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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
301

Becoming a university professor : career choice processes of academics

Hamick, Joann Elaine January 2011 (has links)
Digitized by Kansas Correctional Industries
302

Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers

Sun, Xiaocheih 25 July 1995 (has links)
Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.
303

Social Media Use by College Students and Teachers: An Application of UTAUT2

Huang, Xiangyun 01 January 2018 (has links)
Social media has been increasingly used in education to facilitate innovative instruction. Mainland Chinese people could not use popular social media platforms such as FacebookTM because the government blocked them. Little research studied social media use by Mainland Chinese students and teachers in the isolated network environment. This quantitative study utilized social constructivism, connectivism, and the unified theory of acceptance and use of technology (UTAUT2) as the theoretical base. Research questions explored the influence of 6 UTAUT2 predictors on social media use intention and the influence of social media use intention on social media use behavior. The study used a convenience sample of 197 undergraduate students and 54 full-time faculty from 2 public science and technology universities in Guangzhou, Guangdong province, Mainland China. Survey data were analyzed using descriptive statistics, simple regression, multiple regression, and moderation analysis. The findings showed that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and habit significantly influenced social media use intention, and social media use intention significantly influenced social media use behavior. Age moderated the relationship between facilitating conditions and social media use intention, and gender moderated the relationship between habit and social media use intention. The findings might be used to promote positive social change by providing insights of social media use by Chinese students and teachers for university administrators, government, and social media platform designers. Better understanding might facilitate adoption of social media in education and therefore improve teaching and learning for Mainland Chinese students.
304

Barriers that influence the decision of semiconductor specialists to teach part-time at community colleges

Smith, David E., 1943- 11 December 1996 (has links)
There is a shortage of qualified community college technical instructors in new and emerging technologies. The purpose of this study was to investigate the barriers that may affect the decision of semiconductor specialists to teach part-time at community colleges. The desired outcome is to enable community colleges to increase the pool of part-time faculty from the semiconductor industry. This study identified four primary barriers that could affect an individual's decision to teach: (a) interest in teaching, (b) self-efficacy, (c) awareness of teaching opportunities, and (d) faculty development. As community colleges seek to fill the increasing demand for part-time technical instructors, industry seeks to increase its ranks of technical employees. A survey of technical specialists from the semiconductor industry showed high levels of professional experience, interest in teaching, and various experiences in teaching. An important finding of this study, however, was the overwhelming lack of awareness (83%, n=76) of teaching opportunities at community colleges. If community colleges are to increase their pool of part-time technical faculty, it is necessary for technical specialists to be aware that part-time teaching positions are available. If industry is to fill its growing need for qualified technical specialists, it should be willing to share some of the talent of its best employees with the community. / Graduation date: 1997
305

The hiring process the Black experience in a community college search committee /

Johnson, Dreand R., January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.
306

Readiness scores as indicators of online faculty satisfaction

McLawhon, Ryan. Cutright, Marc, January 2009 (has links)
Thesis (Ed. D.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.
307

An investigation of faculty socialization into the advising role

Waters, Regina K. January 2001 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 173-184). Also available on the Internet.
308

Negotiating a sense of place a study of Hispanic faculty in predominantly white universities /

Maldonado, Anita. January 2008 (has links)
Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Oct. 29, 2009). Advisor: Steve Michael. Keywords: Hispanic Faculty; Predominantly White Universities; Sense of Place; Hispanic Faculty Retention. Includes bibliographical references (p. 438-454).
309

A study of faculty attitudes toward Internet-based distance education a survey of two Jordanian public universities /

Gasaymeh, Al-Mothana M. January 2009 (has links)
Thesis (Ph.D.)--Ohio University, November, 2009. / Title from PDF t.p. Includes bibliographical references.
310

A comparison of faculty role ambiguity and role conflict at freestanding and component community and technical colleges in West Virginia

Hamilton, Pamela Casto. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 125 p. Vita. Includes abstract. Includes bibliographical references (p. 91-103).

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