Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 256-269). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Frank W. Wicker. Vita. Includes bibliographical references.

Thesis (Ed.D.)--Boston University.

Thesis (Ed.D.)--Boston University.

Thesis (Ed.D.)--Boston University

The name Hu Shi (1891-1962) would inevitable arise in the minds of scholars and students of Chinese intellectual history who wish to trace the development of Chinese modern thinking which encompasses such ideas as scientific attitude, democracy, cultural criticism and freedom of speech. Although studies on Hu are quite abundant, it is obvious that more profound research has yet to be done, especially since a prodigious amount of primary sources has appeared in recent years. This dissertation has three objectives: (1) to show that Hu's thought was more complicated than had been reviewed, (2) to analyse the contribution and limitation of his Pragmatic approach to Chinese scholarship and politics; (3) to explore the dilemmas and mental tensions of Hu both as a intellectual and a scholar. My study will first provide a brief account of Hu's education in China and in America with emphasis on Hu's adoption of Pragmatism. Then I shall recount how Hu spearheaded the New Cultural Movement by his application of Pragmatic and scientific approaches to the Literary Revolution and the reform of Chinese scholarship. The "scientism" in Hu's thought is illustrated in Chapter III, which will be followed by a discussion on Hu's predicament in his effort to integrate the concept of "use" (yong) of Chinese classical philosophy into his Pragmatism and how he used "scientific method" as an excuse to justify his textual research. I shall also argue that although Hu was apparently a leading advocator of Westernisation, he was indeed profoundly imbued in Chinese philosophical legacy. The last two chapters will focus on Hu's dilemmas as a political critic and the ideological conflicts between his political stand and that of Chinese Communists and explain why the conflict could be said to be part of the definition of Pragmatism. Nevertheless, my study will attempt to prove that, ultimately, Hu's career as scholar and thinker was determined by the course of modern Chinese history that was beyond his capability to alter.

Em resposta à pressão competitiva, as mudanças rápidas das necessidades do consumidor, a inovação é vista como relevante para as empresas buscarem novos caminhos, entrar em novas categorias ou canais de distribuição, assim como produzir novos produtos e serviços. Dessa forma, a inovação passa a ser o principal recurso de vantagem competitiva para muitas organizações diante de um cenário de mudanças rápidas e incertezas. O Design Thinking pode contribuir para o desenvolvimento de inovações, devido à natureza do seu processo, voltado a atender às necessidades das pessoas para alcançar o sucesso da inovação. Porém, para inovar, as pessoas envolvidas no processo devem ter as competências necessárias. Nesse sentido, identificar as competências necessárias para a inovação sob a ótica do Design Thinking ajuda também na minimização dos obstáculos para a obtenção do sucesso de uma inovação. Dessa forma, o presente estudo buscou verificar a sustentação teórica do Design Thinking, desenvolvendo uma abordagem para operacionalização do Design Thinking, por meio de um jogo. Além disso, foi desenvolvido e aplicado um instrumento para avaliação das competências necessárias para inovar apoiado nas bases teóricas do Design Thinking, com grupos de estudantes ingressantes e concluintes dos cursos de Engenharia, Arquitetura e Design A partir dos objetivos estabelecidos nesse estudo, foi possível verificar que a estruturação de um jogo com a base teórica e operacional do Design Thinking ajuda a acelerar o processo de aprendizado, bem como para o desenvolvimento de novos produtos, serviços e processos. Além disso, identificou-se que o instrumento para avaliação de competências apontou que há diferenças entre grupos de estudantes, mas que nenhum deles apresentou o perfil desejado. Este instrumento pode ajudar no desenvolvimento dessas competências nesses alunos.

Doctor of Philosophy / Department of Educational Leadership / Royce Ann Collins / This exploratory study investigated reflective thinking by professionals in the workplace and relationships between participant demographics and reflective thinking. The Questionnaire for Reflective Thinking (QRT) was used to assess the quality of reflective thinking in a sample (n = 102) of individuals certified by the International Society for Performance Improvement (ISPI) as Certified Performance Technologists (CPT) (N = 697). Business leaders seek employees who practice reflective thinking. Employers and students expect college coursework to provide the needed skills and educators recognize this need. Researchers have developed reliable measures of reflective thinking, but the quality of reflective thinking practiced by professionals in the workplace is not known. Hierarchical multiple regression analysis was used to examine QRT scores for habitual action, understanding, reflection, and critical reflection, with respect to the demographic variables of gender, age, years of experience, education level, and academic discipline. Significant relationships between age and scores for habitual action, experience and scores for habitual action, education level and scores for understanding, gender and scores for critical reflection, and experience and scores for critical reflection were identified. No other differences in QRT scores based on the independent variable gender, age, experience, education level, or academic discipline were statistically significant.