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University of Technology, Sydney. Faculty of Education. / This thesis critically investigates how student writers cope with interdisciplinarity in business studies at postgraduate level. The corpus of knowledge student writers have to grapple with today seems to distance itself from the traditional mono-disciplinary contexts. Texts as well as the students who construct them are being continuously informed and conditioned by new values and imperatives of relatively new discursive practices. Hence, student academic writing(henceforward ‘student writing’) especially at postgraduate level can be regarded as a complex academic endeavour where students have to take up multiple writing positions. Analyzing student texts against the backdrop of the enormous intertextual and interdiscursive resources pertaining to interdisciplinarity is a major component of this thesis. Electivization of the curricula, on the other hand, while providing student writers with a wide range of choices, has created yawning gaps between what is commonly known as prior knowledge and what is yet to be learnt in the form of new knowledges. These epistemological considerations, i.e., how disciplinary knowledge is acquired, evaluated, contested, and strategically used also constitute an integral part of this research. Also of importance in the above contexts are the often lengthy and generically diverse assessment tasks students are required to accomplish within specific deadlines. The nature and structure of assignment topics and assessment tasks have in the past two decades or so undergone tremendous changes owing in large measure to disciplinary as well as socio-economic imperatives. Student writing has several dimensions in terms of the mode of assessment, egg. examination-based, presentation-based, research-based, observation-based. This thesis, however, will focus on research-based writing tasks. Based on the findings of this thesis, a paradigm called critical interdisciplinarity has been proposed in the concluding chapter of this thesis. Pedagogical and curricular considerations play a vital role in critical interdisciplinarity. By virtue of their encyclopaedic dimensions, knowledge domains relating to academic interdisciplinarity in student writing lend themselves to a wide range of future research projects. An attempt has been made here to critically explore only a tiny proportion of this inexhaustible repertoire of knowledge.

<p> To investigate if, and how, curriculum developers are incorporating opportunities to develop global competence into business curricula, the Exploratory Design: Taxonomy Development Model (Qualitative Emphasized) was conducted on top-rated MBA programs. This three-phase mixed methods approach revealed 11 global competencies (or taxonomies) and 84 components (or sub-categories) in the qualitative study that were further explored in the quantitative study. Fifteen representatives of top-rated MBA programs completed the survey questionnaire. Data analyses revealed several significant associations between integrated global competencies and program rankings. Best practices implemented in the top-rated MBA programs for each of the 11 global competencies are discussed. Deans, program directors, faculty, curriculum developers, business graduates, international employers, and leaders in education are among those who could benefit from the results of this study.</p>

Thesis (doctoral)--Universität, Bern, 2008. / Includes bibliographical references.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Stanley Ikenberry. Includes bibliographical references (leaves 197-205) Available on microfilm from Pro Quest Information and Learning.

Thesis (M.A.)--University of Nebraska (Lincoln campus)--1927. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M. Appl. Sc.) -- Lincoln University, 2009. / Also available via the World Wide Web.

<p> In this study, the effectiveness of customer service training was estimated using Donald Kirkpatrick&rsquo;s Evaluation Model and the Learning Transfer Model. There were 105 Human Resource Leaders and Trainers that completed an online study concerning the training requested and provided within non-profit community healthcare organizations. The study found that The Learning Training Model, when used with Kirkpatrick&rsquo;s Evaluation model provided adequate information to suggest a roadmap for designing strategies to achieve improved customer service in non-profit community healthcare sectors.</p>

<p> The existing literature indicates that the U.S. workforce is challenged in two significant ways: low college attainment rates and college graduates lacking the skills necessary to be successful in their careers (Wilkerson, 2012). Studies show that both of these factors are necessary to provide the innovation needed for companies to grow (Galagan, 2010; Morrison et al., 2011). Research indicates that faculty members have a fundamental impact on student success and persistence (Kuh, Kinzie, Buckley, Bridges &amp; Hayek, 2007; Taylor &amp; Haynes, 2008) and are also responsible for developing and reforming the curriculum. </p><p> Business education faculty are an especially important subset of higher education faculty due to the fact that business related majors have been the most popular majors for undergraduate students since 1980 (National Center for Education Statistics, 2012). </p><p> The research examined experiences with curriculum reform to address the skill gaps. Faculty experiences with curriculum reform efforts related to nontraditional students were also examined.</p>

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