Studies have shown that increased student engagement is correlated with improved learning outcomes and overall positive results for students. While engagement can be viewed as a precursor to other outcomes, it should also be examined as an outcome itself. To increase student engagement and improve the learning experience for students, we must understand which factors can facilitate engagement and how educators can positively affect these factors. This research explored the influence of three proposed facilitators of engagement: autonomy, competence, and relatedness. Self-determination theory, a theory of motivation, posits that these are three innate psychological needs that must be fulfilled to experience the highest level of motivation, for which engagement has been used as a proxy. In the format of a multiple-article dissertation, I present three articles. The first article reviewed the literature concerning self-determination theory and student engagement in both K-12 and higher education settings. It answered the following research question: What has been found regarding the influence of autonomy, competence, and relatedness on student engagement? The second article built upon findings from the first article and outlined the process to create and validate an instrument to measure autonomy, competence, relatedness with peers, relatedness with professors, and emotional engagement. Data were collected from university students through an online survey (n = 340). Confirmatory factor analysis results showed that survey items performed well and measured the intended constructs. Structural equation modeling was then used to identify the best fitting model for the data collected. Results showed that sense of competence had the largest predicted effect on emotional engagement. The third article employed the validated survey discussed in the second article. It was administered to students in an online higher education program (n = 3092). Confirmatory factor analysis and structural equation modeling were conducted on the sample. Students sense of autonomy was found to have the greatest effect on emotional engagement.

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This study is a mixed-method study that seeks to develop a set of institutional dementia care indicators to evaluate quality of care and inform the improvement of quality of life (QOL) for Taiwanese people with dementia living in care homes. It also uses comparative analysis to compare the different features of policy and its delivery in dementia care between Scotland and Taiwan, a comparison designed to aid the development of dementia care policy, and the establishment of quality indicators for institutional dementia care, in Taiwan. This study employed the person-centred care approach at the micro perspective, and the total quality management (TQM) approach at the macro perspective, in order to inform a seamless care model for people with dementia living in care homes. Data were collected in two stages: comments from experts in dementia care were recorded in an exercise using “Delphi” methodology; subsequently the opinions of service receivers were recorded in a fieldwork exercise. The Delphi exercise (stage one) acted as the pre-test, involving 24 experts in dementia care in Scotland and Taiwan in evaluating the usefulness and applicability of proposed quality indicators for institutional dementia care. Quantitative and qualitative data from the Delphi panel were analyzed. The fieldwork (stage two) collected 237 questionnaires (from 122 residents with dementia and 115 family members) in 14 Taiwanese care homes for people with dementia (including special care units within care homes). The field test data were analyzed using reliability and item analysis, confirmatory factor analysis (CFA), and descriptive and inferential statistics. Initially, 43 proposed quality indicators for institutional dementia care were identified through literature review. However, after two Delphi rounds, only six key dimensions (41 quality indicators) were identified by consensus as the important items for use in measurement of quality of care for people with dementia living in Taiwanese care homes. Through reliability and item analysis, and CFA, this research developed a model which is a three-factor structure (social care, health and personal care, and environment) with 18 quality indicators. The 18 quality indicators have high reliability, validity, and credibility and load onto a second order factor which represents quality of care for people with dementia living in care homes. Further analysis was then conducted to explore how relative ratings on these three factors differed according to measured characteristics of the residents and their family members. In general, only a few strong patterns of difference emerged and multiple linear regression analysis suggested that differences in ratings could not be attributed to influences of socio-economic and socio-demographic differences between respondents. The study concludes that the Delphi method could be used as a methodology for health services research to integrate the opinions of multidisciplinary dementia experts and that CFA is an effective technique to study the empirical factor structure. The findings suggest that the 18 quality indicators could be suitable criteria for people with dementia and their family members to evaluate care quality and select an appropriate care home. The indicators also have important policy implications for the Taiwanese Government and regulations intended to ensure that care homes meet the requirements of service receivers.

D. Tech. (Business, Logistics, Faculty of Management Sciences) Vaal University of Technology / The effective implementation of intra-firm and inter-firm supply chain practices and processes such as supply chain e-collaboration and sharing of important information among supply chain partners, is commonly associated with the creation of supply chain competitiveness and enhanced performance. However, little attention has, thus far, been given to the empirical investigation of the influence of the successful implementation of intra-firm supply chain practice on supply chain e-collaboration, strategic information sharing, supply chain competence and supply chain performance in South Africa. The principal objective of this study was to fill this void by investigating the influence of intra-firm supply chain practice on supply chain e-collaboration among supply chain partners in South Africa. Secondly, the study sought to determine the influence of supply chain e-collaboration on strategic information and supply chain competence among supply chain partners in South Africa. It also aimed to examine the influence of strategic information sharing on supply chain competence and ultimately on the supply chain performance of supply chain partners in South Africa. Lastly, the study sought to ascertain the influence of supply chain competence on supply chain performance of supply chain partners in South Africa. A positivist approach that allowed a quantitative research method in data collection was used in this study. Data from a sample of 280 collaborating firm owners/managers from all the industries of South Africa’s nine provinces was used for the final data analysis of this research. A principal component analysis was performed for factor reduction and dimensional groupings using SPSS 21 software. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were performed for model fit assessments and hypotheses tests respectively, using the Analysis of Moments of Structure (AMOS 21) software. Multiple Regression analysis was performed using SPSS 21 software, and was used for comparison and support of the weak and unsupported SEM hypotheses tests. The principal finding of this study reveals that intra-firm supply chain practice has a strong positive and significant influence on supply chain e-collaboration among supply chain partners in South Africa. In addition, the results showed that supply chain e-collaboration can strongly and significantly enhance the sharing of strategic information among supply chain partners in South Africa. The findings further revealed that supply chain e-collaboration has an ability to create a supply chain competence among supply chain partners in South Africa. The study’s empirical findings also indicate that strategic information sharing has a weak positive and significant indirect influence on supply chain competence and supply chain performance. Lastly, the SEM findings showed that supply chain competence has a weak negative and insignificant influence on supply chain performance. However, the multiple regression analysis showed a weak negative and significant influence of supply chain competence on the supply chain performance of supply chain partners in South Africa. The conclusions and implications of the empirical research findings are provided and recommendations are suggested. The study suggests a new supply chain management conceptual model for research. It also proposes a new supply chain management implementation framework to help guide firms to formulate strategies for improving supply chain performance. The study recommended that the collaborating firm owners/managers consider: training and education for all employees on the importance of supply chain practices and processes such as supply chain e-collaboration and strategic information sharing. Furthermore, it is recommended that collaborating firm owner/managers should consider adopting advanced technologies and information sharing structures to improve their supply chain performance. The collaborating firm owner/managers were also encouraged to align their incentives with the supply chain roles and activities assigned to the supply chain partners. Policy makers were encouraged to make e-business financing arrangements for supply chain collaborating firms; promote synergies between collaborating small and mediums firms and large technology vendors; and ensure affordability of supply chain e-collaboration technologies. The study attempted to address the intra-firm supply chain practice deficiencies on the side of both the supply chain e-collaborating firms and the government. / Research Hubs and Spokes

Michael Moore's theory of transactional distance, developed in the age of correspondence schools, contributed greatly to theory building in distance education. The theory needs revision, however, when applied to web-based learning environments, specifically by defining transactional distance to include students' relationships with other elements in the learning environment that prohibit their active engagement with learning. The new theoretical model of transactional distance has four dimensions: transactional distance between student and student (TDSS), transactional distance between student and teacher (TDST), transactional distance between student and content (TDSC), and transactional distance between student and interface: online course management system (TDSI). A preliminary item pool of more than 200 items to measure the constructs of TD, TDST, TDSS, TDSC, and TDSI was generated and sent to a panel of experts for review. Items that the reviewers considered weak or very weak in terms of relevance to the constructs and/or clarity and conciseness were eliminated. After a pilot test and further revisions, the proposed scale of transactional distance was administered to a sample of 100 college students. Confirmatory factor analyses and exploratory analyses indicated that the measurement models, especially after modifications, possessed good fit for the data, and the modified scales possessed factorial validity. Reliability analyses indicated that the scales possessed strong internal consistency, with Cronbach alpha coefficients ranging from 0.8169 to 0.9530. Structural equation modeling procedures tested for the causal relationship between the four dimensions and students' general sense of transactional distance in web-based courses. Results indicate that the proposed model of transactional distance is acceptable. The strongest factor that affected students' sense of transactional distance and engagement with learning was found to be transactional distance between student and students (TDSS), followed by transactional distance between student and teacher (TDST), and then by transactional distance between student and content (TDSC). The findings have implications for the development of a revised theory of transactional distance in online education, and provide strong support for constructivist learning theories and social learning theories, reinforcing the importance of establishing learning communities in online learning environments.

The importance of simultaneous consideration of forms and functions in youth measures of aggressive behavior is well established. Competing models have presented these highly interrelated constructs as either independent (e.g., reactive or overt) or paired factors (e.g., reactive and overt). The current study examines these models in the context of assessing the viability of a new self-report measure, the Peer Conflict Scale – 20 Item Version. Confirmatory factor analyses were conducted on PCS 20 responses from 1,048 school-age youth living in the Gulf Coast region. Both models significantly improved upon one or two-factor alternatives, and demonstrated partial invariance across gender and grade. The models showed comparable levels of fit to the data, though some loadings for the independent factors model were non-significant. Results encourage use of the PCS 20 across research settings and developmental contexts, while also demonstrating the viability of a paired factors model of aggression.

Syftet med denna studie var att undersöka hurdant kvinnliga civilekonomer samt civilingenjörer med ledande befattning roller upplever/upplevt sina karriärmöjligheter i en mansdominerad bransch. Vidare skildrar studien om det har skett eventuella förändringar över tid samt om det går att utgöra en skillnad mellan civilekonomer samt civilingenjörer. Med en kvalitativ forskningsansats och intervju med åtta respondenter i olika åldrar studeras hur dessa kvinnor upplevt möjligheterna genom karriärslivet och deras erfarenheter och föreställningar kopplas till teorier såsom företagskultur, glastak samt homosocialitet. Resultatet visar att kvinnors karriärmöjligheter begränsas utav sociokulturella normer som utövas av män såväl som kvinnor själva. Vilket också medfört att förändringarna sker i långsammare takt än förväntat, att maktstrukturen fortsättningsvis kommer vara i obalans mellan könen, tror jämn fördelning på arbetsplatsen och att jargongen hos civilekonomer är “manligare” än hos civilingenjörerna. / The purpose of this study is to investigate how female economists and civil engineers with leading positions experience / experienced their career opportunities in a male-dominated industry. Furthermore, the study describes whether any changes have occurred over time and whether it is possible to make a difference between economists and engineers. With a qualitative research approach and interviews we carry out with eight women of different ages, it is studied how these women experienced the opportunities through their career life and their experiences and beliefs are linked to theories such as corporate culture, glass ceiling and homosociality. The result shows that women's career opportunities are limited to socio-cultural norms that are exercised by men as well as women themselves. Which also indicates that the changes are slower than expected. The power structure will continue to be in imbalance between the sexes, believe even distribution in the workplace and that the language of economists is "more masculine" than the civil engineers.

Lean manufacturing is one of the most developing manufacturing philosophies through which firms can minimise waste in the production process. Implementing lean practices successfully enables firms to lower unit costs of production and maximise value to the customer, which in turn helps them to increase their competitive edge over rivals. The emerging literature considers organisational culture as a necessary intangible source for achieving a competitive advantage for companies, and to have a critical role in the success or failure of lean practices implementation. The aim of this thesis is to investigate the effect of organisational culture on lean technical practices in the manufacturing firms in Jordan. More specifically, four conceptual models have been developed in the current study highlighting the effect of each type of organisational culture on lean technical practices implementation. In addition, more emphasis was on understanding the mechanism through which customers' involvement, employees’ involvement and suppliers’ involvement affect the relationship between organisational culture and lean technical practices. Thus, the four conceptual models bring to light the potential intervening role of the human lean practices in the organisational culture/ lean technical practices association. After identifying and reviewing the relevant literature, the socio-technical system theory, contingency theory and RBV are adopted to develop the conceptual models and associated hypotheses. A Structural Equation Modelling (SEM) techniques have been adopted to analyse a dataset of over 200 manufacturing firms in Jordan, collected by using a self-administered survey. The findings of this study indicate that the hierarchical culture has the highest substantial positive effect on lean technical practices followed by developmental culture, group culture and rational culture respectively. In addition, it is found that each type of organisational culture (group, developmental, hierarchical and rational) affects positively lean human practices (customers' involvement, employees’ involvement and suppliers’ involvement) in different statistical levels. For example, all types of organisational culture affect suppliers’ involvement more than customers’ involvement and employees’ involvement respectively. Moreover, it is found that customers’ involvement and suppliers’ involvement have the highest positive effect on lean technical practices in the rational culture and the least positive effect in the hierarchical culture. Furthermore, it is found that the positive effect of each type of organisational culture on lean technical practices is partially mediated by customers' involvement and partially mediated by suppliers’ involvement. The highest significant mediating effect of customers' involvement and suppliers’ involvement lies in the rational culture/lean technical practices link whereas the lowest significant mediating effect of customers' involvement and suppliers’ involvement lies is in the hierarchical culture/ lean technical practices link. Finally, it is found that employees’ involvement does not mediate the relationship between organisational culture and lean technical practices. These findings provide new evidence from Jordan to support the hypotheses that the organisational culture can act as a crucial pre-condition for lean technical practices to be fully effective. Additionally, the findings reinforce the notion that emphasizing the human side of lean especially for customers' involvement and suppliers' involvement can promote the effectiveness of lean implementation. The current study contributes to the current literature at two levels. First, at the theoretical level, this study develops multiple conceptual models which crosses two streams of literature mainly, organisational culture literature and lean manufacturing literature with a focus on the human side of lean. Unlike previous studies, the models integrate the direct effect of organisational culture on lean technical practices and the intervening role of lean human practices due to which the organisational culture is assumed to have also an indirect effect on lean technical practices. Furthermore, employing a powerful statistical technique (Analysis of Moment Structure-SEM) provides more credibility to the results reported in this study. Second, at the empirical level, this study is conducted in the Jordanian context. As such, this study is one of the first, to our knowledge, that examines the effect of organisational culture on lean technical practices, as well as having examined the mechanism of how each type of organisational culture affects lean technical practices using empirical survey data from this context.

This study examined the reliability and validity of the Teacher Attribution Measure for Early Elementary (TAM-EE), a measure adapted from the Preschool Teaching Attributions (PTA) measure, to assess the challenging behavior attributions of early elementary teachers. Like the PTA, the TAM-EE uses a series of student-specific behavior scenarios as prompts for teachers who then rate statements aligned with dimensions of attribution theory on a 6-point scale. A sample of 41 teachers completed the TAM-EE on 79 students in grades K-3 screened for risk of emotional and behavioral disorders (EBD). Teachers also completed reports of student behavior, self-efficacy, and perceptions of the student-teacher relationship. Results of a confirmatory factor analysis suggest that the two-factor model (Causal and Responsibility) used for the PTA was best fit. Combined with significant correlations with measures assessing teacher perceptions and practices, this study provides both an initial psychometric evaluation of the TAM-EE and additional support for the validity and reliability of the PTA.