Relevant bibliographies by topics / Critical success factors

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Critical success factors'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Critical success factors"

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Khalek, Adilah Alias Maznun Binti, and Marini Nurbanum Binti Mohamad. "Critical Success Factors for Effective HACCP systems." International Academic Journal of Business Management 05, no. 01 (June 14, 2018): 104–13. http://dx.doi.org/10.9756/iajbm/v5i1/1810009.

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Khalek, Adilah Alias Maznun Binti, and Marini Nurbanum Binti Mohamad. "Critical Success Factors for Effective HACCP systems." International Academic Journal of Innovative Research 05, no. 02 (December 3, 2018): 37–46. http://dx.doi.org/10.9756/iajir/v5i1/1810014.

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Freund, York P. "Critical success factors." Planning Review 16, no. 4 (April 1988): 20–23. http://dx.doi.org/10.1108/eb054225.

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Zwikael, Ofer, and Shlomo Globerson. "From Critical Success Factors to Critical Success Processes." International Journal of Production Research 44, no. 17 (September 2006): 3433–49. http://dx.doi.org/10.1080/00207540500536921.

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Patterson, Raymond A., and Dennis D. Strouble. "Critical LAN Success Factors." Journal of Organizational and End User Computing 3, no. 3 (July 1991): 11–21. http://dx.doi.org/10.4018/joeuc.1991070102.

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Choy Chong, Siong. "KM critical success factors." Learning Organization 13, no. 3 (May 2006): 230–56. http://dx.doi.org/10.1108/09696470610661108.

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Müller, Ralf, and Kam Jugdev. "Critical success factors in projects." International Journal of Managing Projects in Business 5, no. 4 (September 7, 2012): 757–75. http://dx.doi.org/10.1108/17538371211269040.

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Tanrıkulu, Zuhal, Cicek Tugcu, and Selda Yilmaz. "E-University: Critical success factors." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 1253–59. http://dx.doi.org/10.1016/j.sbspro.2010.03.183.

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Alazmi, Mutiran, and Mohamed Zairi. "Knowledge management critical success factors." Total Quality Management & Business Excellence 14, no. 2 (March 2003): 199–204. http://dx.doi.org/10.1080/1478336032000051386.

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Appelbaum, Steven H., Andrea Everard, and Loretta T. S. Hung. "Strategic downsizing: critical success factors." Management Decision 37, no. 7 (September 1999): 535–52. http://dx.doi.org/10.1108/00251749910285674.

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Dissertations / Theses on the topic "Critical success factors"

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Yaraghi, Niam. "Critical Success Factors for Risk Management Systems." Thesis, KTH, Mechanics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-11784.

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Despite the existence of extensive literature regarding risk management, there still seems to be lack of knowledge in identification of Critical Success Factors (CSFs) in this area. In this research Grounded Theory is implemented to identify CSFs in Risk Management Systems (RMS). Factor analysis and one-sample t-test are then used to refine and rank the CSFs based on the results of a survey which has been performed among Risk Management practitioners in various types of Swedish corporations. CSFs are defined from three different perspectives: (a) the factors that have influence on the inclination and readiness of corporation for implementing RMS. (b) the factors that are important during the design and implementation of RMS in corporation and can significantly affect the success of RMS design and implementation and (c) the factors that are crucially important to successfully run, maintain and administrate RMS after the closure of the project of RMS design and Implementation.

This systematic approach towards understanding the taxonomy of the success dimension in RMS is important for re-enforcing effective risk management practices.

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Fang, Li, and Sylvia Patrecia. "Critical Success Factors in ERP Implementation." Thesis, Jönköping University, JIBS, Business Informatics, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-219.

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ERP systems link together an organization’s strategy, structure, and business processes with the IT system. The different way of handling the process of ERP implementation brings about many success and failure stories. By doing research on 1) what are the critical success factors in the implementation of ERP 2) why are these factors critical 3) what is the criticality degree of each factor 4) how important are these factors for customers, consultants, and vendors, the report aims to to identify the critical success factors in ERP implementation and understand the criticality degree of each factor from the perspectives of three parties (companies, consultants & vendors).

The research is proceeded with combined methods of qualitative and quantitative. The qualitative method for the interviews was chosen in order to get the information in depth. A semi-structured interview helps to provide some basic questions as guideline.

Furthermore, the quantitative approach contributes to manipulating the data for a more comprehensive analysis of empirical findings. This report states 11 CSFs (Critical Success Factors) from three points of view: strategic, tactical, and cultural. They are: Top management support and ERP strategy, Business Process Reengineering, Project team & change management, Retain the experienced employee, Consultant and vendor support, Monitoring and evaluation of performance, Problems anticipation (troubleshooting, bugs, etc.), Organizational culture, Effective communication, and Cultural diversity. By testing the perceived CSFs in six respondents (VSM Group, Scania, Sogeti, SYSteam, Oracle, and SAP), this report puts the 11 factors into three overall ranks (most critical, medium critical, and less critical), gains 3 other new critical factors (testing, business model, and client’s resources), and clarifies the diverse opinions about CSFs from customers/companies, consultants, and vendors. The most critical factors are Top management support, BPR, Project team & change management, and Effective communication. The medium critical factors go to ERP strategy, Consultant and vendor support, and Organizational culture. And the remaining 4 factors belong to less critical category.

For the differences, their agreement comes into the 4 most critical factors. In monitoring and evaluation of performance they agree on its less criticality. All customers, consultants and vendors have quite different opinions about the remaining 6 factors.

Reviewing the research questions, this report has fulfilled the main objectives and purpose. With better understanding of the comprehensive identification of CSFs and criticality rank of each factor, management will be able to judge and allocate essential resources that are required to bring ERP implementation into success.

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Brotherton, Robert Arthur. "Critical success factors in hospitality businesses." Thesis, Manchester Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423526.

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Mouzughi, Yusra. "Critical success factors for knowledge management." Thesis, Liverpool John Moores University, 2009. http://researchonline.ljmu.ac.uk/5905/.

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Swaminathan, Selvakumar. "Critical Success Factors of ERP Implementation." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302248857.

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Tshabalala, Obediant. "Critical success factors of information security projects." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/10397.

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The research shows the critical success factors when implementing information security projects. Many Information security projects in the past have not been successful because these factors were not identified and emphasised effectively. By identifying these factors the research basically presents a model by which information security projects can be executed with guaranteed success. The factors identified during the study cover the following streams: top management commitment as a factor of success; accountability as a factor of success; responsibility as a factor of success; awareness as a factor of success and an information security policy as a factor of success. For the empirical study, a physical questionnaire was administrated to a pool of experts in project management and information security. The study consisted of 60 participants who were verified to have minimum requirements core for questionnaire completion. The questionnaire requested for biological information of the participants and their perceived relations (based on their experience) between project success versus accountability, information security project success versus responsibilities, information security project success versus training & awareness, information security project success versus top management commitment and information security project success versus information security policy. The participants’ responses were structured according to a Likert-type scale. Participants had to indicate the extent to which they agreed with each of the statements in the questionnaire. The responses obtained from the survey were presented and analysed. The researcher observed in this study that information security projects are so specific that critical success factors need to be emphasised from project inception. With the identified critical success factors, the researcher recommends that a project methodology be structured to include these factors so that there is a standard in running information security projects successfully. The researcher also identified that amongst the critical success factors identified, there are some that need to be emphasised more than the others due to their level of importance in such projects.
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Bjorn, Brig J. "Critical Success Factors for Evolutionary Acquisition Implementation." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5138.

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Due to extensive challenges to the efficient development and fielding of operationally effective and affordable weapon systems, the U.S. employs a complex management framework to govern defense acquisition programs. The Department of Defense and Congress recently modified this process to improve the levels of knowledge available at key decision points in order to reduce lifecycle cost, schedule, and technical risk to programs. This exploratory research study employed multiple methods to examine the impact of systems engineering reviews, competitive prototyping, and the application of a Modular Open Systems Approach on knowledge and risk prior to funding system implementation and production. In-depth case studies of two recent Major Defense Acquisition Programs were conducted to verify the existence and relationships of the proposed constructs and identify potential barriers to program success introduced by the new process. The case studies included program documentation analysis as well as interviews with contractor personnel holding multiple roles on the program. A questionnaire-based survey of contractor personnel from a larger set of programs was executed to test the case study findings against a larger data set. The study results indicate that while some changes adversely affected program risk levels, the recent modifications to the acquisition process generally had a positive impact on levels of critical knowledge at the key Milestone B decision point. Based on the results of this study it is recommended that the Government improve its ability to communicate with contractors during competitive phases, particularly with regard to requirements management, and establish verifiable criteria for compliance with the Modular Open Systems Approach. Additionally, the Government should clarify the intent of competitive prototyping and develop a strategy to better manage the inevitable gaps between program phases. Contractors are recommended to present more requirements trade-offs and focus less on prototype development during the Technology Development phases of programs. The results of this study may be used by policy makers to shape future acquisition reforms; by Government personnel to improve the implementation of the current regulations; and by contractors to shape strategies and processes for more effective system development. This research may be used by the Government to improve the execution of acquisition programs under this new paradigm. The defense industrial base can use this research to better understand the impacts of the new process and improve strategic planning processes. The research methodology may be applied to new and different types of programs to assess improvement in the execution process over time.
ID: 031001550; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: .; Title from PDF title page (viewed August 23, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 239-247).
Ph.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering
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Ward, Steven Anthony. "Critical success factors for lean construction intervention." Thesis, University of Dundee, 2015. https://discovery.dundee.ac.uk/en/studentTheses/a08f9653-ee1c-4ab8-8776-7ae6233488c9.

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Despite the successful application of lean thinking across a wide range of industries, and a number of UK Government funded programmes such as the Construction Lean Improvement Programme and Constructing Excellence, the construction sector lags behind other sectors as highlighted in the Egan Report (1998) and more recently in Sir John Egan’s speech to the House of Commons in 2008 which gave the construction industry “four out of ten – for trying.”This led to the research question: What are the critical success factors for lean construction interventions? The emergence of lean production as a concept and the contributions of its key historic influencers are explored. Differences between construction and manufacturing are compared and discussed, and it is concluded that there is no practical reason why lean production cannot be successfully applied to construction operations. However, the issue of buildings being “rooted-in-place” is a potential barrier to true global competition. Progress was made towards a satisfactory definition of lean construction, a term hitherto ill-defined. Nineteen potential critical success factors (CSF) were identified in a literature review. A pilot study conducted with senior construction staff experienced in lean construction identified a further seven potential critical success factors and discounted three derived from the literature. Face-to-face interviews with thirty-one construction staff that had attempted lean construction interventions were conducted to examine the significance of each factor. Of the interventions, twenty-six were successful and six were failures. Statistical analysis compared the failure and success groups and of a total of twenty-three factors examined, thirteen were critical, two important, seven not critical and one unknown. Some of the most cited lean critical success factors, for example “There must be a crisis”, were shown to be not significantly important for the construction sector. Interdependencies between the statistically significant factors were explored and it was concluded that a wide concern with “getting buy-in” exists. Three factors appeared to possess a greater ability to influence all the others: the capability of management; client influence; and the right facilitator.
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Sim, Jaesung. "Critical Success Factors in Data Mining Projects." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4293/.

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The increasing awareness of data mining technology, along with the attendant increase in the capturing, warehousing, and utilization of historical data to support evidence-based decision making, is leading many organizations to recognize that the effective use of data is the key element in the next generation of client-server enterprise information technology. The concept of data mining is gaining acceptance in business as a means of seeking higher profits and lower costs. To deploy data mining projects successfully, organizations need to know the key factors for successful data mining. Implementing emerging information systems (IS) can be risky if the critical success factors (CSFs) have been researched insufficiently or documented inadequately. While numerous studies have listed the advantages and described the data mining process, there is little research on the success factors of data mining. This dissertation identifies CSFs in data mining projects. Chapter 1 introduces the history of the data mining process and states the problems, purposes, and significances of this dissertation. Chapter 2 reviews the literature, discusses general concepts of data mining and data mining project contexts, and reviews general concepts of CSF methodologies. It also describes the identification process for the various CSFs used to develop the research framework. Chapter 3 describes the research framework and methodology, detailing how the CSFs were identified and validated from more than 1,300 articles published on data mining and related topics. The validated CSFs, organized into a research framework using 7 factors, generate the research questions and hypotheses. Chapter 4 presents analysis and results, along with the chain of evidence for each research question, the quantitative instrument and survey results. In addition, it discusses how the data were collected and analyzed to answer the research questions. Chapter 5 concludes with a summary of the findings, describing assumptions and limitations and suggesting future research.
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Mulzer, Dirk. "Critical success factors of high-growth new ventures /." [S.l.] : [s.n.], 1999. http://aleph.unisg.ch/hsgscan/hm00002239.pdf.

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Books on the topic "Critical success factors"

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Management: Critical success factors. Boston: Allyn and Bacon, 1987.

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Competitive excellence: Critical success factors. New Delhi: Vikas Pub. House, 2000.

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Project success: Critical factors and behaviours. Farnham: Gower, 2011.

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Orti, Leticia. Environmental alliances: Critical factors for success. New York: The Conference Board, 1995.

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Harvey, David. Re-engineering: The critical success factors. 2nd ed. London: Management Today in association with Business Intelligence, 1995.

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Fritzenschaft, Tim. Critical Success Factors of Change Management. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-04549-4.

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Orti, Leticia. Environmental alliances: Critical factors for success. New York, NY: Conference Board, 1995.

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Symons, John. Critical success factors in leading virtual teams. Hhenley: Henley Management College, 2002.

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Davis, Dorothy V., and Denis Meares. Transnational education: Australia online : critical factors for success. [Canberra]: IDP Education, 2001.

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Broughton, D. computer-aided software engineering (case) critical success factors. London: University of East London, 1992.

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Book chapters on the topic "Critical success factors"

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Houtsma, Maurice, Wouter Teeuw, and Manfred van Gurchom. "Critical Success Factors." In Multimedia Databases in Perspective, 305–26. London: Springer London, 1997. http://dx.doi.org/10.1007/978-1-4471-0957-0_13.

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Nicoletti, Bernardo. "Critical Success Factors." In The Future of FinTech, 161–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51415-4_5.

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Czerniawska, Fiona. "Critical Success Factors." In Management Consultancy in the 21st Century, 175–82. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-14873-8_17.

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Keyes, Jessica. "Project Critical Success Factors." In The CIO’s Guide to Risk, 145–56. Boca Raton, FL : CRC Press, 2017.: Auerbach Publications, 2017. http://dx.doi.org/10.1201/9781315108674-9.

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Low, Sui Pheng, and Joy Ong. "CONQUAS Critical Success Factors." In Project Quality Management, 37–68. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-074-2_4.

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Moraveck, Cassandra. "Critical Success Factors and Project Success." In Unmasking Project Management, 195–202. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137356260_9.

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Jha, Kumar Neeraj. "Critical Success Factors for Projects." In Determinants of Construction Project Success in India, 85–117. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6256-5_4.

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Karmańska, Anna. "Critical success factors for FinTech." In The Digitalization of Financial Markets, 101–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003095354-6.

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Mahanti, Rupa. "Pandemic and Critical Success Factors." In How Data Can Manage Global Health Pandemics, 123–35. New York: Productivity Press, 2022. http://dx.doi.org/10.4324/9781003270911-8.

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Trigo, António, and João Varajão. "IT Project Management Critical Success Factors." In Computational Science and Its Applications – ICCSA 2020, 714–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58817-5_51.

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Conference papers on the topic "Critical success factors"

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Stricoff, R., and D. Groover. "42. Critical Success Factors." In AIHce 1999. AIHA, 1999. http://dx.doi.org/10.3320/1.2763297.

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Gupta, Aditya Kumar, Snigdha Dash, Vivek Aggarwal, and Prashant Dev Yadav. "Critical Success Factors influencing success of SMEs." In 2022 3rd International Conference on Computation, Automation and Knowledge Management (ICCAKM). IEEE, 2022. http://dx.doi.org/10.1109/iccakm54721.2022.9990271.

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Řehoř, Petr. "Critical success factors of municipalities." In XIX. mezinárodní kolokvium o regionálních vědách. Sborník příspěvků. Brno: Masaryk university, 2016. http://dx.doi.org/10.5817/cz.muni.p210-8273-2016-93.

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Bruno-Pérez, Néstor, and Sandra Morini-Marrero. "Critical success factors of crowdfunding." In The 6th Virtual Multidisciplinary Conference. Publishing Society, 2018. http://dx.doi.org/10.18638/quaesti.2018.6.1.365.

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Ciptono, Wakhid. "Critical Success Factors of TQM." In The International Symposium on the Analytic Hierarchy Process. Creative Decisions Foundation, 2007. http://dx.doi.org/10.13033/isahp.y2007.016.

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Khan, Rao Aamir, and Konrad Spang. "Critical success factors for international projects." In 2011 IEEE 6th International Conference on Intelligent Data Acquisition and Advanced Computing Systems: Technology and Applications (IDAACS). IEEE, 2011. http://dx.doi.org/10.1109/idaacs.2011.6072898.

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Alnatheer, Mohammed A. "Information Security Culture Critical Success Factors." In 2015 12th International Conference on Information Technology - New Generations (ITNG). IEEE, 2015. http://dx.doi.org/10.1109/itng.2015.124.

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Ramlee, N., N. J. Tammy, R. N. H. Raja Mohd Noor, A. Ainun Musir, N. Abdul Karim, H. B. Chan, and S. R. Mohd Nasir. "Critical success factors for construction project." In INTERNATIONAL CONFERENCE ON ADVANCED SCIENCE, ENGINEERING AND TECHNOLOGY (ICASET) 2015: Proceedings of the 1st International Conference on Advanced Science, Engineering and Technology. Author(s), 2016. http://dx.doi.org/10.1063/1.4965067.

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Zakaria, Siti Fairus, Rosli Mohamad Zin, Ismail Mohamad, Saeed Balubaid, Shaik Hussein Mydin, and E. M. Roodienyanto Mohd Rahim. "Critical success factors in infrastructure projects." In PROCEEDINGS OF THE 3RD INTERNATIONAL CONFERENCE ON CONSTRUCTION AND BUILDING ENGINEERING (ICONBUILD) 2017: Smart Construction Towards Global Challenges. Author(s), 2017. http://dx.doi.org/10.1063/1.5011586.

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Leyh, Christian, Konstanze Köppel, Sarah Neuschl, and Milan Pentrack. "Critical Success Factors for Digitalization Projects." In 16th Conference on Computer Science and Intelligence Systems. IEEE, 2021. http://dx.doi.org/10.15439/2021f122.

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Reports on the topic "Critical success factors"

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Delano, Kenneth J. Critical Success Factors for DOD Program Managers. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada387729.

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Van Den Top, Tricia A. Small Business Programs: Benefits, Barriers, Bridges and Critical Success Factors. Fort Belvoir, VA: Defense Technical Information Center, May 2009. http://dx.doi.org/10.21236/ada501282.

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Lees, Matthew. 10 Critical Success Factors for Generating ROI from Online Customer Communities. Boston, MA: Patricia Seybold Group, October 2008. http://dx.doi.org/10.1571/bp10-02-08cc.

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Harris, Chad M. Critical Success Factors and Their Application to DOD Weapon System Acquisition. Fort Belvoir, VA: Defense Technical Information Center, December 2006. http://dx.doi.org/10.21236/ada460304.

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Gates, Linda P. Strategic Planning with Critical Success Factors and Future Scenarios: An Integrated Strategic Planning Framework. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada532574.

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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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8

McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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10

Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

Full text
Abstract:
Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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