Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 130-137). Also available on the Internet.

In this study, a research is developed to establish a comprehensive framework for ERP systems selection process and provide guidance for better ERP systems selection and evaluation by investigating all the aspects of the selection process. The research is conducted through a comprehensive study prior to key information systems journals, conferences, overall enterprise information systems materials in electronic databases, and also in practitioner journals. As a result, the study is able to present a comprehensive framework for ERP systems selection process, identify the problematic issues, reveal the ways to improve the selection activities, and present a road-map for the selection process.

Thesis (Ph. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 4, 2006. Dissertation Committee: Paul J. Baker (chair), Albert T. Azinger, Elizabeth T. Lugg, William Rau. Includes bibliographical references (leaves 145-149) and abstract. Also available in print.

The purpose of this study was to develop a standard instrument for determining the basic elements to be contained in a state of national long-range plan for higher education and to utilize that instrument in evaluating the current planning efforts in Nigeria. In order to fulfill the purpose of the study, answers were sought to seven research questions and procedures were worked out for ten experts in higher-education planning to validate criteria statements about the major elements of a model long-range plan for higher education in a political unit. The findings of this study appear to warrant the conclusions that (1) state or national plans for higher education contain similar major elements and have certain underlying assumptions, (2) long-range planning documents can be evaluated using established criteria, (3) Nigerian planning for higher education has been somewhat systematic but lacks thoroughness, and (4) Nigerian planning for higher education can be strengthened and improved if future planning activities more closely meet established criteria of the model used in this study. Recommendations are offered which could strengthen the existing plan and aid future planning exercises in Nigeria.

Research suggests that stakeholder investment is maximized when partnerships understand the assumptions held by partners of the benefits to be derived and contributions to be made to the partnership. In 2011, representatives from seven rural county high schools and five university departments participated in a planning workshop designed to identify elements of an effective community-academic partnership to address adolescent obesity disparity in Southern Appalachia. The purpose of this investigation was to examine key elements of partnership building by way of the Give-Get Grid partnership tool. Content analysis was conducted to identify emerging themes. University representatives consistently identified more proposed program contributions as well as benefits than their high school partners. University personnel responses generally pertained to their level of participation and investment in the partnership, whereas high school personnel tended to identify contributions fundamental to both partnership and program success. Additionally, content analysis uncovered programmatic facilitators and potential barriers that can be instrumental in program planning and forming program messages. Findings suggest that although partners often share common goals, perceptions of the value of investment and benefits may vary. The Give-Get Grid can be used during the program-planning phase to help identify these differences. Implications for practice are discussed.

Research suggests that stakeholder investment is maximized when partnerships understand the assumptions held by partners of the benefits to be derived and contributions to be made to the partnership. In 2011, representatives from seven rural county high schools and five university departments participated in a planning workshop designed to identify elements of an effective community-academic partnership to address adolescent obesity disparity in Southern Appalachia. The purpose of this investigation was to examine key elements of partnership building by way of the Give-Get Grid partnership tool. Content analysis was conducted to identify emerging themes. University representatives consistently identified more proposed program contributions as well as benefits than their high school partners. University personnel responses generally pertained to their level of participation and investment in the partnership, whereas high school personnel tended to identify contributions fundamental to both partnership and program success. Additionally, content analysis uncovered programmatic facilitators and potential barriers that can be instrumental in program planning and forming program messages. Findings suggest that although partners often share common goals, perceptions of the value of investment and benefits may vary. The Give-Get Grid can be used during the program-planning phase to help identify these differences. Implications for practice are discussed.

While partnerships for health delivery and improvement are frequently described by their structure, goals, and plans, less attention is paid to the interactive relationships among partners or for larger stakeholder groups’ coalition memberships. The Give-Get Grid group process tool can be used to assess each stakeholders’ expected benefits (“gets”) and contributions (“gives”) needed to establish and maintain long-term, mutually advantageous community–academic partnerships. This article describes three case study experiences using the Give-Get Grid in real-world context to understand and generate ideas to address contemporary health promotion opportunities among a variety of stakeholders. The case studies address three distinct community health promotion opportunities: prevention of school-based adolescent obesity disparities, higher education health professions training programs in rural community-based settings, and methods for engaging community coalitions in state Comprehensive Cancer Control Programs. The case studies demonstrate the Give-Get Grid’s utility in both planning and evaluating partnerships and documenting key elements for progress in health promotion initiatives built on long-term community–academic relationships. Steps are explained with practical lessons learned in using the Grid.

The purpose of this study was to determine teachers’ perceptions of the relationship of the Katy Management of Automated Curriculum (KMAC) system developed by Katy ISD in Katy, Texas, on planning for learning, delivery of instruction and evaluation of student learning in the classroom. KMAC is a customized, proprietary networked technology curriculum management system created for online access to curriculum and the creation and sharing of lesson plans. Data was collected from 635 teachers district-wide through an online survey. This data was used to determine whether there were differences between/among teachers and teacher leaders and between/among elementary, junior high and high school teachers in their perceived impact of the KMAC on planning for learning, delivery of instruction and evaluation of student learning. Regarding planning for learning, teachers were found to have a moderately positive perception of KMAC with teacher leaders being slightly more positive. In addition, statistically significant differences were found between grade levels with elementary teachers more positive than secondary teachers. Regarding delivery of instruction, teacher leaders again perceived a more positive relationship with KMAC than the teacher non-leaders. Statistically significant differences were also found between elementary and junior high, elementary and high school and between junior high and high school teachers, with elementary teachers being the most positive. Teachers were the least positive toward KMAC and the evaluation of student learning. While a statistically significant relationship was found in relationship to the grade level taught and evaluation, this area was admittedly weaker than the other two areas in district development and teachers’ perceptions. While the position of teacher leader seemed to impact the results in all categories, the grade level taught was found to have the greatest statistical impact on the teacher perceptions.

The general objective of the study was to assess the existing practices and major factors affecting the design and development of Ethiopian TVET curriculum and explore considerations to be taken to design and develop TVET curricula that befit Ethiopia. The purpose of the study was to explore and understand the meanings TVET practitioners and stakeholders of Ethiopian TVET programme credited to the practices of TVET curriculum design and development in Ethiopia. Hence, the study employed qualitative research approach in phenomenological design and was undertaken within the interpretive paradigm to understand the lived experience of the curriculum designers, developers and implementers in Ethiopia. Accordingly, three regional states of Ethiopia were selected and one government-run TVET college from each regional state, i.e. a total of three TVET Colleges were taken as sample representatives for the study using purposive and convenience sampling methods. The study was delimited to the practices of curriculum design and development of the building construction fields of study. This is because firstly, it is impossible to encompass all available TVET fields of training in the study; secondly, building construction technology sector is one of the those sectors which much focus is given to by the government of Ethiopia and thus is the training fields found in abundance in the country. Two data gathering tools were mainly used to gather information in this study. These were interviews and document review. Therefore, the researcher first reviewed different related literature and strategic documents to understand the background of the problem and to see what has been done in reference to the problem. Accordingly, working and policy documents such as TVET strategies, guidelines, manuals, legislation, curriculum frameworks and guides, as well as Education Sector Development Programmes and other written documents and related literature to TVET curriculum design and development that were available at federal, regional and TVET college levels were reviewed and analysed. Other countries experiences visa-a-vis TVET curriculum design and development were also reviewed and used as sources of information. The interviews were held with curriculum development officials at the Federal TVET Agency and sampled Regional TVET Agencies as well as principals, heads of department and trainers from sampled TVET colleges that were providing training in the fields of building construction works. The interview participants were two TVET curriculum development officials from Federal TVET Agency, three TVET curriculum development officials from three sampled regional TVET Agencies, three TVET college principals from three sampled TVET colleges, three heads of department of building construction work fields from three sampled TVET colleges, and three trainers of building construction work fields from three sampled TVET colleges. Accordingly, it could be investigated from the study that the way outcome based TVET system is perceived and eventually executed and the processes and steps that were followed in order to design and develop TVET curriculum in Ethiopia had impact on present TVET curriculum developed . Besides, the way other countries’ experiences were espoused and adapted led to inappropriate curriculum design and development approach. Moreover, the Ethiopian TVET System following only one Curriculum development approach for designing and developing TVET curriculum for all trades, blue and white collar work-related-vocational education and training resulted in non-beneficial TVET curriculum. It was also noted from the study that the wrong perception of stakeholders’ roles and responsibilities in curriculum development activities led to TVET curriculum development with improper training content selection and unfair training time allotment, which in greatly impact on the TVET curriculum implementation and training delivery. Therefore, the study suggested that the curriculum that addresses individual, societal and employers’ needs should be designed and the labour market demand analysis needs to be undertaken before OS mapping is designed. In doing so, it is recommended that Ethiopia should benchmark itself against best practices of various developed and developing countries which have succeeded in outcome-based TVET system and when TVET system is adopted from other countries, it should be with tangible reasons and justifications. Furthermore, it is recommended that attention should be paid to practical training programmes and a combination of practice and theory time should be provided for all course types. In addition, the environmental situation of the country and the degree of importance of each unit of competence for employment and self-employment need to be considered. / Educational Studies / Ph. D. (Comparative Education)