One of the core aims of education is to prepare students who have the ability to leverage their learning beyond the classroom. This is particularly important during the transition between school and work, a period where recent graduates are expected to apply what they have learned in an educational context to address real-world problems. In engineering programs, capstone courses are typically designed to facilitate this process. By asking students to synthesize and apply both technical knowledge and professional skills in a practical application, these courses have come to play a pivotal role in preparing students for work. However, for capstone courses to be effective at accomplishing what they were designed to do, students must be able to transfer what they have learned in capstone into the workplace. Existing scholarship on transfer tends to focus on identifying the mechanisms by which transfer occurs, typically through experimental studies. Yet, few studies have thoroughly examined the transition between capstone and work, and even fewer have begun to ask what knowledge, skills, and attributes (KSAs) are transferring between the two contexts. The purpose of this qualitative multi-case study was to understand the nature of transfer between capstone and work among recent engineering graduates entering the workforce. Using Actor-Oriented Transfer as a theoretical lens, this study prioritized participants' interpretations of what transfers between the two contexts instead of the researchers' perception of what should be transferring. The perspectives of eight recent graduates from mechanical engineering and engineering science programs at four institutions were analyzed in the study. Using weekly reflective journals and interviews that took place three, six, and twelve months after beginning employment, data was analyzed to (1) identify instances of successful transfer and (2) determine what factors enable or inhibit transfer between capstone and work. Four types of KSAs emerged from the analysis: interpersonal skills, analytical skills, strategizing skills, and disposition. Additionally, the cross-case analysis revealed that four main factors influence transfer: access to support and resources, project structure, contextual differences, and attitudes. This study highlights the nature of transfer between capstone and work and draws attention to the primary types of transfer and factors that affect transfer between these two contexts. In addition, it emphasizes the importance of shifting the narrative away from experimental studies of transfer by prioritizing participant perceptions through a qualitative multi-case methodology. The results of this study have implications for researchers, instructors, and employers with an interest in the success of engineers during their critical transition from school to work. / Doctor of Philosophy / One of the core aims of education is to prepare students who have the ability to leverage their learning beyond the classroom. This is particularly important during the transition between school and work, a period where recent graduates are expected to apply what they have learned in an educational context to address real-world problems. In engineering programs, capstone courses are typically designed to facilitate this process. By asking students to synthesize and apply both technical knowledge and professional skills in a practical application, these courses have come to play a pivotal role in preparing students for work. However, for capstone courses to be effective at accomplishing what they were designed to do, students must be able to transfer what they have learned in capstone into the workplace. Though many studies on transfer exist in current literature, few studies have thoroughly examined the transition between capstone and work, and even fewer have begun to ask what knowledge, skills and attributes (KSAs) are transferring between the two contexts. The purpose of this study was to understand the nature of transfer between capstone and work among recent engineering graduates entering the workforce. Using a multi-case study design, this study prioritized participants' interpretations of what transfers between the two contexts instead of the researchers' perception of what should be transferring. The perspectives of eight recent graduates from mechanical engineering and engineering science programs at four institutions were analyzed in the study. Using weekly reflective journals and interviews that took place three, six, and twelve months after beginning employment, data was analyzed to (1) identify instances of successful transfer and (2) determine what factors enable or inhibit transfer between capstone and work. Four types of KSAs emerged from the analysis: interpersonal skills, analytical skills, strategizing skills, and disposition. Additionally, the analysis revealed that four main factors influence transfer: access to support and resources, project structure, contextual differences, and attitudes. This study highlights the nature of transfer between capstone and work and draws attention to the primary types of transfer and factors that affect transfer between these two contexts. In addition, it emphasizes the importance of using interviews and other qualitative methods to study transfer. The results of this study have implications for researchers, instructors, and employers with an interest in the success of engineers during their critical transition from school to work.

This qualitative study contributed to the growing body of research in luxury brand management by constructing a framework that can be utilized by luxury companies and conglomerates to develop their business strategies. The purpose was to examine: (a) how the chosen luxury firm is addressing the changing business environment of the luxury goods industry and the changing consumer environment targeted by that industry, (b) how the firm is managing growth trade-offs, and (c) how the firm is adapting its marketing orientations to become consumer-centric and experiential. Six research questions guided the study, and data collection and analysis took place in two parts. Methods for this study included and in-depth review of literature, an exploration of the business environment, and a case study. The study concluded with the formation of a strategic management framework specific to the luxury goods industry. Data analysis included an in-depth exploration of the evolution of the business environment of the luxury goods industry from the mid-1800s to the first decade of the 2000s, and a case study of the sample luxury goods company, Louis Vuitton. A historical review was conducted beginning with the company's inception in 1854 and continuing through the formation of the LVMH conglomerate in 1987. Exploration brand management successes and failures helped identify information relevant to variables in selected business categories (business environment, corporate environment, marketing strategy). Analysis of the case study resulted in the refinement of the four brand management variables: corporate, brand management, trade-off, and strategic planning. Environmental determinism and the zeitgeist were evidenced to be important factors that shaped the business strategies of LVMH and its brands. Strategic planning and strategic management response were identified as ongoing strategies that helped LVMH and its brands to effectively address and respond to environmental changes. Both environmental determinism and the zeitgeist and the use of strategic management response were incorporated into the luxury brand management framework as overarching themes for explaining the influences and responses for the four management indicators. / Ph. D.

Instructors in higher education are typically hired for teaching positions based on their research expertise in a particular area, understanding that subject matter expertise is necessary for teaching and instruction. What is sometimes overlooked and not given enough importance is that teaching is also a relational activity, and because of this, care can be considered to be a fundamental component of effective instruction. Research has shown that some faculty are hesitant in showing care to their students since this might suggest a lack of academic rigor and lessening expectations for students. It might also be that faculty view care as a concept that does not belong in higher education and is something that is more appropriate for younger children. Yet there is research in higher education which shows that implementing care to students motivates them to perform well in class, meet and exceed the goals set for them by the instructors, make constructive improvements and create overall ideal conditions for learning. Along with this, prior research on care in teaching has focused mostly on primary and secondary education levels, with far less attention given to care in teaching in higher education specifically, and little in the context of Engineering Education. To advance our understanding of the potential value of care in teaching in higher education, this study presents an empirical case study of how care can be enacted in teaching in an Engineering Education classroom. The study draws on Tronto's political ethics of care framework, originally developed in the context of feminist theory and methodology, and operationalizes it in the teaching and learning setting by situating the context of the study in a first-year general engineering classroom in the department of Engineering Education at Virginia Tech. Since the purpose of the study is to understand what teaching behaviors can act as evidence of care, this context was selected as a likely scenario where these teaching approaches might be present. Virginia Tech is an R1 institution, the Department of Engineering Education values student-centered teaching, and the foundations of engineering course: ENGE 1216, is a project-based course where it may be more likely to see care being implemented in the teaching. Along with this, the three instructor participants that were chosen to bring light to this phenomenon have been recognized for their teaching expertise by being given teaching awards in the past, and also have experience in teaching this specific course, having taught it at least twice before. This study used a case study approach and included two interviews with the instructor participants to understand their general beliefs about care as well as how they intended to implement care in relation to Tronto's ethic of care framework. It also included three observations of their classrooms, one for each phase of the semester, and looked at three years' worth of students' SPOT comments. Tronto's framework includes four ethical elements: attentiveness, responsibility, competence, and responsiveness. Findings suggest that instructors' intentions with implementing care, their enactment of care in the classroom, and students' perception of what instructor behaviors they found to be most valuable to their learning, all have strategies and approaches that relate to each of the four ethical elements. The responsibility element iii was seen to have the most approaches and strategies. Findings also showed that despite different instructor backgrounds, beliefs and personalities, each instructor had relatively similar approaches to implementing care in relation to each of the four ethical elements, with some unique features for each instructor. There also seems to exist, a reasonable degree of alignment between instructors' intention with implementing care, their enactment of the care in the classroom, and what students commented was helpful. This study took a framework developed in accordance with another discipline and operationalized it in a teaching setting. It has shown what teacher behaviors can act as evidence of care in the context of Engineering Education. The study has also disaggregated common instructor actions that usually tend to be conflated, to more specific behaviors to understand the impact each behavior can have in relation to care. It has also grouped common approaches and strategies together that instructors use, to show how when this is combined, is also a way of implementing care. There are a list of specific teacher approaches and strategies that instructors should be using that can satisfy each element in the care framework and can thus implement care in the classroom. / Doctor of Philosophy / With the idea that subject matter expertise is required for teaching and training, instructors in higher education are frequently chosen for teaching roles based on their research competence in a particular field. Care can be regarded as a vital element of good instruction because teaching is also a relational activity, which is sometimes disregarded and not given enough priority. According to research, some professors are reluctant to show their students that they care because doing so would imply lowering standards for students. Another possibility is that faculty believe that the concept of care is inappropriate for higher education and is more suitable for young children. However, studies in higher education demonstrate that providing care to students inspires them to perform well in class, fulfil and exceed the objectives set for them by the instructors, offer helpful adjustments, and generally foster the best learning environments. Additionally, earlier studies on care in teaching have mostly concentrated on the primary and secondary education levels, paying little to no attention to care in teaching, specifically in higher education or in the context of Engineering Education. To better understand the value that care in teaching in higher education can have, this study chose a context where care being shown in teaching would be likely to be seen. Since the purpose of the study is to understand what teaching behaviors can act as evidence of care, a first-year general engineering classroom in the department of Engineering Education at Virginia Tech was chosen. This is because Virginia Tech is an R1 institution, the Department of Engineering Education values student-centered teaching, and the foundations of engineering course: ENGE 1216, is a project-based course where it may be more likely to see care being implemented in the teaching. Along with this, the three instructor participants that were chosen to bring light to this phenomenon have been recognized for their teaching expertise by being given teaching awards in the past, and also have experience in teaching this specific course, having taught it at least twice before. This study included two interviews with the instructor participants to understand their general beliefs about care as well as how they intended to implement care, ore specifically in relation to Tronto's ethic of care framework which was the theory that guided this study. It also included three observations of their classrooms so it could be seen how care was enacted, and looked at three years' worth of students' SPOT comments to understand what students described the instructors doing, that was most helpful for their learning. The theory used for this study had four main elements to it: attentiveness, responsibility, competence, and responsiveness. The findings suggest that instructors' intentions with implementing care, their enactment of care in the classroom, and students' perception of what instructor behaviors they found to be most valuable to their learning, all have strategies and approaches that relate to each of these four elements. The responsibility element was seen to have the most approaches and strategies. An example of a strategy to be attentive is to be signal availability and emphasize proximity with the students, as well as checking in on them. Examples of approaches to satisfy these strategies would be to walk around the classroom as well as to ask students questions to see how they are doing. Findings also v showed that despite different instructor backgrounds, beliefs and personalities, each instructor had relatively similar approaches to implementing care in relation to each of the four elements, with some unique features for each instructor. This study took a theoretical framework that was used in another discipline and was able to use this and show how the four elements that made up this framework could look like in a teaching setting. It has shown what teacher behaviors can act as evidence of care in the context of Engineering Education. The study has also broken down some instructor actions that usually tend to be grouped together, to more specific behaviorsto understand the impact each behavior can have in relation to care. It has also grouped common approaches and strategies together that instructors use, to show how when this is combined, is also a way of implementing care. There are a list of specific teacher approaches and strategies that instructors should be using that can satisfy each element in the care framework and can thus implement care in the classroom.

Call number: LD2668 .T4 1984 A42 / Master of Science

Call number: LD2668 .T4 1984 S323 / Master of Arts

Call number: LD2668 .T4 1985 W33 / Master of Science

The research was carried out to assess the value of the Bachelor of Education, Educational Administration, Planning and Policy Studies (B.ED-EAPPS) degree programme offered by the Zimbabwe Open University (ZOU) as a further teacher education programme for primary teachers in Zimbabwe offered through open and distance learning. The research utilised the case study design and had relevant data collecting instruments which included questionnaires, write ups and interviews. Both random and non-random sampling methods were used to come up with samples used quantitatively and quantitatively. The research was immensely useful as it provided an attempt to determine whether it was worth the while for primary school teachers to study for the BEDEAPPS degree programme and more so in view of the large numbers of non-degree primary school teachers either studying for it or on its waiting list. Nothing of the sort had been done since the inception of the BEDEAPPS degree programme in 1993. The research produced findings that reflected that the BEDEAPPS degree programme had much to offer in the area of further teacher education of an in-service nature than had been envisaged by those who originated the programme. It was realised that while the programme's emphasis was on management and supervision it was not devoid of the instructional expertise that is relevant to classroom practitioners. Moreover, there was a traceable link between college training experiences of the BEDEAPPS students and Teachers' College graduates and the course content they had to work on. These findings made revelations on the diversity of further teacher education whose structure and content could be designed to respond to a specific further education need. Findings also revealed that open and distance learning was a suitable and effective means of delivering such a programme provided an enhancing technological back-up can be easily accessed. The research had time related and operational limitations whose impact on the whole process were, however, repulsed by controls effected by the researcher. The diversity of data collecting instruments also played a positive role in ensuring checks and balances in the type and authenticity of data collected. The research had, among its findings, a grounded research theory which was extrapolated from the data that was collected using the seven data collecting instruments mentioned earlier on. It was possible, after thorough scrutiny of data collected, to conclude that the BEDEAPPS degree programme was a performance enhancing qualification to those primary school teachers who were involved in classroom teaching since it made them effective instructors and managers both within their classroom confines and the larger school-wide operational environment. / Educational Studies / D.Ed.

published_or_final_version / Real Estate and Construction / Doctoral / Doctor of Philosophy

published_or_final_version / Social Work / Master / Master of Business Administration

published_or_final_version / Business Administration / Master / Master of Business Administration