Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains xi, 133 p. : ill. Includes abstract. Includes bibliographical references (p. 101-113).

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 86-95).

Thesis (Ed. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 74-77). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 74-77). Also available on the Internet.

Thesis (Ed. D.)--Florida State University, 2005. / Advisor: Dr. Beverly Bower, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Sept. 19, 2005). Document formatted into pages; contains vii, 88 pages. Includes bibliographical references.

Thesis (D. Ed.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 124-135). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (MTech (Business Administration in Project Management))--Cape Peninsula University of Technology, 2017. / Students who are not academically strong are finding it very difficult to enter a tertiary institution. The requirements are of a high standard which results in many students not having the option to further their education. The government recognised that there was a problem in this area and that the country as a whole is lacking in people with the necessary skills to improve the country and its economy. The introduction of the Extended Curriculum Programme has given students the opportunity to enter a tertiary institution and prove to themselves that with a little guidance and an academically lengthened year they will be able to use their skills to improve their situations. The ECP has been integrated into universities in various departments allowing for a diverse amount of options for the students to choose from. The introduction of the ECP has levelled the playing fields and allows students from all walks of life to enter an institution; however it must be noted that there are minimum requirements which are determined by the students’ academic history. Many a success story has emerged from the ECP. The course is spread over four years as opposed to three and it allows the student to settle into the tertiary lifestyle. It might take a little longer but the aims and goals have the same outcomes. The aim of this study to see how effective the ECP is in the Electrical Engineering Department at a University of Technology and to make recommendations where needed.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 267-276).

Thesis (M.A.)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 53-56).

Doctor of Philosophy / Department of Special Education / Kenneth F. Hughey / This study investigated the impact of a seven-session career intervention in a First Year Experience course on the dysfunctional career thoughts, locus of control, and career decision self-efficacy of underprepared college students. The career intervention was based on the cognitive information processing approach to career decision making (Peterson, Sampson, & Reardon, 1991; Peterson, Sampson, Reardon, & Lenz, 1996; Reardon, Lenz, Sampson, & Peterson, 2000; Sampson, Reardon, Peterson, & Lenz, 2004) and utilized the CTI workbook (Sampson, Peterson, Lenz, Reardon, & Saunders, 1996b). Participants in the study were full-time freshmen enrolled in remedial academic courses at a small, open-enrollment institution. The study was a Nonequivalent Control Group design with delayed posttest. Ten hypotheses were identified and tested. The Career Thoughts Inventory, the Rotter IE Scale, and the Career Decision Self-Efficacy-Short Form were administered at pretest, posttest, and delayed posttest. ANCOVA was used to analyze differences between the mean scores by group for each of the dependent variables. In addition, dependent t-tests were used to examine the differences between the mean scores within group for each of the dependent variables. Results of this study indicated that underprepared students who participated in the career intervention significantly improved dysfunctional career thoughts on all variables from pretest to posttest. Further, improvement in dysfunctional career thoughts was maintained four weeks after the intervention. Significant differences were also found at posttest between the treatment and control groups for CTI Total and Decision-Making Confusion. In addition, a significant positive correlation was found between dysfunctional career thinking and locus of control, indicating the participants with higher levels of dysfunctional career thoughts also had a more external locus of control. Locus of control was not significantly different from pretest to posttest in the treatment group; however, locus of control did become more internal following the intervention. At delayed posttest, locus of control of the treatment group was not significantly different from Rotter’s (1966) normative sample while the control group continued to be significantly more external than the normative sample. While career decision self-efficacy was not significantly different from pretest to posttest, students’ scores indicated confidence in their ability to perform career tasks.