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1
VandeZande, Zach. "(Some More) American Literature." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801908/.
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This short story collection consists of twenty short fictions and a novella. A preface precedes the collection addressing issues of craft, pedagogy, and the post Program Era literary landscape, with particular attention paid to the need for empathy as an active guiding principle in the writing of fiction.
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Jilka, Milan. "Artistic Learning in an MFA Community." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538710/.
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The purpose of this phenomenographical case study is to explore the ways in which a group of MFA students conceive of their learning as they are enmeshed within an MFA community. The research follows along two guiding research questions: 1) What does artistic learning involve for graduate students in an MFA community? 2) How is one's artistic practice shaped by one's active participation in an MFA community? The findings of this study have been presented as lines of artistic learning and help to show the various conceptions that MFA students have of their learning as artists while in an MFA program of study. Ultimately, it is in better understanding one's lines of artistic learning that MFA students can be better supported in their journeying to become professional, practicing artists.
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Orlando, Mark D. "Fostering creativity skills in online MBA programs| Perceptions of MBA alumni." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687640.
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<p> With companies seeking to increase organizational efficiency while promoting prosperous growth, creativity has become one of the most important leadership qualities sought after by employers. This has put a demand on Masters of Business Administration (MBA) graduates to possess creative skills, as well as a dependency for MBA students to acquire a quality MBA education. Although business education has entered into new domains of online learning, the criticism remains that business education does little to foster or strengthen students' creativity skills. Thus, with the evolution of online education arises a need to research the effectiveness of creativity within these new domains. This phenomenological study analyzed MBA alumni's perceptions about the fostering of creativity skills within an online MBA program. A qualitative study was conducted with 25 participants from 3 separate U.S. and internationally based online MBA programs in order to gain insight into the needed improvements and or positive instructional design elements, facilitation practices, and technological media tools that foster creativity in online MBA programs. This study addressed the following research questions through the lens of MBA alumni: 1. What are alumni perceptions regarding facilitation (of instructors) that either enhance and or stifle creativity skills in an online MBA program? 2. What are alumni perceptions regarding instructional design elements (exercises, assignments, and or activities that are built into curriculum) that either enhance and or stifle creativity skills in an online MBA program? 3. What are alumni perceptions regarding technological media that either enhance and or stifle creativity skills in an online MBA program? </p><p> Among the findings of this study was the discovery of several themes that concur with experiences that foster creativity skills in online MBA programs: 1. Informal and flexible instructors and course content equates creative learning opportunities. 2. Various active facilitating methods foster a learning process. 3. Latitude of creative learning is enhanced by the freedom and flexibility of students' choices. 4. Program content and delivery are driving factors in incorporating new knowledge and or creativity skills. 5. Technological media tools and opportunities that are driven by the student lead to the learning and practicing of creativity.</p>
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Briggs, Lorie Plyler. "Factors Prospective Students Consider When Selecting an MBA Program." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4446.
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This paper adds to existing literature regarding MBA selection processes and helps identify and better understand the needs that motivate consumers to pursue an MBA degree. Through a series of qualitative, one-on-one interviews with 17 brand-new MBA students or prospective students, this research found that while many people have "always wanted" to earn the advanced degree, most have toyed with the idea of a graduate business degree for many years. The most frequent reasons that people cite regarding their decision to seriously consider an MBA at a large southern university centers around four desires. These are, not surprisingly, the desire to earn more money, the desire to change careers, the desire to advance their careers by obtaining a required credential, and the desire for knowledge that can be obtained by earning the degree. Further, this research identified the single most important factor that prospects considered when determining which university to attend for the MBA degree: the university's ability to help make them more marketable or advance their career. Other answers included cost, university's reputation, convenience, program duration, the university's location, and the caliber of peers in the classroom.
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Bosman, Jeremy Maurice. "NMMU business school alumni satisfaction factors with the MBA program." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14686.
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In a fast-paced dynamic world, the key to success lies in the ability to accept change and to rapidly respond to demands placed by ever increasing competitive environments. In business, the impact of products and services in meeting or exceeding customer’s expectations in such environments is measured by customer satisfaction and the importance thereof cannot be downplayed, thus providing management with a metric that guides and augments change. Subsequently, these dynamic competitive forces are pushing sectors such as Higher Education into the realm of service industries, where stakeholders such as students and alumni are viewed as customers. Correspondingly, measuring their satisfaction has become important as this provides strategic insight, whilst enhancing academic programmes and the student experience. The purpose of this research study was to identify the factors that determined satisfaction with the MBA programme as viewed by students and the alumni of the Nelson Mandela Metropolitan University Business School. Furthermore, it advanced the field of stakeholder theory by identifying alumni as a key stakeholder in business schools. Consequently, the research was exploratory and consisted of quantitative and literature components where hypotheses were developed and relationships between factors analysed, in addition to the literature reviewed. The literature introduced key concepts to this study, such as alumni as stakeholder, alumni satisfaction, satisfaction with the MBA programme, measuring alumni satisfaction, MBA alumni networks and alumni communication. The factors that determined alumni satisfaction were identified by means of a statistical analysis of the data collected by the research instruments. Correspondingly, the findings indicate various factors determine satisfaction with the independent variables highlighted in this study, which are the Facilities, the MBA Programme, the Social Experience, the NMMU Business School Alumni Chapter, the NMMU Business School brand and Communication. Furthermore, it was established that there is a significant link between Social Experience, the NMMU Business School Alumni Chapter, the NMMU Business School Brand, Communication and Alumni Satisfaction.As services industries such as Higher Educational Institutions get exposed to competitive pressure, customer satisfaction comes to the fore and there are certain factors that need to be addressed to enhance satisfaction. Subsequently, this study highlights this pressure and satisfaction levels can certainly be improved by the institution across all the independent variables identified, especially in areas such as the NMMU Business School Alumni Chapter and Communication. Consequently, the NMMU Business School, for the first time have metrics to identify the factors that determine satisfaction with the MBA programme as viewed by their alumni and resultantly can strategically benefit by taking the views of their most important stakeholder into account.
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Butko, Monica A. "Executive MBA Programs: Impact on Female Executive Career Development." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1463642110.
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Sullivan, Daniel Withers. "The Impact of the Sarbanes-Oxley Act of 2002 on the Teaching of Ethics in Core MBA Curriculums in Ohio." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1239740166.
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Dietz, Janis W. "The relevance of executive MBA programs : student expectations and satisfaction /." [S.l.] : Dissertation.Com, 1999. http://aleph.unisg.ch/hsgscan/hm00032258.pdf.
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Viers-Yaun, Dawn. "Career and Relationship Satisfaction among Female Faculty in MFT Programs." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26819.
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In this study, I explored the career satisfaction, relationship satisfaction, friendship intimacy, and mentoring functions of female faculty in marriage and family therapy (MFT) programs. Study participants included 111 women affiliated with a MFT program in a research or liberal arts institution or training institute. Participants completed the Faculty Satisfaction Questionnaire (FSQ), Kansas Martial Satisfaction Questionnaire (KMS), Miller Social Intimacy Scale (MSIS), Mentoring Functions Questionnaire, and a demographics section with open-ended questions about their experiences. Faculty women reported higher levels of satisfaction with teaching than with service or research and higher satisfaction with service than research. Faculty who were part of a significant relationship reported high scores on the KMS while faculty who had a close friend indicated moderate intimacy levels on the MSIS. Those with a mentor reported that their mentor provided more psychosocial mentoring functions than career mentoring functions. Characteristics of the mentor and the mentoring relationship predicted the extent of the psychosocial and mentoring functions provided.
Associations among career satisfaction, relationship satisfaction, friendship intimacy, mentoring functions, and demographic variables were determined using stepwise multiple regression analyses on a subsample of 37 faculty with complete data on key career and relationship functions. Expanded service duties, psychosocial mentoring functions, being Caucasian, and having received an award for research were associated with greater levels of career satisfaction. Career mentoring functions were associated with reduced levels of career satisfaction. Possession of a doctorate and psychosocial mentoring functions were associated with greater levels of friendship intimacy.
Based on the results of this research and the literature of women in academia, implications and suggestions for improving the academic climate are presented for institutions, MFT programs, the American Association for Marriage and Family Therapy (AAMFT), and the Commission on Accreditation of Marriage and Family Therapy Education (COAMFTE). Limitations and suggestions for future research are also discussed.<br>Ph. D.
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Holt, Dale M., and kimg@deakin edu au. "MBA EXPERIENCE BY DISTANCE EDUCATION: AN ETHNOGRAPHIC STUDY OF A PROFESSIONAL DEVELOPMENT PROGRAM." Deakin University, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031125.095402.
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The author's ethnographic study of a professional development program for managers and aspiring managers taught at a distance intends to make a substantial contribution to both the theory and practice of continuing education for professionals. The study focused on a group of Deakin University Master of Business Administration (MBA) participants and their experiences of the final two years of the program. Theorising on the professional development experience was based on data gathered from the direct observation of participants working in their study groups and at residential schools. Moreover, data drawn from end-of-year interviews with participants and discussions with MBA teachers also contributed to the theorising process. Theorising spanned a broad set of interactions encompassing participants' formal educational, professional and personal worlds.
The thesis is devoted to two aspects of the professional development experience, namely: participants' interactions in their study groups and at residential schools; and participants' attempts to grow and develop as competent professional practitioners during their MBA studies.
Interactions with key learning contexts orchestrated by the teaching institution (i.e. study groups and residential schools) are grounded in an analysis of the changing group cultures observed to accommodate the different educational demands of the program. Group interaction on a broader scale is also analysed in the context of the residential schools. The residential school provided a powerful forum for the development of participant activism over the future development of the MBA program. The analysis of the study groups in action led the author to identify the key characteristics of effective educational work groups. The implications of the success of these essentially egalitarian and leaderless groups for the formation of self-managed groups in the workplace is examined.
On the matter of professional development, the author reveals the relationships between the nature of participants' jobs, their search for professional integration, their stage of professional empowerment, the strategies they pursued either to empower themselves or others in their organisations and the barriers which were encountered in the pursuit of empowerment. Dramatic examples of professional disempowerment are analysed indicating that interaction between formal off-the-job learning and professional practice in the workplace is not necessarily a smooth and positive experience. The group of
participants studied are seen to be heterogeneous in relation to the above factors characterising professional development
The implications of the theorising are considered in relation to professional pedagogies, assessment strategies and distance education. Distance education is seen to socially construct the roles of both teachers and students in the educational process. Specifically, teachers are seen to be somewhat marginalised during the program in use whereas the participants are located at the centre of the educational experience. The primacy of participants in the educational process is highlighted through the growing reliance on self-and peer-group assessment skills as participants progressed through the program. It is argued that the teaching institution should encourage and maintain the development of these skills as they represent a major learning outcome of the professional development experience, i.e. the ability to engage in the process of critical self-reflection and informed action.
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Najera, Christopher Arthur. "Identifying criteria for a new MBA program model| A qualitative study of MBA stakeholder perceptions of 21st century management and leadership." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3669489.
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<p> Much attention has been paid to the current state of graduate business education, specifically the MBA degree, and the seeming disconnect between industry needs and what business schools are preparing MBA graduates for. A comprehensive study on the state of MBA education was completed in 2010 by Datar, Garvin, and Cullen (2010), the goal of which was to document the forces reshaping business education and the institutional responses to them, as well as provide suggestions on a path forward for MBA education. This research picked up where Datar et al. (2010) left off: the purpose of this study was to identify criteria for a new model MBA. The Datar et al. (2010) study defined the unmet needs, but what remained undefined were the (a) skills; (b) capabilities; and (c) techniques that are central to the practice of 21st century management, and the (d) values; (e) attitudes; and (f) beliefs that should be part of a 21st century leader's world-view and professional identity. This study used a qualitative approach to add meaning to the variables defined above; specifically interviews with 14 participants were used to gather perceptions of 21st century leadership and management from MBA stakeholders as part of an in-depth and detailed inquiry. This study also reviewed five Southern California business schools in order to identify best-practices curricula. Based on the data gathered in this study a new model MBA was posited. A discussion of the findings and the implications for MBA education was included in <i> Chapter 5.</i></p>
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Conner, Karen G. "Student Interactions, Connectedness, and Retention in an Online MBA Program: An Exploratory Study." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898859.
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The market for online education is competitive, especially for graduate programs such as the Master of Business Administration (MBA). Attrition rates vary widely, and educators must understand the needs of online students and create engaging quality programs to be competitive. Social interaction and student connectedness are particularly important in online MBA programs where one of the expected benefits is the opportunity for students to build strong professional networks. This mixed methods study explores the student interactions, connectedness, and retention in the Online MBA Program at William & Mary. While previous research has explored building community in an online educational environment, a gap remains in the literature regarding the quality and type of student connections in a part-time online graduate program tailored to working professionals. In addition to surveying faculty who taught in the program, I attempted to survey all students of the program and used the results of the Online Student Connectedness Survey (Bolliger & Inan, 2012) to inform the student participant selection process for the qualitative case study. Rooted in the social constructivist paradigm, I created the Online Student Connectedness conceptual framework and sought to determine the extent to which students and alumni of the program felt connected. I also wanted to determine what the students’ experiences of connectedness were and the quality of those connections. The results of the quantitative survey revealed a moderately high perception of connectedness among students in the program. The results of the qualitative data indicated that several factors influenced the students’ experiences of connectedness. In addition to carefully planned collaborative and group work, a feeling of comfort and perception of community were key factors. Managing students’ expectations, support from others, and connection to the institution contributed positively to the high retention rate enjoyed by the program. The results of the study offer a number of implications for practice that may be beneficial to program administrators, professors, course developers, instructional designers, and to students. Through appropriate application of social constructivist theory and adult learning theory, educators can create learning activities that promote student connectedness and thereby, increase student satisfaction and retention rates.
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Koresdoski, Amy E. "The Value of Distance Learning MBA Programs to Employers and Employees." NSUWorks, 2001. http://nsuworks.nova.edu/gscis_etd/642.
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The goal of this study was to examine the perceived value of distance learning MBA degrees to employers and employees. Value was measured by promotion, improved job security, an increase in money, position or status, additional knowledge, or the expertise that the more highly educated employee brings to the work place. Feedback from employers and employees was used to examine their perceptions, support and acceptance of non-traditional degrees in the workplace.
Two online, web-based surveys were used to solicit opinions. The samples used included students who graduated from distance learning (DL) MBA programs and human resource professionals. The graduates were identified by university representatives using alumni lists for their MBA distance learning programs. Survey requests were provided to university representatives, who forwarded them to the graduates. Human resource professionals were identified through the Fortune 500 web site and the Society of Human
Resource Professionals. Requests were mailed to human resource professionals. Requests to complete the survey were also posted to graduate school and human resources forums. There were 167 responses to the Survey of Graduates and 159 responses to the Survey of Human Resource Professionals. Approximately 660 survey requests were mailed with an average response rate of approximately 50%.
The investigator expected to find that graduates of DL MBA programs would see a link between their degree and promotions or salary increases. The Survey of Graduates results showed that graduates felt their distance learning degree programs were a viable alternative to conventional degrees and believed their DL degrees would be as valuable as degrees earned through traditional programs. It was expected that some human resource professionals would not see a difference between the two degree types and others would feel that DL degrees were inferior. In fact, some employers were skeptical of distance learning degree programs and did not hold them in the same light as traditional degree programs. Many employers did not care where an employee earned the degree as long as the expected performance was evident.
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Johnson, Elinor. "Improving Customer Perceived Value at the Liberty Program, Naples Italy : MBA-thesis in marketing." Thesis, University of Gävle, Department of Business Administration and Economics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3436.
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<p>Aim: This study is based upon the premise that creating value is the basis for all businesses (Grant, 2002; Day, 1990; Porter, 1996; Woodruff, 1997). The research problem and ultimate purpose of the study is to determine how customer perceived value can be improved at the Liberty Program, Naples Italy. The objective is thus to identify specific value and non-value contributing factors, identify commonalities within the target audience and thereby make suggestions for short, medium and long-term improvements. The long term goals of this study are to find and implement ways to boost program participation as well as satisfaction levels.</p><p> </p><p>Method: The literature review examines the concepts of customer perceived value and satisfaction, communication, relationship marketing and segmentation, thus laying the grounds for a basic understanding of the subject matter. The empirical study is based on an extensive data collection process with data collected from over 200 customers in both qualitative and quantitative form, achieved by a survey and customer interviews. The goals and objectives of the study are accomplished by analyzing collected data and thereby identifying key customer characteristics and key drivers of value perception. A service improvement plan is thereby constructed consisting of suggestions for implementing a continuous improvement plan with short, medium and long term goals.</p><p> </p><p>Result & Conclusions: The literature review concludes that customer value perceptions are based upon a variety of factors and takes place both pre, during and post the transaction. Including the customer in the integrated value-creating process is found to be a critical element to success and in maintaining customer satisfaction and should thus be the basis for marketing communication. Empirical research establishes that product related issues have the highest impact on customer satisfaction at the Liberty Program, Naples Italy, arguably because they are the core and thus expected service. A number of short term (quick) fixes are suggested to quickly respond to customer comments and thus increase trust and establish a sense of co-creation of value with the customers. Having established the main demographics of the target audience, steps to develop more effective communications are also presented.</p><p> </p><p>Suggestions for future research: Future research should focus on exploring new channels of communication to reach a young and increasingly technologically savvy target audience. Cross-examination of other Liberty Programs could also present some useful programming as well as marketing communications ideas.</p><p> </p><p>Contribution of the thesis: Other military installations could benefit from this study as various locations share the same (constantly rotating) customer base.</p>
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Campos, Ana María E. "Assessing curriculum needs for a M.A./CE degree program at Central American Theological Seminary." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Šulc, Martin. "Program pro inovaci řídicího systému SORT." Master's thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2014. http://www.nusl.cz/ntk/nusl-220898.
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The analysis for the extension of the control system and proposal of controlling program for surveillance cameras and related theoretical analysis necessary for understanding problems. Proposal communication protocol to access all functions via TCP/IP communication. Subsequent protocol implementation into control program and a programmable controller. Programming application with a user interface for camera control and basic image processing. The program also represents the server for TCP/IP communication with clients over the proposed protocol. The proposed application has to fulfill high pretensions of data streaming from cameras. Extension of the existing control system of the telescope, dome and other systems. The addition of analog measurement and control of digital inputs and outputs. Furthermore, control of stepper motors to control focusers. The embedded communication protocol will be expanded of the new instruction.
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Watland, Philip Arthur. "Students' experiences of tutor support in an online MBA programme." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444639.
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Sparks, Jennifer B. "The Current Use of Self-of-the-therapist Training in COAMFTE Accredited Doctoral Programs: A Survey." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/25959.
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This study explores Self-of-the-therapist (SOTT) training practices in accredited and candidacy status doctoral programs supported by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). Seventy-seven (77) surveys were sent to full-time faculty to assess training structures, training implementation, and the common ethical concerns associated with SOTT training in Marriage and Family Therapy (MFT) doctoral programs. Chi-square tests and Independent Sample t-tests were run to assess for significant associations between various personal identifiers reported by respondents and attitudes toward required therapy for doctoral trainees. The 42% response rate represented 14 of the 18 MFT doctoral programs. The resulting data revealed disagreement within individual programs regarding training and ethical structures. In addition, the following four variables were found to be significantly associated with the belief that therapy should be required for doctoral trainees: a.) Therapy should be required for master trainees; b.) The type of therapy required for doctoral trainees; c.) "Authenticity" as a favorable characteristic in supervisors; and d.) The number of years a respondent had been a client in therapy. Suggestions are offered to COAMFTE regarding ethical concerns related to SOTT training.<br>Ph. D.
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Kapanjie, Darin. "Sense of Community of Practice in Online Education: A Case Study of an MBA Program." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/141698.
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CITE/Mathematics and Science Education<br>Ed.D.<br>Situated cognition and engagement in a community of practice in online education has been difficult to attain through the information and communication technologies deployed throughout higher education. Effective real-time collaboration is a key component to the development of a community of practice and what has been missing in online business education. This study examined the integration of web conferencing tools and discussion boards to determine whether a community of practice formed in the Fox Online MBA program at Temple University. The investigation examined 13 students' interactions throughout a compressed five-week online marketing course delivered primarily through WebEx and Blackboard. Results show that the students were consistently actively engaged in the course throughout the real-time classes as well as the discussion board. Further, students' active participation focused primarily on how the course content related to personal and professional experiences. Evidence suggests that the students developed strong social bonds and a community of practice was present.<br>Temple University--Theses
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Linardopoulos, Nikolaos Vaidya Sheila R. "A cross-comparison of perceptions of online education : a case study of an online MBA program /." Philadelphia, Pa. : Drexel University, 2010. http://hdl.handle.net/1860/3287.
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Boff, Daiane. "Os Programas de MBA brasileiros : uma análise sob a perspectiva de gestores." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/163942.
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As críticas que os programas de MBA têm recebido (LATHAM; LATHAM; WHYTE, 2004; CLOSS; ANTONELLO, 2014; RAMLALL; RAMLALL, 2016) e o aumento da ofertas desses cursos no Brasil (KARAWEJCZYK, 2015; WOOD JR.; CRUZ, 2014; GIULIANI et al., 2007; BACELLAR; IKEDA, 2005) levaram ao objetivo desta pesquisa de compreender os cursos de MBA brasileiros sob a perspectiva de gestores egressos desses programas. Para tanto, realizou-se uma pesquisa qualitativa exploratória, através de entrevistas semiestruturadas com vinte gestores egressos de MBAs. Através da análise de conteúdo, foram identificados como propósitos para realização dos cursos e que também foram contribuições dos mesmos: aprendizagem das ferramentas de administração, conhecimentos sobre gestão, criação de rede de relacionamentos, experiência internacional e desenvolvimento pessoal. Como lacunas e pontos fracos, surgiram aspectos como a falta de vivências práticas, a desatualização dos conteúdos, docentes com baixa qualificação, discentes com pouca experiência e a escassez de tempo (dos alunos e do curso). Já as sugestões apontadas para aprimoramento dos cursos relacionaram-se com o formato das aulas, a frequência e o local dos encontros, a internacionalização dos cursos, a vivência profissional dos professores e rigor nos programas, a composição das turmas conforme a experiência dos participantes e o desenvolvimento humano do gestor.<br>The criticisms that MBA programs have received (LATHAM, LATHAM, WHYTE, 2004, CLONE, ANTONELLO, 2014, RAMLALL, RAMLALL, 2016) and the increase in the offers of these courses in Brazil (KARAWEJCZYK, 2015; WOOD JR.; CRUZ, 2014; GIULIANI et al., 2007; BACELLAR; IKEDA, 2005), has led to the theme of the current research, which aims at understanding the MBA scenario in the country. For that, a qualitative exploratory research was carried out, through semi-structured interviews with twenty former MBA graduates. Through the analysis of content, the following purposes and contributions for the course were identified: learning management tools, management knowledge, networking, international experience and personal development. As flaws and weaknesses, aspects such as the lack of practical experiences, the outdated content, professor and students with little experience and the shortage of time (of the students and the course) appeared. The suggestions mentioned were related to course schedule, frequency and location of the meetings, internationalization of courses, teachers skills and rigour in the programs, the formation of the classes according to the participants experience and the human development of the manager.
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Flores, Kelly A. "Exploring top-rated MBA programs for best practices in internationalizing curricula| A mixed methods study." Thesis, City University of Seattle, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556872.
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<p> To investigate if, and how, curriculum developers are incorporating opportunities to develop global competence into business curricula, the Exploratory Design: Taxonomy Development Model (Qualitative Emphasized) was conducted on top-rated MBA programs. This three-phase mixed methods approach revealed 11 global competencies (or taxonomies) and 84 components (or sub-categories) in the qualitative study that were further explored in the quantitative study. Fifteen representatives of top-rated MBA programs completed the survey questionnaire. Data analyses revealed several significant associations between integrated global competencies and program rankings. Best practices implemented in the top-rated MBA programs for each of the 11 global competencies are discussed. Deans, program directors, faculty, curriculum developers, business graduates, international employers, and leaders in education are among those who could benefit from the results of this study.</p>
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Silva, Patrícia Teixeira Maggi da. "Transferência de aprendizagem: um estudo com alunos e ex-alunos de programas de MBA." Universidade Presbiteriana Mackenzie, 2014. http://tede.mackenzie.br/jspui/handle/tede/620.
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Previous issue date: 2014-02-25<br>Fundo Mackenzie de Pesquisa<br>This research investigated the phenomenon of transfer of learning from the following guiding
question: How is the process of transfer of learning obtained in MBA programs to the
workplace, in the view of students and alumni? The overall objective was to understand the
process of transfer of learning acquired in MBA programs to the workplace. The theoretical
framework is grounded in the international literature and presents and analyzes the models
that evaluated the transfer of learning in different types of educational activities, including the
MBA itself. We also sought to understand the characteristics of the MBA as a program in
management education. In this sense, it was presented a brief history of this program,
contextualizing the model of MBA in Brazil and the main criticism it has received over the
past few years. The research of descriptive character, was developed based on the
assumptions of the basic or generic qualitative studies. This option was considered the most
appropriate because it seeks to understand a phenomenon, from the perspective of the
research participants, in this case, the MBA students. The interview was the main strategy
used for data collection. Thirteen students and alumni of MBA with specialization from a
higher education institution in the city of São Paulo were interviewed. The interviews were
analyzed, allowing the generation of analytical codes hierarchically organized into categories,
facilitating the analysis and interpretation of meanings. The main results reported in the
research show that the student is the protagonist in the transfer of learning process from the
MBA to the workplace. The factors related to the design of the course and the work
environment were less significant. The results also revealed that the transfer of learning
occurs in various disciplines throughout the course. Finally, it was found that the hard skills
are easier to be transferred and generate faster results.<br>Esta pesquisa investigou o fenômeno da transferência da aprendizagem, a partir da seguinte
questão orientadora: Como se dá o processo de transferência das aprendizagens obtidas nos
programas de MBA para o trabalho, na visão de alunos e ex-alunos? O objetivo geral foi
compreender o processo de transferência das aprendizagens adquiridas em programas de
MBA para os locais de trabalho. O referencial teórico está embasado na literatura
internacional e apresenta e analisa os modelos que avaliaram a transferência de aprendizagem
em diferentes tipos de ações educacionais, incluindo o próprio MBA. Procurou-se também
compreender as características do MBA como um programa de educação gerencial. Neste
sentido, apresentou-se um breve histórico sobre esse programa, contextualizando o modelo de
MBA no Brasil e as principais críticas que ele vem recebendo ao longo dos últimos anos. A
pesquisa, de caráter descritivo, foi desenvolvida com base nas premissas dos estudos
qualitativos básicos ou genéricos. Esta opção foi considerada a mais adequada, pois visa
compreender um fenômeno, a partir da perspectiva dos participantes da pesquisa, no presente
caso, os próprios alunos do MBA. Como estratégia de coleta de dados, foram realizadas treze
entrevistas com alunos e ex-alunos de cursos de MBA com especialização de uma instituição
de ensino superior na cidade de São Paulo. As entrevistas foram analisadas, possibilitando a
geração de códigos analíticos organizados hierarquicamente em categorias, facilitando a
análise e a interpretação dos significados. Os principais resultados revelados na pesquisa
mostram que o aluno é o protagonista no processo de transferência das aprendizagens do
MBA para os locais de trabalho. Os fatores relacionados ao desenho do curso e ao ambiente
de trabalho se mostraram menos significativos. Os resultados revelaram ainda que a
transferência das aprendizagens ocorre nas várias disciplinas ao longo do curso. Por fim, foi
possível verificar que as habilidades do tipo hard skills são mais fáceis de serem transferidas e
geram resultados mais rápidos.
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Sharifrazi, Farnaz. "The Investigation of a Synchronous Engagement System (SES) to Alleviate Anxiety Among eLearning Students in an MBA Program." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/300.
Full textAbstract:
The online course delivery at university settings causes students anxiety and frustration. Students are experiencing apprehension and anxiety in online classes for a variety of reasons. This tension is caused by test taking, miscommunication with instructor, confusion, and a lack of interaction between peers. Students indicated a lack of knowledge of course expectations and not receiving immediate feedback on their activities caused them anxiety in online classes.
This study investigated online students' anxiety and frustration in a Master of Business Administration (MBA) program. The study examined to what extent the use of a synchronous engagement system (SES) as an eLearning tool assisted graduate students with alleviating frustration and stress when attending online classes. The SES was incorporated into the Management (MGT) 608 course for the quasi-experimental design to examine and compare anxiety of students after using the SES as an intervention. The study findings revealed that SES was favorable in alleviating students' frustration and anxiety. Based on the results, the SES helped students with communication and interaction in online learning. Therefore, the students' level of comfort was increased as they participated with their peers and instructor using the appropriate tools that they learned through participation in the current study. The results of the study conveyed changes in student anxiety from the experimental group who used the SES as an intervention. They believed that the SES helped them significantly decrease their frustration and anxiety. The qualitative results of the study revealed that overall students found the SES was beneficial to their learning. They were pleased with receiving the guidance from the videos in order to maintain their focus on learning the content and not be overwhelmed with technology.
The implication of the study involved the importance of the SES whereby students overcame their anxiety while able to communicate more effectively. The result of the study conveyed changes in students' anxiety based on their use of SES. This study filled the gap in the literature by introducing the SES as an intervention to alleviate students' anxiety. It is evident that tools similar to SES should be incorporated into online synchronous chat.
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Agbogo, Adakole Michael. "Effect of computer based training and testing on structured on–the–job training programs / M.A. Agbogo." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4566.
Full textAbstract:
Human capital is the only resource within an organisation that can learn. Developing high
levels of competence in employees is one of the most challenging issues in organisations.
Off–the–Job training programs either miss the mark or are too far away from the performance
setting to have the desired impact on employee competence. Studies have shown that
unstructured On–the–Job Training (OJT) leads to increased error rate, lower productivity and
decreased training efficiency, compared to structured On–the–Job Training(S–OJT).
The proven efficiency and effectiveness of S–OJT make it especially suitable to meet this
challenge. Though S–OJT has been around for a while there has not been a proper integration
of technology into the process. Every training approach, including S–OJT, is merely a means
to an end, not an end in itself. The use of S–OJT helps to develop consistent appropriate
levels of employee competence. When employees have these competencies e.g. better
knowledge of the production processes, they can increase productivity, complete projects on
time, lower defect rates, or achieve other outcomes of importance. These are the outcomes
that matter to the organisation and the effectiveness of S–OJT should be judged from this
perspective.
Researchers have consistently found that one way to improve learners' success is to increase
the frequency of exams. Classes meet for a set number of times. An instructor's decision to
give more exams typically means that students have less time for learning activities during
class meetings. How then can one have the best of both worlds, increasing the number of
assessments and at the same time having enough time for learning activities? This can only
be accomplished by integrating computer–based assessment into S–OJT programs.
Computer–based testing and training can provide flexibility, instant feedback, an
individualised assessment and eventually lower costs than traditional written examinations.
Computerised results create opportunities for teaching and assessment to be integrated more
than ever before and allow for retesting students, measuring growth and linking assessment to
instruction.
This research aims to evaluate the effectiveness of integrating computer–based testing and
training into S–OJT programs using the Air Separation unit of Sasol Synfuels as a case study. The null hypothesis is used to investigate the draw backs of OJT and S–OJT programs. A framework is also developed for the effective integration of CBT into S–OJT programs.<br>Thesis (M.Ing. (Development and Management))--North-West University, Potchefstroom Campus, 2011.
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Espichan, Beretta Patricia Isabel. "Aplicación MFC para Windows: creación de un protector de pantalla para la UNMSM." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2002. https://hdl.handle.net/20.500.12672/2625.
Full textAbstract:
Actualmente, ante el auge que tienen los medios de comunicación y el uso avanzado de la tecnología en el mercado, las empresas necesitan ser más competitivas y promocionarse aún más a través de su imagen y la elaboración de sus productos. Hoy en día no sólo las grandes casas americanas de software, sino las grandes empresas multinacionales promocionan su imagen a través de los diversos accesorios que se utilizan para las computadoras como almanaques, pad’s para los mouses, protectores de pantalla (a través de disquetes, Cd’s o de la Internet), etc. (...) Es por eso que este trabajo está destinado a construir un Protector de Pantalla para la Universidad Nacional Mayor de San Marcos, contribuyendo a que alguna empresa o a algún investigador interesado en este tipo de productos, se anime a desarrollar su propio protector de pantalla, mejorando aún más sus resultados.<br>Tesis
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Naicker, Ravindran. "Collaboration between business schools and organisations to maximise the impact of the MBA programme." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/22808.
Full textAbstract:
Despite numerous successes and appreciable advantages of the Master of Business Administration (MBA) degree, the reputation of the MBA has deteriorated in the eyes of businesses, as its relevance has been questioned and businesses often fail to see students applying acquired skills practically back at work.While previous research has focussed on the experience and opinions of MBA students themselves, this research sought insights of businesses and business schools, specifically considering the value of collaborative relationships for strengthening the MBA’s impact.This research aimed to understand how collaboration can improve the impact of the MBA, first by affirming the successes of the MBA, confirming its importance to business and then exploring current challenges. Previous initiatives have been unsuccessful in reviving the MBA’s ailing reputation, as they were isolated initiatives, lacking the support and involvement of other MBA stakeholders.<p/>This research, therefore, investigated the requirements for a collaborative relationship to be willingly entered into and sustained, looking particularly at in-house programmes which were successful in encouraging collaboration and involvement of stakeholders.From the research findings, the Collaborative Impact Model was designed to set out how a collaborative relationship can be established and maintained, optimising the impact of the MBA while also minimising its many challenges.<br>Dissertation (MBA)--University of Pretoria, 2012.<br>Gordon Institute of Business Science (GIBS)<br>unrestricted
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Tsui, Yee Man. "Mediation practice in Hong Kong is court-annexed program applicable? /." access abstract and table of contents access full-text, 2008. http://libweb.cityu.edu.hk/cgi-bin/ezdb/dissert.pl?ma-slw-b23454313a.pdf.
Full text
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Smith, Curtis G. "Relationships Among Adult Student Performance and Satisfaction Variables for One Campus of a Career University's MBA Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/423.
Full textAbstract:
The number of adult learners has grown significantly since World War II, and workplace environments have expanded to embrace many new areas of expertise and knowledge. The expectations of these learners in terms of the courses offered by career universities have become increasingly diverse. University personnel need to find ways that optimize and align courses offered with those expectations. The purpose of this correlational study was to understand the relationships between outcome variables in adult education programs and students' perceptions of the quality of their educational programs. Five historically tracked variables were examined: program GPA, job placement rate, program completion rate, Net Promoter Scores, and student satisfaction. The study was underpinned by 3 andragogical areas as understood through the lenses of Mezirow and Knowles: adult student perceptions of educational experiences (as measured through student-completed evaluations), adult learner motivation, and content and curriculum design. The research question addressed relationships between and among the 5 variables for each of the 14 specialized MBA programs at a career university in the northwestern United States. Data for 400 adult students from the years 2008 to 2014 were used. Spearman's Rho correlations revealed no consistently significant relationships between the variables. Other metrics may be more useful to assess the overall effectiveness of programs. Possible future research can explore different variables so that university staff will have better data to address the demands of adult students, which will contribute to their educational and social wellbeing and to the needs of their present and future employers.
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Burman, Koyali. "Towards a gender-sensitive framework for distance education in planning for development : a case study of an executive MBA/MPA program." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31446.
Full textAbstract:
Program planning is a vital activity in any organization. Over the years, different models and frameworks of program planning have been studied in adult and distance education. However, little research has been done in this field from a gender perspective. This then was the challenge which this study sought to address. To investigate this problem, this case study employed qualitative research methods including interviews, observations and document analysis. This research study sought to understand how gender-sensitivity could become a part of adult education program planning in a distance education organization. Therefore the study focused on the planning process of the Master of Business Administration/Master of Public Administration (MBA/MPA) program which is offered at Indira Gandhi National Open University, India in partnership with the Global Learning for Development (a pseudonym for an international educational institution promoting distance education for development). The study was informed by both previous and current staff members from the Global Learning for Development organization. The findings of the study revealed that Global Learning for Development organization had begun implementing gender-sensitive policy in program planning through its internal processes of shared responsibility and decision-making. In particular, it has begun to create strategies and practices for actively engaging men in gender-equality discourses within the organization's policy and program planning interventions. However, the research established that in the MBA/MPA program, little attention was being paid to women learners' differing needs and interests. Following the results of the study, the researcher proposed a general gender-sensitive program planning framework for the distance education planning process inspired by the Harvard Analytical and the Moser Frameworks of gender analysis. In each eight steps of the proposed framework, a gender perspective is identified, and the analysis applied to data on the Global Learning for Development's program planning process. The proposed framework should be viewed as a flexible tool. The study not only contributes a gender perspective to program planning theory but it also provides a framework designed to be applied in actual practice. In addition to the proposed framework, the study recommends further research focused on improving the current practice in program planning are offered.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Al-Sarraf, Abdul-R. "Management education, training, and development in Great Britain : a case study of the Strathclyde MBA programme." Thesis, University of Strathclyde, 1988. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24933.
Full textAbstract:
The purpose of the present research was to evaluate the MBA programme offered at Strathclyde Business School to determine whether the MBA programme is designed to meet the needs of local industry or whether a 'mis-match' does in fact exists between industry and the MBA programme. By systematic evaluation of attitudes displayed within the student, employer, and academic communities. In general, the findings of this research clearly indicated that there is a perceived 'mis-match' between the industrial world and the MBA programme. The results of this research and the comments of the target group (business/industry) supported many other research studies that MBA programmes in general are characterised by lectures and academic theories, and therefore, are not suitable for the contemporary business organizations. Chapter 1 is a general introduction to the present research study. Chapter 2 examines the growth of formal management education and training in Great Britain, and attempts to describe the attitudes and opinions of British industry toward the formal management courses offered by various British colleges and universities, with special reference to the 1960s and beyond. Chapter 3 focuses mainly on discussing the 'mis-match' described by many writers between the MBA programme and British industry, and attempts to demonstrate how and why the MBA programme is unsuited to British industry. Chapter 4 focuses on five interviews with key administrators involved in the Strathclyde MBA programme since its inception. Each interview relates to a different time period. Chapters 5, 6, 7 and 8 are based upon an analysis of questionnaires that were distributed to the new (incoming) MBA students, MBA graduates, MBA staff, and business/industry. The questionnaires contain various questions related to individual experience with the MBA programme, and information on the attitudes, opinions, and recommendations of respondents. In addition, the various comments received from respondents were considered to be a valuable source of information for the analysis. Chapter 9 discusses in detail the 'mis-match' widely hinted at in the literature review (Chapters 2 and 3) between the MBA and the target group (business/industry). The evidence presented in this chapter centers around issues related to sponsorship and recruitment of MBAs, communication (relationships) between the business scnool and the industrial world, and the MBA curriculum including: course content, teaching methods and teachers. Chapter 10 presents a brief summary of the various findings discovered throughout the present research studies. In general, the findings clearly indicated that the present MBA programme needs to be closely studied and revised to meet the needs of business and industry. Recommendations for change and improvements in the MBA programme centered around a course content relevant to the real needs and requirements of tne local companies and organizations, teachers who are skilled at handling group dynamics and influencing the content of the discussion in the classroom, and a variety of teaching methods with active involvement of the student in the learning process. More important, as emphasized throughout this research study, a better communication process between the business school and the industrial world was clearly required and needed to eliminate the present 'mis-match' between the MBA training and the industrial world.
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Besler, Besiana Anna, Martinez Rafaella Dañino, Vásquez Claudia Lucía Figueroa, and Ortecho Doris Giuliana González-Zúñiga. "Calidad del servicio en el sector de educación posgrado para los programas de MBA en Lima." Master's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/12468.
Full textAbstract:
Dentro de las organizaciones, la calidad del servicio se ha convertido en un aspecto de
gran relevancia por su carácter determinante en la estrategia de diferenciación, y su
priorización se ha intensificado a partir del ingreso de nuevos competidores y la tendencia a la
estandarización de los productos. Esto implica que el nivel de servicio de una organización,
sea cual sea su rubro, puede representar una fuente de ventaja competitiva. Sin embargo, la
medición de la calidad del servicio implica un cálculo complejo debido a que, por su
naturaleza intangible, involucra una serie de variables relacionadas al tipo de servicio
brindado y las percepciones de los usuarios.
En el sector educación, la medición de la calidad del servicio tiene un carácter aún más
relevante, al ser un servicio esencial para el desarrollo de la sociedad. Adicionalmente, se trata
de un servicio crítico, debido a que se brinda a lo largo de la vida de las personas y
genera un valor intangible, por lo que el aseguramiento de su calidad es fundamental. La
presente investigación validó la herramienta de medición de calidad del servicio de educación
posgrado HEDQUAL, desarrollada en Turquía por los investigadores Gulnur Eti Icli y Nihat
Kamil Anil en el año 2014. Esta herramienta mide la percepción de la calidad del servicio de
educación posgrado a través de cinco dimensiones: (1) calidad académica, (2) servicios
administrativos, (3) servicios de biblioteca, (4) servicios de soporte y (5) oportunidades de
carrera.
Mediante un análisis correlacional, se validó estadísticamente la relación entre estas
cinco dimensiones y la percepción de la calidad, así como la relación entre cada dimensión en
particular y la percepción de la calidad. Los resultados de este estudio comprobaron la validez
y confiabilidad del modelo HEDQUAL en el sector educación posgrado en Lima, Perú.
Finalmente, se describió la calidad percibida por los alumnos encuestados y se
propusieron algunas recomendaciones para los aspectos con mayor oportunidad de mejora<br>Within organizations, the service quality has become an aspect of great relevance due
to its defining role in the strategy of differentiation, and its importance has increased due to
the entry of new competitors and the trend towards the standardization of products. This
implies that the level of service of an organization, whatever its sector, can represent a
significant source of competitive advantage. However, the measurement of service quality
requires a complex calculation because, due to its intangible nature, it involves a series of
variables related to the type of service provided and the perceptions of the users.
In the education sector, the measurement of service quality is even more relevant since
it is an essential service for the development of the country. Additionally, it is a critical
service because it is provided throughout the lifetime of its consumers and generates an
intangible value; thus, quality assurance is fundamental. The present investigation validated
the HEDQUAL quality measurement tool of the postgraduate education service, developed in
Turkey by researchers Gulnur Eti Icli and Nihat Kamil Anil in 2014. The objective of this
tool is to measure the perception of quality of the postgraduate education service through five
dimensions: academic quality, administrative services, library services, support services and
career opportunities.
The relationship between the five dimensions and the perception of quality, as well as
the relationship between each dimension and the perception of quality, was validated
statistically through a correlational analysis. The results of this study proved the validity and
reliability of the HEDQUAL model in the postgraduate education sector in Lima, Peru.
Finally, the perceived quality of the surveyed students was described in detail, and
recommendations were proposed for the areas with the greatest opportunity for improvement<br>Tesis
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Nagdee, Saffiya. "The relationship between a selection battery and the academic performance of students on an MBA programme." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27260.
Full textAbstract:
The study is a quantitative analysis into the selection process of the Masters in Business Administration (MBA) programme at the Tshwane University Technology (TUT). The selection battery used at TUT to select the MBA applicants is comprised of the Situation Specific Evaluation Expert (SpEEx), the English Literacy Skills Assessment (ELSA), and the 15 Factor Questionnaire (15FQ+). This test battery aims to obtain information on an applicant with regards to his/her cognitive potential (verbal and non-verbal ability), language proficiency, and personality. Therefore, the aim of the study was to investigate the relationship between the selection battery and the academic performance of those students selected into the MBA programme at TUT by examining the differences between the scores of the psychometric selection batteries and the academic performance of those students selected. Upon analyses and interpretation of the data it was determined that there were no statistically significant differences between the scores of the different components of the selection batteries used and the academic performance of those selected.<br>Dissertation (MEd)--University of Pretoria, 2011.<br>Educational Psychology<br>unrestricted
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Moses, Edith Matilda. "A Review and Analysis of the MFT Clinical Art Therapy Program at Loyola Marymount University in Connection to a Clinical Case Study." Digital Commons at Loyola Marymount University and Loyola Law School, 2017. https://digitalcommons.lmu.edu/etd/300.
Full textAbstract:
This capstone project explores the themes and principles of the Clinical Art Therapy MFT graduate program at Loyola Marymount University to a clinical case study.
The purpose of the study is to provide a comprehensive overview of the connections between academic learning and its clinical application, and to illustrate the role of academic learning in identity formation for a student. It incorporates the therapist’s own art making process as a part of the inquiry strategy.
Personal identity, as defined by Mason and Vella (2013) are “those things that distinguish individuals from each other”, and which may require effort “something to be invented rather than discovered” (p.236). In art making, the process and the creation of the art product support the assumption that the creation of identity involves an internalization of social influence and it requires invention.
Identity formation in children, according to social theory, occurs in context of the family, and significant others, whereas values and attitudes about self place them in society. Art teachers can use this to help “problematize mythical and stereotypical representations of childhood and family relations and increase awareness of multiple viewpoints (Trafl, 2008). These viewpoints can be reflected upon in art therapy increasing self-awareness by contemplating alternative viewpoints and perspectives in a supportive environment.
Cognitive psychologists understand self-awareness as a key indicator of personal identity (Leary and Tangney,2003. p3). Henriques views the human ego as a self-awareness system (as cited in Schaffer, 2005, p. 50), with the capacity to use ones mind as an analogy of the minds of others, including differences in perspective and in recognizing the limits of what others know (p.50).
According to Mason and Vella (2013), individuals develop a self-image via their reflection very early in life, and they may decide to change themselves due to the judgments of the people they interact with, or perhaps, rebel against change. These stages of development transform identity. The self-portrait can assist in one’s examination of one’s changing self and evolving self-schema contributing to self-awareness in the context of the therapeutic relationship.
Charles Horton Cooley, interested in the development of the self, formulated The Looking Glass Self-Theory (as cited in Schaffer, 2005, p.53) which posits that people’s self-image is based on how they suppose others perceive them, and that the looking glass self is actually the product of an active process of construction through the developing mode of imagination (p.53).
This phenomenon can play out in the therapeutic relationship as transference and counter-transference, and can be used to examine personal identity in the process of reflecting upon one self, in the supposition of how the other perceives them.
The art therapist’s identity evolves in the context of the therapeutic relationship, whereas she is providing her self to the other, and in her understanding of how she is perceived by the other, that her self-awareness and self identity becomes known to her.
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Appelquist, Hanna, and Therése Björkman. "Getting one step ahead in life. A study of an adult literacy programme in Northern Malawi." Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19973.
Full textAbstract:
The aim of this Bachelor thesis is to study the connection between literacy and development and poverty reduction in a third world country. The study is based on Mothers’ Union Literacy and Development Programme (MULDP) in Malawi, where it examines what difference literacy makes in the learners of MULDPs lives and what meaning literacy has for them. The results found in the study are analysed with a theoretical framework that is built on Freire’s theory of ‘conscientization’ and the concepts of functional literacy and functional illiteracy. The method chosen is unstructured focus group interviews with the learners of MULDP and the findings were classified into themes through meanings condensation and thereafter compared with the theoretical framework. The results show that the effects of literacy are visual in both the personal and public sphere, changing the lives of the individual, the family and the community. The findings illustrate that literacy is both a tool and a social practice. Literacy itself does not develop the learners; it is the knowledge that comes with the social practice that is the trigger to development. This study concludes that literacy is developing the learners as human beings. A connection can, however, not be made between literacy and poverty reduction; literacy cannot on its own take the learners out of poverty because other means are also needed.
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Balbuena, Palacios Carlos Humberto. "Análisis, diseño e implementación de un generador MDA de Aplicaciones Java Web." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2010. http://tesis.pucp.edu.pe/repositorio/handle/123456789/1345.
Full textAbstract:
La arquitectura orientada a modelos (MDA) fue formalmente introducida por el OMG (Object Management Group) en el año 2001 como un término que abarcaba un gran número de aplicaciones para el modelado y elaboración de especificaciones de arquitectura. Desde entonces, estas especificaciones y su uso han ido evolucionando en forma considerable, y el término MDA es ahora ampliamente reconocido en la industria de tecnologías de información. Sin embargo, MDA va mas allá de ser un conjunto de tecnologías o de un modo específico para generar código, actualmente provee un marco de trabajo para la administración de diferentes maneras de racionalizar y automatizar la especificación, desarrollo, distribución e integración del software.
Por ello, el presente proyecto busca dar soporte a la metodología MDA a través del desarrollo de un marco de trabajo de generación de código open source para aquellas aplicaciones que no presenten un modelo de negocio complejo y cuyo desarrollo requiera ser automatizado.<br>Tesis
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Petkus, Petras. "Modeliais grįsto programų sistemų kūrimo tyrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20140701_180421-29210.
Full textAbstract:
Modeliais grįsta sistemų architektūra (MDA) yra „Object Management Group“ (OMG) konsorciumo iniciatyva apibrėžti naują požiūrį į programų sistemų kūrimą remiantis modeliais ir automatizuota jų transformacija į programinį kodą. Siekdama standartizuoti šį požiūrį, OMG patvirtino visą eilę standartų, bet esminiai MDA principai ir praktikos glūdi modeliais grįstame sistemų kūrimo stiliuje, kuris yra fundamentalus programų sistemų inžinerijoje. MDA idėjos, pradžioje sukėlusios didelį entuziazmą IT bendruomenėje, ilgainiui peraugo į skepticizmą ir kai kurie autoriai atvirai pradėjo abejoti modeliais grįsto sistemų kūrimo perspektyva. Šiame darbe analizuojamos praktinio MDA taikymo programų sistemų kūrimo procese aspektai ir galimybės, analizuojami galimi sprendimai ir kliūtys, dėl kurių MDA požiūris gali būti sunkiai pritaikomas. Įvairių autorių įvardijami praktiniai MDA taikymo programų sistemų kūrimo procese sunkumai, didelės tam reikalingos investicijos, pastangos ir resursai, tinkamų instrumentų trūkumas, didelė standartų įvairovė ir sudėtingos technologijos iš dalies lėmė išaugusį skepticizmą MDA paradigmai. MDA apibrėžia naujus sistemų kūrimo principus ir standartais apibrėžia technologijas, kurios pagrindžia šiuos principus. Tai neišvengiamai įtakoja patį programų sistemų kūrimo procesą, kuris turi pasipildyti naujomis veiklomis, praktikomis ir technologijomis, kaip kurti sistemas taikant MDA požiūrį. Šiame kontekste būtinas tam tikras pragmatinis požiūris į MDA ir su juo... [toliau žr. visą tekstą]<br>Model Driven Architecture (MDA) is an approach to using models in software development, which states that models and model-based transformations are a key part of effective automated software development. The Object Management Group (OMG) has defined standards for representing MDA models, but the principles and practice of MDA are rooted in model-based styles of development that have been fundamental to software engineering from its earliest days. Unfortunately, early enthusiasm for Model Driven Architecture (MDA) has dissipated to the point that many people are openly skeptical of the value of any model-driven approach. This paper examines the practical realities of MDA, difficulties and challenges in adopting an MDA approach to software engineering process. While MDA requires additional efforts and high investment to be adopted in software engineering process, it doesn’t provide any means or guidelines for this. This paper argues that to be successful, a pragmatic MDA approach must be executed in context of a sound Enterprise Architecture providing an integrated business architecture and governance structure that enables an organization to respond to business requirements quickly and appropriately.
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Inocente, David Forli. "Análise de um programa de treinamento e de seus resultados: um estudo de caso do MBA Gestão Pública - Banco do Brasil." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/96/96132/tde-23012007-134149/.
Full textAbstract:
O cenário de competição empresarial exige das empresas diversas posturas diferenciadoras, dentre estas, posturas que sejam capazes de desenvolver vantagens competitivas sustentáveis. Como resultado de sua busca pela competitividade, as empresas procuram desenvolver suas competências essenciais por meio das pessoas que a compõe. Dentre as formas de desenvolvimento organizacional, solidificou-se a realização de treinamentos no ambiente das corporações. O pensamento científico relacionado ao tema, observa a necessidade de que o treinamento esteja alinhado às estratégias da empresa e que seja capaz de produzir resultados. Surge a necessidade de se avaliar sistematicamente o treinamento e em especial seus resultados. Com o objetivo de delinear as características particulares do fenômeno, este estudo analisou as dimensões qualitativas de um programa de treinamento o MBA (Master in Business Administration) Gestão Pública realizado no Banco do Brasil. A metodologia utilizada foi o estudo de caso, valendo-se da realização de grupos focais, de entrevistas semiestruturadas e de análise de dados secundários para a obtenção de evidências que ofereceram elementos de análise do treinamento realizado. Conclui-se que o programa produziu resultados no contexto da Diretoria de Governo do Banco do Brasil, tendo atingido os objetivos de proposição do treinamento. Foram estudados quatro modelos de avalaição de treinamento, tendo sido defindo o Modelo MAIS como adequado para explorar o curso estudado. A avaliação de treinamento delineou o quanto o programa atendeu ao modelo, tendo sido observada a presença maioria dos parâmetros e ausência de alguns outros. Observou-se resultados objetivos do curso, como o planejamento de produtos e o dimensionamento de estratégias organizacionais. Muitos dos resultados observados encontram-se no contexto de outras ações organizacionais da Diretoria estudada e não podem ser apontados como resultado do treinamento, por outro lado o treinamento é apontado como um dos elementos de contexto que contribuíram com este resultado. Foram identificados ainda resultados que podem ser classificados como fonte de Vantagem Competitiva Sustentável da Diretoria de Governo do Banco do Brasil e que estão associados ao programa MBA Gestão Pública.<br>The competitive business environment demands differentiation postures from every company, especially, postures that are capable to develop sustainable competitive advantages. In consequence of their search for competitiveness, companies look for developing their essential abilities through the people who compose it. Amongst different forms of organizational development, training becomes a frequent practice in companies environment. The scientific thought related to the subject emphasizes a necessity of alignment between training and companies strategies, and the capability of producing results. Systematic evaluation of the training and especially its results becomes necessary. In order to delineate the particular characteristics of the phenomenon, this study analyzed qualitative dimensions of a training program called MBA Public Management implemented at Banco do Brasil. The methodology was a case study, based on focus groups, half-structuralized interviews, and secondary data analysis to attain evidences that offered analysis elements of the studied training. It is concluded that the program produced results in the context of the Government Board of the Banco do Brasil, and reached the proposal objectives of the training. Four models of evaluation of training had been studied, and the Model MAIS was considered adjusted to explore the studied course. The training evaluation delineated how much of the model was attended by the program it was observed the presence of the majority of the parameters and absence of some others. It was also observed objective results of the course, for instance the planning of products and the sizing of organizational strategies. There were many of the observed results, which are related to other organizational actions of the studied Board, and they cannot be pointed as resulted from the training. However, the training is pointed as one of the context elements that had contributed with these results. It was also identified results that can be classified as sources of Sustainable Competitive Advantage of the Government Board of the Banco do Brasil, which are associated to MBA Public Management program.
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Jarpa, Vrandecic Jorge. "Intenciones emprendedoras en modalidad emprendimiento puro e híbrido en estudiantes de programas de magister en negocios, MBA en Chile." Doctoral thesis, Universitat de Lleida, 2021. http://hdl.handle.net/10803/671896.
Full textAbstract:
Aquesta investigació s'enfoca en estudiar variables que poden influir en la intenció emprenedora i en la condició de ser emprenedor en professionals que cursen un postgrau en administració de negocis, MBA a Xile. Es va trobar que tant la intenció a emprendre com la condició de ser emprenedor està influenciada per diferents variables que interactuen en conjunt. Una troballa va ser que es va trobar una major intencionalitat a iniciatives híbrides en detriment d'iniciatives pures, donat el creixent cost d'oportunitat a l'obtenir un MBA i la por al fracàs. A més, l'ocupació de la mare influeix en la intenció emprenedora tant com a variable motivadora com desmotivadora. Una altra troballa important va ser que el programa MBA augmenta la intenció emprenedora al desenvolupar competències emprenedores i crear confiança en si mateixos en un grup de professionals, mentre que en un altre exerceix un efecte de romandre com a empleat, pel major cost d'oportunitat.<br>Esta investigación se enfoca en estudiar variables que pueden influir en la intención emprendedora y en la condición de ser emprendedor en profesionales que cursan un postgrado en administración de negocios, MBA en Chile. Se encontró que tanto la intención a emprender como la condición ser emprendedor está influenciada por diferentes variables que interactúan en conjunto. Un hallazgo fue que se encontró una mayor intencionalidad a emprendimientos híbridos en desmedro de emprendimientos puros, dado el creciente costo de oportunidad al obtener un MBA y el temor al fracaso. Además, la ocupación de la madre influye en la intención emprendedora tanto como variable motivadora como desmotivadora. Otro hallazgo importante fue que el programa MBA aumenta la intención emprendedora al desarrollar competencias emprendedoras y crear confianza en sí mismos en un grupo de profesionales, mientras que en otro ejerce un efecto de permanecer como empleado por el mayor costo de oportunidad.<br>This research focuses on studying variables that can influence the entrepreneurial intention and the condition of being an entrepreneur in professionals studying a postgraduate degree in business administration, MBA in Chile. We found that both the entrepreneurial intention and the condition of being an entrepreneur are influenced by different variables that interact together. One finding was that greater intentionality was found for hybrid entrepreneurship to the detriment of pure entrepreneurship, given the increasing opportunity cost of obtaining an MBA and the fear of failure. Furthermore, the mother's occupation influences entrepreneurial intention both as a motivator and demotivator variable. Another important finding was that the MBA program increases entrepreneurial intention by developing entrepreneurial competencies and creating self-confidence in one group of professionals. At the same time, it exerts an effect of staying an employee due to a higher opportunity cost.
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Doerrer, Sarah M. "Impact, Implementation, and Insights of Peace Education: A Case Study of the M.A. in Peace Studies and Conflict Transformation Program at the University of Rwanda." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/898.
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Higher education is arguably critical for healing and stabilization in postconflict contexts, by developing leaders who value peace and have the skill sets to achieve it in various sectors. A rapidly growing body of literature concludes that peace education in particular has great potential to transform postconflict communities, both in higher education and at other levels of schooling. Yet there exists little rigorous analysis of the decisions faced by educational leaders responsible for implementing such programs, particularly those in postconflict settings where the needs are uniquely challenging.
This qualitative investigation documented the M.A. in Peace Studies and Conflict Transformation program, managed by the Centre for Conflict Management (CCM) within the University of Rwanda’s College of Arts and Social Sciences (CASS), one of the first of its kind in the region. The goal of this study was to use interviews and field notes collected during a six-week fieldwork period to highlight lessons from the experiences and perspectives of colleagues who have typically been on the outskirts of the conversation about how formalized peace education can contribute to leadership development and national stability.
Participants included faculty members, administrators, and alumnae, as well as leaders affiliated with the Rwandan Ministry of Education (MINEDUC) and various civil society organizations. The study led to twelve key findings aligned with the three research questions, each of which is similarly aligned with a corresponding discourse theme and three clusters of interview questions, as well as three related overarching researcher recommendations for policy and practice, grounded in participant perspectives.
Abstract (French)
On peut soutenir que l’enseignement supérieur est essentiel pour la guérison et la stabilisation dans les contextes d’après-conflit, en formant des leaders qui attachent de la valeur à la paix et possèdent les compétences nécessaires pour l’atteindre dans divers secteurs. Un corpus de littérature en croissance rapide conclut que l’éducation à la paix, en particulier, a un grand potentiel pour transformer les communautés après un conflit, à la fois dans l’enseignement supérieur et à d’autres niveaux de scolarité. Cependant, il existe peu d'analyses rigoureuses des décisions des responsables de l'éducation chargés de la mise en œuvre de tels programmes, en particulier dans les situations d'après-conflit où les besoins sont particulièrement difficiles.
Cette enquête qualitative documentait le programme de maîtrise en études sur la paix et la transformation des conflits, géré par le Centre de gestion des conflits (CCM) du Collège des arts et des sciences sociales de l’Université du Rwanda (CASS), un des premiers du genre dans la région. L’objectif de cette étude était d’utiliser les interviews et les notes de terrain recueillies au cours d’une période de travail sur le terrain de six semaines pour mettre en évidence les leçons tirées des expériences et des points de vue de collègues qui se trouvaient généralement à la périphérie de la discussion sur la manière dont une éducation à la paix formalisée pouvait contribuer au développement du leadership. et la stabilité nationale.
Parmi les participants figuraient des membres du corps professoral, des administrateurs et des anciennes élèves, ainsi que des dirigeants affiliés au Ministère rwandais de l'éducation (MINEDUC) et à diverses organisations de la société civile. L'étude a abouti à douze résultats clés alignés sur les trois questions de recherche, chacune correspondant également à un thème de discours correspondant et à trois groupes de questions d'entretien, ainsi qu'à trois recommandations de recherche globales relatives à la politique et à la pratique, basées sur les perspectives des participants.
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Zarza, Santillán Juan Carlos. "Evaluación del Estado de Nutrición a través de la Mini Nutritional Assessment (MNA) de pacientes que asisten al programa de ejercicio físico - médico controlado de la Clínica de Consulta Externa Valle de Bravo ISSEMYM durante el periodo marzo - abril de 2013." Tesis de Licenciatura, Medicina-Quimica, 2013. http://hdl.handle.net/20.500.11799/13876.
Full textAbstract:
Objetivo: Evaluar el estado de nutrición a través de la Mini Nutritional Assessment
(MNA) de los pacientes geriátricos que asisten al programa de ejercicio físico
médico controlado de la Clínica de Consulta Externa Valle de Bravo ISSEMyM
durante el período marzo - abril de 2013.
Metodología. Se evaluó el estado de nutrición a 89 adultos mayores de los cuales
el 52% estaban dentro del rango de edad de 60-69 años, el 35% entre 70 - 79
años y 13% entre 80 - 89 años. Las mujeres fueron la muestra más representativa
con un 65% y hombres solamente 35%. El instrumento validado para determinar el
riesgo de malnutrición, malnutrición y estado nutricional satisfactorio fue la Mini
Nutritional Assessment (MNA).
Resultados. De los 89 adultos mayores evaluados 74% presentó estado nutricional
satisfactorio, 24% tuvo riesgo de malnutrición y solamente 2% presentó
malnutrición.
Conclusiones. El estado de nutrición de los adultos mayores es similar a otros
estudios tomando en cuenta que los adultos mayores evaluados en este estudio
son relativamente sanos. Los resultados sugieren un alto porcentaje de adultos
mayores con nutrición satisfactoria en comparación con los que tienen
malnutrición o están en riesgo de tenerla, habría que hacer una evaluación a fondo
para determinar qué porcentaje de ellos tiene obesidad o sobrepeso.
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Simone, Nathália. "Zeólita tipo MFI hierárquica : avaliação do método de síntese de nanocristais e atividade catalítica na desidratação de frutose." reponame:Repositório Institucional da UFABC, 2016.
Find full textAbstract:
Orientador: Prof. Dr. Wagner Alves Carvalho<br>Dissertação (mestrado) - Universidade Federal do ABC. Programa de Pós-Graduação em Ciência e Tecnologia/Química, 2016.<br>Zeólitas hierárquicas possuindo estrutura tipo MFI foram preparadas hidrotermicamente utilizando surfactantes como agentes direcionadores de estrutura, constituídos por grupos de amônio quaternário sintetizados neste trabalho. A zeólita preparada utilizando o agente polimérico apresentou uma morfologia tipo nanoesponja com poros de diâmetro elevado. Utilizando o agente direcionador de estrutura C22-6-6 com adição de agente nucleante originou uma zeólita de morfologia tipo nanoesponja, composta por uma rede desordenada tridimensional de camadas MFI com espessura de 2,5nm suportando umas as outras. Com o mesmo agente direcionar, preparou-se uma zeólita de morfologia unilamelar e um material sem adição de alumínio, denominado nanossilicato. Este último material foi submetido a três métodos pós-síntese para modificação da superfície, visando o aumento de acidez. O desempenho catalítico das zeólitas MFI hierárquica e convencional foi investigado na eterificação de glicerol com álcool terc-butílico em fase líquida e na desidratação da frutose em várias condições: fase aquosa, fase orgânica e extração in situ da fase aquosa. As zeólitas hierárquicas foram mais ativas do que as amostras microporosas em ambas as reações, o que pode ser atribuído aos sítios ácidos localizados nas superfícies externas, acessíveis para os reagentes volumosos. A maior seletividade para 5-hidroximetilfurfural foi obtida com nanossilicatos modificados utilizando extração in situ.<br>Hierarchical zeolites possessing MFI framework type were hydrothermally prepared using surfactants as structure-directing agents consisting of quaternary ammonium groups prepared in this work. The zeolite prepared using polymeric structure-directing agent presented a nanosponge-like morphology with larger pores. The structure-directing agent C22-6-6 was used to prepare materials with different morphologies. Using the seed-assisted synthesis method, a nanosponge-like morphology was obtained. This zeolite was composed of a three-dimensional disordered network of MFI layers with 2.5nm thickness supporting each other. Furthermore, a unilamelar nanosheet zeolite was also prepared, as well as a material without aluminum, called nanosilicate. This last one was submitted to three post synthesis methods for surface modification in order to increase acidity. Catalytic performance of the MFI zeolites, both hierarchical and conventional, was investigated in glycerol etherification with tert-butyl alcohol in liquid phase, and in fructose dehydration in various conditions: aquous phase, organic phase and in situ extraction. Hierarchical zeolites were more active than conventional samples in both reactions, which can be attributed to the acid sites located on the external surfaces accessible for the reaction of bulky reactants. The highest selectivity to 5-hydroxymethyfurfural were obtained with modified nanosilicates and in in situ extraction.
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Jamieson, Barbara Mary Jamieson. "An investigation of the relationship between student characteristics, the learning experience and academic achievement on an online distance learning MBA programme." Thesis, Heriot-Watt University, 2015. http://hdl.handle.net/10399/3065.
Full textAbstract:
The main purpose of this study is to develop and test a conceptual framework of the antecedents of academic achievement for students studying online. The study is essentially exploratory in nature and an adaptation of Biggs’ 3P (Biggs, 1993a) model provides the theoretical framework. A wide range of antecedent variables is considered, including individual student characteristics and behavioural aspects of studying online. Uniquely, the study positions developmental aspects of the student learning experience (deconstructed at course level using an eight level developmental hierarchy derived from Bloom’s taxonomy (Bloom et al., 1956)) as an intermediate outcome. Regression models are calibrated to determine which factors influence both the student learning experience and academic achievement. Variation in the student learning experience (as an intermediate outcome) is explained by student satisfaction with course materials and certain individual student characteristics and behavioural aspects of online study. Disadvantaged students lack previous experience in the study of Economics; have certain learning styles (sensing and verbal); and in the online study context find it difficult both to interact with faculty and to work alone. In terms of academic achievement, the parsimonious model explains 48% of the variance in overall performance in the Economics exam. After student ability the next most important variables of significance relate to developmental aspects of the learning experience, specifically, the level of difficulty experienced both in applying theory to business problems and understanding numerical calculations. The policy implications of the findings are considered and specific recommendations are provided for the enhancement of Edinburgh Business School course resources. The research findings indicate that, in building a theoretical framework for online learning, there is merit in taking into account course-level developmental aspects of the student learning experience. As well as their significance in helping to explain variation in academic achievement, the insights gained on student learning facilitate the design and targeting of interventions to address specific educational needs. It is hoped that this approach may help to address some of the concerns that exist that, in education, technology is not always used in ways which enhance student learning.
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Vazquez, Ana Claudia Souza. "Cognoscitividade do agente e produção de conhecimento especializado : uma análise do processo de aprendizagem em alunos de programas de MBA Executivo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/81560.
Full textAbstract:
O objetivo desta pesquisa foi compreender a relação entre Cognoscitividade do Agente e Produção de Conhecimento Especializado na experiência de formação gerencial de alunos de MBA. Sem partir de proposições estabelecidas, a pesquisa de campo se concentrou em aprofundar as categorias da literatura e as que emergiram durante o processo de investigação com objetivo de produzir teoria fundamentada acerca da aprendizagem gerencial em cursos de MBA (Strauss & Corbin, 2009). Participaram da pesquisa 48 alunos provenientes de dois programas de MBA Executivo no Brasil, com idades entre 27 e 54 anos (M=38,1/DP=7,15). Trata-se de um estudo longitudinal, em que a coleta de dados foi realizada por meio da observação participante e da triangulação de métodos qualitativos e quantitativos e de dados coletados em fontes primárias e secundárias (Gray, 2012). Os dados foram obtidos por meio de: (a) pesquisa documental, (b) entrevistas com alunos, (c) dois questionários aplicados em momentos distintos da pesquisa, e (d) escalas validadas e padronizadas para população brasileira para mensurar Otimismo, Esperança Cognitiva, Autoeficácia e Autoestima; (e) diário de campo. Três Estudos Pilotos foram conduzidos com o objetivo de validação dos instrumentos de coleta com as fontes primárias; quais sejam: os dois questionários e o roteiro semiestruturado de entrevista com os alunos. Para validação das interpretações realizadas no decorrer da pesquisa foram aplicadas técnicas de validação comunicativa, pragmática e transgressiva (Sandberg, 2005). Os dados qualitativos foram analisados por meio de técnicas de codificação e interpretação de conteúdo da Teoria Fundamentada (Strauss & Corbin, 2009) e os dados quantitativos foram analisados pela estatística de tabulação cruzada para comparação das categorias pelo Teste t (Gray, 2012; Hair et al, 2007). Os resultados demostram associações significativas entre propriedades e dimensões específicas ao processo cognoscitivo dos alunos e à produção de Conhecimento Especializado nos programas de MBA investigados. A monitoração reflexiva dos alunos e sua relação dialética de poder nas transações com as propriedades estruturais do curso foram analisadas à luz de uma matriz interpretativa proposta nesta pesquisa para compreensão do processo de aprendizagem individual. Foram identificadas e descritas influências da Propriedade Estrutural do curso de MBA no engajamento do aluno, na articulação de conteúdos e experiências em conhecimento especializado e no desenvolvimento da Autoestima e Autoeficácia. Também foram identificadas e descritas influências dos modos e estratégias de aprendizagem aplicados pelos alunos-agentes na atribuição de valor e reconhecimento de contribuições efetivas do curso para sua prática profissional e o desenvolvimento de carreira. A partir das evidências obtidas é proposto um modelo teórico compreensivo do processo de aprendizagem individual em alunos de MBA. Limitações do estudo são discutidas e pesquisas futuras são sugeridas ao final do trabalho.<br>The objective of this research was to understand the relationship between the Cognoscitivity of the Agent and the Specialized Knowledge Production in experience of managerial formation of students of the MBA Executive. The present research did not start from previous established propositions. Actually, field research focused on deepening the categories of literature and those that emerged during the research process in order to produce grounded theory about learning management in MBA courses (Strauss & Corbin, 2009). Participants were 48 students from two Executive MBA programs in Brazil, aged between 27 and 54 years (M=38,1/SD=7,15). This is a longitudinal study, in which data collection was conducted through participant observation and triangulation of qualitative and quantitative methods and data from primary and secondary sources (Gray, 2012). Data were obtained from: (a) documentary research, (b) interviews with students, (c) two questionnaires applied at different times of the research, and (d) standardized and validated scales for the Brazilian population to measure Optimism, Cognitive Hope, Self-efficacy and Self-esteem, and (e) a field diary. Three Pilot Studies were conducted for the purpose of validation of data collection instruments with the primary sources (i.e., the two questionnaires and the script of the semi-structured interviews with students). To validate the interpretations made during the research communicative, pragmatic and transgressive validation techniques were applied (Sandberg, 2005). Qualitative data were analyzed using coding techniques and content interpretation of Grounded Theory (Strauss & Corbin, 2009). and quantitative data were statistically analyzed by cross-tabulation for comparison of categories through the t test (Gray, 2012; Hair et al, 2007). The results demonstrate significant associations between specific properties and dimensions of the cognoscitive process of students and to the production of Specialized Knowledge in the Executive MBA programs investigated. The reflexive monitoring of students and their dialectical relationship of power in transactions with the structural properties of the course were analyzed in the light of an interpretative matrix proposed in this research for understanding the process of individual learning. Influences of the Structural Property of the MBA course in student engagement, articulation of content and experiences, and expertise in the development of Self-Esteem and Self-Efficacy were identified and described. The influences of the modes and learning strategies applied by the agency of the students in the value assignment and recognition of effective contributions of the course to their professional and career development were also identified and described. From the evidence obtained, a comprehensive theoretical model of the individual learning process in MBA students is proposed. Limitations of the study are discussed and suggestions for future research are presented at the conclusion.
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Dionne, Claude. "Étude critique du programme de MBA et de son impact sur la formation des gestionnaires au moyen du concept de valeur ajoutée." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6520.
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Ko, Wan-yee. "Would partnering foster efficiency, productivity and quality in the delivery of landslip preventive measures programme? a perspective of dispute handling /." access abstract and table of contents access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/ezdb/dissert.pl?ma-slw-b21844203a.pdf.
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Thesis (M.A.)--City University of Hong Kong, 2006.<br>"Master of Art in arbitration and dispute resolution, LW6409-dissertation" Title from PDF t.p. (viewed on May 22, 2007) Includes bibliographical references.
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Jiwaji, Aamera Hamzaali. "Negotiating the global : how young women in Nairobi shape their local identities in response to aspects of the mexican telenovela, Cuando seas mia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1013364.
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Latin American telenovelas have been exported to more than a hundred countries across the globe. While they are popular in their country of production because their messages resonate with their audience’s everyday experiences, their popularity amongst global audiences with whom they share neither a social nor a cultural history is unexplained. Kenya has been importing and airing Latin American telenovelas since the early 1990s, and telenovelas have permeated many aspects of Kenyan daily life, when compared to other foreign globally-distributed media products that are aired on Kenyan television. As global media products, telenovelas remain open to criticisms from the media imperialism thesis. This research adopts an ethnographic approach to the study of audiences, and looks at the reception of a Mexican telenovela, Cuando Seas Mia, by a group of young Kenyan women in Nairobi. It reflects upon the media imperialism thesis from an African perspective by investigating the meanings that these women make from Cuando Seas Mia, and how these shape their changing local identities and cultures. The young women in this study, most of whom have moved to the city from the rural areas, are influenced by traditional, patriarchal Kenyan society and by the modern, Western influences of an urban environment. They experience a tension between their evolving rural and urban roles and identities and are drawn to telenovelas because their exploration of rural-urban themes holds a relevance to their own lives. They negotiate their contemporary African youth identities, gender roles and heterosexual relationships in relation to representations in the telenovela, questioning and destabilising African and Western definitions. These women select aspects from their traditional, African cultures and from their modern, Western experiences (and consumption of global media) and reconstruct them into a transitional youth identity which suits their day to day lives as young women living in an urban African environment.
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El, Yattioui Mohamed Badine. "Les enjeux géostratégiques des programmes publics de Washington à destination de l'Amérique Latine, de George Bush père à George Bush fils (1988-2008)." Thesis, Lyon 3, 2015. http://www.theses.fr/2015LYO30059.
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Les relations entre les Etats-Unis et l’Amérique latine entre 1988 et 2008 ont connu de nombreux bouleversements et chambardements. Les nombreuses raisons qui en sont les causes ont été abordées dans cette thèse. Après avoir étudié les enjeux théoriques de leurs relations nous nous sommes demandés si la politique étrangère était une politique publique comme les autres. Suite à une comparaison générale nous avons étudié les spécificités de l’aide publique au développement et le cas d’une théorie promue par George Bush Jr qui est la « diplomatie transformationnelle ». Dans un second temps, nous avons étudié les bouleversements diplomatiques apparus dans un certain nombre de pays de cette région du fait de l’arrivée de gouvernements de gauche. Les pages consacrées aux trois programmes élaborés par Washington dans les années 2000 (MCA, les deux plans Colombie et le Plan Merida) montrent leur originalité mais aussi leur application et leurs résultats mitigés tant du point de vue de l’efficacité, de l’efficience que de la consolidation des relations diplomatiques avec les pays de cette région. Enfin, nous avons décrit et analysé l’importance des enjeux énergétiques avec l’Amérique latine pour les Etats-Unis puis développé les raisons qui les poussent à vouloir constituer la ZLEA. Cela démontre l’imbrication des questions économiques, diplomatiques et sécuritaires pour les décideurs américains<br>The relations between the United States and Latin America between 1988 and 2008 had known a lot of upheavals. The different reasons which were at the origin of that were approached in this dissertation. After having studied the theorical stakes concerning their relations we asked ourself if foreign policy was a classic public policy. Then, we studied development aid’s specificities and a theory promoted by George W. Bush which is the « transformational diplomacy ». In a second part, we studied diplomatical upheavals appeared in some countries of the region, consequence of the election of left wing governments. Pages dedicated to the three programs worked out by Washington during the 2000’s (MCA, both Colombian plans and Merida Initiative) showed the originality but also their application and their reserved results so much from the point of view of the efficiency and the consolidation of the diplomatical relations with the countries of this region. At last, we described and analyzed the importance the energy challenges with Latin America for the United States and developed reasons which urge them to want to constitute the FTAA. This show The interweaving of the economic, diplomatic and security questions for the American decision-makers
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RABELO, JÚNIOR Sebastião Estefânio Pinto. "Verificação de conformidade entre diagramas de sequência UML e código Java." Universidade Federal de Campina Grande, 2012. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/1626.
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SEBASTIÃO ESTEFÂNIO PINTO RABELO JÚNIOR - DISSERTAÇÃO PPGCC 2011..pdf: 13091249 bytes, checksum: 1cb0178385eb3bd7c5eb2d8c16dd72ac (MD5)
Previous issue date: 2012-11-11<br>Capes<br>Atualmente, quando se fala em UML, temos os diagramas de sequência como o mais popular entre os diagramas usados para descrever aspectos comportamentais de um software. Por outro lado, temos Java como uma das linguagens orientadas a objetos mais usada no mundo. Entretanto, não encontramos em nossas pesquisas um meio sistêmico para a verificação automática de conformidade entre modelos comportamentais e o código desenvolvido para atender esse modelo. Nesta dissertação, nós desenvolvemos uma abordagem capaz de verificar- esse tipo de conformidade. O uso dessa abordagem permitirá ajudai- desenvolvedores, analistas, e gerentes de projeto a manter a documentação do software atualizada, além de possibilitar a existência de um novo ponto de vista a respeito de defeitos na implementação de um sistema. Para dar suporte a essa verificação de conformidade nós desenvolvemos uma ferramenta baseada em Model Driven Architecture (MDA) capaz de gerar os testes de conformidade aqui apresentados. Além disso, esta dissertação traz uma avaliação da abordagem desenvolvida, a qual apresenta os principais resultados obtidos.<br>Currently, sequence diagrams are the most popular UML diagrams used to describe behavioral aspects of software systems. On the other hand, Java as one of the most popular object-oriented language used in lhe world. Despite that. there is no systematic approach to support verification between the behavioral design and the implemented source code. In this work, we propose an approach to verify this conformity. The use of this approach vvill help developers, architects, and engineers to maintain the software documentation updated. Its usage allows that the development team and managers to detect behavioral design implementation defects. We also present the tool support built for our approach using Model Driven Architecture (MDA) and a preliminary evaluation about this work.
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Trella, Fredrik, and Nils Paakkonen. "Development of a Cost-Effective, Reliable and Versatile Monitoring System for Solar Power Installations in Developing Countries : A Minor Field Study as a Master Thesis of the Master Programme in Engineering Physics, Electrical Engineering." Thesis, Uppsala universitet, Fasta tillståndets elektronik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-302815.
Full textAbstract:
This report is the result of a conducted Minor Field Study (MFS), to the greatestextent funded by the Swedish International Development Cooperation Agency(SIDA), in an attempt to design a system for evaluating smaller solar power systems indeveloping countries. The study was to the greater part conducted in Nairobi, Kenyain close collaboration with the University of Nairobi. The aim was to develop asystem that would use easily available components and keep the costs to a minimum,yet deliver adequate performance. The system would measure certain parameters of asolar power system and also relevant environmental data in order to evaluate theperformance of the system. Due to the specific competence of the collaboratinggroup at the University of Nairobi, a Kinetis Freescale K64-microcontroller with anARM-Cortex processor was selected as the core of the design. Components wereselected, schematics were drawn, a circuit board was designed and manufactured andsoftware was written. After 12 weeks a somewhat satisfying proof-of-concept wasreached at the end of the field study in Kenya. The project however proved howdifficult it is to go from first idea to a functional proof-of-concept during a limitedtimeframe, and also in an East-African country. The final proof-of-concept was testedat Mpala Research Centre in Kenya and despite containing some flaws proved that itwould indeed be possible to design a working system on the principles discussed inthis report. The system is open-source, so anyone may use and modify it.