Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study investigated the relationship between personality, perceived need satisfaction, and job area preference. Since the early 1950's theoretical interest in vocational psychology has focussed, in part, on the role of personality determinants in occupational choice. A number of major lines of research developed, primarily using early family environment, elements of psychoanalytic theory, and need-strength patterns as the personality dimensions. Although most studies have found significant differences among personality characteristics of persons in different occupations, there has been a paucity of any integrative theorizing to synthesize these results. Moreover, the relationship between personality and occupational choice is usually of low correlation, and many "external" demographic factors seem to be more important. It was felt that, to overcome some of these objections, by decreasing the "conceptual distance" between the dependent and independent variables more powerful and intrinsic relationships could be found. To this end, instead of using occupational choice, job area preference was used as the dependent variable. Need strength, as measured by the Edwards Personal Preference Schedule, was the personality dimension. Perception of the area as need satisfying was a second independent variable. This was measured by a Nursing Questionnaire designed for this study. The following three hypotheses were tested: 1. Job area preference is related to personality need strength. 2. Perception of need satisfaction in the most preferred area is related to personality need strength. 3. Job area preference is related to the interaction of personality need strength and perceived need satisfaction in the most preferred area. The major interest of this study was to demonstrate that the interaction between personality and perceived need satisfaction is a better predictor of job area preference than either personality or perceived need satisfaction alone. The sample consisted of 137 female, senior, student nurses enrolled in hospital-affiliated, diploma programs. Each nurse ranked twelve in-hospital nursing areas on the dimension of most to least preferred to work in as a first year staff nurse. These rankings were subjected to a factor analysis by which six job area preference groups were obtained. The Nursing Questionnaire consisted of twelve scales which were rated by 11 judges as to which needs they seem to reflect. These needs were congruent to 12 of the EPPS need scales. Hypothesis I. was confirmed. Job area preference is related to personality need strength. On the EPPS this sample of nurses, as a whole, gave a significantly different profile from that of college women norms. Personality differences were found among certain preference groups. Hypothesis II was confirmed. Perception of need satisfaction in the most preferred area is related to personality need strength. Hypothesis III was confirmed. On the basis of a Multiple Group Discriminant Analysis the interaction between personality (as measured by the EPPS) and perceived need satisfaction (as measured by the Nursing Questionnaire) is a better predictor of job area preference than either personality or perception alone. It would seem that job area preference is a useful variable in investigating vocational decision making. Combining personality and percept1on enhances the strength of the relationship between independent and dependent variables. Implications for future research and vocational guidance were discussed, in terms of using this paradigm to study other occupational fields with functional subareas, and in helping counselors guide students to look at occupational careers in terms of need-satisfaction. / 2031-01-01

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Abstract Due to the dramatically sociotechnical change plus the Asia finance crisis influence, the non-employment rate and the number of jobless labor are getting higher in Taiwan currently. This case study is an employment research of the semiconductor company M after one year of factory closing to realize the re-employment status of employees who left company M one year ago. It investigated the job finding problems of employees who left company M after factory closing. While the average age of company M's employees are 43 years old, the re-employment problems of workers would be very much similar to the placement problems of middle senior workers (defined by government as those workers with age between 45 and 65). By using questionnaire collection, this study checked the re-employment status of those who left company M one year ago. And tested the job satisfaction to those who are having jobs as well as investigated the job finding problems to those who are jobless. Also tested the awareness of public resources of job placement assistance provided by government on questionnaires. This study also discussed about the employee competence training for job change need. And examined the effectiveness of the outplacement assistance done by Human Resources department of company M one year ago in order to make a better outplacement assistance program example for any company who needs. This research also interviewed the Human Resources department heads to exchange the empirical practice viewpoint of captured subject from the industrial companies. This case study found that the non-employment rate of a senior company (employees with average age over 40) might be high above 40% after one year of factory closing. The age discrimination of recruitment is the key factor for senior worker to find a new job after factory closing. Current Labor Law and Labor Insurance regulations may have some unfavorable items, which are out of dates, to impact the job finding of senior workers. People didn't fully utilize the public resources which government put on for senior workers' job placement assistance. This study also found that the individual competence training for job change of indirect labor workers is different from direct labor workers. Indirect labor workers prefer the Business Management application training while the direct labor workers prefer the soft service business items such as Cooking or Salon Beauty skill. The tested population expect to receive the individual competence training (for job change) sponsored by both firms and government while the Human Resources department heads of firms recognize it as government's responsibility. In order to make a better mass labor transfer practice for the need of factory closing, this study made suggestions to firms, workers and government respectively: ¡E How to proceed a better outplacement assistance program for a factory which is going to discharge mass employees due to business close. ¡E How to deal with the job termination for those who work for a company going to close the business. ¡E How to support the job placement assistance for senior workers,

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study is to identify some of the expressed reasons why graduate students in the maternal and child health program of the Boston University School of Nursing choose nursery school as a long term placement. An additional benefit from such a study could be to look at how the knowledge end skill gained from a long term placement in nursery school can be used in nursing. / 2031-01-01

abstract: In this convergent mixed methods research project, I address the question of why large numbers of college students take women’s studies courses yet are reluctant to major in the field.  Using availability bias and intersectionality as my theoretical framework I hypothesized that the reluctance to declare women and gender studies as a major stems from 1) the failure to see the applicability of the major to career goals and aspirations, 2) social stigma associated with feminism, 3) social location. As a part of my intervention I designed and tested two 10-minute video modules; one on job applicability featuring women studies alumni discussing their career paths and their decision to major in the field, and a second on deconstructing stereotypes about feminism.  The control group was shown a generic video on cinematic representations.  Students were randomly assigned to one of the three groups and administered a pretest and posttest survey designed to measure job applicability, social attitudes about feminism and social location. Interviews were conducted with 6 students. My goal was to better understand perceived practicality of the women’s studies degree, social attitudes about feminism and the impact of these perceptions as they relate to a student's selection of the major. My research questions include:   RQ 1) Among students taking a course in women’s studies, how and to what extent does participation in a module on job applicability influence a student's perceptions of the potential career applicability of the women’s studies degree?  RQ 2) Among students taking a course in women’s studies, how and to what extent does participation in the module regarding feminism impact a student's perceptions of the value of the women’s studies degree?   RQ 3) How does one’s social location interact with the findings of RQ’s 1 & 2?  My sample (n=115) was drawn from students enrolled in online and hybrid courses I taught in the WST program at Arizona State University, the largest such program in the country, drawing over 6,000 students annually. However, the number of majors at 84 students is not commensurate with the growth we are experiencing in terms of enrollment or the popularity of the courses. These research addresses these My findings showed that the job applicability module increased student knowledge about the applicability of the women and gender studies major and that students had a better overall understanding of the degree in relation to career applicability, while the module about feminism did not have an effect on the choice of major.  My findings suggest that students lack of previous career knowledge in terms of job paths available to WST graduates proved to be an obstacle for our program and intervening may allow for the increase of majors. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

Community college career and technical education programs struggle with meeting federallyunded Perkins performance measures. To address this need the 30-45-60 program design was developed. The study purpose was to determine if the 30-45-60 program design influenced career certificate, technical certificate or Associate of Applied Science degree completion rates, technical skill attainment, and job placement rates for students enrolled in the welding, precision machining and manufacturing and electrical technology programs. A Chi-square test of independence indicated no significantly significant relationship between the 30-45-60 program design and completion of a certificate or degree (p = .222). A closer look revealed no significantly significant relationship between the 30-45-60 program design and the career certificate (p = .392) or the Associate of Applied Science degree (.576) but was statistically significant for technical certificate (p = .000). A statistically significant relationship was found for technical skill attainment (p =.038) and job placement (p = .000).

No description available.

This study investigated the effects of job preference and job match on job performance among four 19-to 20-year-old young adults with developmental disabilities placed in community-based job conditions. Prior studies have examined the effects of job preference on community-based job performance without the job-matching component. The researcher identified high-preference, high-match and low-preference, low-match job conditions and tasks using a video web-based assessment program. Each participant was subsequently placed in a randomized sequence of 30-min sessions on one high-preference, high-match job condition performing a preferred task and one low-preference, low-match job performing a non preferred task. Job coaches instructed and prompted participants throughout the study, teaching job tasks based on criteria specified by the employer or industry standard. Data collectors recorded data on (a) on-task performance, (b) productivity, (c) quality and quantity of work, (d) job satisfaction as measured through participant judgment of preferred and well-matched jobs, and (e) an independent observer's judgment of well-matched jobs. The researcher found higher productivity, accuracy, and job satisfaction across all participants on the high-preference, high-match jobs as well as higher quantity of work completed for three of the four participants. On- task levels remained high in both job conditions for three of the four participants. Results are discussed in terms of variables in and limitations to this study as well as suggestions for future research.

The problem of this study concerns the structure and content of teacher education programs in colleges and universities which are members of the Association of Christian Schools International (ACSI). A questionnaire was developed and consisted of four sections: (1) general background information of the respondent; (2) questions relating to the live NCATE standards using a Likert scale of 1 to 3, regarding respondent's teacher education program; (3) general information concerning Bible credit hours required, critical problems and factors considered in job placement of graduates; and (4) an opinionnaire concerning current issues in teacher education, significant changes in respondents' programs and cooperative and unusual program arrangements. One hundred questionnaires were mailed to the 100 collegiate members of ACSI in 1987. Of the 75 returned, 57 were usable. This represents a 57 percent response rate. Based on the information provided by the chairpersons participating in the study, the following conclusions are drawn relative to ACSI teacher education programs: 1. The influence of an outside agency, such as the National Council for the Accreditation of Teacher Education (NCATE), seems to benefit teacher education programs. 2. State accreditation of teacher education programs appears to be important to both NCATE and non-NCATE accredited programs. 3. Of the five NCATE standards, knowledge base for professional education was the standard that seemed to be the strongest to ACSI collegiate members. 4. ACSI schools emphasize biblical and theological education concurrent with teacher education. 5. Institutions with NCATE accredited programs seem to be satisfied with NCATE accreditation, although institutions with non-NCATE accredited programs seem to favor additional accreditation from an organization other than NCATE. 6. The small number of ACSI programs accredited by NCATE may be due to (1) theological conflicts, (2) fiscal requirements, (3) the amount of work involved in the accreditation process, or any combination of the three.

The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules. The dependent variables for the study were WorkKeys score, skill score, and theory score. The independent variables were job placement status (related, non-related, not placed), program of study (Collision Repair/Motorcycle Repair, Computer Information, Welding/Machine Tool and Industrial Maintenance/Residential Maintenance), and graduation credential (diploma, certificate, none). Based on the data collected, it was found that there was a significant difference in the WorkKeys score by credential, skill score by credential, theory score by credential, WorkKeys score by job placement status, skill score by job placement status and theory score by job placement status. The job placement status was significantly affected by the program of study. Finally, the WorkKeys score was not affected by the program of study. Additionally, the not placed status for the Computer Information program was higher than the other two categories (related and non-related) whereas the related status was the highest for the other three programs of study (WEL/MT, CRT/MOT, and IM/RBM).