To see the other types of publications on this topic, follow the link: Administration of the Learning.
Dissertations / Theses on the topic 'Administration of the Learning'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Administration of the Learning.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
ABLE, JESSICA ANN. "MDMA ADMINISTRATION AFFECTS COGNITION IN THE RAT." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147890602.
Full text
2
Muniz, Andrew Everardo. "The retention of tacit knowledge in higher learning administration." Thesis, Baker College (Michigan), 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568224.
Full textAbstract:
<p> Higher education institutions (HEIs) could be among organizations without effective programs for preserving tacit knowledge (TK) when knowledge workers retire, quit, take a leave of absence, or are terminated. The theoretical underpinnings of this study were neuroscience related to brain learning physiology, transformational leadership theory, succession planning theory, and knowledge management theory. Research questions addressed (a) what is the level of awareness of the role of tacit knowledge in the administration of higher education, (b) what methods exist for capturing, sharing, and creating tacit knowledge that can be effectively integrated in succession planning, and (c) what unique elements exist in the administration of higher-education that either support or prevent tacit knowledge preservation, sharing, and creation through succession planning initiatives. Data collection involved interviews and document review at a Midwestern college. Findings included the need for trust and open communication and leader behavior to support optimal TK transfer. Participants were aware of TK and its importance and recognized a connection between TK and succession planning. Participants suggested high level activities; emphasized debriefing for verifying TK transfer, transfer of roles and responsibilities over time, continued access to mentors, and allocation of adequate time to deploy these steps in succession planning. The researcher developed a nine-step process model for integrating TK in institutions with a formal succession planning program. This process model includes organization-wide education and communication focused on the concepts of TK and involves steps for capture, measurement, and sustained retention of all forms of TK as part of institutional culture. </p>
3
Jonsson, Karl. "Machine learning and system administration : A structured literature review." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-18975.
Full textAbstract:
Denna literaturöversikt går igenom två olika system inom IT-säkerhet och hur de fungerar tillsammans med maskinlärningstekniker till en relativt ytlig nivå.Syftet med denna rapport är att kunna sammanfatta dessa system och se hur de kan hjälpa med en systemadministratörs uppgifter, hur det kan användas för automatisera och vad för positiva och negativa förändringar det kan ha på en infrastruktur.Maskinlärning kan vara ett kraftigt verktyg för systemadministratörer för att lätta på arbetsmängden som kan förekomma inom en organisation, vilket är också varför det är viktigt att diskutera när och var man ska utplacera en lösning. Den här studien ska diskutera användningen av maskinlärning och när och var det kan användas.<br>This literature review discusses two different systems within IT-security and how they work within machine learning to a relatively surface-level degree.The purpose of this paper is to be able to summarize these systems and see how they can help a system administrator’s assignments. how it can be used for automation and the positives and negatives.Machine learning can be a powerful tool for system administrators to alleviate the workload which can exist within an organization, which is why it is important to discuss when and where to deploy a solution.
4
Haghighi, Saideh. "Transformational learning toward transformative leadership." Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637058.
Full textAbstract:
<p> One of the greatest challenges our society faces is how to transform a fundamentally inequitable educational system. The societal inequities marginalized groups witness and experience on a daily basis are magnified by hegemonic educational policies and practices which produce, reproduce, and reinforce the concepts of white privilege. Developing transformative leaders is crucial given educational leadership is considered second only to teaching as an influence on students' learning. </p><p> This qualitative study examined the personal and professional growth of eight administrators and described the process by which these adults learn, internalized what they learn, and put their new knowledge into practice through socially just action within their schools and departments. The targeted professional development employed the tenets of critical race theory and principles of transformative leadership development as key elements toward addressing educational inequities. </p><p> The study provided insight into the lived experiences of educational leaders and explored their development of critical consciousness and how they utilized a lens of equity to effect personal and systemic change. The study grounded in critical race theory, transformational adult learning, and social justice leadership development revealed administrators who participated in ongoing, equity centered, professional development, shared similar experiences as adult learners and educational leaders in their professional roles. The results strongly suggested the impact this professional development had on their beliefs and behaviors was significant. These developing transformative leaders found the professional development to be relevant and urgent work resulting in the implementation of systemic change to varying degrees.</p>
5
Nelson, Mark. "Auditor learning of error frequencies in analytical review /." Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261421713.
Full text
6
Kimura, Tadashi. "Organisational learning in aid administration : rethinking its potential and limitations." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427063.
Full text
7
Köhler, Thomas, Eric Schoop, and Nina Kahnwald. "Knowledge Communities in Business, Science and Public Administration." TUDpress, 2017. https://tud.qucosa.de/id/qucosa%3A30878.
Full textAbstract:
The 20th Communities in New Media (GeNeMe) Conference presents innovative technologies and processes for the organization, cooperation, and communication in virtual communities. It is a forum for professional exchange especially in the fields of knowledge management and online learning. The conference focuses not only on technological and economic aspects of the use of new media, but takes a closer look at sociological, psychological, economic, didactic, and legal facets as well. GeNeMe is geared towards experts from research and industry. It is designed to promote practical and scholarly insights among participants from various disciplines, organizations, and institutions from academia, business and administration. [... from the introduction]
8
Dix, Clinton R. "Leadership and learning| The impact of transformational leadership on learning culture within global ministry nonprofits." Thesis, Indiana Wesleyan University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613527.
Full textAbstract:
<p> Global nonprofits face not only the challenges of funding but now need to adapt to the challenges of a complex and changing environment. Part of this changing environment is the need to network with other organizations to enhance their impact. As these networked nonprofits attempt to meet the challenges of the twenty-first century they most likely will need solutions that contain complex roles, procedures, and structures. Organizations need to learn to readily adapt to these challenges. A learning organization is one which has the ability to transform itself by collectively learning how to face new challenges. An organization that has this ability is better prepared to meet its challenges and can produce greater results. When an organization becomes a learning organization it may be more likely to possess the necessary tools to effectively meet its objectives. </p><p> Leaders must implant into the organizational culture factors that will allow the organization to make the necessary transformation. Transformational leadership has been proposed as a viable model of leadership that can produce this type of environment. Rijal (2009) stated that "transforming a complex system is difficult without a leader who understands the needs of the situation, the people and the goal and undertakes the necessary action to achieve the transition" (p. 131). </p><p> Networked global nonprofits offer a unique setting for analyzing this relationship. This study will look at several ministry nonprofits that have networked together to fulfill their common purpose. It will seek to discover more about the alleged relationship between transformational leadership and a culture of learning by seeking evidence within these global nonprofits. </p>
9
Zabiegalski, Eric. "Learning Ambidexterity in Organization." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715905.
Full textAbstract:
<p>Learning Ambidexterity in Organization
As organizational exploitation drives out exploration, companies must reach beyond traditional organizational learning practices to become learning organizations, learning in action as they also perform. As traditional companies tip the balance between entropy and negative entropy, they ultimately begin to focus almost exclusively on evolutionary learning and refining more of what they already know.
High-Tech Optics avoided this success trap of focusing on past performance by routinely assessing and perturbing its cultural and structural inertia and continually reaffirming that performance and learning should be integrally linked objectives. Exploitation was kept from crowding out exploration by several factors, namely the company CEO and the ambidextrous organizational culture. When learning was emphasized, it was in the context of ambidextrous learning, not simply a reference to incremental learning associated with the refinement of existing products and processes. Instead, this company?s learning fell across a spectrum, from learning within a specially created structurally ambidextrous space to research projects, customer problem solving, perturbing its own processes, and helping others.
This qualitative single-case study, with its nine findings and four conclusions, strongly suggests not only that it is possible for organizations to learn ambidexterity, but that such learning most likely happens in all organizations. This study discovered that High-Tech Optics naturally converged on all three kinds of ambidexterity: contextual, structural, and temporal. What might not be possible, or natural, for most organizations, however, is the sustainment of ambidexterity, learning how to make an ambidextrous culture permanent. Remarkably, High-Tech Optics, a manufacturing company, emerged as an ambidextrous organization naturally over time, but then deliberately set mechanisms, structures, and processes in place to continue these behaviors indefinitely.
The main implication for practitioners is to consider an ambidextrous plan for their own organizations. As exploitation tends to drive out exploration as organizations mature, favoring what is already known over what is new, organizations should not forget their early explorative learning behaviors.
10
Latief, Shahnaz. "Time and school learning." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7948.
Full textAbstract:
Bibliography: leaves 67-71.<br>This study, conducted at Poor Man's Friend Secondary School (fictitious name), describes the use of Time Tabled School time. In fact, it quantifies the Time spent on Instruction and relates it to Learner Engagement-rates. Cumulatively, these variables impact on Learner Outcomes.
11
Horton, James N. Martin Barbara N. "The role of district administration in the establishment of professional learning communities." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6159.
Full textAbstract:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Barbara N. Martin Vita. Includes bibliographical references.
12
Pickering, Christopher. "Factors affecting alcohol self-administration: learning, environmental and genetic influences on behaviour /." Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-902-5/.
Full text
13
Cohen, Rebecca Michelle. "A Case Study of a K-12 Learning Center in Southern California| Exploring Strategies to Sustain Learning Centers for Students with Learning Disabilities." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828151.
Full textAbstract:
<p> The varied academic needs of students with learning disabilities throughout the U.S. and in Southern California, specifically, have driven demand for private learning centers. For the purposes of this study, a learning center refers to a private business that teaches primary and secondary school students with learning disabilities outside of the school system. However, these centers often struggle with business success and the retention of employees and clients. Little research exists to address this topic. Therefore, there is a need to explore strategies to sustain these centers for students with learning disabilities. The purpose of this qualitative case study was to explore strategies used by a successful K-12 learning center for students with learning disabilities in Southern California to sustain their business. Data was collected from interviews with four employees, observations from four visits, and seven types of archival data. The data were analyzed and grouped into the five deductive themes found in the literature review: training, relationships, innovation, structure, and customer development. Five new inductively developed themes resulted from the analysis of the data: Theme 1: Engaging in closed-loop communication with all stakeholders; Theme 2: Taking a holistic approach to student improvement; Theme 3: Providing differentiated instruction for a personalized experience; Theme 4: Engaging in a growth mindset; Theme 5: Setting an intention for the learning center to follow. Aspects such as innovation, flexibility, and intentionality proved to be beneficial to improving student outcomes and sustaining a learning center. Three conclusions were made from the study: Conclusion 1: A learning center can be sustained through a focus on the five literature themes of training, relationships, innovation, structure, and customer development; Conclusion 2: Flexibility allows for individualization, and continual improvement; Conclusion 3: Learning centers seeking a competitive advantage should focus on innovation. </p><p>
14
Rose, Rickie Lou. "The connection of brain compatible learning theory and leadership." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3175993.
Full textAbstract:
Thesis (Ed.D.)--Indiana University, School of Education, 2005.<br>Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1587. Adviser: L. Burello.
15
Hutson, Brad. "Teaching the high school educator| Understanding their learning preferences in an adult-learning environment." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140131.
Full textAbstract:
<p> This mixed-model study utilized the qualitative and quantitative data from high school teachers of one middle Tennessee school district and high school teachers of the Tennessee High School Speech and Drama League to determine if differences existed amongst the learning preferences of high school teachers in adult learning environments. All participants completed the Canfield Learning Styles Inventory to provide quantitative data. Members of an executive board completed a focus group questionnaire to provide qualitative data for the study. The study led to a recommendation that developers of professional development and school officials consider learning preferences because significant differences existed amongst the participants. Accounting for these differences could lead to more effective implementation of professional development content. </p>
16
Meyner, Ella, and Christine Yildiz. "Crisis Management & Learning Processes : An exploratory study on internal crisis management and implementation of learning processes within nonprofit organizations." Thesis, Jönköping University, Internationella Handelshögskolan, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48785.
Full text
17
Collins, Betty J. "A High School as a Learning Organization| The Role of the School Leadership Team in Fostering Organizational Learning." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10041787.
Full textAbstract:
<p> The study was designed to understand the role that the school leadership team (SLT) plays in fostering practices consistent with organizational learning. The study population included five administrators and eight teacher leaders in a large, comprehensive high school in a mid-Atlantic school district. A qualitative case study approach was employed, purposively selecting a site where the SLT members were intentionally involved in distributed leadership based on expertise. The findings indicated that SLT members engaged in four practices associated with improved teaching, all of which, past research suggests, are also aligned with organizational learning: providing feedback, engaging in collaborative decision-making, building positive relationships, and focusing on student results. Collaborative roles facilitated collegial discourse about teaching practices and built a culture of trust among members of the SLT. Collaborative structures supported common goals, values, and norms. Further, fostering a collaborative environment supported knowledge building and the development of shared ideas about teaching and learning. The school’s administration, including a strong collaborative principal, provided leadership and support for the work of the SLT throughout the study.</p>
18
Wentworth-Eidsaune, Christine L. "Short-Term Administration of Corticosterone has Lasting Effects on Learning in Young Rats." Wright State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=wright1277133963.
Full text
19
Hamilton, Jan L. "Professional learning communities impact on student achievement." Thesis, Saint Mary's College of California, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568312.
Full textAbstract:
<p>This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools compiled by the California Department of Education for the 2007–2008 school year. The Academic Performance Index (API) scores for 136 schools districts in the study was retrieved and examined along with the following additional data: English-language learner, special education status, ethnicity (African American, Hispanic–Latino), and socioeconomically disadvantaged students. Academic Performance Index (API) is a yearly state performance measure was downloaded for all schools partaking in this study. Elementary, middle and high schools API scores were compared along with specific subgroups: Hispanic, English Learner, African American, socioeconomically disadvantaged, and special education students. Results indicate that Hispanic and English Learner sub groups at the Elementary and Middle school level for Professional Learning Community Schools academic achievement was significant. At the high school level Hispanic and English language Learner sub groups academic achievement was significant for the Non Professional Learning Community schools. </p>
20
O'Grady, Ryan. "Effectiveness of professional learning communities for related services personnel| Nebraska school psychologist perceptions on utilizing learning communities." Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589849.
Full textAbstract:
<p> Schools continue to change in many ways. Technology, diversity, Response to Intervention (RtI), 21st Century Skills, and other initiatives warrant the need for continued professional development for all school staff. School psychologists play a key role in the school system and can bring significant contributions to the school team. School psychologists often have multiple schools to serve in rural and urban settings and, at times, have to serve schools in isolation away from other school psychologists. School psychologists need opportunities to engage in meaningful professional development and have the opportunity for collegiality and collaboration with other school psychologists. This study investigated the effectiveness of school psychology learning communities as a way to provide professional development, collegiality, and collaboration school psychologists need to contribute to the education environment. </p><p> A qualitative case study design was utilized in this study. Data sources from interviews, observations, and documents chronicled the perceived impact of utilizing professional learning communities for school psychologists as a method of professional development in a seven-district special education cooperative in the Midwest. </p><p> The findings of the study uncovered that the learning community produced an increase in knowledge and skills for school psychologists. It also provided a forum to study and find consistency in services school psychologists provide to schools. Data also showed that school psychologists felt that the goal setting process within the group served as a guide to identify continued professional develop needs. In addition, data revealed that school psychologists felt that collaboration within the learning community had an impact on student achievement and that the learning community increased job satisfaction of school psychologists. </p>
21
Shelley, Elanca. "The role that courage plays in an experiential learning process." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12995.
Full textAbstract:
Includes bibliographical references.<br>Experiential learning is a well-known learning theory that underpins management development. This study presents a causal theory that is based on experiential learning and explains why some students experience a transformational learning experience that increases their management effectiveness and others do not. This theory was developed within a critical realist ontology and it used a constructivist grounded theory methodology to emerge the key variables that formed the theory. Prior to the grounded theory study, a pilot study was conducted to develop the conceptual framework for the research. This pilot study included approximately 240 research participants from within the classrooms in my work context. The conceptual framework facilitated the development of the key research question: How do engaged, learning ready students, who can manage their own learning process, undergo transformational learning experiences that increase management effectiveness?
22
Gillespie, Kelly P. "Leadership to sustain Professional Learning Communities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/725.
Full textAbstract:
Professional Learning Communities (PLCs) have shown promise as a means to meet the challenge of the No Child Left Behind Act of 2001. A problem that has surfaced is the inabilty of schools to sustain PLCs. This project study examined leadership characteristics of elementary school principals in selected school districts to determine how these characteristics shape organizational culture and provide support for sustaining professional learning communities. At the center of this initiative have been the school principals and their leadership skills. The theoretical underpinnings of this study were based on the work of DuFour and DuFour, which places leadership of the principal at the forefront of successful school improvement. A mixed-methods approach with a sequential-transformative strategy was used. Quantitative data were collected by administering the Leadership Capacity School Survey to 30 elementary principals. Descriptive statistics were used to determine which of Lambert's six critical constructs were most and least commonly practiced among the schools in the study. Qualitative data gathered through a focus-group discussion were analyzed through the typological process. Quantitative and qualitative findings indicated that broad-based, skillful participation in the work of leadership (Construct 1) was the most important leadership construct to the success of sustaining PLCs. The outcome of this project study was a professional-development model that will provide knowledge and understanding of the key leadership elements needed to develop an environment for sustaining PLCs. The potential social impact of this study includes improved student achievement as a result of improved leadership by principals.
23
Mullen, Gary. "Integrating Equine-Assisted Activities and Therapy (EAAT) into a Higher Learning Institution." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/845.
Full textAbstract:
Collegiate equestrian programs are costly to operate, and cost often exceeds revenue from tuition. The local problem in this project study was the need for supplemental revenue to support a cost-intensive equestrian program, without cutbacks or raising student fees. The study examined the integration of an equine-assisted activities and therapy (EAAT) program for additional income, while capitalizing on existing institutional resources at a Midwestern university in the United States. Research questions explored how to implement an EAAT program to close the budgetary gap at the project site. Systems theory formed the conceptual framework for analyzing the relationship between program characteristics and budgetary adequacy, as well as promising points of intervention in the systemic relationship between program and budget. A mixed methods design included a quantitative survey of all U.S. post-secondary institutions (37) with EAAT programs. Survey data were expanded and validated through open-ended interviews using a panel of five experts selected from the survey group. Data analysis included the constant comparative method, member checking, and triangulation procedures. Focus groups provided feedback on analyzed data regarding application to the project site. Results revealed dominant themes: collaborations; the relationship with administration; finances; staffing; scheduling; and employability. A three-option proposal was created to integrate EAAT, which included students providing community EAAT services to enhance their professional skills, and program revenue. Beyond addressing the financial issue, the social change implications of this study include preparing college graduates for service-based careers that advance a culture of equity and diversity in the workplaces to which they will bring the values learned in the EAAT program.
24
Connelly, Megan Marie. "Living Learning Communities: Relationship Builders?" Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260249.
Full textAbstract:
Educational Administration<br>Ed.D.<br>This qualitative case study describes how first year students perceived the impact of living within a living learning community by giving voice to students who wished to not only describe their living experience, but also have this description heard. While living learning communities are not new to Residential Life departments on college campuses, the studies of such programs have predominantly been large scale quantitative studies conducted to assess the overall satisfaction that students feel with living in such a program or to ask one very specific question, typically related to drinking patterns or academic successes. Through the studying of one particular academic living learning community at a specific mid-Atlantic, urban university, I was able to delve deeper into the lives of students and develop a detailed holistic picture of the student experience specifically through the use of student interviews. My small sample, and immersion in the field, permitted an in depth understanding of all aspects of their residential and academic life related to their living learning community experience. The residents took advantage of the research as an opportunity to speak freely about issues that more macro researchers had not considered as potential impacts of student life within a living learning community. The research took place in one residential hall over an entire year. The data was gathered from a series of in-depth interviews and almost daily observations. Studying a select number of students within the community for a full academic year provided the opportunity to ask the same questions on numerous occasions and study how the students' responses changed or remained the same over time. This year long endeavor also permitted my immersion into the community and attendance at programs and events held within the living learning community allowing me to discover five themes relating to the student perspective of living learning communities: The Importance of Family, Social Activities as Opportunities to Bond, Accountability with Regards to Academics, Sense of Exclusivity, and the Importance of Personality on Perception of LLC Success. Through these themes, this study provides one of the few rigorous insights into life in a living learning community from the student perspective directly through the use of student voice, allowing for higher educational leaders and planners to take this individualized perspective into account in the organization, implementation, funding, and assessment of future living learning community endeavors.<br>Temple University--Theses
25
Köhler, Thomas, Eric Schoop, and Nina Kahnwald. "Knowledge Communities in Business, Science and Public Administration." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234282.
Full textAbstract:
The 20th Communities in New Media (GeNeMe) Conference presents innovative technologies and processes for the organization, cooperation, and communication in virtual communities. It is a forum for professional exchange especially in the fields of knowledge management and online learning. The conference focuses not only on technological and economic aspects of the use of new media, but takes a closer look at sociological, psychological, economic, didactic, and legal facets as well. GeNeMe is geared towards experts from research and industry. It is designed to promote practical and scholarly insights among participants from various disciplines, organizations, and institutions from academia, business and administration. [... from the introduction]
26
Seidle, Russell James. "The implications of organizational learning types for technological innovation." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121124.
Full textAbstract:
Organizations engage in a number of activities designed to foster effective learning. Three forms of learning with important implications for the innovation process are experiential (whereby firms gain relevant insights through direct experience with routines and patterns of action), vicarious (the observation of external activities, with inference and other attributions being employed to reconstruct the underlying processes), and inter-organizational (direct contact with outside entities or formal partnering initiatives). The papers in this thesis examine the relative influence of these forms of learning throughout the process of technological innovation. The first empirical paper ("Sequences of Learning in Technological Innovation – Towards a Process Model") employs interview and archival data from eleven innovation projects in the biopharmaceutical and medical device sectors. I find evidence of three distinct learning sequences operating throughout the innovation process: 1) intensive-externalizing; 2) intensive-internalizing; and 3) expansive-internalizing. The sequences vary both in the breadth of learning forms utilized early in the innovation project and in the degree to which the resultant knowledge is internalized as subsequent innovations are pursued. These findings offer useful insights into the locus and sources of learning related to innovation processes in technologically complex settings. In my second paper ("Learning and Innovative Performance – A Longitudinal Study of U.S. Medical Device Approvals"), I analyze a panel dataset of new product approvals for U.S.-based publicly traded companies in the medical device industry. There is evidence for the independent effect of geographically proximate vicarious learning on innovation outcomes (number of approved medical devices) as well as for the interactive effect of experiential and geographically proximate vicarious learning on innovation outcomes.The thesis contributes to current organizational research on learning sequences associated with technological innovation (Bingham & Davis, 2012) and to the literature on the role of vicarious learning within the innovation process by examining vicarious and other forms of learning in new product development (Srinivasan, Haunschild & Grewal, 2007).<br>Les organisations se livrent à diverses activités visant à favoriser un apprentissage efficace. Trois formes d'apprentissage avec des implications importantes pour le processus d'innovation sont expérientiel (où les entreprises acquièrent des solutions pertinentes à travers l'expérience directe avec les routines et les habitudes de l'action), vicariant (l'observation des activités extérieures, avec inférence et les autres attributions étant employées pour reconstituer les processus sous-jacents ) et inter-organisationnel (contact direct avec des entités extérieures ou des initiatives de partenariat officielles). Les études dans cette thèse examinent l'influence relative de ces formes d'apprentissage tout au long du processus d'innovation technologique. La première étude («Séquences d'apprentissage dans l'innovation technologique - Vers un modèle de processus»; traduction de "Sequences of Learning in Technological Innovation – Towards a Process Model") emploie les entrevues et les données d'archives reliés à onze projets d'innovation dans les secteurs des dispositifs médicaux et produits biopharmaceutiques. Je trouve preuves de trois séquences d'apprentissage distinctes opérant à travers le processus d'innovation: 1) intensive-externalizing; 2) intensive-internalizing; et 3) expansive-internalizing. Les séquences varient à la fois dans l'ampleur des formulaires utilisés au début du projet d'innovation dans l'apprentissage et le degré dans lequel la connaissance qui en résulte est intériorisée lorsque les innovations subséquents sont poursuivis. Ces résultats offrent des indications utiles sur le lieu et les sources d'apprentissage liées aux processus d'innovation dans les milieux technologiques complexes. Dans ma deuxième étude («Apprentissage et la performance innovatrice - une étude longitudinale de l'approbation des appareils médicaux aux États-Unis»; traduction de "Learning and Innovative Performance – A Longitudinal Study of U.S. Medical Device Approvals"), j'analyse un ensemble de données reliés aux approbations de nouveaux produits pour les entreprises publics américaines dans l'industrie des dispositifs médicaux. Il existe des preuves de l'effet indépendant de l'apprentissage vicariant géographiquement axé sur les résultats d'innovation (nombre de dispositifs médicaux approuvés) ainsi que de l'effet interactif de l'apprentissage expérientiel et vicariant géographiquement axé pour la réussite innovante. La thèse contribue à la recherche organisationnelle actuelle sur l'élaboration détaillée des séquences d'apprentissage associées à l'innovation technologique (Bingham & Davis, 2012), et à la littérature sur le rôle de l'apprentissage vicariant dans le processus d'innovation par l'examen de l'apprentissage vicariant et d'autres formes d'apprentissage dans le développement de nouveaux produits (Srinivasan, Haunschild & Grewal, 2007).
27
Öberg, Johanna. "Time prediction and process discovery of administration process." Thesis, Uppsala universitet, Institutionen för biologisk grundutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-432893.
Full textAbstract:
Machine learning and process mining are two techniques that are becoming more and more popular among organisations for business intelligence purposes. Results from these techniques can be very useful for organisations' decision-making. The Swedish National Forensic Centre (NFC), an organisation that performs forensic analyses, is in need of a way to visualise and understand its administration process. In addition, the organisation would like to be able to predict the time analyses will take to perform. In this project, it was evaluated if machine learning and process mining could be used on NFC's administration process-related data to satisfy the organisation's needs. Using the process mining tool Mehrwerk Process Mining implemented in the software Qlik Sense, different process variants were discovered from the data and visualised in a comprehensible way. The process variants were easy to interpret and useful for NFC. Machine learning regression models were trained on the data to predict analysis length. Two different datasets were tried, a large dataset with few features and a smaller dataset with more features. The models were then evaluated on test datasets. The models did not predict the length of analyses in an acceptable way. A reason to this could be that the information in the data was not sufficient for this prediction.
28
McConnachie, Cameron. "The loci of learning in focus : a qualitative study of grade 7 students' conceptions of 'school' and 'learning'." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/10893.
Full textAbstract:
Bibliography: p. 124-127.<br>This study investigates the conceptions of 'school' and 'learning' held by twenty grade 7 students between the ages of 12 and 15. While the subjects' participating in the research were selected from two Cape Town metropolitan schools in close proximity, the schools were situated within vastly different socio-economic and cultural environments. The study aimed to explore what factors impact on the development of students' conceptions. The conceptions were analysed against an international body of literature in an attempt to discern whether a particularly South African notion of the phenomenon existed.
29
McManus, Jacqueline Law Faculty of Law UNSW. "Capacity-development at work: the contribution of workplace-based learning to tax administration." Awarded by:University of New South Wales. School of Law, 2007. http://handle.unsw.edu.au/1959.4/29565.
Full textAbstract:
This study is concerned with workers, workplace learning and organisations. In the current climate of techno-logisation and globalisation, change is constant. Consequently, development of workers??? capacity to grow and adapt is essential for both the employability of the individual, and the economic survival of organisations. Capacity is considered essential because it encompasses more than current ability, it enables the growth of innovative approaches to work, which are required to adapt to change. Learning is central to capacity-development and so learning skills and related ???general skills??? are vital, but these skills must be developed in a specific context to be useful tools. Learning involves balancing the chaos of uncertainty and the old grooves of experience. Learning also involves personal growth. This study explores ways of helping workers develop capacity and especially learning skills, in a context of complexity, to meet the demands of their changing environment. The methodological approach taken is two fold, including both a conceptual and an empirical component. Firstly, a framework, based on conceptual innovation, is constructed to direct the design of workplace-based programs aimed at developing workers??? capacity. This is done as guidance in tailoring a program that promotes the development of an understanding of the necessary skills and knowledge in the context of the work undertaken, how to use them effectively, and the impact they have on the worker and their environment. It is contended that this framework promotes continued and sustained growth in workers??? skills and adaptability, that is, it develops capacity. Secondly, fieldwork based on a program developed for a group of tax administrators to instantiate this framework is reported. The findings show that this workplace-based program designed for the Australian Taxation Office has precipitated the development of the participant workers??? capacity, and in so doing, has shown the empirical significance of the conceptual innovation. Finally, the broader implications of developing workers??? capacity are explored. These include the need for organisational support for workers??? capacity-development, the possibility of the development of a learning culture in organisations, and the general applicability of the framework to other organisations, professions, and industries.
30
Ettles, Violet Helen. "Oral medication administration : the effect of two instructional techniques on nursing student learning." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/27334.
Full textAbstract:
This experimental study was designed to examine the effects of two selected instructional techniques on nursing student learning of oral medication administration. The research questions asked in this study concerned the effects of these selected Instructional techniques on cognitive learning, performance, and feeling of satisfaction toward the learning experience.
The study was conducted in a three-year diploma nursing program associated with a large metropolitan hospital. A total of 66 first-year students participated in the study. There were 32 students in the experimental group and 34 students in the control group.
All subjects were taught relevant content, prepared "drug cards", and completed a cognitive learning pretest prior to the oral medication administration laboratory. During the laboratory, the experimental subjects were taught by demonstration-return demonstration using simulation and the control subjects were taught by demonstration-return demonstration. Following the laboratory, all subjects were administered the pretest as a posttest, a feeling of satisfaction questionnaire, and a personal data questionnaire. Additionally, they were evaluated through the use of a performance checklist during their first administration of a medication(s) to a patient.
Data obtained from the cognitive learning tests and performance checklist were analyzed using independent t-tests, and data obtained from the feeling of satisfaction questionnaire were analyzed using the chi-square test. Study findings showed that the two groups were similar when compared on selected personal characteristics. Differences between the groups for cognitive learning, performance, and feeling of satisfaction toward the learning experience were revealed not to be significant at the established level of D. = .05. This finding suggests that demonstration-return demonstration using simulation is a viable alternate technique for teaching oral medication administration.<br>Applied Science, Faculty of<br>Nursing, School of<br>Graduate
31
Tupponce, John Thomas. "An Intervention Model| Principal Professional Learning Communities (PPLC)." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978796.
Full textAbstract:
<p> The high expectations of the standards movement, the many budgetary constraints, and the societal challenges of living in cities are some of the complexities principals in urban districts face when trying to serve the needs of children in their schools. This research explores an intervention model of principal professional learning communities (PPLCs) that bridges the gap between the districts’ goals and priorities and the ways schools are addressing them. Nine principals using the PPLC model experienced collaboration, support, and collective accountability with their peers. Furthermore, as a result of their collaboration and support, principals examined their own practices in specific areas of observation and feedback, how they used their leadership teams to support next steps, and how they created opportunities for professional development. Qualitative data collection took place through surveys, observations, and interviews. </p><p> The study findings indicated that a common learning experience like the PPLC is a valuable tool for principal learning and development. Principals reported that the development of relational trust was an essential reason why principals valued collaboration, and why they supported each other in the PPLC. Principals also became internally motivated to coach, support, and mentor their peers, and they developed a collective accountability in which they aligned themselves with the goals of the district. In addition, the findings indicated that conducting learning walks together and collaborating about instructional practices in the PPLC helped principals to reflect on their own instructional practices in their own schools. Principals could then use the strategies they learned from observation and feedback, working with their leadership teams and developing professional development to structure the next steps for better implementation of pedagogy.</p><p>
32
Morris, Dory L. "Learning Without Onboarding| How Assessing and Evaluating Learning Benefits New Information Technology Hires." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604725.
Full textAbstract:
<p> Onboarding ensures learning success through sharing and acquiring knowledge to remain competitive. However, little is known about new Information Technology (IT) hires' learning needs in the absence of onboarding; therefore, the purpose of this case study was to examine, increase, and retain their technical knowledge at the Unified Communications Company (UCC). Following the theoretical model of knowledge management, which holds that knowledge is the key to confirm learning and knowledge sharing, the research questions were used to examine how the company assessed and increased their technical knowledge and how they taught their culture in the absence of onboarding. A qualitative instrumental case study design was employed with a purposeful sample of 4 former employees who were former new IT hires at the UCC. These employees contributed to the study using journals, surveys, and interviews drawn from their experiences as new IT hires at the UCC. Reoccurring themes regarding formal learning were extracted from the data, validated through peer and member checking, and then triangulated with each round of data collection and the themes described in the literature. The themes of culture, onboarding, training, and experience/feedback consistently emerged as areas needing improvement and indicated a need for formalized training. Based on these findings, a job aid was created to provide enhanced performance and learning to offer knowledge throughout training. Companies employing new IT hires can use the results from this study to provide onboarding in addition to their current orientation. The use of these data would positively affect social change by enhancing company competitiveness and job retention while reducing overall unemployment and the skills gap. </p>
33
Youngblood, Sheila. "Teachers' Perspectives on Implementing Social-Emotional Learning Standards." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1527.
Full textAbstract:
The problem this study addresses is the extent to which social-emotional learning programming is effectively implemented. Since social-emotional learning programming has emerged as a significant aspect of U.S. education, man states have included social-emotional standards and programming as an essential part of the curriculum. Researchers have found that effective reform includes not only emphasis on academic and standardized test scores, but also on social-emotional influences. As a school reform initiative, a Social Emotional Learning (SEL) program is being implemented at a Midwestern high school. The purpose of this qualitative descriptive interview study was to explore the perceived effectiveness of the implementation. The conceptual framework was drawn from Fullan's 6 assertions that serve as a guide to monitor school success when implementing education reforms. The study's guiding questions concerned teachers' perceived supports and challenges in the process of implementation, as well as any perceived role changes they experienced during the process. Eight high school teachers who had taught the SEL classes were interviewed. Data were transcribed, coded for themes using Hatch's typology, and thematically analyzed. The key findings included that participants were supported by the counselors and their peers. However, they encountered implementation challenges including the class schedule, lack of student buy-in, and the need for ongoing supports to facilitate social emotional learning. This study contributes to social change by informing school leaders of best practices necessary to ensure the implementation and sustainability of SEL practices. Social-emotional learning initiatives that implemented with fidelity can improve both the academic and personal success of students.
34
Wagner, Michael James. "Goal-setting, self-efficacy, and learning performance: A causal model." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185292.
Full textAbstract:
The purpose of this study was to confirm the structural relationship of goal setting variables to performance. Performance was measured in learning mathematics lessons. Linear structural modeling techniques were used to evaluate the goal setting model. The exogenous variables were prior performance, goal difficulty, and self-evaluation. The endogenous variables were self-expectancy, self-efficacy, personal goal, and performance. There was support for the model of goal setting as proposed in this study. The nested alternate structural model for goal setting was the most parsimonious model. This model evidenced a negative effect of easy specific assigned goals on self efficacy. Vague and challenging specific goals had a positive effect on self efficacy. Prior performance, assigned goal, and self evaluation had positive path coefficients to self efficacy which, in turn, had a positive path coefficient to performance. Descriptive univariate statistics tended to support the theory of goal setting. These findings corroborate the results of the structural equation analysis.
35
Morris, Dory L. "Learning Without Onboarding: How Assessing and Evaluating Learning Benefits New Information Technology Hires." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1104.
Full textAbstract:
Onboarding ensures learning success through sharing and acquiring knowledge to remain competitive. However, little is known about new Information Technology (IT) hires' learning needs in the absence of onboarding; therefore, the purpose of this case study was to examine, increase, and retain their technical knowledge at the Unified Communications Company (UCC). Following the theoretical model of knowledge management, which holds that knowledge is the key to confirm learning and knowledge sharing, the research questions were used to examine how the company assessed and increased their technical knowledge and how they taught their culture in the absence of onboarding. A qualitative instrumental case study design was employed with a purposeful sample of 4 former employees who were former new IT hires at the UCC. These employees contributed to the study using journals, surveys, and interviews drawn from their experiences as new IT hires at the UCC. Reoccurring themes regarding formal learning were extracted from the data, validated through peer and member checking, and then triangulated with each round of data collection and the themes described in the literature. The themes of culture, onboarding, training, and experience/feedback consistently emerged as areas needing improvement and indicated a need for formalized training. Based on these findings, a job aid was created to provide enhanced performance and learning to offer knowledge throughout training. Companies employing new IT hires can use the results from this study to provide onboarding in addition to their current orientation. The use of these data would positively affect social change by enhancing company competitiveness and job retention while reducing overall unemployment and the skills gap.
36
Arnaud, Velda. "Institutionalized Community College Service Learning to Promote Engagement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1095.
Full textAbstract:
Community college graduation rates are low, and community colleges have been tasked with producing more graduates to meet workforce needs. Research has determined that engaged students remain at their institutions and complete their degrees. Service learning has been identified as a high-impact practice that engages students with their learning and builds connections between students and campus personnel. The majority of service-learning research, having been conducted with 4-year colleges and universities, may have limited applicability to the community college population. This qualitative descriptive case study describes how institutionalized service learning on 1 community college campus is structured, supported, and operated. The study used the framework of student success, service learning, and institutionalization to determine how the college provided resources and opportunities for service learning. Participants for the study were selected using mixed purposeful sampling to identify individuals recently involved with service learning at the college; data came from document reviews, campus and Internet observations, college staff interviews, and student group online discussions. Data were collected and analyzed using a spiraling technique. Findings indicated that the college's curricular and cocurricular service-learning activities were integrated throughout the campus in many departments and with different groups. While the service-learning coordinators made distinctions between curricular and cocurricular service learning, student participants did not make such distinctions. Students in this study were engaged with their service learning. These findings have applicability for all community college educators, demonstrating that institutionalized community college service learning might lead to greater retention through graduation.
37
Albert, John M. "Online learning| Perceptions of school board members in California." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570186.
Full textAbstract:
<p>This study analyzes the growing trend in the development of online learning in public school K-12 districts in California. Specifically, it analyzes school board members' perceptions of the benefits and challenges to implementing online learning in their districts. Barbour and Reeves (2009) indicate four primary themes regarding challenges connected with online schools, and they include high startup costs, access issues related to technology and high speed internet, the approval and/or accreditation process of online schools, and student readiness issues. Areas indicated as advantages to online learning in the literature include increased educational access, high-quality learning opportunities, improved skills and educational outcomes, increased choice, and administrative efficiency (Barbour & Reeves, 2009). While there is research regarding perceptions of administrators, student, teachers, and parents there is a lack of research regarding school board members' perceptions of online learning. </p><p> A total of 82 school board members in California responded to the California Online Education Survey. The California Online Education Survey accessed school board members' perceptions of the advantages and disadvantages of online learning and their district's perceived support for implementing online learning in the future. Data was analyzed using descriptive statistics. The following key findings emerged: First, school board members' perceptions of the current implementation of online learning were not consistent with current research. However, findings from the study supported evidence that online learning is reaching a tipping point toward being a common practice in school districts in California. Second, school board members' perceptions of the advantages of online learning centered on increasing educational access for students, and their perceptions of the barriers focused on concerns related to high startup costs. Third, while the limited sample size (N=82) prevented definitively answering the research questions, the findings suggest that support for implementing online learning is positively influenced by city community types but not by rural settings. Fourth, while the limited sample size (N=82) prevented definitively answering the research questions, the respondents in this study indicated that, in times of economic disparity, boards that identify themselves as matching the characteristics of an arena board take a more conservative approach to spending money on the development of online learning. </p>
38
Lopez, Lira Arjona Alfonso. "Inter-firm knowledge transfer and experiential learning| A business sustainability approach on SME's absorptive capacity." Thesis, Instituto Tecnologico y de Estudios Superiores de Monterrey (Mexico), 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570884.
Full textAbstract:
<p>In emerging economies, Small and Medium-Sized Enterprises (SMEs) are threatened by continuous political and economic changes. In such uncertain environments, knowledge is the distinctive factor for the achievement of a competitive advantage. However, limited funds and pressure from competitors force SMEs to seek for external sources of knowledge. </p><p> The Multinational Corporation (MNC) represents an alternative for business sustainability within the value chain, including both suppliers and clients. In the aim for pursuing such endeavor, a conceptual framework including inter-firm knowledge transfer processes from the MNC and experiential learning enhanced by the Academia is explored. </p><p> In sum, this dissertation is intended to examine the MNC’s and Academia’s role on the procurement of SMEs’ business sustainability through inter-firm knowledge transfer and experiential learning, in terms of absorptive capacity. More specifically, the impact of technical and technological knowledge transferred from the MNC on one side; and reflective learning on managerial skills and business vision from the Academia on the other side, is analyzed through SMEs’ absorptive capacity. Regarding business sustainability, the effect of the application of newly absorbed knowledge is analyzed in terms of SMEs’ selected indicators for business improvements. As a complement, a qualitative study is included in order to provide support for findings hereby obtained. </p>
39
Walburg, Stefan. "Ein generisches Metadatenverwaltungssystem zur Administration multipler, heterogener Metadatenschemata für E-Learning-Angebote virtueller Hochschulen /." Berlin : Logos-Verl, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2672478&prov=M&dok_var=1&dok_ext=htm.
Full text
40
Baldridge, Glynis Marjorie. "A study of the relationship between the National Vocational Qualification in administration and personal development." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322669.
Full text
41
Banks, Johnetta P. "Student Retention at Online Learning Institutions." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7593.
Full textAbstract:
At a local community college in Texas, student retention remained a concern as enrollment was increasing while online student retention was decreasing. The purpose of this study was to examine student retention in online courses at the college. The conceptual framework that guided the project study was Tinto’s integration model, which provided insight as to why students choose to leave or continue their educational journey. The overarching question that guided the study queried the factors influencing students’ decisions to take online courses at the higher education level. A qualitative case study was used to capture information on 10 students regarding their perceptions of online learning and retention issues within the programs. Interviews were used to collect the data, along with research notes from each 40 minute interview. All information was transcribed and member checked, the data and research notes were uploaded in Nvivo 11. Once analyzed the following themes emerged, personal, academic, and institutional. The results also revealed that student participation and belonging are key indicators of student performance online and seem to be the most significant reason for failure or withdrawal from online courses. To address the reasons, a professional development plan was developed for the local community college to increase student, faculty, and staff awareness, interaction, and to assist in creating a welcoming, learning, and supportive environment. The implications for social change include presenting the professional development to the local community college to increase student retention and success rates for online courses by understanding the student population and their needs to be successful, resulting in an increase for graduation.
42
Rapp, Kellie C. "Perceptions of Principals Learning to Lead Professional Learning Communities in a Fast-Growth District." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609059/.
Full textAbstract:
The role of the principal has become increasingly complex and challenging. Recent emphasis has been placed on the role of principals as leaders who can build a culture of learning in schools to close the student achievement gap. Outside factors such as fast-growth in Texas have caused schools to change and grow quickly, which increases the learning demands placed on principals as they seek to develop the knowledge and skills needed for effective leadership. Developing and sustaining a professional learning community is a powerful strategy that has been found to improve teaching and learning, however developing professional learning communities requires skilled leadership. Limited research exists regarding how principals learn to implement and sustain professional learning communities within fast-growth districts, therefore, with this phenomenological qualitative research, I explored the lived experiences of seven principals within one fast-growth district in Texas to explore how they learned to develop and sustain a professional learning community.
43
Searfoss, Robert Charles. "Teachers' Perceptions About a High School Mastery-Based Learning Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6666.
Full textAbstract:
A public suburban high school in South Carolina used a mastery-based learning program called Power of M that was created with the specific goal of decreasing the number of students who repeated the 9th grade. A large volume of 9th grade students who were enrolled in the English 1 mastery-based learning course failed, which prompted this study. The purpose of this qualitative study was to investigate teachers' perceptions and experiences about mastery-based learning, about student performance within this program, and about teachers' professional needs to improve program delivery. Bloom's mastery-based learning theory formed the conceptual framework that guided the study. The research questions focused on English 1 teachers' perceptions and experiences about teaching practices in the mastery-based learning program, implementation of the program, and training needs. A case study design was used to capture the insights of 6 English 1 teachers through semistructured interviews and observations of mastery-based learning classroom. Teachers who were currently teaching in the English 1 mastery-based learning program or who had previously taught in the program in the past two years were invited to participate in this study. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and triangulation. The findings revealed that English 1 teachers recognize the benefits of mastery-based learning, that a system is needed to identify students' learning styles, and that teachers need training in planning and organization. This study has implications for positive social change by offering a structure to provide teachers with strategies and approaches for managing the mastery-based instructional program.
44
Kline, Jeanie Pollard. "Managing change for a distance learning initiative: An evaluation." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618625.
Full textAbstract:
The purpose of this case study was to examine the degree to which those managing change for a distance learning initiative followed David Nadler's (1989) four action steps designed to reduce resistance in making the transition from the former operational state to a newly-created state.;The four action steps include providing opportunities for participation among employees, allowing employees to identify current operations that will not work in the new organizational state, rewarding behavior that assists in the transition, and allowing sufficient time for the change to take place. The findings in this study revealed that participation was the critical component that effected successful change.;Those units in which administrators encouraged employee participation in the transition were able to make adaptations in their operations that allowed for the development of effective and efficient student support services for distance learners. Employees were also very satisfied with the management of change provided by the administrators.;Those units in which administrators did not encourage employee participation in the transition were able to make adaptations for distance learners; however, the services provided were neither effective nor efficient. Further, employees were dissatisfied with the managers' styles in directing the change.;It is therefore recommended that managers involve employees whenever possible in their units' operations--decision-making, problem-solving, and transitions undertaken by the unit--for a productive and satisfied workforce.;Further research is suggested in employee participation and managerial style, as well as in women's leadership, and teamwork in organizations.
45
Sokolova, Marina. "Learning from communication data: Language in electronic business negotiations." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/29317.
Full textAbstract:
When people communicate, language is one of the means of reaching the goal of communication. Negotiations by electronic means is an example of communication where language is the principal deal-making tool. Negotiators use language to persuade, threaten and query, aiming to get the largest piece of the pie, to reach a compromise or to find prospective partners. Here is a sample from electronic negotiations, with the original spelling, punctuation and capitalization:
Seller. Dear BuTTerFLy Thanks for your offer. I see there are still some things that have to be thought about. We both come along with payment upon delivery. I could imagine a price of $3.98 and delivery 45 days, but unfortunately with the returns i cant make you any other offers. I hope you quite like this offer. Im sure an agreement will be found. Im looking forward to your respond, daisy.
Buyer. To my dearest friend daisy... Thank you for your quick respond, I quite like your second offer. However I'll be more than happy if the price goes down to 3.71$ and the delivery would be within 30 days (about the payment and the return I don't have any problems with them). I'll really appreciate it if you accept the offer I just made, but if you don't, I'm sure somehow we'll come up with an agreement. yours faithfully BuTTerFLy!!!!!
We apply statistical modelling and build a semantic lexicon to find the characteristics of e-negotiation data which make it unique. We find language patterns that signal of negotiator roles and success or failure of negotiations.
Research in human communication shows that it is very difficult to find the characteristics of unsuccessful activities and communication corresponding to them. The interesting and promising result of this dissertation comes in the form of identifying two sets of features that characterize successful and unsuccessful communication respectively. We use these sets to represent negotiations and then classify the negotiation outcomes. The results show the advantage of the proposed feature selection approach compared with the popular statistical selection.
We apply our research to the largest available collection of electronic negotiations and, when appropriate, to data of face-to-face negotiations. In the dissertation we employ methods developed for Corpus Linguistics, Natural Language Processing and Machine Learning. We investigate the ability of the methods to model and classify the data. Throughout the dissertation we examine hypotheses on language, learning and the process of electronic negotiations.
46
Norton, Karen H. "Pharmaceutical Team Learning through Visual Lean Management Tool Use." Thesis, St. Thomas University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689094.
Full textAbstract:
<p> The purpose of this qualitative case study was to explore the role lean management tools serve to potentially stimulate learning within an (R&D) team at a top 10 pharmaceutical company located in Northeast U.S. to ensure the organization can manage knowledge for developing innovation for drug development at a faster rate. Each of the nine participants worked together using the visual lean management tool for more than six months The information gathered from participant responses to semi-structured interview questions revealed the experiences, viewpoints, and reflections of the research participants regarding how the use of visual lean management tool influenced learning. Data were coded and analyzed with NVivo software for windows (QSR International, 2015) to obtain a detailed qualitative analysis of the narratives of each participant. The five findings included: (a) the SQDCI visual lean management tool provided a forum to share information to improve meeting metrics and timelines; (b) employee engagement and participation influenced the use of the SQDCI tool, meeting metrics, and timelines; (c) the metrics tracked by the SQDCI tool influenced employee engagement and meeting goals; (d) leadership support influenced employee engagement; (e) and time pressures negatively impact engagement in using the SQDCI tool and attending additional training. This qualitative case study contributed to the literature by identifying how the use of visual lean management tool influenced organizational learning by a pharmaceutical R&D team. Finding methodologies that enhance the engagement of employees to transfer and manage knowledge remains essential for the pharmaceutical industry.</p><p>
47
Metcalf, Shelia Elaine. "Redesigning High School through a Personalized Learning Model." Thesis, William Woods University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742972.
Full textAbstract:
<p> Personalized learning is an evolving method for tailoring the goals of K-12 education to meet the needs of each student. This study supports education leaders in learning how to tailor education plans that maximize success for each student. This study extends learning about a better course of action for schools that might prevent students from being in credit lag and at risk of dropping out. This qualitative research study aims to outline themes about time, place and pace in earning high school credits, as well as combat the reasons why students drop out. Through a qualitative content analysis of US Department of Education reports, corporate advocacy narratives, and published research monographs, the researcher examined how rationales for a personalized learning model served to further innovative approaches to high school course completion by redefining the roles of teacher and student in the learning environment. The theory of situated learning was the basis for recognizing the relationships between teaching and learning in a personalized learning instructional model. The documents showed a high level of density in discussing the combined roles of teacher and student with little regard for the singular role of teacher in a personalized learning model.</p><p>
48
Serobe, Matlale Kolojane. "Career capital accumulation through the Master of Business Administration degree." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/22830.
Full textAbstract:
There have been several debates about the value of an MBA. Proponents of the MBA believe that the MBA contributes greatly to the development of general managers, while critics argue that the MBA course is disconnected from reality and does not equip graduates with the skills required to navigate managerial roles. Against this backdrop, the research aimed to establish which career capital components are accumulated through the MBA and what aspect of the MBA contribute to the accumulation of career capital.The research was conducted in two phases. The first phase of the research was qualitative and comprised ten semi-structured interviews with various stakeholders. The first phase aimed to establish the career capital components that are accumulated through the MBA and the aspects of the MBA that contribute to the accumulation of career capital. The constructs identified in phase one, together with those identified in the literature, were then used as inputs in the design of a self-administered questionnaire distributed in phase two. The questionnaire was sent to a total of 1 129 MBA graduates out of whom 205 completed the questionnaire.The career capital components that are developed through the MBA were identified, as well as the aspects of the MBA that contribute the most to accumulating career capital. The top career capital component identified was the ability to work under pressure. The aspect of the MBA that contributes the most to career capital accumulation was the case study method. Furthermore, the career capital components for which there were significant differences between males and females, as well as between those who completed their studies recently and those who completed them some time ago were also identified. The study found that there were no significant differences in perceived career capital between those who had different types of roles prior to embarking on the MBA. A model that encapsulates the key findings was also developed.<br>Dissertation (MBA)--University of Pretoria, 2012.<br>Gordon Institute of Business Science (GIBS)<br>unrestricted
49
Teboul, Jean-Claude Bruno. "Scripting the Organization: Coping with and Learning from Uncertainty During Organizational Encounter." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1381753436.
Full text
50
Węckowska, Dagmara Maria. "Learning the ropes of the commercialisation of academic research : a practice-based approach to learning in knowledge transfer offices." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45183/.
Full textAbstract:
Exploitation of the knowledge generated by university research can bring social and economic benefits; thus, knowledge transfer between universities and industry is an important aspect of public policy. In many countries, including the United Kingdom (UK), universities have been developing the capacity to support the commercialisation of publicly funded research, typically by setting up centralised Knowledge Transfer Offices (KTOs). Previous studies have revealed that KTOs need a wide range of abilities to support the commercialisation of academic research, but our understanding of how these abilities are developed and have evolved over time remains limited. In order to address this identified gap in the literature, this thesis examines the questions: What do KTOs learn? How do KTOs learn? and Why do KTOs learn? To address these questions, the thesis adopts a practice-based view of organisational knowledge and learning. The conceptual framework developed to investigate learning by KTOs assumes that their commercialisation practice is learnt through the interactions of their staff within communities of practice, within networks of practice and across communities of practice, and that this learning can be initiated by KTO staff or by targeted strategies devised by the KTO and the university's management. This conceptual framework guides the case studies of six purposefully selected KTOs in the UK. The selection of KTOs is aimed at identifying cases with different learning patterns in order to maximise insights gained from cross-case comparisons as well as at literal replication of the findings. The analysis is based on data collected from semi-structured interviews with key staff in selected KTOs and on information from relevant documents, and follows the ‘explanation building' technique (Yin, 2009). The findings reveal that KTOs tend to develop one of two types of commercialisation practice – each of which is based on different implicit assumptions about generating science-based innovation, and associated with a different set of abilities. Moreover, the findings demonstrate the processes by which changes in practice come about, highlighting the interplay between situated learning and strategic practices of management. The results presented address the aforementioned gap in the literature on university-industry knowledge transfer and contribute to the developing situated learning theory by shedding light on how incremental and more radical changes in practice emerge. The findings should be useful to policy-makers who seek to support universities to build capability for knowledge transfer.