Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Th. M.)--Dallas Theological Seminary, 2005. / Includes bibliographical references (leaves [72]-77).

Undergraduate honors paper--Mount Holyoke College, 2007. Dept. of English. / Includes bibliographical references (leaves 162-167).

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Academic research is increasingly conducted by teams rather than by individual investigators. Researchers show more interest in studying the effectiveness of such teams. Evidence shows that team science leads to publications which have higher impact ratings and more patents. However, teams conducting academic research are facing various difficulties that prevent them from being successful. This thesis examines factors influencing the effectiveness of academic research project teams and explores how team role theory can help. Data collection was conducted in the University of Ottawa in the form of 5 standardized open-ended interviews with two academic research project teams and complemented by a validated questionnaire. Both teams were in the field of health science while team A had 13 – 20 members and team B had 6 members. We adopted a multi-method qualitative-dominant comparative research design and considered each team as a unit of analysis. We inductively generated codes and used the input-process-output (IPO) theory and the team role experience and orientation (TREO) theory as overarching deductive models to analyze data. Findings show that the IPO and TREO theories are helpful in studying the effectiveness of academic research project teams. The findings suggest that further research on academic research project teams using the IPO and the TREO theories is necessary, especially on the topic of team role complementarity. They also suggest that project management training on topics such as project planning and risk management can enhance academic research project teams’ effectiveness.

Class of 2012 Abstract / Specific Aims: To determine the attitudes of medical students towards pharmacists and the roles they play on the healthcare team and how these views change after attending an inter-professional workshop with other University of Arizona healthcare students. Methods: Questionnaires administered during a regularly scheduled class collected rating of teamwork and collaboration, roles for pharmacists in health care settings, and medical student’s expectations of the pharmacist when they are practicing physicians. Previous inter-professional workshop experience, negative experience with a pharmacist, age and sex was also collected. Main Results: Medical students’ attitudes regarding the roles of pharmacist in health care settings became more positive after attending the IPE workshop compared to their attitudes before attending the IPE workshop (X2 = 7.671, p-value = 0.005) and was maintained 1 year after the workshop (X2 = 6.304, p-value = 0.012). Medical students expected pharmacists to be more capable and had higher expectations for them after attending the IPE workshop (X2 = 17.393, p-value = <0.001) and was maintained 1 year after the workshop (X2 = 5.955, p-value = 0.015). Conclusions: This study demonstrated that the inter-professional workshop is successful in changing the attitudes of medical students towards pharmacists and the roles they play on the healthcare team. The medical students maintained this change in attitude one year after the inter-professional workshop.

It is the purpose of this study to utilize three psychometric measures in order to quantitatively assess the group of subjects on the basis of the trait heterosexuality, as measured by the Edwards Personal Preference Schedule, and in turn make predictions on the basis of these data as to choices made on the Bonney-Fessenden Sociograph.

The purpose of this exploratory study was to determine the role behavior and the determinant factors influencing the achievement of such role behaviors by the B.S.N, graduates, May 1976, in the basic program of the University of British Columbia School of Nursing. Questions asked were: 1. What kind of role behaviors do University of British Columbia graduates have at the time of graduation, May 1976, and after three months employment in the hospital? 2. What are the determinant factors that influenced achievement of role behaviors of these B.S.N, graduates of the University of British Columbia School of Nursing? Marlene Kramer's Integrative Role Behavior scale and open-ended questionnaire were used to derive the information pertinent to the research problem. Kramer's Integrative Role Behavior scale was administered twice, once at graduation time, and the other three months after employment in the hospital. The open-ended questionnaire was administered after employment only. The study sample were 17 B.S.N.'s who were working in the hospitals throughout British Columbia and answered both sets of questionnaires at the two designated times. Analysis of the data included descriptive analysis, frequency tables, and the use of the T. test. The findings of the study showed that the University of British Columbia B.S.N.'s selected professional role behavior significantly higher at graduation time than upon employment. Besides, role behaviors appeared to be immediately responsive to exposure to the work system. The changes of role behavior upon employment were a higher selection of bureaucratic and integrative role behavior and lower selection of professional role behavior. The changes in selection of bureaucratic and integrative role behaviors were not statistically significant, but the trend of change was as literature suggested. The determinant factors in development of role behavior were mostly the result of ideal nursing education and actual work as a nurse following employment. In the educational setting instructors were instrumental in shaping the ideas of the nurse's role among B.S.N.'s. The study showed that these B.S.N.'s valued their education positively and their work settings (hospitals) negatively. The study suggests more extensive research on the problem. In the meantime, the three groups involved - i.e. nurse educators, nursing service administrators and B.S.N.'s involved - should share their frustrations and suggestions for better client care. / Applied Science, Faculty of / Nursing, School of / Graduate

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specialcollections@tulane.edu / The gender gap in STEM (Science, Technology, Engineering, and Math) professions results from several factors that deter females from pursuing careers in STEM. Girls’ low interest in science and lack of feeling both belonging and efficacy in science, which emerge as early as middle school, are believed to be part of the problem. This study reports on a novel intervention designed to spark middle school girls’ engagement in science. A diverse group of middle school girls participating in a science outreach event read about a female Black astronaut whose accomplishments were framed either as a result of hard work (growth mindset) or natural abilities (fixed mindset). Participants responded to an open-ended prompt that asked them if they wanted to be an astronaut like the role model and then answered a series of scale measures about science. It was hypothesized that girls in the growth mindset condition would endorse stronger interest, belonging, and efficacy in science, indicate a desire to be an astronaut, and explain that desire in ways that indicated similarity with the role model and alignment with their mindset condition. No significant differences were observed/emerged between the two conditions and exploratory analyses found no interaction between race and condition. Possible reasons for the null findings are discussed, including issues related to mindset manipulation and the strength and specificity of the intervention. Characteristics of the sample were also considered, including participants’ above mid-point science interest and belonging, both of which were positively related to desire to be an astronaut. This research provides insights into the complexities that need to be considered when designing an intervention to increase interest, belonging, and self-efficacy in STEM. / 1 / Sally Merritt