Dissertations / Theses on the topic 'Graduate education'
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Reeder, Katrina Lynn. "Graduate Education Instructors' Motivation and its Influences on Graduate Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7184.
Full textWaddington, Keirrie L. "New Graduate Residency." Thesis, Carlow University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825506.
Full textBackground: Shortly after the graduate nurses’ orientation period, the expectation is to rapidly function as a competent nurse. With this expectation, the graduate nurse experiences stress when attempting to quickly make the transition from student to practicing professional nurse. New nurses report that the primary reason they are leaving their employment within the first year is related to stress and thus low job satisfaction.
Purpose: The overall turnover rate for a community Catholic Hospital’s Critical Care Department is 60% within the past year. Combating the turnover, increasing satisfaction, and ensuring patient safety is what is needed for this hospital.
Methodology: The design for this project is comparative and correlational utilizing the Casey Fink New Graduate Nurse Survey. Residents involved in the revised residency program were surveyed on their job satisfaction and comfort-confidence after six months of residency. The results from the new residents were compared to nurses who had completed the previous residency program who had at least six months of experience.
Results: The results demonstrated the new residency program had no statistical significance on comfort, however, presented a statistically significant association with how new nurses experience the work environment of the Critical Care department.
Conclusions: The results of the study revealed a need for on-going assessment of the residents past the six month integration period. Another identified need that was noted was for on-going preceptor education and consistency. The study also discovered the need to explore other methods of increasing comfort during and after their residency period.
Reeves, Julie, and res cand@acu edu au. "Are Graduate Nurses Satisfied with Graduate Nurse Programs?" Australian Catholic University. School of Nursing (VIC), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp170.28072008.
Full textBarr, Matthew J. "Gaming for graduates : exploring the use of video games to develop graduate attributes." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8344/.
Full textChiang, Yen-Hsi. "Advising module: Graduate application system for the Computer Science Graduate Program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2725.
Full textThomas-Long, Roslyn. "Graduate assistantships, who gets them, how and why : implications for graduate education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ63224.pdf.
Full textEvans, Linda Meerdink. "Graduate student recruitment." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186185.
Full textMilner, Christopher G. "A cost-benefit analysis of early graduate education programs for U.S. Naval Academy graduates." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Dec%5FMilner.pdf.
Full textThesis advisor(s): Stephen L. Mehay, Linda D. Mallory. Includes bibliographical references (p. 73-77). Also available online.
Lathroum, John A. "A comparative analysis of graduate management education." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA343578.
Full text"March 1998." Thesis advisor(s): Gail Fann Thomas, Nancy C. Roberts. Includes bibliographical references (p. 243). Also available online.
Grilli, Jennifer Hubbard. "Curriculum alternatives in graduate dental hygiene education." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2095.
Full textTitle from document title page. Document formatted into pages; contains vii, 85 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-60).
Spady, Rebecca. "Correlating Formative Self-Assessment of Education Graduate Online Programs." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929776.
Full textAs we become more advanced technologically in our online educational courses, it is imperative that we also incorporate effective research-based practices such as the use of formative assessment. The purpose of this study was to examine the relationship of formative self-assessment to academic achievement and self-efficacy in online graduate courses. The research included a review of online education, formative assessment, self-efficacy, and associated learning theories.
A mixed methods study was used that included quantitative and qualitative data for triangulation of the study results. A correlational research design was used for the quantitative approach and a phenomenological research design was used for the qualitative approach. The correlational research design was chosen to examine the relationships between variables and to describe the current state. The phenomenological research design was chosen because the study was focused on the relationship of a particular phenomenon to the participant’s cognitive and dispositional experiences. The subjects included students that were enrolled in Master’s in Education or Doctor of Education courses from three universities located in Southern California. The methodology included student self-assessment through a project rubric, a survey to operationalize academic achievement, and a survey and interviews to operationalize student self-efficacy. While the statistical findings did not reflect strong correlations, the non-statistical findings reflected a positive relationship between formative self-assessment as it related to academic achievement and student self-efficacy in online graduate programs. Formative self-assessment provides online educators with a tool to enhance the course effectiveness and the overall learning process.
Proctor, DiAnne Minghella. "The Role of Graduate Courses in Training Graduate Students in Group Counseling." Thesis, Rivier University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646072.
Full textIncreased demands are being placed on school and mental health counselors as a result of economic pressures, reduction in resources, and changes in health care (Corey, 2012; Poey, 1985; Slocum McEneaney & Gross, 2009) that have created a need for changes in the delivery of counseling services (MacKenzie, 1994). Group counseling is an effective treatment modality that enables school and mental health counselors to meet these rising demands (Burlingame, Fuhriman, & Mosier, 2003; Corey, 2008; Shechtman, 2007). The Professional Standards for the Training of Group Workers developed by the Association for Specialists in Group Work (ASGW, 2000) recommends that graduate counseling programs provide foundational knowledge of skills competencies of group work. The Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) identifies group work as one of the eight essential core classes to be taught within graduate programs. Limited research has been conducted to understand how and what graduate counseling students are learning (Conyne, Wilson, Line, Morran, & Ward, 1993). Reflective practice has been identified as an effective teaching method to deliver complex subject matter such as that in the helping fields. Most research has focus on the use of reflective practice in teacher education and the medical fields (Sandars, 2009). This qualitative study examined the use of reflective practice to teach graduate counseling students. Constant comparative analysis provided information about how to teach and what graduate counseling students learn in a single course about group work when reflective practice was used to deliver course material.
Zamarripa, Luis R., and Raul Lianez. "The effects of U.S. Marine Corps officer graduate education programs on officer performance : a comparative analysis of professional military education and graduate education." Thesis, Monterey, California. Naval Postgraduate School, 2003. http://hdl.handle.net/10945/1092.
Full textThis thesis compares the effects of Marine Corps graduate education programs, categorized as either Professional Military Education (PME) or Non-PME, on officer performance. The intent of the thesis is to provide empirical evidence to support or refute Marine Corps cultural perceptions that PME improves officer performance more than Non-PME graduate education. A performance index (PI) is derived from the current Marine Corps fitness report system and averaged before and after graduate education for PME and Non-PME graduates and for a group of officers without graduate education (NOS). Data from the Marine Corps Total Force Data Warehouse are used to assess the marginal effect of graduate education in models that also included demographic, affective and cognitive traits. ANOVA results for O4s show significant improvement in performance over time for all groups (PME, Non-PME and NOS), with the largest improvement for PME and the smallest for NOS, although differences between groups are not significant. Multivariate regressions indicate that, after accounting for other influences, the post-education performance of those with graduate education is not significantly different from those without (NOS). The change in performance between before and after receiving graduate education is not significantly different for PME and NOS, while it is slightly lower for Non-PME than for NOS (significant at .10 level). A limitation of the study is that the data only covered four years of fitness reports. Thus, we were not able to assess the long-run effects of graduate education on officer performance.
Major, United States Marine Corps
Captain, United States Marine Corps
Lianez, Raul Zamarripa Luis R. "The effects of U.S. Marine Corps officer graduate education programs on officer performance : a comparative analysis of professional military education and graduate education /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FLianez.pdf.
Full textMiranda, Edwin. "Teaching assistant training : adult education principles and discussion group leadership /." Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3131099.
Full textKarhbet, Christine M. "Predictors of Campus Connectedness in Graduate Students." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=1592390.
Full textThe current study examined the effects of gender, ethnicity, number of years enrolled in a current university, number of years in graduate school, number of years enrolled in a current graduate program, Conscientious Perfectionism, Self-Evaluative Perfectionism, and satisfaction with life on campus connectedness among a sample of 345 graduate students. The number of years enrolled in a current university, Self-Evaluative Perfectionism, and satisfaction with life were all significant predictors of campus connectedness. Interaction effects indicated that students with high satisfaction with life scores but low Self-Evaluative Perfectionism scores were more likely to experience greater campus connectedness and White students were more likely to experience greater campus connectedness when satisfaction with life scores were high. No significant differences in campus connectedness were found among Non-White students. Limitations, future directions, and implications for both counseling and graduate programs are discussed.
Magiste, Edward John. "Effective Ethics Education for Graduate Social Work Students." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1450175285.
Full textWright, Kimberly Dawn. "Authenticated writing assessments of agricultural education graduate students." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1255.
Full textWhelan, Mark D. "Graduate education student beliefs related to Internet usage." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0010/MQ52674.pdf.
Full textGerbrandt, Roxanne. "Exposing the unmentionable class barriers in graduate education /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404341781&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 249-264). Also available for download via the World Wide Web; free to University of Oregon users.
Penn, David William. "Graduate employment and the value of higher education." Thesis, University of Sunderland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272570.
Full textNaman, Katya. "Pepperdine University Graduate School of Education and Psychology." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828343.
Full textWorry and rumination are implicated in various disorders and are believed to contribute to the symptoms that create and maintain psychopathology. The current critical review will examine worry and rumination in the context of depression, Generalized Anxiety Disorder (GAD), Posttraumatic Stress Disorder (PTSD), Obsessive Compulsive Disorder (OCD), and Social Anxiety Disorder (SAD). The review will focus on these two types of repetitive negative thinking more specifically the (a) definition, (b) process, (c) theories, and (d) maintenance of psychopathology; as well as similarities and differences between these two processes. A second emphasis will be on the importance of cultural considerations when treating individuals with emotional disorders. A third focus of the analysis will be on the rationale, overview, and literature associated with a transdiagnostic treatment named the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders (UP) . Finally, this review will conclude by highlighting futures research studies that can be implemented to improve upon the existing UP research.
Keywords: Worry, Rumination, Anxiety, Depression, GAD, PTSD, OCD, SAD, Transdiagnostic, Culture, Unified protocol for transdiagnostic treatment of emotional disorders.
Tomlinson, Michael. "Higher education and graduate employability : student and academic attitudes to graduate work, careers and employability." Thesis, Cardiff University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536396.
Full textHao, Yi. "Leaders of Graduate Education at U.S. Doctoral Universities: Their Perceptions and Experiences Leading the Graduate Schools." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898885.
Full textHolmes, Alexandra Jane. "Educational experiences as fields of influence in physics : an exploration of the critical incidents in student education." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54996/.
Full textPoloyac, Samuel M., Jane E. Cavanaugh, Nicholas E. Hagemeier, Krishna Kumar, Russell B. Melchert, James O. O'Donnell, Ronny Priefer, Daniel R. Touchette, Dorothy F. Farrell, and Kristen F. Block. "Breaking Down Barriers to Pharmacy Graduate Education: The Report of the 2017-2018 Research and Graduate Affairs Committee." Digital Commons @ East Tennessee State University, 2018. https://doi.org/10.5688/ajpe7147.
Full textWaldrum, Sharon Gatling. "African American Adult Education Professors: Perceptions of Graduate Studies in Adult Education." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001277.
Full textRay, Timothy D. "A History of Graduate Education in Agricultural Education in the United States." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1449231598.
Full textAlbrecht, Opal. "Addressing graduate student mental health." Kansas State University, 2014. http://hdl.handle.net/2097/17381.
Full textDepartment of Special Education, Counseling and Student Affairs
Christy Craft
It is estimated that nearly twenty-five percent of graduate students experience symptoms of depression, anxiety, or seasonal affective disorder (Kernan, Bogart, & Wheat, 2011). Graduate students are defined as being unique, vulnerable, and at risk for experiencing a variety of challenges (Hyun, Quinn, Madon, & Lustig, 2006). Several of these challenges can result in high levels of stress (Oswalt & Riddock, 2007). Failing to cope with this stress can lead to increased stress levels, more severe mental health concerns or illness, and potentially dropping out (Hamaideh, 2011). Graduate students are not completing programs at the rate that they should, in fact attrition rates are estimated to be as high as fifty percent for some graduate programs (Kent, 2013). Understanding the effect mental health has on a student’s ability to persist through a graduate program is crucial to understanding the graduate student experience. It is suggested that higher education institutions begin to acknowledge the stress graduate students endure, the transitional struggles they encounter, and the barriers graduate students overcome to seek help. Based on the literature and personal experience, it is proposed that higher education institutions focus on preventative measures when combating the mental health challenges graduate students experience. This report provides a summary of the best strategies to consider when focusing on graduate student mental health. These strategies include the creation of an office devoted to providing graduate students with the support services they deserve.
Baird, Kelly R. "Perceptions Regarding Interdisciplinary Collaboration of Graduate Students in Health-Related Graduate Programs." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353950577.
Full textHanna, Dalya Hanna. "Predictors of Graduate School Performance in Psychology." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523015006427627.
Full textBartoszuk, Karin, Brian J. Maxson, and D. Magee. "Meet the Deans: Getting into Graduate School." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4162.
Full textBartoszuk, Karin, Scott Kirby, and D. Magee. "Meet the Deans: Getting into Graduate School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4160.
Full textBartoszuk, Karin, J. Beck, and D. Magee. "Meet the Deans: Getting into Graduate School." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4165.
Full textBartoszuk, Karin, D. Moore, and D. Magee. "Meet the Deans: Getting into Graduate School." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4164.
Full textSeegmiller, Jeff G. Jerich Kenneth Frank. "Defining quality in athletic training post-certification graduate education." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087874.
Full textTitle from title page screen, viewed November 1, 2005. Dissertation Committee: Kenneth Jerich (chair), Todd McLoda, Adel Al-Bataineh, Joe Nwoye. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.
Louidor, Duquesne. "Evaluation of Graduate Education Policy in the U.S. Navy." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/7377.
Full textDaniels, Jean Elizabeth Lucas. "Ethics Education In Marriage and Family Therapy Graduate Programs." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/30604.
Full textPh. D.
Singleton-Jackson, Jill A. "Writing Proficiency Among Graduate Students in Higher Education Programs." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4179/.
Full textThomas, Rebecca Arlene. "The Effectiveness of Alternative Dissertation Models in Graduate Education." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5276.
Full textO'Brien, Timothy J. "Looking for Development in Leadership Development: Impacts of Experiential and Constructivist Methods on Graduate Students and Graduate Schools." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112706.
Full textNemoto, Tomoko. "PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214778.
Full textPh.D.
Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating from the 1960's. The focus of previous program evaluations has been on language achievement at the end of the program of study (Lynch, 1996). However, to improve or maintain program quality, teacher education of future foreign language instructors is essential; thus, improvements in the quality and/or control of teacher education programs is also important. The primary purpose of this study is to propose and test a multi-faceted approach to program evaluation that originates from the administrative side of two graduate programs in Applied Linguistics. This marks the first time in the field that this approach has been implemented. First, time series enrollment models were examined to investigate the overall stability of the two graduate education programs for non-traditional students from 1993 to 2010 (for the Master's programs) and 1995 to 2010 (for the doctoral programs). Second, logistic regression models were examined to investigate the characteristics of the students who did and did not graduate from the programs. Third, event history Cox regression models were examined to investigate the amount of time spent by the graduate students to complete the degree using potential demographic and enrollment pattern factors as predictors. Finally, a dynamic model was formulated and tested to simulate the program's potential future enrollments based in part on the results of the prior model analyses and publically available data. The results indicated the potential for developing a relatively strong time series enrollment prediction model for near future enrollments using the data available in the administrative database. However, the student success/failure models and event history program study time prediction models were relatively weak and the results indicated the difficulty of predicting whether students will successfully complete the graduate programs using data typically collected from the students when they enter the program. The simulation results showed a potential decline in enrollments over the next decade mainly due to the decline of the 18-year-old student population in Japan, the decreasing size of the foreign language teacher population, the long, gradual recession in Japan, and the revision of university faculty employment status by the Japanese Ministry of Education.
Temple University--Theses
Vlok, G. "Graduate tax : a South African study on proposed legislation, implementation and public perception." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/41250.
Full textDissertation (MCom)--University of Pretoria, 2012.
am2014
Taxation
unrestricted
Haley, Karen Jean. "Graduate Education Experience and Career Paths of Women Faculty in Higher Education Administration." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-09132006-212041/.
Full textNnoduechi, Christopher Ihesiaba. "Nontraditional Graduate Students' Satisfaction With Their Transnational Educational Experience." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/441.
Full textMacDonald, Grizelda Lucille. "Multiracial graduate students’ lived experiences." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19197.
Full textSpecial Education, Counseling and Student Affairs
Christy D. Craft
BeEtta L. Stoney
The United States of America’s demographic population has shifted vastly to include a “new” multiracial growing population. Multiracial individuals are those who self-identify as two or more races, which now reflects a very young population. Higher education institutions are noticing an influx of more and more multiracial individuals, and many institutions are grappling with how to recognize and to support this growing population. Specifically, higher education institutions need to understand how multiracial graduate students think about their own racial identities and how they navigate their graduate school experiences. The purpose of this research was to gain a deeper understanding of multiracial graduate students’ lived experiences. There is an imperative to understand the daily experiences of multiracial graduate students to allow these students to retell the stories of their everyday lives in graduate school. The theoretical framework used to guide this study was critical race theory. Narrative inquiry methodology was the methodology chosen to focus on the unique voices and experiences of the participants in this study. Narrative analysis was employed to make meaning of the data retrieved from self-reflective writing samples and two semi-structured individual interviews with each of three participants. The findings from this research revealed the ever-present importance of racism and colorism and their impact on racial identity, the continued challenges of the campus climate experienced by multiracial students at a predominantly White institution (PWI), the impact and influence of religion at a PWI, and how multiracial students manage different types of relationships with peers and faculty. Implications for research and practice are provided as a result of the insights gleaned through this research about the lived experiences of three multiracial graduate students at one predominantly White higher education institution.
Dean, Tyler C. "Graduate Nursing Student Persistence to Graduation." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7013.
Full textGunn, David P. "Exploratory multi-case study of graduate education transfer of learning." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35471.
Full textDepartment of Educational Leadership
Royce Ann Collins
Transfer of learning research traditionally relies on quantitative research to determine the occurrence of transfer. Many of these studies generally result in a failure to transfer. Few of these studies utilized either mixed methods or a qualitative methodology to determine transfer of learning, and none of these studies looked at graduate level education. This study addressed the gap between the occurrence of transfer of learning and workforce application of learning. A qualitative multi-case study methodology was used to explore the activation of previous learning by graduates of a graduate level education degree program. The conceptual framework of this study was situated on Bransford and Schwartz’s transfer of learning approach as the preparation for future learning blended with Dufrense’s definition of transfer as an individual learner’s complex, dynamic, and highly selective activation and application of knowledge in response to context to explore how graduates of an Adult and Continuing Education degree program transfer learning into the educational workforce (Bransford & Schwartz, 1999; Dufresne, Mestre, Thaden-Koch, Gerace, & Leonard, 2005). The multi-case study research design included semi-structured interviews, classroom observations, participant reflective journals supported by other data sources. A comprehensive comparison was used to analyze each case and a cross-case analysis was conducted to codify the findings to answer the research questions. The findings support the activation of previous learning as the complex, dynamic and highly selective and application of knowledge of the individual learner. The results have implications for degree programs and instructional practices.
Thompson, Christa. "Emotional Intelligence and Graduate Student Satisfaction at Online Institutions of Higher Education." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557523.
Full textThe effect of emotional intelligence (EI) among students in education settings could prove essential to determining the needs of student satisfaction leading to retention and graduation. However, lack of research has yet to determine whether EI is an important factor of student satisfaction. The purpose of this quantitative survey study was to determine whether a relationship exists between EI in graduate students and satisfaction with their overall academic experience at their online institution of higher education. Participants included graduate students enrolled in a masters' or doctoral program at an online institution of higher education. They were surveyed to measure their level of EI by Mayer-Salovey-Caruso Emotional Intelligence Test v. 2 and satisfaction of overall academic experience measured by the Priorities Survey for Online Learners. Research questions were focused on satisfaction of graduate students and elements of EI including overall EI and the 4 branches of the EI model. Statistical regression analyses revealed no significant relationships between EI, branches of EI, and overall satisfaction. Nevertheless, the results have implications for positive social change. No significant relationship demonstrated between EI and satisfaction may help accentuate other factors such as motivation and expectations that affect student satisfaction. These results can contribute to social change by supporting focus and improvement of the quality of factors that do affect overall satisfaction of students.
Huang, Yi-Ping. "Understanding international graduate instructors a narrative critical ethnography /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315922.
Full textTitle from PDF t.p. (viewed on May 7, 2009). Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2585. Adviser: David Flinders.