Substance abuse is an area of concern for college administrators, and they have implemented campus programming in an attempt to address it. Additionally, prior researchers have studied substance abuse on college campuses in order to better understand how substance abuse affects student success. However, limited research exist that addresses the unique perspective of college students who are in recovery from substance abuse, and most studies were conducted in 4-year institutions rather than community colleges. This qualitative case study explored the transition experiences of female students in recovery who attend community college or have recently graduated. The sample included students from 3 community colleges. Participants were selected using prescreening surveys and interviews with 10 female participants. Common themes emerged from the analysis of the interview data regarding reasons for enrolling, struggles, supports, and a definition of success as it relates to transition to community college. Participant responses indicated that common struggles revolve around financial stress, academic deficiencies, time management strategies, and the lack of a positive culture regarding substance abuse and recovery on their campuses. However, academic structures, social supports via friends, family, and faculty as well as group meetings, and a positive college culture also supported students through their various transitions. Recommendations for practice include supporting faculty professional development by implementing campus professional development aimed at helping to create a positive campus culture where faculty better understand the implications of being in recovery from substance abuse and are prepared to support students. Another recommendation for practice is to implement collegiate recovery programs to support students in recovery that offer many of the supports participants indicated as effective in their success. Using a collaborative approach, community members, students, college administrators, and faculty along with federal, state, and local policymakers have the unique opportunity to come together, problem solve, and apply recent research that may increase student retention and success while supporting the individual needs of students who are in recovery from substance abuse.

This research seeks to apply the concepts of collaborative learning and open learner modelling in order to find out whether seeing their own group learner model helps learners improve their learning in a computer-based collaborative learning environment. There is previous work on giving back information about learning performance as a group but very little, if any, empirical work on the benefits of a group open learner model (GOLM). A major benefit of collaborative learning is to encourage learners to learn further from what they cannot achieve when do it by themselves but they can manage with another. Combining this with viewing and judging the information about learning found in a learner model, it was expected that this would increase their learning awareness in order to improve their learning performance. Without such group learner models, learners might not improve their learning performance in the collaborative learning environment as much as they might. To find out whether opening the group learner models helped learners to improve their learning performance we developed a system called 'GOLeM', and we focused on the learner's score on learning concepts and their degree of confidence in their answer. GOLeM was used as a learning environment to test for evidence in relation to two comparisons of individual performance. The first was a comparison of individual performance between participants in a non computer-based individual learning environment and a computer-based collaborative learning environment. The second respect was to compare the results of learning in two different computer-based collaborative learning environments which were only different in terms of whether or not the learners could see their group learner model. The content of number-conversion is chosen for the domain knowledge. Dialogue games and sentence openers are used to implement a chat-tool to exchange beliefs between peers. Bar charts and textual explanations are used as external representations of learning performance as a group. The system was implemented and tested in two versions: paper-based, for the plausibility of the content and the user interface; and computer-based, for comparing the learning results among three different learning environments regarding the two respects above. To make sure what we built was valid – in terms of suitable content applied to the right target group of learners, we did several tests. These tests consist of a questionnaire with multiple choice questions applied to a small group of participants some of whom have a background in computing, and some have no background in computing. The questionnaire was examined for the suitability of its content and for the target group. A modified questionnaire was used with 122 participants who have a background in computing to validate in relation to the difficulty level and item discrimination. Five questions were selected as representative of the domain knowledge for a paper-based design and applied to six pairs of learners for the suitability of the questions and the number to be used, time taken, user interface, etc before developing the computer-based version. Regarding the comparison between participants in a non computer-based individual learning environment and a computer-based collaborative learning environment, the results show there is a significant difference at the 5% level in terms of learning concept-score and degree of confidence in favour of individual learning performance of learners in collaborative learning environment. Considering the comparison of learning between the two computer-based collaborative learning environments, participants who are able to see their learning performance as a group learner models both before the group test and after each item of the group test, have a slightly higher concept-score and improved degree of confidence than those who cannot see these learner models. Moreover there evidence regarding the participant's self-assessment and peer-assessment, their opinion of the helpfulness of seeing the group learner model and their satisfaction in using this system confirms that further study in this area is justified. It leads to the conclusion that in these specific circumstances, learners benefit more from learning and seeing their group learner model. However the evidence that we have here is not sufficient to answer whether it is likely to be true that other systems like this will always lead the better learning. As a result, we plan to continue our work in both similar and different directions to improve the strength of the conclusion that providing group learner model in a computer-based collaborative learning environment helps learners to benefit from learning. The thesis mainly contributes to both CSCL and AIED communities for further study of GOLeM itself. Regarding the AIED community, GOLeM can be used for the further study on the benefits of seeing learning performance as a group learner model both before and after performing a group-test. Regarding the CSCL community, using this GOLeM with either a larger or a wider variety of groups of learners focusing on knowledge contribution during the group-test for the concrete evidence to support that social interaction has an impact on collaborative learning. The evidence that we have found suggests that being able to see a GOLM improves learning. Though this evidence is not statistically significant, this thesis has provided the most thorough empirical examination of the benefits of a GOLM so far.

This thesis is concerned with understanding the nature and impact of strategic management education upon management behaviour and performance. Previous research findings are limited, with continuing research being proposed. The aim of this research is to fill respective gaps. The research is carried out in the German machinery and equipment industry sector. This sector was selected because it is of strategic importance for Germany’s economy and it is faced with imminent and ongoing challenges. The research concentrates on small and medium sized companies as these companies dominate this sector. The desk research consists of a comprehensive literature review on the subjects: strategic management, SME community and research sector, previous empirical research results and management education. The field research adopts a quantitative methodology with a survey questionnaire in a cross sectional time horizon. The field research is complemented by six “micro case studies” using qualitative data from the questionnaire and publicly available information. Findings suggest that management education and, in particular, strategic management does not play an important role in German universities. Engineering faculties generally neglect strategic management education in their curricula. Evidence suggests that executives with engineering background have less knowledge in strategic management and generate a lower return on sales than those with business economic background or MBA qualified. From the research findings it can be concluded that German SMEs in the machinery and equipment sector profit from the implementation of strategic management. This thesis closes with recommendations to policy makers regarding management education in Germany and proposals for further research.

This study explored the perception of risk of adults with learning difficulties who had been assigned reputations for challenging services. Adopting a standpoint epistemology the research sought to give voice to the alienated knowledge of adults with learning difficulties who had experienced exclusion from the community on the basis of the perceived risks they posed to themselves or others. The concept of risk was used as a lens through which to uncover the situated knowledge of research participants and to consider the extent to which this knowledge was reflected in risk and disability theory and practice. The research was informed by a broad range of theoretical approaches to risk ranging from the technico-scientific tradition exemplified by the psychological school and socio cultural perspectives drawn from the disciplines of anthropology, philosophy and sociology. Influences were also drawn from the range of academic disciplines that inform disability theory. The research was undertaken within a social constructionist framework and adopted a participatory methodological approach. Data collection and analysis spanned a two year period and processes of constant comparative analysis (Charmaz 2006) were applied to explore underlying concepts and relationships. The study evolved over its duration and the reflexive processes that informed the emergent methodology are incorporated in the findings. Consideration was given to the ethical dilemmas associated with adopting the dual roles of a practitioner and researcher. Through the core themes of voice, harm and relationships the views of research participants challenge the existing hegemony and offer an alternative perspective on the concept of risk. Participants provided an alternate rationale for behaviour as a form of communication rooted in a context of oppression and resistance. Reframing behaviour as actions of resilience and resistance offers valuable insights that should inform the development of risk and disability theory and practice.

Hong Kong, a populated city, meets all the necessary technological and economic conditions for e-learning to be thriving in higher education. However, online survey results of students and teachers of a major tertiary educational institution over a period of three years showed that e-learning is not nearly as popular as anticipated and traditional face-to-face learning remains the preferred mode of study. Are the benefits and impact experienced in other countries equally applicable to Hong Kong? What are the barriers to e-learning diffusion in Hong Kong? Answers to these questions were sought from the teachers and researchers of e-learning in Hong Kong higher education. The research was based on a grounded theory methodology and used a three stage mixed-method design for data collection and analysis. The key informants were the teacher-researchers in higher educational institutions in Hong Kong. Several potential issues arising from three rounds of large scale online surveys were explored with them through in-depth interviews, which generated a framework for analysis, and based upon which a follow-up questionnaire survey was formulated and conducted. Inferences were drawn from the combined results of the online survey, the interviews, and the follow-up survey. The results from the study showed that the benefits, impact and barriers identified were broadly similar to those experienced in other countries. Whilst some personal and social conditions such as age, gender and, family and home conditions are not perceived to be important factors in hindering diffusion, certain unique social conditions in Hong Kong - such as the two official languages, the popular mixed-code phenomenon, the teacher-centred and assessment-centric culture, are perceived to contribute to some extent to the hindrance of e-Iearning diffusion. However, the teachers and researchers see more serious barriers in the unfavourable perception and negative attitudes of students and teachers towards e-learning and the lack of self-motivation and self-discipline. Based on these findings, certain areas of further study were suggested for future research.

This post-qualitative inquiry project investigated subjectivity (sense of self) among graduates of creative writing Master of Fine Arts (MFA) programs. The project asked how subjectivity is involved in the creative writing process and how that process fuels further writing after a creative piece (such as the MFA thesis) is completed. A post-qualitative, thinking-with-theory approach was used to explore the role of subjectivity among four anonymous graduates of creative writing MFA programs who provided writing samples describing their creative writing processes. Following the thinking-with-theory approach, the data were analyzed using Deleuze and Guattari’s theory of productive desire. Study findings are presented in two formats. First, a traditional, qualitative presentation of findings describes how unconscious desires develop a beneficial weakening of subjectivity that may encourage creative writers to continue writing after completion of the MFA degree. Next, further findings are presented via a nonlinear, rhizomatic data assemblage. The project concludes with recommendations for the use of Deleuzian productive desire as a pedagogical framework in graduate-level creative writing courses, as well as a call for the consideration of post-qualitative research methods in the field of education.

Afro-Latinas, Latinas of African descent, exist at the intersections of culture, race, gender, and class, and this position informs how we experience our world. This unique experiential perspective is present when we decide to attend college. It was the goal of this research project to explore the post-secondary educational experiences of Afro-Latinas. One particular group of Afro-Latinas was the subject of the research project: Afro-Boricua women. The unique relationship that Puerto Rico has with the United States provided a backdrop for these women’s college going experiences. It provided a historical framework of colonialism and racialization that occurred both on the island and stateside. Critical Race Theory was utilized as an analytical tool with which to interrogate the outcomes of intersections of this relationship. The experiences of the Afro-Boricuas were captured through narratives, in the form of conversations that gave way to testimonios that captured the thematic lives of the women. Through the use of Sociocultural Theory, the researcher incorporated qualitative research approaches including narrative inquiry to address the question: What are the experiences of college-educated Afro-Boricua women? The results of these conversations were then analyzed using a Critical Race Theory framework in order to investigate the role of race and how it manifested in the lives of women who live within a conflicting racial understanding of what “one drop” means. The conversations resulted in testimonios[1] that added complexity to the narratives of other Latin@[2]and Afro-Latina voices speaking of their college experiences as well as their experiences in general. [1] All Spanish language words will be noted in italics with a translation in parenthesis. [2] The moniker “@” will be used as an inclusive symbol representing both male and female references inherent in the term Latin@.

This thesis develops a class-biographical analysis of ‘widening participation’ students’ transitions to higher education (HE). It unpacks the participants’ complex educational, professional and family biographies, and depicts the nuances of class instability and credentialism that defined their educational strategies, which centred upon gaining the ‘piece of paper’ (HE qualifications). Through this class-biographical analysis the thesis focuses on how these participants understood and placed value upon HE and its credential system, rather than focusing on how HE might see them (that is, as bluntly defined ‘non-traditional’ or ‘non-standard’ students). The participants narrated their ‘return’ to education in relation to their early experiences of compulsory schooling, FE and work which were mediated by family and social class relationships, the ‘turning points’ that led many to reconsider the possibilities offered by education and their lived experiences of loss, gain and vulnerability. Drawing upon Bourdieu’s concepts of capital and habitus, three types of ‘widening participation’ trajectory are suggested: securers, enrichers and builders with each implying different understandings of class location and credentialism. The thesis concludes by restating the importance of retaining a research interest in mature returners (such as those in this study) in the widening participation landscape.

The phenomenon of student voice, namely the institutionalisation of students’ contributions to the evaluation of higher education, is embedded into the daily business of universities. Activities relating to student voice such as national surveys, representation, complaints and protest are subject to considerable emotional, material, and financial investment by managers, academics and students. These developments have had profound effects on the everyday practices and discourses of academics and students alike, yet researchers have not yet explored their implications for the identities and subjectivities of those who participate. Drawing on two case studies undertaken at English universities (a pre and post-92), the thesis problematises the narratives associated with student voice. The research found that student voice means different things to different people and is underpinned by a range of, at times competing imperatives. These can be empowering, but they shape, in subtle but significant ways, the manner in which managers, academics and students come to regard themselves, each other and the fundamental nature and purpose of higher education. The thesis suggests that by acknowledging power, and the complex identities that student voice shapes, activities could become more productive and empowering. This has practical and educational implications for stakeholders in the university sector.

This thesis investigated the provision and impact of Foundation degrees for teaching assistants by examining; teaching assistants on Foundation degrees, Foundation degree providers, Head teachers, and local authorities across four different areas of the Midlands. Findings confirmed that teaching assistants on Foundation degrees gain many personal and professional benefits from their course. These are determined by internal and external factors but include the support received during their Foundation degree course. In their workplace the teaching assistants are given additional responsibility but often this is not acknowledged through financial recompense or enhanced status, a consequence of which is that teaching assistants are very discouraged about the lack of recognition for their Foundation degree. This is exacerbated by the fact that whilst Foundation degrees are being promoted as having employer engagement, most head teachers lack knowledge and understanding about Foundation degrees for teaching assistants, nor do many teaching assistants feel supported by their employer. The implication of this thesis is that whilst accepting the many benefits to the individual and their workplace, Foundation degrees are contributing towards the creation of divisions and frustration levels of teaching assistants. In this case, the impact on pupils needs to be explored.