The primary purpose of this study was to determine the relationships between selected institutional and personal demographic factors, knowledge, observation of environmental risk factors, and the degree of nursing student compliance with standard and transmission-based precautions for the prevention of transmission of infectious diseases. A four part, 89 item questionnaire was administered to students enrolled in clinical courses at three associate degree and four baccalaureate nursing programs in order to measure knowledge, compliance, environmental risk factors, and demographics. Useable data was collected from 710 nursing students enrolled in clinical courses. The typical respondent was female, between the ages of 20 and 29, and in the upper level of the curriculum. Most students (>90%) received instruction either before or during the first clinical course. Mean scores on Section I of the questionnaire, knowledge survey, for students from baccalaureate and associate degree programs did not differ, t(708) = -.153, p > .05, but scores for both groups were lower than might be expected for mastery level achievement. Baccalaureate nursing students scored significantly higher on Section II of the questionnaire, compliance actions, than associate degree students, t(617) = 7.62, p = .000, d = .31. Mean scores of baccalaureate students did not differ significantly from those of associate degree students on Section III, observations of environmental risk factors. Students identified lecture as the most frequently used teaching method, followed by videotaped presentations but indicated that demonstration was the most helpful method of teaching this content. Students followed recommended needle safety precautions more often when modeling the actions of admired teachers than when modeling the actions of admired hospital staff nurses. In addition, students reported that staff nurses followed needle safety precautions less often than teachers. Based on the results of multiple linear regression analysis, F(7,570) = 21.13, p < .000, seven variables explain 20.6% of the variance in compliance with recommended precautions for the prevention of occupational exposure to bloodborne pathogens. The findings of this study suggest that nurse educators reconsider current curriculum design, course content, and teaching strategies concerning nursing student compliance with standard and transmission-based precautions for the prevention of transmission of infectious diseases.

This study investigates and explores faculty perceptions toward Electronic Theses and Dissertations (ETDs) during the implementation of ETDs at a university located in the southern portion the United States. Louisiana State University and Agriculture and Mechanical College (LSU) is the flagship university for the state of Louisiana and one of only 25 universities nationwide holding both land-grant and sea-grant status. The Carnegie Foundation for the Advancement of Teaching classified LSU as Doctoral/Research Universities-Extensive. Chapter 1 provides the rationale for this study, the importance of higher education, the importance and role of the faculty advisor in graduate education as influencing the effectiveness of research as collaborator by offering his or her interest, motivation, ability, and preparation in assisting the graduate masters or doctoral student. Chapter 2 examines the current literature concerning the emergence of ETDs, the move to ETDs, and the reasons for a needs assessment from faculty, and anatomy of a ETD as they apply to the changing realities and diffusion of innovation in higher education. Chapter 3 presents the methodology and description of the population sample, instrumentation, and data analysis applied in/to the study. Chapter 4 investigates the findings of the study by analyzing by SPSS each answer to survey questions, as was statistically appropriate and further studying if any significant relationships existed between two select variables. Chapter 5 provides the summary, conclusions, and future recommendations. The appendices contain select answers to the survey questions by diverse faculty. As one responded said, This is the 21st century, hop on board.

The purpose of this study was to investigate the relationship between Louisiana public secondary school teachers' primary learning type and teaching area; and the influence of learning type and teaching area on the teacher's perception of school climate. A total of 293 Louisiana public secondary school teachers participated in the study. An instrument with three parts was used to collect data for this study: demographics, Learning Type Measure and Organizational Health Inventory. Over two-thirds of the respondents were female. Mean age was 43 years and mean teaching experience was 16.41 years. Over three-fourths of respondents were white while over 50% had only a bachelor's degree. Almost half (49%) of respondents were type 3 (common sense) learners. Almost 60% of career and technical teachers had a dominant type 3 (common sense) learning type while about one-third of academic teachers were dominant type 3 (common sense) learners. The mean school health score was 535.04 (SD = 139.34). The mean school climate score was above average. School health index scores ranged from 116.16 to 848.84. No statistically significant differences were found in mean school climate scores among the four learning types. No statistically significant differences were found in mean school climate scores by teaching area. No statistically significant correlations were found between school climate scores and various demographic characteristics (gender, age, ethnicity, and years teaching experience). Differences in school climate scores were analyzed by various school factors including school size, type of schedule, and years on current schedule. Statistically significant differences exist in teachers' school climate scores by type of schedule and number of years on current schedule. Teachers on a traditional six period schedule have higher perceptions of school climate than those on traditional seven period schedules, seven period A-B/flex, or four-by-four block schedules. In addition, teachers on the current schedule type for less than one year were found to have a higher perception of school climate. The findings are in contrast to previous studies on type of schedule and number of years on schedule. Further research is recommended to determine why this occurred.

The purpose of this study was to explore community organization staff perceptions about the importance of selected practices in building effective community-university service and learning partnerships. The target population was community organization staff members who were current or potential partners for community-university service and learning partnerships. The accessible population was community organization staff members listed with a southern metropolitan volunteer placement organization in a an area served by several universities, one large Research I Land-grant university, a historically Black Land-grant university, and at least two other state universities. The researcher designed a mail survey questionnaire based on scholarly and practitioner literature asking demographic information about interest and experience in community-university partnerships, as well as current staff position or role. Respondents were also asked to indicate perceived levels of importance and levels of frequency with which 52 partnership practices had been observed on a two-part anchored scale (0 4). Data from 261 usable surveys were analyzed using the Statistical Package for Social Sciences (SPSS). Principle component analysis of mean importance levels was used to reduce 52 partnership practice items to seven primary factors or constructs: University Institutional Context, Community Organization Context, Preparation/ Training, Community Partner Roles, Faculty Partner Roles, Relationship/ Communication, and Evaluation/ Outcomes. The researcher synthesized a COMparre Model for planning, evaluating and reporting community-university partnerships from research findings and the literature: C for the partnership context, including organizational missions and purpose; O for outcomes or results; and M for mechanisms or processes involved in the partnership, including preparation, action, relationship, reflection and evaluation. Multiple regression analyses identified experiences that explained statistically significant portions of the variance in perceived importance including: (a) the total amount of experience with community university service and learning partnership as measured by seven selected types of experience; (b) a particular type of experience, service-learning training for community partners; (c) experience making decisions about whether or not to use university students to fulfill community service goals; and (d) experience in a combination of specific positions or roles played at their organization, volunteer placement coordinator combined with direct service supervisor.

The primary purpose of this study was to determine the influence of Career Discovery I, the first module in a computer-assisted program for career decision-making, on the stability of the choice of college majors. This study sought to determine whether any differences existed in the stability of college majors between students who entered a Research-Extensive University with undeclared majors, used Career Discovery I, and declared a major by the end of the first semester of enrollment and students who entered the same University with declared majors and did not use Career Discovery I during the investigation. In addition, the study compared students who were undecided to those with declared majors on selected personal and academic characteristics to determine their impact on the stability of college major/career choices. Finally, the study sought to determine if a model exists which explains a significant portion of the variance in the stability of college major from selected demographic and academic factors. The target population for this study was all first semester freshmen enrolled in research-extensive universities in the southern portion of the United States. The accessible population was first semester freshmen in University Center for Freshman Year at the University at which the study was conducted. Through stratified random sampling procedures, a sample of 300 freshmen who entered the University with declared majors and did not use Career Discovery I was compared with a sample of 300 freshmen who entered as undecided, used Career Discovery I, and declared a major by December 2000. Findings were that students who entered the University as undecided about majors and used the program had a higher rate of retention than students who entered as decided and did not use the program. Additionally, the use of Career Discovery I entered both the discriminant and regression models as a factor that had a significant influence on whether or not students changed majors as well as in the number of times students changed majors. The findings of this study support the use of Career Discovery I as an effective use of Web-based career technology.

The study was designed (1) to describe college seniors demographically, (2) to assess college seniors perceived level of career-decision making self-efficacy (CDMSE), (3) to examine the relationship between the participants CDMSE scores, as measured by the subscales of the Career Decision Self-Efficacy Scale Short Form© (CDSE-SF), and selected demographic characteristics, and; (4) to determine if a model existed to explain a significant portion of variance in CDMSE based on the selected demographic characteristics. The sample consisted of 382 college seniors attending a four-year public university completing the application for graduation process in the 2002 fall semester. Along with the CDSE-SF, each student also responded to demographic items. In order to determine if relationships existed, results were analyzed by the use of an independent samples t-test, Pearson Product Moment correlation coefficient, or the one-way analysis of variance procedure where appropriate as deemed by the nature of the independent variable. The overall results revealed significant findings among students reported level of CDMSE by gender, number of times student changed major, and college major choice. Multiple regression analysis was performed on each of the dependent variables (subscales of the CDSE-SF) and all of the independent variables (the selected demographic characteristics). The independent variables ethnicity, marital status and college major choice were transformed into new variables due to the lack of response in many of the respective categories under each variable. Multicollinearity was detected and assessed. One of the transformed college major choice variables had to be removed from the analysis. The stepwise entry method was used. All regression analyses produced significant equations. However, the amounts of variance explained were considered minimal. It is noteworthy to report that the variable whether or not the student was enrolled in the College of Education was found to be a predictor of CDMSE on all subscales. Based on the findings of this study further research is needed to determine which aspects of demographics influence CDMSE. Additional study is also suggested to further define prediction values of demographic characteristics on the confidence level in making career-related decisions of college seniors as measured by the CDSE-SF.

Human Resource Development has historically made a large contribution to Taiwan's economic growth. Organizations in Taiwan perceive training as one of their top priorities to maintain their competitive advantage. Although many organizations have spent considerable money on training, there has been a lack of a comprehensive, generalizable, psychometrically-sound instrument to investigate transfer of learning in Taiwan. This study cross-culturally validated the constructs of the Learning Transfer System Inventory (LTSI) for use in Taiwan. By doing so, HRD practitioners in Taiwan can benefit by having an instrument to diagnose intervening variables and improve individual performance. The LTSI was translated through a rigorous forward-backward translation process including qualitative, quantitative, and pilot evaluations with feedback loops. A heterogeneous sample 583 trainees from 20 different organizations and 71 different training were surveyed. The results showed that 15 factors were valid for use in Taiwan constituting two training domains, Training in Specific and Training in General. The reliabilities of the 15 validated factors ranged from .65 to .92, and only one of those were less than .75. This study also assessed transfer system characteristics across different situational variables (organizational type, organization, and training type) and individual variables (gender, age, education, job type, hours of training experience in current organization, years of total job experience, and years of job experience in current organization). The results suggested that non-profit organizations appeared to have a stronger transfer system than other types of organizations. Similar types of organizations may have similar but not identical transfer systems. The results also suggested that the situational variables were the true source of variance rather than the individual variables. This study found that when the quality of translation is controlled, scales with low reliability can create translation problems which, in turn, influence the factor structure. This suggested that the reliability of scales should always be examined before translating an instrument. Finally, this study has created many opportunities for understanding transfer processes, both cross-culturally and in Taiwan. It also provides a valid, generalizable, culturally appropriate instrument to help unleash human expertise and establish HRD accountability in Taiwan. Future research directions are provided.

Institutions of higher education face exceptional challenges in todays environment. College costs are increasing, funding is decreasing and/or limited, public confidence is diminishing, the work-place is changing, and a shrinking pool of traditional-age college students exists. This creates an environment where colleges and universities find themselves competing for students. So that these institutions of higher education may better understand how to recruit, advise, and retain students, one must consider the barriers first-time freshmen encounter in the pursuit of formal learning as they enter college. The purpose of this study, therefore, was to determine the perceived barriers to educational participation held by first-time enrolling college freshmen at Northwestern State University, and further, to determine if a model exists that would explain differences in these perceptions based on the variables age, gender, family obligations, employment status, marital status, household income, enrollment status, ethnicity, and degree program. The total number of first-time freshmen analyzed as part of the study was 1,079. Using a modification of a portion of a questionnaire by Carp, Peterson, and Roelfs (1972), students were asked to indicate the level of concern they had for an item perceived to be a possible barrier to their participation in higher education. Items were further categorized using Crosss conceptual framework of barriers as being situational, institutional, or dispositional. Results showed that although the model had only a minimal amount of variance that could be explained, some statistical differences among groups was found. Multiple regression analyses were used to determine the models that explained the subjects barriers to participation concern level. Results from the regression models resulted in findings those financial concerns, which would include household income, employment status, marital status, age, and family obligations are determining factors in how barriers are perceived by students. Variables which made significant contributions to the models included: whether the student was Caucasian, age, household income, whether the student was single/head of household, whether the student was undecided in degree program, and family obligations (defined as the number of dependents).

This study sought to identify the skills that need to be taught in an associate degree program for office information systems. Specifically, the researcher sought to determine the importance of skills needed by office information systems/ administration graduates with implications for curricular revision. One hundred and fifty-seven members of the International Association of Administrative Professionals in the states of Louisiana, Mississippi, and East Texas including the Houston, Texas area participated in this study. Findings indicated that the participants perceived 109 (85%) of the job skill items to be important, very important, or extremely important in the performance of their jobs. Only 19 (15%) of the job skill items were perceived to be somewhat important in the performance of their jobs. Almost all of the participants were women and the average number of years in the administrative support occupation field was almost 22 years. Almost three-fourths of the participants had completed some type of post-secondary type of education. The participants reported 70 job titles with the most frequently reported job titles of administrative assistant or executive assistant. Over one-third of the participants were employed in the service industry and one-third reported the scope of the organization as international. Almost one-third of the participants reported the size of the office where they worked as large and over half reported the type of community as large. The participants reported using most frequently Microsoft Office software packages to perform their jobs. To perform their jobs, over half of the participants reported using: copier; calculator; fax machine; computer printer; multi-line telephone systems; personal computer; typewriter; local area network; scanner; and voice mail via telephone. Using the perceived importance of the nine job skill categories summated scores and selected personal and professional demographic characteristics, the researcher calculated stepwise multiple on nine separate regression equations. This procedure returned four statistically significant models. However, these models did not explain a large portion of the variance. Recommendations and implications were given for Office Information Systems curriculum associate degree programs. Also, recommendations and implications were provided for future research and studies.

The purpose of this study was to explore demographic variables and job satisfaction and the relationship with burnout among higher education faculty. The sample included 248 tenured professors selected through simple random sampling techniques. A three-part instrument was used: the Maslach Burnout Inventory (MBI-ES), which measured levels of burnout based on subscales of Emotional Exhaustion, Depersonalization, and Personal Accomplishment; the Job Descriptive Index (JDI) and Job in General (JIG) scales, which indicated job satisfaction in areas of: Work on Present Job, Present Pay, Opportunities for Promotion, Supervision on Present Job, People in Present Job, and Job in General; and, a Demographic Data Questionnaire. Findings included: the population studied were relatively satisfied with all aspects of their work except Opportunities for Promotion and Present Pay. They were evenly dispersed on the MBI. A significant portion of the variance (47%) of Emotional Exhaustion burnout (F = 35.751, df = 234, p = < .001) was explained by: satisfaction with Job in General, satisfaction with Work on Present Job, reported health condition, and current age. A significant portion of the variance (31.6%) of Depersonalization burnout (F = 17.559, df = 234, p < .001) was explained by: satisfaction with Work on Present Job, having other financial responsibility, and years since granted tenure. A significant portion of the variance (17,4%) of Personal Accomplishment burnout (F = 12.153, df = 234, p < .001) was explained by: satisfaction with Work on Present Job, having a Ph.D., Job in General, and reported health condition. Conclusions included: faculty were generally dissatisfied with Opportunities for Promotion and Present Pay. Faculty were generally not significantly burned out. Emotional Exhaustion burnout was significantly influenced by: satisfaction with Job in General, Work on Present Job, and reported health condition(s). Depersonalization burnout was significantly influenced by: satisfaction with the Work on Present Job, having other financial responsibility, and years since granted tenure. Factors that significantly influenced Personal Accomplishment burnout included: satisfaction with Work on Present Job, having a Ph.D. degree, and satisfaction with the Job in General. Recommendations which could lessen the measured levels of burnout were included.