This research paper investigates the effectiveness of a campaign conducted by me and SJ to recruit new members on board trains, focusing on the interplay between strategic communication, demographic factors and technology use. With the increasing majority of online platforms and the pervasiveness of smartphones, the study recognizes the significance of mobile media and technologies like QR codes in shaping everyday experiences. By examining the campaign's outcomes and reach, this study evaluates the effectiveness of the campaign in attracting new members. Additionally, the study investigates the influence of background factors such as gender, and geographic affiliation on recruitment outcomes and target audience responses. Moreover, it analyses how technology usage impacts users' navigation through the campaign, the recruitment process onboard trains, and their responses to SJ´S email communication. A reference group of self-initiated members within SJ´s loyalty program is incorporated to compare the behaviour and engagement of campaign members and self-initiated members. Through this analysis, the paper sheds light on the dynamics of strategic communication in the digital age and provides insights into the role of technology and demographic factors in shaping campaign effectiveness and user engagement. The result of the structured observation study showed that the campaign has effectively recruited new members, with technology usage patterns influenced by age, gender, and geographic factors to some extent. Women demonstrate a higher level of receptiveness to email communication from SJ, as indicated by their greater tendency to interact with emails. In contrast, men display a lower probability of opening emails. Moreover, older age groups exhibit higher levels of campaign participation and demonstrate better navigation skills.

With the introduction of technology, our existence became different. Today we use technology for every aspect of our lives. We can study, work, communicate, and entertain ourselves. We find it very convenient to communicate via e-mail, text messaging, WhatsApp, Facebook, Twitter, Instagram, Myspace, and Snapchat to connect with people in work, school, social and familial networks. Mark Zuckerberg proclaimed that Facebook's new mission is to "bring the world closer together" (Zuckerberg, 2017). The means of accomplishing that is through technological communication. According to research on close relationships and the use of technology as a way of communication, "mobile phone-based channels had stronger associations with friendship closeness" (Liu & Yang, 2016). However, it is also possible that something essential is lost in these electronic interactions. It is possible that both the value and meaning of the interaction changes when using technology rather than human communication. The primary purpose of this research was a) to examine whether technology use makes people feel more connected to others or lonelier, b) to discover how relationships are affected by online communication, particularly as it relates to satisfaction or closeness, and c) to see if people's personalities play a role in their technology use. It is essential to continue to expand and explore this research. Technology continues to develop and change at an increasingly fast rate. The impact of how we use and interact with this dynamic product can only be fully understood through continued examination and research.

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The purpose of this quantitative research study was to investigate the integration of technology in undergraduate courses by faculty at private colleges and universities. Integration of technology is using technology as an instructional tool to improve teaching and learning (Clayton-Pedersen & O’Neill, 2005; Wilson & Hayes, 2000; Woodbridge, 2004). Chickering and Gamson’s (1987) 7 principles for good practice in undergraduate education provided the theoretical framework for this research. The researcher conducted a survey of full-time faculty at 21 private colleges and universities in Kentucky, North Carolina, Tennessee, Virginia, and West Virginia. The results of the study indicated that faculty use technology significantly to communicate high expectations to students and to support diverse talents and ways of learning. However, faculty reported that they do not use technology significantly for the other 5 principles: to support student-faculty contact, promote cooperation and reciprocity among students, promote active learning, provide prompt feedback, and promote time on task. Analysis of the data indicated that female faculty use technology significantly more than male faculty for all 7 principles. Findings regarding age indicated that faculty who are 40-59 use technology significantly more than faculty under 40 to support prompt feedback, time on task, and diverse talents and ways of learning. No significant differences existed between other age groups regarding these 3 principles. No significant differences existed between any age groups regarding use of technology to promote student-faculty contact, encourage reciprocity and cooperation, promote active learning, and communicate high expectations. The results of this study extend the current knowledge about faculty use of technology to advance good practice in undergraduate education. Additionally, the results provide information about differences in use of technology by faculty based on gender and age. These findings may inform institutional policies and practices with regard to implementing a systemic approach to teaching with technology.

<p>What is identified as a problematic area in this thesis is our different relations with information technology which creates inequalities between possibilities to enjoy the advantages, or suffer the disadvantages, of the information technological development. The first step in addressing this area is to start with our conceptions of technological development, voluntaristic or deterministic, and the first argument is that it is important to create an awareness of our relation with technology. This thesis presents a perspective (with the help of social constructionism) which holds a possible method to create better conditions for awareness and finally, another relation. The relationistic approach highlights what sometimes is labelled the therapeutic purpose of IS (i.e. to create a mutual understanding between different agents through negotiated arrangements) which prevents some agents to be treated as inanimate objects instead of fellow human beings. And techno therapy not only for the IS researchers but for the change agents at the political level and perhaps most importantly, for the users themselves so that they will be able to formulate, communicate and mediate their needs and wishes. The aim is to come up with tools and instruments for creating opportunities for as many as possible to in an enlightened and equal way make their own choices regarding information technology use.</p>

What is identified as a problematic area in this thesis is our different relations with information technology which creates inequalities between possibilities to enjoy the advantages, or suffer the disadvantages, of the information technological development. The first step in addressing this area is to start with our conceptions of technological development, voluntaristic or deterministic, and the first argument is that it is important to create an awareness of our relation with technology. This thesis presents a perspective (with the help of social constructionism) which holds a possible method to create better conditions for awareness and finally, another relation. The relationistic approach highlights what sometimes is labelled the therapeutic purpose of IS (i.e. to create a mutual understanding between different agents through negotiated arrangements) which prevents some agents to be treated as inanimate objects instead of fellow human beings. And techno therapy not only for the IS researchers but for the change agents at the political level and perhaps most importantly, for the users themselves so that they will be able to formulate, communicate and mediate their needs and wishes. The aim is to come up with tools and instruments for creating opportunities for as many as possible to in an enlightened and equal way make their own choices regarding information technology use.

Doctor of Philosophy / Psychological Sciences / Patrick A. Knight / Satisfaction with work-family balance is a relatively new construct that differs from other work-life constructs in several ways: it is not focused on conflict between work/family domains, does not include cross-domain transfer processes, has no directional implications, and is not multidimensional. The current study has three purposes: 1. Examine work-family balance issues for both blue-collar and white-collar employees, as the literature has focused mainly on white-collar employees. 2. Examine relationship between technology and satisfaction with work-family balance. 3. Assess how role salience influences satisfaction with work-family balance. Participants were recruited and compensated for completing a 60 item online survey via Qualtrics. Blue-collar participants were recruited from manufacturing industries, while no industry was specified for white-collar employees. The sample consisted of 210 participants (105 blue-collar, 105 white-collar). Several checks were included throughout the survey to ensure data quality. Two hierarchical regression analyses were conducted. The first regression revealed that boundary control and autonomy predict satisfaction with work-family balance, while employee type and boundary interruptions do not. Boundary control, family identity, and stress significantly predicted satisfaction with work-family balance in the second regression, while boundary interruptions, work identity, hours worked, and technology use did not. Results indicate white-collar workers have higher satisfaction with work-family balance, lower stress, and lower turnover intentions compared to blue-collar workers. Results also reveal that technology use to complete work outside of work hours is significantly and positively related to stress. Nearly half of participants report feeling expected to utilize technology to complete work outside of work hours. In addition, while it was hypothesized that those higher on family identity would have lower satisfaction with work-family balance when they used technology outside of work hours, worked longer hours, and had more frequent boundary interruptions than would those lower on family identity, the opposite effect was found for each of these variables. Implications of the study include: 1. Organizations may improve employee satisfaction with work-family balance by increasing autonomy and boundary control. 2. Employees may improve satisfaction with work-family balance by taking time to de-stress from work and limiting use of technology to complete work outside of work hours.

Made available in DSpace on 2014-12-17T13:53:36Z (GMT). No. of bitstreams: 1 AlinnePCQ_DISSERT.pdf: 1893742 bytes, checksum: 7e97cee14efe2142e77ccf54ef3f0ba1 (MD5) Previous issue date: 2013-08-19 / O advento das novas tecnologias e a dinamicidade das mudan?as que estas provocam, impactam diretamente em v?rios aspectos da sociedade, dentre estes, na educa??o. Novas metodologias e mudan?as no processo de ensino-aprendizagem tornam-se pr?ticas cada vez mais frequentes neste campo. O elemento basilar desta nova constitui??o ? o docente, capaz de transformar a utiliza??o desses recursos em ferramentas que favore?am o processo educativo. Essa readequa??o do comportamento exigida por essas constantes mudan?as ? orientada pelos valores pessoais dos sujeitos que vivenciam a situa??o. Os valores s?o idealizados como crit?rios que interferem diretamente nas atitudes, prefer?ncias e at? mesmo no comportamento humano, influenciando no modo como o indiv?duo interpreta as suas pr?prias atitudes e as dos outros, inclusive no ?mbito profissional. Dessa forma, o objetivo geral da presente pesquisa ? analisar as rela??es entre o perfil de uso da tecnologia e os valores dos docentes da UFRN Universidade Federal do Rio Grande do Norte, baseado na escala de valores de Schwartz. Para isso foram utilizados os tipos motivacionais que comp?em a teoria de valores de Schwartz, atrav?s de question?rio aplicado junto aos docentes. Trata-se de uma pesquisa de enfoque anal?tico quantitativo que utiliza um question?rio da escala de valores desenvolvida por Schwartz et al. (2001) conhecida como PVQ (Portrait Values Questionnaire). A pesquisa foi desenvolvida a partir de uma amostra de 200 docentes entre atuantes da modalidade presencial e/ou na modalidade de ensino a dist?ncia. A estrat?gia de an?lise dos dados utilizou t?cnicas de estat?stica descritiva, an?lise de gr?ficos, an?lise das frequ?ncias relativas e a t?cnica estat?stica MANOVA (An?lise Multivariada de Vari?ncia). Os resultados apontaram que os docentes utilizam moderadamente os recursos tecnol?gicos avaliados nesta pesquisa, como ferramenta de apoio pedag?gico. Com rela??o ao perfil de valores, os docentes apresentaram prioridade entre os tipos motivacionais Autodetermina??o, Benevol?ncia e Universalismo, enquanto os menos priorizados foram os de Tradi??o, Realiza??o e Poder, respectivamente. Contudo, n?o foram identificadas rela??es significativas entre o perfil de valores e o perfil de uso da tecnologia entre os docentes estudados nesta pesquisa

There is a growing problem with male under-achievement in public education. Boys who are unsuccessful in elementary and middle school are likely to drop out in high school. Engaging at-risk boys could alleviate school dropouts and the resulting consequences. The purpose of this study was to explore at-risk boys' engagement in a middle school model employing collaborative learning, problem-based learning, and technology. The study was framed on the self-determination theory and the idea that competence, autonomy, and relatedness are vital for engagement. A qualitative case study approach was used to explore teachers' views of at-risk boys' engagement. Eleven teachers who implemented the middle school model in a southeastern school district were interviewed individually and then participated in focus group discussions. Interviews and discussion data were coded to identify words and phrases describing engagement and disaffection. Results indicated that collaborative learning was a factor for at-risk boys' disaffection. Problem-based learning and technology use were factors for engagement when implemented with appropriate strategies. These results and the participants' recommendations suggest that individual instruction and coaching during preliminary research are effective supports to put in place before addressing a final project in a problem-based learning project. This study contributed to positive social change in middle school education, benefiting at risk-boys, their families, and communities, by informing current teaching methods and learning environments that are best suited to engage at-risk boys, help them succeed in school, and give them the opportunity to reach their innate potential.