<p> For tenure-track faculty, mentoring can be an important source of information needed for success in their new career and institution. Although information behavior is central to the mentoring relationship, mentoring has not yet been looked at through an information behavior lens. This study sought to begin to fill this gap by investigating mentees' perceptions regarding how mentees and mentors share information, what motivates mentees to seek information, what barriers exist to their information seeking, and what contributes to a successful mentoring relationship. Data were collected using a Web survey and follow-up interviews, both of which explored the mentoring experiences of tenure-track faculty at a major mid-Atlantic research university. Study findings suggest that the information seeking of mentees is akin to browsing in a document collection, that mentees' information needs are fluid and highly contextualized, and that there are affective barriers to information seeking within the context of the mentoring relationship.</p>

Thesis (Ph.D.)--Indiana University, School of Information Science, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2703. Adviser: Susan C. Herring. Title from dissertation home page (viewed Apr. 14, 2008).

Thesis (Ph.D.)--Indiana University, 2004. / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0011. Chair: Javed Mostafa. Title from dissertation home page (viewed Oct. 12, 2006).

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006. / "Title from dissertation home page (viewed July 5, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2947. Adviser: Thomas A. Brush.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 138-146).

<p> The ubiquity of technology in our daily lives sometimes obscures the fact that there are segments of American society who continue to experience a digital divide. The focus of this quantitative study was to explore a measurement instrument that can assess technology capacities among higher education institutions; thus, helping detect whether digital divides are present in this unit of analysis. A conceptual model of technology capacity based upon Barzilai-Nahon's (2006) digital divide index served as the theoretical foundation for this research. </p><p> Employing confirmatory and exploratory factor analyses, this study found that the ability to access technology along with the student experience with technology were the two factors that best defined technology capacity for an institution. Additionally, this study recognized that institutional characteristics such as institution location, size, Carnegie classification, and sector influence differences in institutional technology capacities. The research found the technology capacities of rural institutions trailed the technology capacities of institutions located in cities, suburbs, or towns. It was also found that institutions with more than 20,000 students and doctoral institutions far exceeded the capacities of smaller institutions and those of other Carnegie classifications. </p><p> One challenge of this study was the available data sets originally gathered in 2008 and 2009 by EDUCAUSE. The results garnered from these data sets revealed there was a digital divide within higher education. However, with the speed of change in the technology landscape, further research is needed to determine whether these divides persist today. The validated instrument developed by this study will make future and repeated measures of technology capacity attainable for researchers.</p>

<p> Prior research has explored many facets of innovation, provided models of governance maturity, and analyzed the impact of corporate decision-making on innovation. However, there is little research on IT governance maturity in higher education or on IT innovation in organizations outside of the IT industry. Findings from previous research were ambiguous regarding whether a mature IT governance process helps or hinders innovation. This study fills a gap in existing knowledge by reviewing the literature and examining the interaction of IT governance and information technology innovation at five major U.S. universities. It provides insights into the structures and processes necessary for IT governance to facilitate technology innovation and the factors required for effective IT governance in higher education. </p><p> Highly effective IT governance processes focused on collaboration and communication were associated with greater integration of radical innovation into institutional processes than effective IT governance processes that focused primarily on the prioritization of large enterprise projects. Incremental technology innovations were pervasive among all schools studied. IT governance was found to be more effective under a delegated model of decision-making authority that empowers IT governance bodies than under a CIO-centric model. The inclusion of a faculty, students and business units in IT governance committees was associated with a stronger innovation culture.</p>

<p> Today's economy is driven by information technology (IT). Education and business should come to an agreement that functional technology skills should be integrated with core academic courses to create an educational system that truly prepares workers for the 21st Century. The business realm theoretical foundation for this study laid on the match/mismatch established between technology&mdash;math education and business' readiness&mdash;[math] skills. The level of education and skills of workers needed by business and industry has increased. Nonetheless, scholars underlined the belief that the skills workers possess are generally not sufficient for the demands of the more sophisticated jobs in today's economy. With this study this researcher pretended to fill the gap in the literature by examining the hypothesis that poor education results in low skills is hampering U.S. businesses and the disparity between what employers need and what workers offer is getting serious enough. Within this investigation the researcher tested for first time three theories: the AST/TML theory, the TAM theory, and the Constructivist theory, whereas having behind scenes K-12's mathematics arena. This study found that "there is no statistically significant relationship between the degree to which teachers accept new technologies and technology usage in mathematics instruction" and that "teachers' individual affective reactions to technology toward integrating computers and technology into math instruction are not related to readiness skills." However, a Post Hoc analysis demonstrated that at least for one of the individual predictors, problem solving construct scores, the null hypothesis was rejected. It means in a long path to academic success, small waves of effectiveness in education are penetrating the sandy beaches of skills. Additionally, this researcher confirmed some scholars' assertion about Confirmatory Factor Analysis, which described that sample sizes smaller than 100 as dangerous and recommended using sample sizes larger than 200 for safe conclusions. Finally, the researcher tested and validated the Technology-Mediated Learning (TML) theory while adding his research positive conclusion(s) to the body of knowledge.</p>

Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2816. Adviser: Thomas M. Duffy. Title from dissertation home page (viewed Apr. 14, 2008).

Thesis (Ph. D.)--Ohio State University, 2004. / Document formatted into pages; contains 179 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 17 Aug. 2005.