutional and student characteristics, this study surveyed 132 first-semester Idaho community college students. A MANOVA was used to identify the relationship between variables representing aspects of student engagement and persistence. There were significant differences in variables within 2 antecedents, structural-student (maternal education level) and psychosocial-relationship (quality of peer relationships). Further, the study examined the relationship differences between Hispanic and non-Hispanic students, suggesting significant differences within the antecedent of structural-student. Higher levels of paternal education and family income were significant in Hispanic student persistence. This research is expected to contribute to empirical knowledge of student persistence and educational engagement; it benefits the academic community as a whole in the development of best practices and intervention programs. Enhanced persistence has positive social and economic benefits for students who complete their education; for the institution, it yields diversity; and for society as a whole, it yields educated citizens from diverse backgrounds.

There is a lack of persistence and completion of students enrolled in a local college culinary arts program, a problem also evident in national data. Some students entering the college program have participated in a defined high school curriculum focused on culinary arts, such as the National Restaurant Association Education Association's ProStart curriculum. The purpose of this study was to determine if participation in the ProStart program was related to the mean grade point average (GPA) and time to completion in the college culinary arts program. Dewey's theory of experience provided the theoretical framework. Participants from 2 cohorts at the local college students who participated in ProStart (n = 17) and those who did not (n = 122) were examined for GPA and number of months to program completion. A t test revealed the students who participated in ProStart had higher average GPAs. There was no statistically significant difference in the time to completion between the 2 groups. The analysis must be viewed within the limitations of the available sample size of the ProStart group, and further study is recommended with larger group sizes. Based on the results of this study, a peer-to-peer mentoring program pairing ProStart with non ProStart students was developed and recommended to the research site. The implications for social change include providing research results to the local site and a recommendation for a mentoring program to improve the rate of completion in the culinary arts program.

This dissertation studies the importance of alliance networks on firms’ behavior and performance outcomes in the context of the global automotive industry. The first essay examines the importance of alliance networks positions on the persistence of an innovation advantage for a firm. The results contribute to our understanding of network advantages and network structure persistence over time. Building upon network theory, I found that network prominence facilitates the persistence of an innovation advantage over time as network prominence supports a firm’s continuous innovation and can effectively impede imitation by competitors. Conversely, network density and brokerage are negatively associated with the persistence of an innovation advantage over time. Drawn upon organization learning, knowledge transfer, and network literature, the second essay aims to uncover different combinations of a firm’s internal and external knowledge creation capabilities and knowledge transfer capabilities that lead to a firm’s superior innovation performance within different environments. Specifically, using a fuzzy set Qualitative Comparative Analysis (fsQCA) technique, I identified three possible solutions to a firm’s superior innovation performance. Results from the global automotive industry highlight that the novel knowledge recognition capability, represented by alliance network diversity and structural holes, play a critical role for firms to achieve superior innovation. In the third essay, I explored how MNEs’ host country local network advantages can influence their subsequent entry strategies. Based on a study of 345 FDI entries in the U.S. market, I found that firms with a higher level of local network prominence are more likely to choose greenfield investments over acquisitions in their subsequent entries as local network prominence can facilitate firms’ local resource access and reduce the dependence on forming new cooperative modes in the host country. This study contributes to both the entry mode and network literature by showing the importance of firms’ network positions on their resource access and control in the process of internationalization. In sum, the findings of this dissertation contribute to our understanding of alliance networks and alliance management by providing empirical evidence of the influence of alliance networks on firms’ behavior and performance outcomes.

The primary purpose of the current study was to determine which variables influence or change response allocation among mand topographies. The variables evaluated consisted of response effort, schedule of reinforcement (extinction), changes in concurrent schedules arrangements, and availability of visual stimuli (i.e., a communication card). The stability of responding was evaluated across more than one reinforcement context (escape, attention, and tangible) for each of the 2 participants. Finally, a concurrent schedules arrangement was used to evaluate response allocation among card touches, manual sign, microswitch touches, and vocalizations. Results of the evaluation suggested that response allocation varied across reinforcement contexts in baseline and when responding was challenged. However, variations in response allocation were not uniform across all challenges and reinforcement contexts. Problem behavior continued to be exhibited at low levels throughout the evaluation even when mild punishment procedures were implemented. These results are discussed in terms of changes in patterns of responding across reinforcement contexts, variability in response allocation among available response options, and persistence of responding when challenges are implemented.

Due to the social context of engineering classrooms, stereotype threat (STT) may play an essential role in the dearth of African American females in engineering. Empirical studies have confirmed the deleterious effects STT has on students' performance. However, acceptance of STT as more than a laboratory phenomenon necessitates an in-depth understanding of how stigmatized groups experience being socially devalued and negatively stereotyped. In this qualitative investigation, Intersectionality and the Critical Race Theory tenet of counter-storytelling were applied to capture the voices of 10 African American women to comprehend how they resisted or overcame STT and persisted in engineering degree programs. Data were triangulated from two different semi-structured interviews and reading reactions submitted by each participant. Findings reveal four characteristic themes shared by the participants: (a)Proof Stereotype Threat Exists; (b) Primary Contributors of Stereotype Threat; (c) Secondary Factors; and (d) Tools for Persisting. Based on participants’ narratives, 6 recommendations are offered to assist African American female students combat STT and persist in engineering.

[pt] Com as constantes mudanças nos requisitos funcionais e não- funcionais do domínio das aplicações, há uma grande necessidade dos softwares se adaptarem a essas mudanças. Devido a isso, o processo proposto neste trabalho tem o intuito de automatizar algumas partes do desenvolvimento de aplicações, minimizando o trabalho manual necessário para adaptar os sistemas de software às constantes necessidades de mudanças determinadas pela realidade do mundo dos negócios. A abordagem Model Driven Architecture (MDA), definida pela OMG, foi utilizada como base para este processo por ter como objetivo principal a transformação de modelos; ou seja, gerar, a partir de um modelo independente de plataforma, um ou mais modelos específicos para uma plataforma. O processo proposto é dividido de acordo com as etapas da MDA, tendo como objetivo auxiliar nas etapas de geração de modelos e na adaptação de frameworks de persistência. Foi utilizado no processo em questão, o conceito de base de conhecimento, tendo como objetivo principal mapear as informações contidas no modelo com as regras de transformações a serem realizadas no mesmo. Essas regras são responsáveis pela definição das modificações a serem realizadas nos modelos independentes de plataforma com o objetivo de incluir um determinado framework de persistência em uma aplicação. A linguagem RDL foi utilizada para formalizar as regras de transformações utilizadas no processo, facilitando o desenvolvimento e a manutenção das mesmas. O processo tem como resultado um modelo específico para uma plataforma, contendo ainda um framework de persistência adaptado à arquitetura utilizada. Alguns arquivos de configuração também são gerados com o intuito de minimizar o trabalho manual. / [en] According to the changes on functional and non-functional requirements on application field, there is a great need for softwares to adapt themselves to these changes. Due to it, the process involved on this work has the purpose of automate some parts of applications´ developments, reducing the manual work needed to adapt the software systems to the need of constant changes determined by business world´s reality. The approach Model Driven Architecture (MDA), defined by OMG, was used as base for this process, having as main goal the transformation of models; i mean, generate from an platform independent model, one or more platform specific models. The process suggested is divided according to the MDA steps, having as a goal the support of generate models steps and on the adaptation of Persistence Frameworks. It was used on the suggested process, the concept of base of knowledge, having as main goal map the informations held within the model with the transformation rules to be done on these models. These rules are responsible by the definition of changes to be done on platform-independent models aiming to include a specific Persistence Framework in an application. The language RDL was used to formalize the transformation rules used in the process, making the development and maintenance of themselves easy the process has as a result a platform-specific model, also a Persistence Framework adapted to the architecture used. Some configuration files also are generated, intending to reduce the manual work.

This interpretive study sought to understand how six GED graduates who dropped out of high school came to be enrolled at a rural community college, and what factors they perceived promoted or impeded their academic persistence and success. Specifically the study focused on student backgrounds, reasons for dropping out of high school, return motivations, and persistence factors influencing retention. Participants were selected based upon the following characteristics: 1) over the age of 21 2) enrolled both fall quarter, 1993 and winter quarter, 1994 3) studied for and took the GED at Yakima Valley Community College (YVCC) 4) received the GED after the test was revised in 1988 5) had earned at least 20 credits at YVCC by the end of fall quarter, 1993 In-depth student interviews and examination of student records provided data for the development of case records. Data analysis resulted in the generation of seven hypotheses. Among them were hypotheses that suggest that the GED was the key to accessing further education for returning adult high school dropouts, and that a primary benefit of passing the GED Tests was an increase in the self-confidence students needed to continue their education. The study also found that GED graduates recognized they may lack academic survival skills due to dropping out of high school, and that they were inclined to use college services for remediation. Four academic integration factors--the accessibility of a sequence of developmental classes, the existence of study skills or freshman orientation classes, the availability of tutoring, and supportive advising--contributed to the persistence and success of GED graduates. Two factors--the drive to become self sufficient, and the ability of students to develop a strong commitment to college through their faith in education to promote life changes--enabled students to persist and succeed. Participants provided evidence that GED graduates can succeed in community college as well as other students who have earned traditional high school degrees when certain academic conditions are in place. Finally, the study demonstrated the positive effect education can have in breaking the cycle of negative family attitudes toward schooling for the next generation. / Graduation date: 1995

World-wide coral reefs are in a state of decline as a result of many local and regional factors. Recent global mass mortalities of reef corals due to record warm sea temperatures have led researchers to consider global warming as one of the most significant threats to the persistence of coral reef ecosystems over the next 100 years. It is well established that elevated sea surface temperatures (SSTs) cause widespread coral bleaching, yet confusion lingers as to what facet of extreme temperatures is most important. Utilizing long-term in situ datasets, nine thermal stress indices were calculated and their effectiveness at segregating bleaching years a posteriori for multiple reefs on the Florida Reef Tract was tested. Simple bleaching thresholds based on deviations above the climatological maximum monthly SST were just as effective at identifying bleaching years as complex thermal stress indices. Near real-time bleaching alerts issued by NOAA's Integrated Coral Observing Network (ICON) are now based upon a running 30-day average SST, such that alerts are only issued when the running 30-day average SST exceeds the estimated bleaching threshold for a particular site. In addition to three widespread, mass-coral bleaching events, the Florida Reef Tract was impacted by three tropical storms and 12 hurricanes from 1997-2005. Sea surface cooling associated with the high frequency of hurricanes that impacted Florida in 2005 likely acted to ameliorate the severity and duration of bleaching. Nonetheless, hurricane-associated cooling is not expected to nullify the proposed effects of climate change on coral reefs. The role of thermal stress in coral bleaching has been extensively studied for eastern tropical Pacific (ETP) coral reefs. However, the ETP presents a unique opportunity as this region has sub-optimal conditions for coral reef development because of upwelling of carbon dioxide-enriched deep water along the shallow thermocline. This upwelling results in a depressed aragonite saturation state which is likely an additional factor in the poor reef development throughout the ETP. The highest aragonite saturation documented in this study occur in the Gulf of Chiriquí, which corresponds with the greatest reef development of the entire ETP. Seasonal upwelling had a significant effect on the carbonate chemistry of surface waters in Pacific Panamá. This regionally-depressed aragonite saturation state of the ETP appears to result in corals with a less dense skeleton. Density values of poritid corals from the Galápagos, where aragonite saturation was the lowest documented in this study, were significantly less dense relative to those from Panamá and the Great Barrier Reef. The density of non-living pocilloporid framework components were no different across the ETP aragonite saturation gradients. This could be a result of the activity of boring sponges removing the primary carbonate material within the dead coral skeleton, thus lowering density, albeit physical-chemical dissolution cannot be ruled out. These studies provide real-world examples of the ramifications of global climate change upon coral reef ecosystems.

Public and private sectors are grappling with decreasing numbers of science, technology, engineering, and mathematics (STEM) professionals as the need for them rises. State-supported STEM residential high schools may be the premier conduit to educate and socialize students in order to prepare for STEM college majors and careers. Gaining understanding of how these schools can nurture students academically and affectively so that they successfully matriculate to university STEM settings is valuable; however, minimal research exists related to the affective domain in relationship to retention at state-supported STEM residential schools. This exploratory, mixed methods case study describes factors that contribute to student persistence in a residential school setting. This study had four purposes: a) to describe students’ meaning of belonging at a STEM residential school; b) to explore potential relationships between students’ personality traits, expectations fulfillment, and belonging; c) to explore potential relationships between belonging and persistence, expectation fulfillment and persistence, and personality traits and persistence, and d) to describe characteristics of persistors and non-persistors. Participants in the study were the student population of the Tennessee Governor’s Academy for Mathematics and Science (TGA) (n = 41). Following interviews of the population, qualitative analysis of the interviews included pattern coding and creation of an explanatory effects matrix; quantitative analysis of survey data utilized ANOVA, chi-square, and correlation. Results of analyses produced a student-generated, multidimensional definition of belonging and showed that students who perceived they belonged and expressed institutional commitment via ownership of TGA had the highest persistence rate (100%). Quantitative findings showed that students whose expectations for TGA were met or exceeded had a higher sense of belonging, and belonging was associated with higher persistence. The personality traits agreeableness, conscientiousness, openness, and work drive were significantly related to belonging, suggesting that sense of belonging may function as a moderator between personality traits and expectation fulfillment. For future study, a longitudinal design is recommended as well as incorporation of the variable educational practices in relation to the variables expectation fulfillment, personality, belonging, and persistence.