Företagsforskarskolor syftar till att kunskaps- och kompetensnivån i näringslivet skall höjas och högskolan tillföras kunskap och erfarenheter från näringslivet. Detta är tänkt att ske genom en utvidgad handledning, bestående av både en akademisk handledare och en industrihandledare, vidare ett avhandlingsprojekt som är av intresse för företaget och dessutom genom att företagsdoktoranderna parallellt med sin utbildning till viss del arbetar inom ett företag. Doktorsavhandlingens övergripande syfte är att, genom empiriska undersökningar, få insikt i och förståelse för företagsdoktoranders situation, i vilken handledningen är en central del. Avhandlingens mer specifika syften är att beskriva doktorandernas perspektiv, upplevelser och erfarenheter av sitt deltagande i olika praktiker, parallellt med sin identitetsutveckling till forskare inom ramen för forskarutbildningsprocessen. Av särskilt intresse är att undersöka och belysa de i undersökningarna identifierade framgångsfaktorerna och hindren i termer av förutsättningar samt behov av anpassning till företagsdoktoranders särskilda situation, där samarbetet inom handledningen är en faktor. För att uppnå dessa syften intervjuades år 2001 och år 2004 ett anta  doktorander antagna till fyra olika företagsforskarskolor och några av deras handledare. Stora variationer beroende på företagsmiljö och forskarskoletillhörighet framkommer när det gäller upplevelserna av att vara företagsdoktorand. Detsamma gäller doktorandernas identifikation och deltagande, som resulterar i olika lärsystem med avseende på både dimension och karaktär. Även handledarsamarbetet kring doktoranden varierar och olika handledarkaraktärer framträder. De stora variationerna beror på faktorer som kan hänföras till företagsmiljön, doktorandernas inträde i forskarskolan, avhandlingsprojektet, forskarskoleorganisationen, handledningen och doktorandernas förväntningar inför framtiden. De flesta av dessa faktorer, liksom lärsystemens olika utformning, synliggörs med hjälp av teorier och begrepp inom situerat lärande. Det gör däremot inte de påverkansfaktorer som identifieras och som kan relateras antingen till övergripande strukturer och makt eller till motsättningar mellan olika kunskapsbildningsformer och verksamhets- och lärandelogiker.

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This qualitative study examined the experiences of 20 African American men who graduated from predominately White institutions in one mid-Atlantic state between the years of 2001 and 2011 with doctoral degrees in Education or in a Humanities and Sciences field. Interviews were conducted to gather the lived experiences of the African American men in their own voices. The study addressed the following research questions: 1. Why do African American men persist to doctoral degree completion? 2. How do African American men perceive their doctoral student experience? A descriptive model that presents the internal and external factors revealed in the study is provided. Five main internal factors that contribute to the persistence of African American men in doctoral programs: personal refinement, academic refinement, professional refinement, motivation, and effective coping mechanisms were revealed. Three major external factors, support systems, positive relationships with the advisor/chair and committee, and financial support. In addition, the impact of the participants’ racial identity was explored and yielded both negative and positive effects on the doctoral student experience. Based upon the results, recommendations are offered for universities and departments, advisors and faculty, and future and current African American male doctoral students to aid them in persistence to degree completion.

The goals of this exploratory study were to: (a) compare counselor educators’ ideal ratings of importance with their perceptions of the institutions’ importance ratings on tasks related to scholarship, teaching, service, and supervision and (b) expand the understanding of the importance that counselor education faculty members assign to those same tasks. Group differences based on characteristics of gender, ethnicity, tenure status, program type, type of institution, and type of college or university in ideal importance ratings for scholarship, teaching, service and supervision tasks were also examined in this study. Participants in this study were counselor education faculty members working in CACREP-accredited counseling graduate programs (N=169). All participants completed the Counselor Education Task Importance Instrument (CETII) that was designed for this study to assess participant's ideal and perceived institutional importance of tasks related to scholarship, teaching, service, and supervision. Paired ttests on all CETII items resulted in statistically significant differences between participants’ ideal importance ratings and their perceived institutional importance ratings in scholarship, teaching, service, and supervision tasks. Multivariate analyses of variance (MANOVA) resulted in statistically significant differences for participants’ ideal importance ratings for variables gender, type of program, type of institution, and type of college or university. Results for the MANOVA demonstrated nonsignificant statistical differences between ideal ratings for variations in the ethnicity and tenure status of participants. Faculty members in counselor education can use the findings from this study to establish priorities for their work in higher education and advocate for a professional counseling identity that is distinct from other disciplines in the social sciences. Administrators in higher education who have responsibility for establishing and maintaining tenure and promotion criteria for counselor education can utilize the same findings to create benchmarks that encourage equity for the advancement of counseling faculty members. Results from comparing ideal and perceived institutional importance ratings suggest that counselor educators have conflicting priorities for their professional counseling and their academic careers. Future research can compare actual institutional ratings to participants' ideal and perceived institutional ratings on the CETII in order to clarify counselor educators' multiple identities as practitioner, researcher, and educator.

The shortage of doctoral-qualified faculty in accounting has been discussed and researched for many years. However, no one solution has been presented, and the problem appears to be getting worse. In the following discussion, the lack of qualified faculty will be documented, the reasons for the few numbers of doctoral students in accounting will be given, and some of the solutions will be presented. All schools in the United States of America that offer doctoral degrees in accounting have been listed on a web site accessible at http://www.etsu.edu/cbat/acctdoc.html. The data on the web site will be discussed, with the intention of the web site that of making information more readily available to potential accounting doctoral students, thereby addressing one of the solutions.

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Recent research suggests a lack of information about the experiences of first-generation doctoral men who have moved from ground-based education to online education, which can negatively impact program completion for this group. This collective case study investigated the experiences of a group of first-generation doctoral male students attempting doctoral-level online education for the first time, in particular, to identify and develop a deep understanding of their experiences in interacting, participating, communicating, and relating with colleagues and instructors. The conceptual frameworks of the study were connectivism, experiential learning, symbolic interactionism, and constructionism. Data were collected through participant questionnaires, Skype interviews, and blogs, and analyzed using Microsoft Excel, Quicktime software, and NVivo to develop themes and codes that were intuitively constructed by the researcher. The study results provided evidence of limited interaction, participation, communication, group work or collaboration, and personal relationships with colleagues and instructors in online education at the university. Study findings suggest needed areas of improvement for universities, especially as they relate to students feeling more connected to their colleagues and instructors. The study findings can inform the design of practice that impacts retention and degree completion of first-generation doctoral male students who have transitioned from ground-based education to online education.

Professional research project (Au.D.)--University of South Florida, 2000. / Document formatted into pages; contains 52 pages. / Title from PDF of title page. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Tinnitus is defined as an auditory stimulus that is unrelated to external stimulation. There are many theories as to what causes tinnitus, therefore, there are many treatment options for tinnitus. This paper attempts to increase the audiologist's knowledge of the etiology, as well as, the most appropriate treatment for tinnitus. There are two types of tinnitus, objective and subjective. Subjective tinnitus is more common, although it is more difficult to treat than objective tinnitus. There are many theories as to what causes tinnitus. Several disorders that have tinnitus as a symptom, such as, Meniere's disease, acoustic neuroma, and dysfunction of serotonin levels, are discussed. Before treatment of tinnitus, the patient must undergo a medical and audiologic evaluation. Tests of tinnitus pitch, loudness, residual masking, and minimal masking are included. The implications of these tests on treatment are also discussed. There are many treatment options available for tinnitus, such as, electrical stimulation, medications, stress and psychological therapy, tinnitus maskers, and hearing aids. This paper focuses on mainly the treatments that are most feasible for an audiologist. In addition, included is an empirical study that was conducted to examine the effects of hearing aids and circuit type on tinnitus relief. To conclude, this paper will summarize the steps to follow in order to manage a patient that exhibits tinnitus. Although there are some treatments that seem to be more appropriate for an audiologist to utilize, (i.e., hearing aids, maskers, and Tinnitus Retraining Therapy, none have been proven to be effective in every patient. Research is still needed in this area. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Aquesta tesi estudia els aspectes econòmics de la interconnexió entre Ases, identifica desafiaments que amenacen el futur d'Internet i proposa solucions per resoldre'ls. Primerament vam realitzar el primer estudi analític i empíric sobre el peering remot, un tipus emergent d'interconnexió que relaxa les limitacions geogràfiques dels Ases i facilita interconnexions a un menor cost. Després vam presentar CIPT i T4P, dos nous tipus d'interconnexions que redueixen els costos d'interconnexió entre xarxes. Ja que algunes de les limitacions són inherents a la present arquitectura d'Internet, vam finalitzar la tesi proposant Route Bazaar, una nova arquitectura d'Internet que, inspirada en el mecanisme de block chain i les eines criptogràfiques típiques de les criptomonedas, proveeix un marc contractual per realitzar tipus d'interconnexions molt flexibles. / Internet es un ecosistema en continua evolución. Formado por una multitud de redes o Sistemas Autónomos (Ases), los acuerdos de interconexión son una pieza esencial de Internet, que permite que los usuarios finales disfruten de conectividad global. La vertiginosa adopción de Internet, el desmesurado crecimiento de su trafico y las crecientes demandas por una mayor calidad de servicio son un desafío que produce constantes conflictos sobre los acuerdos económicos entre las redes y cuestiona la capacidad de Internet para proveer servicios críticos. Esta tesis estudia los aspectos económicos de la interconexión entre Ases, identifica desafíos que amenazan el futuro de Internet y propone soluciones para resolverlos. Primeramente realizamos el primer estudio analítico y empírico sobre el peering remoto, un tipo emergente de interconexión que relaja las limitaciones geográficas de los Ases y facilita interconexiones a un menor coste. Después presentamos CIPT y T4P, dos nuevos tipos de interconexiones que reducen los costes de interconexión entre redes. Puesto que algunas de las limitaciones son inherentes a la presente arquitectura de Internet, finalizamos la tesis proponiendo Route Bazaar, una nueva arquitectura de Internet que, inspirada en el mecanismo de block chain y las herramientas criptográficas típicas de las criptomonedas, provee un marco contractual para realizar tipos de interconexiones muy flexibles. / The Internet is an evolving ecosystem where a multitude of interconnected networks, or Ases (Autonomous Systems), support global connectivity of end users. By providing economic incentives for routing traffic on behalf of other networks, interconnection agreements between ASes are a cornerstone of the Internet. However, rapid Internet adoption, unrelenting traffic growth, and increasing demands for quality and performance are challenging to cope with, provoke recurrent conflicts over the economic settlement of interconnections, and question the capacity of the Internet to provide critical services. This thesis studies the economic aspects of the interconnections between ASes, identifies challenges hampering the future of the Internet, and proposes solutions to resolve them. We begin by presenting the first analytical and empirical study on remote peering, an emerging type of interconnections that relaxes the geographical constraints of ASes and also facilitates interconnections at a lower cost. Then we introduce CIPT and T4P, two novel interconnection arrangements that reduce traffic delivery costs for the ASes. Because some of the limitations are inherent to the current Internet architecture we end this thesis presenting Route Bazaar, a new Internet architecture that, inspired by the use of the block chain mechanism and cryptographic tools in cryptocurrencies, provides a contractual framework for flexible interconnections with rich policies.

Mentoring in graduate education is considered an important and essential part of graduate education. The journey to the doctorate for African American students, especially for African American women, comes with many hurdles and obstacles. Mentorship for these students has become a common topic when discussing faculty- student relationships. This qualitative study was designed to understand the mentoring experiences of African American women human resource development (HRD) doctoral students and how they make meaning of their mentoring experiences with at a predominantly White institution (PWI). The research questions to guide this study were: (1) what are the perceptions of faculty mentoring for African American female doctoral students in this HRD program and (2) what are the experiences of faculty mentoring for African American female doctoral students in this HRD program. The selection of participants for this qualitative study included six African American women enrolled in an HRD program at a PWI. Purposeful sampling was used to generate information and rich data. In this study, each of the six participants was interviewed individually with an interview guide consisting of semi-structured interview questions. To successfully explore the mentoring experiences of African American female students enrolled in a HRD doctoral program at a PWI, key findings from this study were reported from a qualitative study involving six African American female doctoral students enrolled in an HRD program at a PWI. Emerging themes from the study were identified as how they got to where they are; the perceptions, expectations, and actual experiences between the women and faculty. To reinforce and inform the need for mentoring, the participants provided an insight on their experiences as an African American female doctoral student in an HRD program at a PWI. In addition to a general discussion of the mentoring relationships, I focused primarily on the African American female doctoral students perceptions, expectations and experiences regarding their mentoring relationships with faculty. The findings from this study included support from family, friends and some faculty members, feelings of isolation, disconnected from the program, overwhelmed and no guidance. Other findings included only select few (students) receive mentoring, faculty don’t expect much from African American women students and yearning for an African American female faculty mentor.