As the cruise industry continues to grow at a rapid pace, additional qualifications for its management personnel are becoming increasingly important. Many new ships are built each year, leaving a void in experienced personnel. Additionally, some leave the ships in order to improve professional qualifications on shore. Whereas many of the companies are training personnel onboard using on-the-job training, the concepts addressed in college-level management programs remain lacking. The goal was to implement and evaluate delivery of formal coursework to English-speaking, multicultural cruise ship personnel onboard by using emerging technologies that are available today. College-level management courses using Web 2.0 technologies were designed, delivered and evaluated. Two courses were offered each was split into two groups using different technologies. Group 1 used non-emerging technologies via a web page with additional material to support the textbook. This group also used discussion forums, online quizzes and tests and online grade book. Group 2 used the same features as the first and Web 2.0 technologies including Wikis, blogs, vodcasts, YouTube.com video clips, and synchronous Instant Messaging. Both groups had intense, positive distant interactions with faculty and had comparable outcomes. The least effective technology was the wiki and the most, the Discussion Forum. The finding was that the cruise industry may well have developed a distinct culture is an important one that may well lead to a better understanding of acculturation. Three weeks proved an ideal length of time for students to complete the 1.5-credit courses. Dividing 4.5-credit courses into 1.5-modules proved successful. Out of the original 249 applicants, 162 students participated from 36 different countries located on 64 different ships around the world.

This applied dissertation explored dual enrollment viability when compared to other acceleration mechanisms: (a) advanced placement, (b) advanced international certificate of education, (c) international baccalaureate, and (d) college-level examination program. This multicase, qualitative study explored the competitiveness of dual enrollment versus other acceleration mechanism using Porter’s model and the strengthsweaknessesopportunities- threats analysis as the theoretical frameworks. The study used one-on-one interviews to gather primary comparative information. Five groups were interviewed: (a) the vendors of the acceleration mechanisms, (b) state education officials, (c) district personnel, (d) high school representatives, and (e) higher education representatives. The acceleration mechanisms’ educational objectives, their positioning, and any acceleration mechanisms’ benefits to the various stakeholders were examined. Dual enrollment was compared to the other acceleration mechanisms to develop recommendations for improving the competitive positioning and viability of dual enrollment in Florida. The study found that acceleration-mechanism options were complex and dynamic programs that were highly influenced by government policies and funding. Educational entities viewed the value of acceleration mechanisms differently, especially dual enrollment. All groups agreed that acceleration mechanisms provided rigorous curriculum for high school students to prepare for college. However, educational entities first wanted to protect their own interests and funding. In terms of dual enrollment, financial considerations remained a substantial motivation for the program. The study showed that all acceleration mechanisms offered benefits to participating students. However, the multifaceted and ever-changing nature of acceleration mechanisms provided no clear advantages or benefits for dual enrollment versus other acceleration mechanisms. Several recommendations are made that addressed concerns about the longterm value of dual enrollment for Florida institutions and students.