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The landscape of workforce management has undergone a significant transformation, marked by a notable shift from the traditional framework of Human Resources (HR) to the contemporary concept of people operations. This shift represents a fundamental reimagining of the role of HR, emphasizing a more comprehensive and personalized approach to managing an organization's most valuable asset -- its people. A key catalyst driving this evolution has been the integration of Human Capital Management (HCM) systems, which play a pivotal role in supporting and empowering HR teams. This research study sought to examine the decision-making framework and strategic imperatives driving the integration of HCM systems and the pivotal role of end-users during the implementation process to ensure that the chosen HCM tools adequately support HR teams. The research study was performed throughout two cycles. The first cycle of this comprehensive study centers around dissecting the intricate fabric of leadership decision-making processes during the transition from traditional human resource processes and systems to the contemporary realm of people operations and HCM systems. The second research cycle focuses on comprehending end-user engagement within the context of integrating HCM systems. Evaluation of this study included an assessment of post-implementation issues that may occur when new HR tools are implemented in the workplace. Participants and collaborators shared a comprehensive set of insights that are valuable to stimulating key factors for organizational leaders planning to integrate HCM tools within their organizations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Previous research has investigated the use of athletics roster management at small predominantly White institutions (PWIs), but no research has evaluated the impact on historically Black colleges and universities (HBCUs). This quantitative ex post facto research explored athletics roster management's impact on enrollment and retention using existing data from the National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) and the National Association of Intercollegiate Athletics (NAIA) Return on Athletics (ROA) database. This study adds to the body of knowledge on athletics roster management contributing to enrollment and retention at NAIA HBCUs. NAIA HBCUs are considered small colleges and frequently operate as enrollment-dependent institutions. Previous research has focused on PWIs in the Midwest. The sample consisted of 21 NAIA HBCUs that consented to participate in the research. The findings showed a significant difference in NAIA HBCUs that use athletic roster management having higher enrollment than those that do not. Additionally, the findings conclude that there is no significant difference between the retention of NAIA HBCUs' use of athletics roster management and institution that do not. The correlation analysis indicates almost zero relationship between using athletics roster management and higher enrollment at NAIA HBCUs. Furthermore, the correlation analysis also indicates that athletics roster management is inversely related to retention at institutions using the practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Higher education is facing increased workforce challenges and is in dire need of effective Human Resource Development (HRD) practices. The purpose of this two-phase qualitative study was to explore the perceptions of supervisors and employees regarding the performance management (PM) system at a large-sized urban community college. Phase I was designed as an organizational needs assessment, conducted with supervisors and employees, using case study methodology. Three distinct themes were revealed during this phase. Firstly, both employees and supervisors perceived PM as being exclusively the annual performance appraisal event, indicating a narrow understanding of the broader scope of PM practices. Secondly, the PM system was viewed as meaningless, indicating a disconnect between the system's intent and its perceived value. Lastly, despite the negative perceptions of the PM system, the quality of the employee-supervisor relationship appeared to be positive. In Phase II, an action research methodology was employed to assess the effectiveness of a three-module supervisor training intervention which aimed to enhance the efficacy of the annual performance appraisal event. Post-training data analysis indicated an increase in supervisors' awareness and understanding of the college's PM system and available resources. However, the intervention did not result in employees perceiving any significant improvement in their supervisors' skills during the most recent performance appraisal event. The findings from this study contribute to the field of HRD by highlighting the complex nature of PM systems within educational environments and point to the need for comprehensive strategies that address both structural and relational aspects of performance management. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this descriptive study was to examine the perceptions and needs of first year/early-career faculty (FYECF) as they interact with a College of Education's Assessment and Accreditation Office (OAA) in the work that is vital in the continuous improvement and accreditation of their programs to determine potential ways to streamline this work within the office and engage faculty in these practices earlier in their careers. Six research questions guided this work: (1) What are the responsibilities given to FYECF and what level of support are they receiving for each of these duties? (2) What is the engagement level of FYECF in assessment and accreditation and overall understanding of these areas? (3) What are the potential effects of FYECF being more involved in assessment and accreditation work at the beginning of their faculty careers? (4) What are the most effective ways to engage and support FYECF in activities and requirements to support national accreditation and continuous quality improvement efforts? (5) How can OAA leadership and program/departmental leadership best support FYECF in these areas? (6) How could the implementation of a technology-driven task management system influence FYECF's task quality and completion?Participants included six early career faculty within their first three years in higher education who participated in the study over the course of six weeks. Qualitative data sources were collected, including an open-response survey, focus group, and semi-structured interviews. Data were analyzed through coding and resulted in three broad themes: importance of understanding accreditation processes, impact of support for FYECF, and seeing the "big picture." Study results revealed that faculty were interested in being exposed to assessment and accreditation practices early in their careers in ways that allow for socialization and multi-platform training opportunities, with the support of formal mentors and OAA leadership. Action steps moving forward center around OAA leadership being proactive in exposing faculty to the office's work once they are hired, becoming part of a formal mentoring process for clinical and adjunct faculty, and piloting a technology-based task management system with embedded trainings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The effectiveness of workplace learning programs is linked to employee/learner motivation. However, our current understanding of workplace learning does not always acknowledge the importance of learner motivation to acquire new skills. In this study, I proposed that to obtain learning success and engage employees to learn on- the- job, employers must incorporate motivational factors in designing training for employees to acquire the technological systems skills they need to perform their job. I reviewed studies of e-learning methods, expectancy theory of motivation, and computer self- efficacy theories that influence employee learners to engage in a blended learning training program. This paper describes how the integration of Keller's ARCS (attention, relevance, confidence, and satisfaction) model of motivation in the redesign and development of a "blended learning" ("classroom and e-learning") course on grants and contracts accounting systems produced positive learning outcomes and encouraged employees to engage in learning. A case study approach and use of qualitative research methods allowed for the in-depth exploration and understanding of employee's attitudes and motivation for learning. The collaboration with subject matter experts, grants trainer, and financial systems consultants from the University Office of Research and Development grants and contracts accounting group helped re-design the course content for grants administrators. Tables and figures present the interface of motivational and instructional design, motivational categories of the ARCS Model, the conjecture map guiding the embodiments of the course design for a blended course, and suggestions for future e-learning course development. This research gathered data that supported a high-level conjecture map that proposed that using a technology-enriched instructional design intervention in the workplace to serve as a knowledge bridge can solve problems of technology self-efficacy for adult learners when using systems related to their business function. Further, incorporating the ARCS motivation model embodiments in the blended instructional design produced learning outcomes and led to motivation to learn in the workplace. The findings in this small-scale case study conducted between Fall 2019 - Spring of 2020 suggest that grant administrators' learning goals are mostly motivated by short-term goals to perform their job efficiently. In addition, in live and synchronous webinars, the role of the instructor in guiding their learning was perceived as crucial. Participants valued the social interaction element as a motivator to continue learning as a group. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Hands-on laboratory experiences are a key part of all engineering programs. Currently there is high demand for online engineering courses, but offering lab experiences online still remain a great challenge. Remote laboratories have been under development for more than 20 years and are part of a bigger category, called online laboratories, which includes also virtual laboratories. Development of remote laboratories in academic settings has been held back because of the lack of standardization of technology, processes, operation and their integration with formal educational environments. Remote laboratories can be used in educational settings for a variety of reasons, for instance, when the equipment is not available in the physical laboratory; when the physical laboratory space available is not sufficient to either set up the experiments or permit access to all on-site students in the course; or when the teacher needs to provide online laboratory experiences to students taking courses via distance education. This dissertation proposes a new approach for the development and deployment of online laboratories over online platforms. The research activities performed include: The design and implementation of an architecture of a system for Smart Adaptive Remote Laboratories (SARL) integrated to educational environments to improve the remote laboratory users experience through the implementation of a modular architecture and the use of context information about the users and laboratory activities; the design pattern and implementation for the Remote Laboratory Management System (RLMS); the definition and implementation of an xAPI-based activity tracking system for online laboratories with support for both centralized and distributed architectures of Learning Record Stores (LRS); the definition of Smart Laboratory Learning Object (SLLO) capable of being integrated in different educational environments, including the implementation of a Lab Authoring module; and finally, the definition of a reliability model to detect and report failures and possible causes and countermeasures applying ruled based systems. The architecture proposed complies with the just approved IEEE 1876 Standard for Networked Smart Learning for Online Laboratories and supports virtual, remote, hybrid and mobile laboratories. A full set of low-cost online laboratory experiment stations were designed and implemented to support the Introduction to Logic Design course, providing true hands-on lab experience to students through the a low-cost, student-built mobile laboratory platform connected via USB to the SARL System.The SARL prototype have been successfully integrated to a Virtual Learning Environment (VLE) and a variety of configurations tested that can support privacy and security requirements of different stakeholders. The prototype online laboratory experiments developed have contributed and been featured in IEEE 1876 standard, as well as been integrated into an Industry Connections Actionable Data Book (ADB) that was featured in the Frankfurt Book Fair in 2017. SARL is being developed as the infrastructure to support a Latin American and Caribbean network of online laboratories. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With the mounting pressures on institutions of higher education to do more with limited resources, the opportunity to collaborate with other colleges has emerged as a viable tool to create efficiencies and obtain valuable knowledge otherwise unattainable by an institution, even if that collaboration takes place with a competing institution. Enterprise resource planning (ERP) systems are critical to managing student information and college operations, but can be challenging for colleges to implement. Consortia present a unique solution to colleges to address gaps in their expertise and skills needed to achieve a successful ERP implementation. This study explores the factors that are critical to successful ERP implementations in a community college setting and aims to develop a model that will assist colleges in targeting their efforts so as to make the best use of their resources. This paper shares a set of best practices to assist community colleges in accomplishing successful ERP implementations. In addition, this paper introduces a potential solution to community colleges of using a consortium relationship with like colleges to support the ERP implementation process and best practices with regard to these consortia to successfully support these efforts. Additionally, this best practices are discussed in this paper and are a compilation from insights gained through a review of the academic literature on ERP success factors and surveys of four community colleges that had completed ERP implementations. We hope that these insights will prove beneficial to colleges contemplating the implementation of a new ERP system. We believe that this paper can also assist colleges in determining if a consortium approach to their ERP implementation would be advantageous, generating greater bargaining power for the participating colleges, providing for the sharing of information between colleges, and helping to accommodate for any deficiency in expertise. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation studies attitudes of the Saudi university learners studying English as a Foreign Language (EFL) toward using the Computer-assisted Writing (CAW) applications, e.g., up-to-date versions of word processing programs, for doing English writing assignments. Research has confirmed that CAW applications, e.g., up-to-date versions of word processing program, have been utilized in and out of the class to supplement, but not to replace, the methods of learning and teaching writing. Previous studies have revealed that students' attitude towards writing improves when they use the word processor. The current study aims at examining the hypotheses that the EFL learners have effective attitudes towards CAW for writing assignments in EFL, and that they have perspectives about the effects of their attitudes on their writing accuracy and fluency. While the dissertation discusses EFL learner's attitude, it also highlights the significance of employing computer technology, e.g., Learning Management Systems (LMSs), Computer-mediated Communications (CMCs) in EFL and in English as a Second Language (ESL) writing instructions. The researcher selected participants pursuing undergraduate English courses in the English Department at three different Saudi university campuses. The sample of the subjects was selected after they were surveyed in the first place for determining their prior knowledge and previous experiences of CAW applications and their ability to write at least a paragraph in English. A 5-point Likert-scale questionnaire, adapted from K. Cunningham's (2002) article, was responded by a total 150 subjects, and open-ended questions were answered by 50 of them to gather and analyze data about their attitudes and their attitude influences on their learning EFL writing. Key findings of the study, concluded after quantitative and qualitative analysis, revealed that the majority of students had positive attitudes toward CAW on their general English writing and on their EFL writing assignments and practice in particular. Key findings of the study included, but are not limited to, the fact that the students' positive attitudes lead to raising significant awareness of their writing accuracy (i.e., mainly correcting grammar and spelling errors), writing fluency (i.e., vocabulary selection), and improving their writing ability and revision. The study concluded with several suggestions for future research studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As educational institutions continue to adopt or expand e-learning programs, two important outcomes are expected to occur in the near future: (a) student populations will become increasingly culturally diverse and (b) the learning management system (LMS) will continue to be a valuable tool in response to the need to deliver and manage the e-learning programs. LMS usability is not always consistent among students, particularly among students of various cultures. The cultural norms, variations in values and belief systems, and the miscommunications arising from differences in language and semantics can negatively affect learning practices and may prevent students from achieving positive learning outcomes. This quantitative comparative study was carried out to examine the influence of national culture on LMS usability among alumni students at an international school in Germany. LMS usability was measured through the computer system usability model (CSUQ). Geert Hofstede's uncertainty avoidance (UA) cultural dimension framework was utilized to determine whether there were differences in LMS usability between high and low UA index countries. Countries scoring high on the UA cultural dimension tend not to be as accepting of ICT due to the uncertainties and ambiguities involved. Conversely, countries scoring low on the UA dimension tend to be more accepting of ICT. Independent samples t tests compared the mean scores between high and low UA index countries. Key results indicated students from the high UA groups were less satisfied with the LMS's information quality and interface quality, with p-values less than (< 0.05) (p = 0.03 and p = 0.02, respectively). The results of this study may benefit educational practitioners and key stakeholders by offering a better understanding of how culturally-diverse students utilize an LMS. Although the internal validity of the study was strong, the study had limited generalizability to other populations due to the small sample size (N = 17). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative, correlational study used learning analytics to examine correlations between predictor variables (student-content, student-instructor, and student-system interactions) and criterion variable (student-student interactions) and to determine if the four predictor variables were significant predictors of grades in graduate students at a private, faith-based university in the southwestern region of the United States. In this study, student-student interactions served as a criterion variable in RQ1, RQ2, RQ3 and as a predictor variable in RQ4. The sample used in this study were 134 graduate students enrolled in education and counseling online courses. The theoretical foundation was based on the Community of Inquiry model. The data was extracted from Moodle LMS using learning analytics. Data was analyzed using Pearson's correlation and using multiple linear regression. The results of the study indicated a strong positive significant correlation: 1) between student-content and student-student interactions (r=0.421), 2) between student-instructor and student-student interactions (r=0.321), and 3) between student-system and student-student interactions (r=0.605). The regression model with four predictor variables was not statistically significant, F(4, 129) = 2.28, p = 0.07, which indicates that the combined effects of the four predictor variables did not significantly predict the grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Knowledgebase and information management systems have existed for many years within academics and professional organizations. These technologies have greater importance within academic's programs due to the need and responsibility of creating and transferring knowledge and reliable information to their communities. In today's global, digital, and networked economy, information technology represents a substantial investment and constitutes a significant aspect of an organizational workload. Current information management systems focus on knowledge acquisition, storage, retrieval and maintenance, where Digital Resources, E-Learning Systems and technology are used primarily to handcraft material and training courses about carefully selected topics. The integration of Digital Resources, E-Learning systems and Knowledge based Management technology improve the capture, organization and delivery of traditional training courses and large amounts of corporate knowledge. In this study, we identify mayor factors associated to the adoption and use of Digital Information Management Systems by classifying and measuring the effects associated with these digital resources and designing an efficient and effective model of research for the adoption and use of digital systems for the administration and research of reliable and updated information. This research posits that the intention to use Digital Knowledgebase Resources, in academics and professional organizations depend on their perceived usefulness, perceived user-friendliness, learning rewards, and other external factors that can influence an individual's acceptance and intention to use new technologies within Digital Knowledgebase Management Systems. The findings indicate that the evaluated constructs of marketing and support, social factors, resources characteristics, ease of use and learning expectations, as well as the attitude of users are elements that directly influence the utility and intention to adopt and use digital systems and resources in the search for reliable and updated information. The final research model was able to predict a 65.1% intention of user to adopt and use digital information systems and resources to search for updated and reliable information. The fundamental variables that allowed predicting the intention of adoption and use were the attitude (38.3%), the learning rewards (34.9%), ease of use (28.2%) and the characteristics of the resources (25.9%). Having a high level of precision to predict the continuation of adoption and use of digital resources in the search for reliable information. This study contributes to the literature by empirically establishing the direct impacts of educational and professional organizations to support and commit to academic communities that are striving to find the right combination for reliable information, protocols and systems to adopt and use digital information management systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative causal comparative study was to examine to what extent if any, there was a difference in academic and recreational reading motivation and reading achievement between third grade students who participated in the Accelerated Reading curriculum (AR) (reading software management system), as defined in definitions and students who did not. This study investigated a sample of 137 third-grade students in a suburban school in central Florida. One group of 69 third grade students participated in the AR curriculum in year 2015-2016, while a demographically similar group of 68 students did not participate in the AR curriculum. Quantitative methodology and causal comparative design were used to investigate if any differences in two groups of students existed on three dependent variables (academic reading motivation, recreational reading motivation, and FSA reading scores), as a result of participation or no participation in an AR curriculum. Students either participated in an AR curriculum group or a group with no exposure to an AR curriculum, and all third-grade students were compared on the three dependent variables. Data analysis in the study involved the use of a multivariate analysis of variance (MANOVA) statistical model. The results in this study will add to the knowledge available for educators to assist in determining the most effective use of limited instructional funds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Higher education institutions have incorporated information and communications technology strategies to improve the learning environment and increase their competitive advantage. One strategy, the use of learning management systems, has transformed the learning environment over the past three decades. User acceptance is a key success factor in any technology implementation. There is limited empirical research which outlines the needs and insights of learning management systems users in respect to the use of mobile technology. It is critical that higher education institutions understand learning management systems users' views about technology and how these views influence technology usage behavior. This quantitative, correlational study investigated the intentions of students and faculty to use mobile devices with the learning management systems and to determine if their degree level or their associated educational program had significance to their intentions. A survey based on the unified theory of acceptance and use of technology was sent to users to capture demographic attributes and data about beliefs, preferences and usage behavior. Pearson's Chi-square test for independence was executed to examine relationships between variables and to test for significance. The results revealed that no association was found between the users' educational program and their intention to use mobile device with the learning management system. Data to investigate the influence of degree level was unavailable. Two suggestions for future research are a.) explore differences of user beliefs when use of the learning management system is mandated versus voluntary; b.) explore the user intention of different types of students: fully online, traditional, and hybrid. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative case study was to understand how faculty experience the transition from Blackboard to Canvas LMS and which LMS is preferred. The general problem addressed in this study was that California Community College students' success and retention in online courses was 7-10% lower than in face-to-face courses. To try to increase success and retention the CCC Chancellor's office chose the Canvas learning management system as the common course management system for the state. The specific problem addressed in this study was that it was not known how faculty experience the Canvas LMS and whether they prefer it to Blackboard. It was also unknown how faculty experience the transition from Blackboard to Canvas. The setting of this study was a CCC in southern California who conducted a Blackboard-to-Canvas transition program. This study used three data collection methods: face-to-face interviews, a focus group, and a review of existing documentation. The central question of this study was whether faculty from a California community college prefer Blackboard or Canvas and if so, why? Five themes emerged from the findings, four of the themes directly relate to the study questions. (a) Faculty prefer Canvas LMS, (b) Technology acceptance is important to LMS preference, (c) The LMS is important for designing successful online learning experiences, (d) Changing LMSs is hard, and (e) faculty need professional development focused on understanding course organization using modules and how to communicate with students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Learning Management System (LMS) implementations have become more complex: as new features and capabilities become available, as transitioning between LMSs occurs, and as implementation strategy needs have transformed. The problem explored was the suspected use of outdated frameworks in LMS implementations that may result in user perceptions that are contrary to the expectations derived from existing theoretical understandings of implementation science and innovation science. This problem may negatively impact LMS implementations and possibly negate the goal of improving teaching and learning with technology. The purpose of this study was to explore how implementation and innovation science theories contradict or support resulting perceptions of LMS effectiveness in business and technology courses; with a goal of contributing to better theoretical understandings of how implementation and innovation science theories contribute to perceptions and best practices of implementation and LMS effectiveness. The chosen qualitative multiple case study approach consisted of semi-structured interviews with at least 8 participants from a select Florida state college. The college was studied to assess user perceptions about, respective, LMS implementations; enabling a study of thematic cues of adverse effects or best practices noticed within interviews that either support or contradict (possibly altering) current understandings of implementation and innovation science frameworks. The participants included three instructors, one student, two administrators, and two other academic stakeholders in a business or technology program at a state college in Florida: each participant was 18 or older, agreed to provide a method of contact, and granted permission to be voice recorded. This research added to the body of literature regarding LMS transition experiences, better understanding as to how implementers can effectively implement LMSs, and insight for theorists to incorporate these findings in implementation and innovation science frameworks; with the potential of contributing to future improvements in implementation and LMS effectiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined the use of virtual emergency management systems within operational and tactical environments and explored the experiences of officials using these virtual systems regarding communication of information, coordination of resources, and strategic thinking throughout a critical incident at 4-year public institutions of higher education. Emergency management organizations are increasingly using virtual emergency management systems within their operations, but their effects on communication and incident management in operational and tactical environments during a critical incident is unclear. A gap in the literature has emerged in the understanding of how organizations comprehend, train, and utilize virtual emergency management systems and the possible integration of these systems with the National Incident Management System (NIMS) and the Incident Command System (ICS) standards. There was a need for this study to explore virtual emergency management systems within the operational and tactical environments prior to, during, and after a critical incident; and to answer the research question, "What are the experiences of university officials, who have utilized virtual emergency management systems, in terms of communication capability, resource coordination, and strategic thinking prior to, during, and after a critical incident involving 4-year public institutions of higher education?" This study used a transcendental phenomenological design to elicit the lived experiences of university officials who have utilized virtual emergency management systems throughout a critical incident at a 4-year public institution of higher education. The population of 10 university officials included a sample of six university emergency managers and four senior university officials who were familiar with the use of virtual systems prior to, during, and after a critical incident. The resulting data were then analyzed using open coding to identify themes and a codebook was developed to define terms associated with the themes and ascribe meaning to the data. The software NVivo11 was utilized to assist with the organization of the resulting themes. Numerous reviews of participant interview transcripts were conducted to ensure that the essences of participants' experiences were appropriately displayed. Member checking was also conducted to ensure accuracy of the data. The findings indicated that the use of virtual emergency management systems did aid in the communication of information, the coordination and allocation of resources, and strategic thinking prior to, during, and after a critical incident at 4-year public institutions of higher education. The study also found that these systems aid in the development of trust, leadership, and team building at these institutions. The study also indicated that these systems were not being fully utilized at many of these institutions, thereby limiting the effectiveness of these systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study implemented an information technology service management at a university and measured the effects that implementation had on customer satisfaction scores and key performance indicators (KPI). This project used industry best practices for ITSM processes, project management, and change management to implement the system. This project also used university designed and approved surveys to measure customer satisfaction as well as industry standard KPIs to measure technical staff performance. This study was conducted at a medium sized non-profit faith-based university. While most indicators showed no significant differences, there was a significant positive effect found showing the importance of such a system among a growing population of non-traditional students such as those in graduate and continuing education programs. There was also a significant decrease in the average resolution time of a ticket showing the importance of an ITSM system in improving university helpdesk performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Online learning has become an important factor for higher education purposes worldwide. However, while the convenience of online learning is embraced, the perceived quality of online learning remains an issue. Efforts to make online learning more like classroom learning include asynchronous discussion boards (ADB) and posting pre-recorded lecture (PRL) on a learning management system. PRL can include, but is not limited to: video, PowerPoint slides, audio recordings, and lecture notes. However, while PRL adds classroom-like teaching, users can still be unsatisfied with the lack of interaction with PRL. As an alternative that can potentially reduce the limitations of PRL, live online lecture (LOL) offers affordances that are similar to a face-to-face classroom because the instructor and students can meet and exchange dialog and feedback in real time. The purpose of this quasi-experimental study was to investigate the effects of PRL versus LOL on the quality of learners' ADB posts, declarative learning represented by learning outcomes (weekly quiz grades), and sense of community. A high reliability rubric was adopted to collect data of the quality of ADB posts, weekly quiz grades was used to find declarative learning, Classroom Community Scale was adopted collect data related to learner' sense of community. In the quality of ADB posts, parametric (two-independent sample "t-test") and non-parametric ("Mann-Whitney U-test") were used to verify the robustness of the result. Another two-independent sample "t-test" was run to find differences of declarative learning. A "one-way ANOVA" was used to investigate differences in learners' sense of community among the three group. This study contributed by finding a positive effect of LOL on the quality of learners' ADB posts, which was significantly higher for LOL than for PRL, although not on their quiz scores or sense of community. A significant and cumulative effect of LOL on ADB quality, which is widely considered to represent aspects of critical thinking, provides substantial rationale for instructors and administrators to consider adding LOL or other synchronous activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The government of Yemen has been developing government offered services designed to improve the quality of education management. Yemen's managers of education and managers of higher education in the Ministry of Education (MOE) and the Ministry of Higher Education (MOHE) have sought to improve quality of education, reduce costs, and provide timely information for decision-making processes by implementing an integrated management information system (IMIS). The problem was the lack of understanding the barriers that hinder successful IMIS implementation by the MOE and MOHE, and the role that lack of collaboration has played in prior unsuccessful attempts. The purpose of this case study was to identify barriers and success factors related to previous attempts to implement an IMIS in Yemen's MOE and MOHE. Diffusion of innovation (DOI) theory and the technology acceptance model (TAM) provided the conceptual framework. A purposeful sampling was used to select participants for semistructured interviews. The interviews were conducted with 3 ministry personnel, 8 managers, and 4 administrators from various governorates who are currently working or have worked in the Yemen MOE or MOHE. Open coding was used to identify themes and patterns. Themes were related to insufficient human and material resources, lack of understanding and acceptance of IMIS, inadequate IMIS education and training, incompetent program managers, and fear of change. These findings may contribute to positive social change by improving the management of education, thereby the overall quality of education in Yemen. Improving management in education could increase the quality of life by contributing to increase of prosperity through a better-educated society, an active citizenry, and a reduction in the level of societal violence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The successful implementation of an enterprise system requires training and end users in the new systems and procedures. There has been no research reporting a relationship between Domain Expertise (DE) and the successful implementation of an enterprise system. This study sought to begin filling this knowledge gap by exploring the relationship between DE, technical proficiency, training outcomes, and perceived training effectiveness for a new enterprise system, specifically a Case Management System (CMS) in a small and medium enterprise (SME). The research examines different subjects of technical expertise including skills, abilities, and knowledge to increase professional acceptance in the high domain of expertise field. In order to understand the complex nature of expertise and the significant impact, an exploratory approach is undertaken. Purposive sampling was utilized to select the 88 respondents to participate in the research, in which the role of domain expertise and technical expertise is explored. Based upon analysis, research showed the relevance of domain expertise and technical expertise in the deployment of successful case management systems. The results contributed to literature by showing that how training influences soft skills such as tacit knowledge on organizational culture and potential clients, deliver best solutions to the project management. Meanwhile, the outcomes provided significant traits on perceived training effectiveness, which drive increase in knowledge, practical implication, and quality of project delivered, presentation skills, communication and problem-solving abilities. The study also contributed to the literature in terms of defining how technical and domain expertise not only effect the outcomes of case management systems but also develop greater coordination for dealing the intricacies, project difficulties, and task-related complexities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The blended learning model, which combines the traditional face-to-face learning method with an online application such as a learning management system (LMS), became popular and more practical for both teachers and learners in foreign and second language education because of its effective methodology for course delivery and socialization opportunities with technology-enhanced learning activities in both online and offline environments. Although the effectiveness of blended language learning models and benefits of student achievement and autonomous learning with an LMS have been explored, prior research resulted in conflicting data on blended instruction identifying the inconsistent findings in student achievement. Some researchers found that students in blended learning improved their language skills and had higher achievement than participants in exclusively face-to-face or online learning, while some researchers found there to be no statistically important differences in achievement when the blended model was used compared to a face-to-face setting. The specific problem is that the low language achievement of students seems to be related to lack of autonomous language learning skills, but their perceptions of the blended language courses regarding language achievement and autonomous learning skill have not been previously identified and analyzed. The purpose of this qualitative case study is to investigate student perceptions of course effectiveness factors for language proficiency as well as learner autonomy in a blended Korean language course to improve language achievement, especially in listening and reading comprehension skills. American students who attended intermediate and advanced blended Korean language courses applied with the LMS, "SAKAI" in 2014, 2015, and 2016 at the Osan Language Training Detachment (LTD), Defense Language Institute Foreign Language Center (DLIFLC) in Korea, were invited to participate in the anonymous, open-ended online survey. Data from 10 of the participants were analyzed and evaluated. This study found the blended Korean language course was effective for language learning and achievement, but only 50% of participants stated it was effective for the improvement of autonomous learning skills. The other responses said those skills were dependent on various elements of the blended course such as activities, curriculum, teacher, and student's motivation and learning styles. The factors students found to be effective and ineffective as well as suggestions offered to improve the blended language course were discussed. Although the focus was on one Osan LTD teaching Korean language courses at DLIFLC, the findings could be able to improve language achievement and autonomous learning for future learner success as well as curriculum design in other foreign language courses in DLIFLC or other institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This is an exploratory qualitative study that aims to investigate how Saudi female English language learners perceived their engagement in language learning and whether and how the use of an LMS technology engaged them. The study included 25 full time female undergraduate students enrolled in a course in a university English Department in the Kingdom of Saudi Arabia. Findings indicating that the participants did not generally perceive themselves to be engaged in their English classes or in their use of LMS to learn English. Students indicated that they would be more engaged with group work, if the tasks were based on their interests, if they had more feedback and more encouragement to participate, and if they were comfortable to making mistakes. Further, there did not seem to be a strong link between grades, participation, and engagement. However, the engagement principles in this study served as an effective guideline for exploration because there was a strong connection between what participants perceived as important and the five components of engagement. Therefore, the principles can provide a practical guideline for what teachers can do to engage students in classes, including when using technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Enterprise Resource Planning (ERP) systems present a management problem for various industries including institutions of higher education (IHEs) because they are costly to acquire, challenging to implement, and often fail to meet anticipated expectations. ERP systems are highly complex due to the nature of the operations they support. This dissertation was conducted via a systematic review of the literature from 1998-2017 to synthesize available knowledge in various industries including IHEs in the United States. Through the lenses of Change Management Theory and The Diffusion of Innovations Theory, this systematic review highlighted critical success factors (CSFs) affecting the implementation of ERP systems in various industries and, also, sought to discover CSFs unique to institutions of higher education. Despite the challenges ERP presents to businesses, implementation of ERP systems continues to grow. This dissertation found that for various industries, the most often cited CSFs were: top management support, change management skills, effective communications, and ERP systems user training. For IHEs, institutional governance, staff engagement, lack of internal expertise, and conflicts with other priorities were the critical factors that played a significant role in ERP implementation. These findings suggested that industries must not only pay careful attention to the CSFs in various industries but that they can utilize the specific CSFs in IHEs, even though they may not appear to be as crucial for other industries. Future research may consider the extent to which organizations have mastered the skills necessary to effectively implement ERP systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In the current study, the researcher investigated if there was a significant difference in Texas English Language Proficiency Assessment System (TELPAS) reading scale scores between English as a Second Language students who were instructed using the System 44 program and students who were instructed in a more traditional setting. The current study was conducted using a quantitative research method. Data for the current study was collected from two different secondary high school groups, Group A: intervention schools that did use the System 44 program versus Group B: schools that did not use the System 44 program. Each of these secondary groups had similar student populations, taken from a large urban district in North Texas. The intervention schools Group A were the schools that had access to the System 44 software program where students received the System 44 intervention program for the 2014-2015 and 2015-2016 academic school years. Only students categorized as ESL by the district and who later took the TELPAS examination for the 2014-2015 and 2015-2016 academic school years were selected. Students included also had to identify as Hispanic or Latino on Public Education Information Management System (PEIMS). The purpose of the current study was to determine if participation in the System 44 program is related to improvement in English reading proficiency among English Language Learners, specifically on TELPAS reading scores. The researcher examined TELPAS reading scores by comparing the mean System 44 scores between two groups: one using the System 44 program across the District and one not using the supplemental reading support program. The results show students who used System 44 had lower TELPAS reading scores versus students who did not use the program. The second purpose of the current study was to determine the impact System 44 had on students' TELPAS reading scores after using the software for two consecutive years versus one year. Prolonged exposure to System 44 did not show an improvement on TELPAS reading scores. The last purpose of the current study was to see if there was a difference in TELPAS reading scores for students who received instruction using System 44 based on gender. Results show no difference in scores between gender. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a movement in secondary education praxis across U.S. public schools and policy makers that recognizes the value of developing the capacity for academic self-regulation in learners. While there are many interpretations of self-regulation, in this context self-regulation refers to a learner's capacity to understand their own learning as a long-term process and to apply learning behaviors with intentent. In the world language classroom, the LinguFolio was developed with the goal of creating self-regulated learners. Central to the LinguaFolio's portfolio design are activities that require learners to self-assess their growth and to reflect upon their learning activities. While a growing body of quantitative research has begun to support a correlation between the LinguaFolio and increased self-regulatory behaviors, there is very little qualitative research that seeks to explore the learner's role in or perception of the instrument. This qualitative study was designed to generate insight from the learner's perspective by employing a qualitative analysis of student written reflections and focus group discussions. The participants in this study were 14 students from world language classes in Shaker Heights High School. All the students were chosen from a cohort of language learners in four different courses that had successfully completed a two-year pilot of the LinguaFolio system. The findings indicated that students were regularly engaging in self-regulated learning behaviors when interacting with the LinguaFolio and that they valued the reflective component more than the "can do" statements. Emergent trends highlighted the challenges of meaningful interaction when portfolio elements are hosted online. Further research is needed to explore the impacts of alternate modalities of interaction with the portfolios system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research took place as a cognitive exploration of sensemaking of learning analytics at Ivy Tech Community College of Indiana. For the courses with the largest online enrollment, quality standards in the course design are maintained by creating sections from a course design framework. This means all sections have the same starting content and the same framework for assessment. The course design framework is maintained by the curriculum committee composed of program chairs who oversee the program to which the course belongs. This research proposed to develop a learning analytics dashboard to elicit the best practices in instantiating a course design framework from the perspective of the program chair. The Instructional Design Implementation Dashboard, IDID, was designed to address the sensemaking needs of program chairs. The program chairs were asked to make sense of IDID built around the data collected from the course management system and the student information system. IDID leveraged metrics from the user activity and the learner performance from the learning management system, combined with data about the student demographics captured from the student information system. IDID was used to identify highly successful sections and examine the instructor behaviors that might be considered best practices. Data Frame Sensemaking theory was confirmed as an accurate description of the experience of program chairs when using IDID. A revised model of Data Frame Sensemaking theory was developed to explain the interaction of those using the IDID platform. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In 2015, a university in rural Maryland offered an undergraduate service-learning leadership course, which collaborated with a service-learning community of practice. This interdisciplinary leadership course initiated and sustained personal and critical reflection and social interactions by integrating Computer-Medicated Communication (CMC) technology through Blackboard to provide support to students as they interpreted their service experiences. The design of this study was to describe the perceptions of the service-learning students' use of CMC technology to reflect on their service experience and social interactions within the service-learning community. In this descriptive case study, the in-depth content analyses of collected data from private journals and public discussions in Blackboard led to the distribution of a questionnaire to all participants and the execution of interviews regarding the participants' lived experiences. Once the participants responded, the researcher transcribed and assessed the results, coded emerging themes, and analyzed the trends. The triangulation of sources maintained the reliability of the findings, which demonstrated increased student engagement as result of social interactions and reflection in Blackboard. As the participants shared their lived experiences, they predominantly reflected on their personal growth and development, a strong community of practice, the value of relationships, and how technology enhanced their communication. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

During its infancy, the cloud computing industry was the province largely of small and medium-sized business customers. Despite their size, these companies required a professionally run, yet economical information technology (IT) operation. These customers used a total value strategy whereby they avoided paying for essential, yet underutilized, resources (e.g., full-time IT personnel and computing equipment with excess capacity) by outsourcing most, if not all, of their entire IT function. Since that time, the cloud industry has expanded the breadth of its service offerings greatly and the economies of scale have reduced the unit price point. In addition, research suggests other factors are believed to exist that make a decision to execute a wholesale "rip and replace" of legacy systems difficult for today's IT executives. Accordingly, this study sought to identify factors that affect the decision-making process of IT executives when evaluating conversions of applications to cloud-based solutions. While theories such as diffusion of innovation (DOI) theory, transaction cost theory (TCT), and agency theory influenced this research, motivation theory and the technology, organization, and environment (TOE) framework made the greatest contributions to the foundation of the study.The exploration of personal factors that influence current business intentions to adopt cloud computing services is an important research topic for several reasons. There is an implication of a strong academic and industry interest in the area from the considerable research conducted and published concerning IT strategies related to cloud computing. Most prior research has been limited to the benefits and basic strategies behind cloud computing and related operational and financial considerations. Nuseibeh and Alhayyan's (2014) recent extensive literature review identified personal factors that contribute to the adoption of cloud computing services as a gap in current research. Prior research has not explored the personal challenges and barriers to broader acceptance of cloud technology. Furthermore, little research has addressed the specific barriers to acceptance or the specific factors considered in the decision-making process.This study found several personal decision factors influence the decisions of IT executives regarding the selection of cloud computing services. Data collected from 189 respondents supported five of the seven hypotheses. These hypotheses state that advancement, recognition and satisfaction from accomplishments, top management support, diminishment of personal image, and pattern of technology readiness have a positive influence on business intentions to adopt cloud computing services. The diminishment of personal image finding in the current study warrants additional research to gain an understanding of its business implications.These results may provide insights into the challenges sales organizations that cloud computing service providers face when attempting to market their offerings. Proposals that include strong, viable provisions for mitigating risks (e.g., assigning an experienced project manager to the migration project, means for ensuring data security, provisions for thorough system and performance testing, etc.) have a greater likelihood of acceptance by IT executives. The constructs in this research also contribute additions to the nomological network (a creation of Cronbach and Meehl (1955)) that may support future research into personal influencers of new technology decisions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Using a primarily experimental design, this study investigated whether discussion boards in online community college philosophy classes can be designed in the Blackboard course management system to lead to higher order thinking. Discussions were designed using one of two teaching techniques: the activation of prior knowledge or the use of peer review. While these techniques are often identified as components of constructivist pedagogy, the study is grounded theoretically in epistemological holism. The literature calls for deeper research on prior knowledge/peer review and higher order thinking, and the relationship between them. Four eight week classes were studied, using two specific discussions from each class (one on Rene Descartes' certainty, and the other on Aristotle's eudemonia), the experimental and control groups switching from one discussion to the next. In the experimental groups, the prior knowledge technique was implemented before the discussions in the form of multiple choice questions and open ended questions; peer review was implemented via the Blackboard peer review interface, drawing from category coding from the literature. Control groups were given standard discussion prompts. Higher order thinking was assessed from multiple choice quiz question responses as well as instructor scoring (found to be reliable) of student discussion board prompts. All quantitative data was analyzed using quantitative analysis software. My primary hypothesis, that there would be more evidence of higher order thinking in experimental groups, was not substantiated by the data. However, considering that the overall level of higher order thinking of students in the study was high, this lack of substantiation may have something to do with the ceiling effect. Also, there were statistically significant correlations between demographic variables (specifically gender and age) and higher order thinking. These correlations in some cases are supported by existing literature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Healthcare organizations strive to adapt to the continuous change in what has become a fast-paced, high technology environment. Many organizations are charged to find efficiencies to better manage medical device assets. Increasingly, healthcare leaders opt to adopt a standardized medical device nomenclature under the purview of a set of national or international standards. While many organizations have implemented a standard nomenclature, there is little data available as to whether these activities have yielded significant impacts for the organizations and healthcare overall. This qualitative study explored themes that have impacted the healthcare industry after an organization's migration to a standardized medical device nomenclature enterprise-wide. These questions were evaluated from the perspectives of experienced supervisory healthcare technology managers having experience with implementation and current-states of a standardized nomenclature. The project evaluated the implications of implementing a standardized nomenclature within healthcare organizations and their business practices, and discusses implications for future applications of standardized medical device nomenclature in the healthcare industry. The analysis of themes that emerged from participant interviews found that study found that while organizations realized benefits from to implementation of a standardized nomenclature for medical device asset management, it remained a low priority for the organization as a whole despite being a medium to high priority for the healthcare technology managers. Participants also found a strong correlation to the implementation of a standardized nomenclature and their capacity for strategic asset management forecasting and planning as well as advanced equipment reporting capabilities. Additionally, the sentiment was that effective recall management was one of the highest impacts on organizations that also fed into patient safety and public health. While participants believed the implementation of a standardized nomenclature yielded significant efficiencies, it was also noted that due to a lack of a cohesive, mandatory regulatory standard, the potential for information to feed into various public health, regulatory decisions and evidence-based decisions is limited. Currently, computerized maintenance management software (CMMS) systems are disparate and unintegrated and if a standard were to be mandated, medical device information could then be leveraged on a national as well as international basis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Despite significant investments made by organizations to implement ERP systems and prior research that explored contributing factors of ERP failure, the ERP implementation success rate continues to remain low in practice. Increased technology usage in the workplace coupled with higher dependency on technology to complete project tasks often leads to technology overload that results in poor decision-making and decreased productivity. The purpose of this quantitative, non-experimental, correlational study was to investigate the degree to which perceptions of technology overload predict perceived ERP project success. A secondary purpose was to investigate whether worker productivity mediates and technology dependence moderates the perceived effect of technology overload on ERP project success. The sample size of 61 ERP project team members participated in a survey to ascertain their perceived levels of technology usage, technology dependence, productivity, and project success measurements. Results of hierarchical multiple linear regression for question 1 revealed that technology overload was not a significant predictor of ERP project success, R[superscript 2] = 0.203, Adjusted R[superscript 2] = 0.147, F(4, 56) = 3.57, p < 0.05, Technology Overload (ß = -0.092, p = 0.474). Question 2 results revealed that worker productivity does not mediate the effects of technology overload on perceptions of ERP success evidenced by the non-significance of the predictor technology overload (ß = -0.04, t = -0.573, p = 0.569) complemented by the negative indirect effect size of -0.1014, a = 0.95 of 1,000 bootstrap confidence interval samples. Question 3 results revealed that technology dependence does not moderate the effects of technology overload on perceptions of ERP success, R[superscript 2] = 0.191, Adjusted R[superscript 2] = 0.133, F(4, 56) = 3.30, p < 0.05, ?R[superscript 2] = 0.008, ?F(1, 56) = 0.55, p = 0.46. While the results showed that, on average, ERP project members felt dependent upon technology and agreed that technology enhanced their productivity, they largely disagreed with perceiving overload from it where it negatively affected project success. Future researchers should investigate these findings and examine diverse characteristics such as different critical success factors, specific technology, and alternate project types to determine circumstances where technology usage and dependency significantly influence business results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This is a multiple-article format dissertation that explores methods for measuring student engagement in technology-mediated learning experiences. Student engagement is the committed, focused, and energetic involvement of students in learning. Student engagement is correlated with academic performance, student satisfaction, and persistence in learning, making it a valuable predictor of important learning outcomes. In order to identify which students need help or to evaluate how well an instructional interaction promotes student engagement, we need effective measures of student engagement. These measures should be scalable, cost effective, and minimally disruptive to learning. This dissertation examines different approaches to measure student engagement in technology-mediated learning environments that meet the identified measurement criteria. The first article is an extended literature review that examines how engagement has been measured in technology-mediated learning experiences. The second article is an instrument evaluation of an activity-level self-report measure of student engagement. The third article explores the relationships between learning management system user-activity data (log data) and results of the activity-level self-report measure of student engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study was to examine pre-service teachers and their use of online community. This study explored four focal participants enrolled at Benedictine College and their perceptions about online community. The participants were completing their student teaching block during the spring 2016 semester. The data sources included transcripts from an online community situated within Blackboard, two semi-structured interviews that took place before and after the online community, and a reflective essay written by the participants. The study critically analyzed the participant's perception of their participation within online community and whether or not their participation extended their learning and understanding of educational topics. The study was framed using Wenger's Community of Practice. Seven themes emerged as participants reported that their participation within the online community (a) extended learning and understanding beyond the classroom, (b) became a place for professional support and community, (c) stimulated reflective thinking, (d) served as a place to share experiences, (e) was a flexible venue for community, (f) had benefits that outweighed the negatives, (g) and was built on relationships. Implications include suggestions for higher education and P-12 education and their use of online professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation is a case study about how teachers use Learning Management Systems (LMS) and teaching technologies in their classes. Research was conducted through interviews, observations, and document analysis. Data analysis yielded fourteen themes and thirty-two codes about teachers' beliefs and experiences. Codes were validated using triangulation, rich, thick description, and member checking. This research builds on Fishbein and Ajzen's Theory of Reasoned Action (TRA) and the theory of Diffusion of Innovation (DOI). Data was collected in two high schools and a career center situated within a school district that provided and supported, but did not require the use of, a commercial LMS. All participants use the LMS and other technologies. They were motivated by their positive attitude, subject expertise, longevity in the field, and previous experiences. They also believed that regular use of technology prepares students for the future. Participants self-identified as a minority among teachers in their early adoption of technology confirming the theory of DOI. This study found differences between the LMS use of the extensive and limited users of technology, with the extensive users incorporating a wide variety of tools in unsupported Open Source LMSs. The most extensive users of technology were in science, humanities and IT; limited users, who rely mostly on the district-supported LMS, were in business and health, suggesting different needs in an LMS across the curriculum. This research found that new technologies require time to learn and to use effectively, suggesting that teachers need more time to prepare during school hours as well as more peer mentoring to use the LMS to its fullest extent. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this study, the author examined the instructional and leadership practices of STEM faculty and leaders at a private university on the West Coast. The author seeks to (a) explore the building of university's capacity to support students with ADHD in STEM disciplines, (b) analyze promising leadership and instructional practices to support university students with ADHD, and (c) assess whether STEM faculty were inspired to meet the needs of university students with ADHD. The study used a mixed methods approach: data collection involved the distribution of 247 surveys to the university's STEM faculty and leaders, as well as interviews with five STEM faculty and two STEM leaders. The data was analyzed through the lens of the Transformational Leadership and Multiple Intelligences Theories. The findings indicated that slightly over half of the STEM faculty reported daily integration of technology into their instruction. STEM faculty reported using a variety of technology for instructional purposes during their lessons: Matlab, Kaliedagraph, Blackboard, capture room digital video recording equipment, clips of videos, Power Point, Microsoft Excel, and Microsoft Word. Approximately, 47% of the STEM faculty rated their students as being very engaged, and 53% reported that their students were somewhat engaged in their labs. Despite students with ADHD comprising approximately 25% of the number of students with disabilities on university campuses, the university did not offer any professional development opportunities such as training, seminars, or discussions on ADHD. This study apprised STEM faculty and leaders of their strengths and areas for growth in supporting university students with ADHD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Enterprise Resource Planning (ERP) implementations are expensive, time-consuming, and often do not lead to the expected outcome of integrated IT systems. Many German universities are implementing ERP systems as Campus Management Systems (CMS) and a solution to any problem, need, or requirement the organization has. This exploratory case study describes cases of CMS implementations in administrative departments in German universities. Thirteen non-managerial staff members in the registrar offices of two universities shared their experiences about critical factors during and after a CMS implementation. The interview questions focused on (a) implementation experiences, (b) implementation leadership, and (c) impact on daily work processes. The interviews were held, transcribed, and analyzed in German. The inductive analysis of the interviews revealed three main themes: (a) communication, (b) system customization, and (c) team composition and resources. The predominant subject in the theme communication was lack of internal and external communication regarding the CMS project. The overarching system customization theme was the complexity of administrative requirements and continuous and rapid adaptation needs requiring increased CMS team support. The focus of the team composition and resources theme was to employ knowledgeable employees thorough and beyond the end of the project to react to changing requirements. These themes are concurrent with previous research but are unique in that previous research did not focus on CMS in Germany. The themes differ because sub-categories are stakeholder group specific and highlight CMS implementation phase dependencies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative study examined the proficiency of employee SMART goal setting following the intervention of employee SMART goal setting training. Current challenges in higher education substantiate the need for employees to align their performance with the mission, vision, and strategic directions of the organization. A performance management system is a strategy used to align employee performance toward the goals of the organization. SMART goal setting is the first component of a performance management system designed to align an employee's goals and work. Northcentral Technical College (NTC) invested significant time and resources into a new performance management system that included SMART goal setting. This researcher studied employees from NTC that participated in SMART goal setting training. Vroom's Expectancy Theory, combined with NTC's Continuous Improvement model, practically applied Doran's (1981) SMART model for employee goal setting and was used as a framework for the study, guiding the following research questions: * To what extent do employees participating in SMART goal setting training demonstrate proficiency in writing individual goals? * Is there a statistically significant difference in SMART goal setting proficiency among the employee groups of faculty, middle leaders and support staff? * Is there a statistically significant difference in SMART goal setting proficiency rating among the three raters? The results indicate that enhanced training is needed to increase employee proficiency in goal setting. The enhanced training may increase employee proficiency in goal setting to improve overall organizational effectiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

An issue faced by educators throughout the United States is how to successfully educate preservice teachers on various laws, cultural differences, attitudes, and current teaching strategies affecting English Language Learners (ELL) and their educators. Western Illinois University (WIU) implemented an online ELL Module in 2009 that all preservice teachers were required to successfully complete in order to finish their degree programs. This research was designed to evaluate the effectiveness of online features and ELL content from the perspective of current students, graduates and faculty. An online data gathering process surveyed each target group regarding their experience with the ELL Module. Faculty and students were surveyed and historical data from the content management system was retrieved to assess instructional strategies, assessment success, focus of content and applicability to actual classroom instruction of ELL learners. Findings included that the ELL Module topics were worthwhile and educational. Students reported their use of the videos and web-based materials provided, and they indicated that 24/7 availability was important. The actual integration of the module into a class demonstrated an effective strategy for implementation. Students who spent more time exploring the module content showed more frequent first attempt success with the module lessons' assessment. Conclusions included the importance of web-based resources with round the clock availability. Faculty clearly desired face-to-face opportunities with students even though the ELL Module was designed for online delivery. Lesson content focus did affect the amount of time students spent in the lesson even though the lessons were weighted equally. The recommendations resulting from this program evaluation include adding strategy specific videos and encouraging students to spend more time exploring the material currently available to them through the ELL Module to facilitate success in the lesson assessment. Also offering the ELL Module as an integrated portion of a preexisting course or creating an ELL blended course for all education majors provides faculty with their preference for having direct contact with students to promote lively discussions. Finally, actively sharing material from the ELL Module, on the College of Education and Human Service's website supports the preparation of preservice teachers for future experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The focus of this study centers on the way instructors, and more specifically, instructors within a programmatic initiative, think about teaching and the decision-making process they employ to design learning experiences for an online environment. Often administrative initiatives do not consider the unique individual instructor needs when planning for support and training. This study provides a perspective from the Grand Lakes University (GLU) School of Social Work and examines a group of eight online courses offered in the 2012 summer semester. Instructor interviews and observations of the courses within the Learning Management System (LMS) provide data that informs how course design decisions can impact teaching and learning factors, as well as the role that administrative support and expectations play in overall course efficacy. Course design is most often framed within the context of the field of instructional design. This study also provides a brief history of the field and describes the basic constructs that help structure understanding of the many aspects of course design that faculty face when teaching online. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher concerns play an important role in the adoption of new technologies in educational settings. The purpose of this nonexperimental, correlational study was to examine the type of concerns secondary teachers have regarding the adoption of a learning management system (LMS) using the concerns-based adoption model. A sample of 206 full-time secondary teachers working in U.S. public secondary schools that have adopted an LMS were randomly selected to complete the Stages of Concern questionnaire. Descriptive statistics were used to identify the stages of concern teachers are currently at with regards to the LMS adoption. Bivariate and inferential statistics revealed relationships between secondary teachers' concerns and selected teacher data variables: (a) demographic characteristics such as age, gender, teaching experience, degree, grade level and subject taught; and (b) technographic characteristics such as instructional technology experience, experience with the LMS, type and duration of LMS professional development, and self-reported level of LMS use. Results from the logistic regression analyses revealed that selected demographic and technographic variables can predict, individually and in combination, secondary teachers' concerns with regards to the LMS adoption. The study contributes to enabling positive social changes in that it provides information for use and reference in implementing an LMS to support learning and teaching in secondary educational institutions and organizations nationwide. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Online gradebooks have gradually become a staple of schools in the 21st century. Students and parents have immediate access to grades, and the composition of these grades is transparent. While the purpose of the online gradebook may have initially been for the conveniences such systems offer the school and its stakeholders, it has also served as a catalyst for gradebook reform. Gradebook construction strategies have been called into question, and solutions which allow gradebooks to provide more accurate and specific information have been developed. This study explored student learning growth through the use of two different online gradebooks: a traditionally averaged gradebook and a standards-based gradebook. While the quantitative results of the study showed that students demonstrated a little more growth with an online standards-based gradebook than with an online traditional gradebook, the qualitative portion of this study explored student, parent, and teacher preferences for gradebook construction and suggested that online standards-based gradebooks may result in greater learning increases for students if they are consistently used. For instance, "organization and clarity benefits" were among the positives students referenced concerning the standards-based gradebooks. One student recognized the benefit such a gradebook may provide at final exam time, as the gradebook clearly showed the skills in which the student was strong and weak. Likewise, the parents also preferred the clarity of the standards-based gradebook. However, they also liked the traditionally averaged gradebook as it provided information they were familiar with and to which they could relate. The teacher input echoed thoughts of the students and parents. They liked the idea of the standards-based gradebook and could see how it helped students learn. However, they also recognized the great deal of work that may go into developing such a system for classroom use, and the great deal of work that may accompany such a system in day-to-day use. This ominous amount of work, they opined, would likely decrease once they used the system consistently, allowing results of this study to support that such a system can only work to its intended extent once it has been implemented and consistently practiced over multiple semesters. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This body of work presents the summary of findings; explanation of implications; discussion of conclusions; and recommendations about practice, policy and future research regarding principal leadership in school districts recognized as national Baldrige Award winners. This study widened the scope and definition of quality management in education by dissecting the roles of principal leadership as defined by the 21 Leadership Responsibilities (Marzano et al., 2005) of school leadership. These Leadership Responsibilities served as a vehicle for educators to report their observances of how principals express their roles in the context of their work. The study began with a dominant phase of quantitative data collection followed by a qualitative phase. The quantitative segment purposively sampled groups of employees, principals and their building staff, concurrently through electronic survey. The second, qualitative portion, consisted of interviews of principals who participated in the survey. To summarize, the quantitative data defined the "what" of building administration's work in a Baldrige system and the qualitative portion illuminated the "how" or the application of the 21 Leadership Responsibilities. Statistical analysis determined that principals reported expressing all 21 Leadership Responsibilities in their work. Staff observances correlated and supported the data reported by the participating principals. As a result of the principal interviews further observations were made regarding the work of Baldrige building level leaders. Considerations included innovation through shared leadership and process management to improve learning and services for students and staff. Principals appeared to express particular clusters of Leadership Responsibilities more than others to increase the student growth and school improvement. Participants included principals and teachers from Iredell-Statesville Schools, NC; Jenks Public Schools, OK; and Montgomery Public Schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The qualitative phenomenological study explored the lived experiences of financial services industry change managers to understand the genesis of low data management information system project adoption rates. The goal of the study was to find methods to improve data management information system adoption rates. The participant pool consisted of 19 financial services change managers in the eastern United States. Data was collected, coded, and analyzed from 13 open-ended interview questions to determine themes. The results of the analysis led to the identification of seven themes: (1) level of importance given to change management role, (2) change managers knowledge, perceptions, values, and beliefs contributed to successful project adoption rates, (3) understanding the change management process improves project adoption rates, (4) change management skills and involvement influenced successful project adoption rates, (5) change manager leadership behaviors influenced successful project adoption, (6) change management and organizational cultures were conducive to project adoption success, (7) strong leadership enhances organizational values and improves project adoption success. Implications to this study included suggestions to help leaders balance the humanistic factor of change management, particularly when external consultants are used to managing data management information systems projects. Recommendations for future research included the expansion of the sample population to include business and technology representatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative Delphi study explored the challenges that exist in delivering software on time, within budget, and with the original scope identified. The literature review identified many attempts over the past several decades to reform the methods used to develop software. These attempts found that the classical waterfall method, which is firmly entrenched in American business today was to blame for this difficulty (Chatterjee, 2010). Each of these proponents of new methods sought to remove waste, lighten out the process, and implement lean principles in software development. Through this study, the experts evaluated the barriers to effective development principles and defined leadership qualities necessary to overcome these barriers. The barriers identified were issues of resistance to change, risk and reward issues, and management buy-in. Thirty experts in software development from several Fortune 500 companies across the United States explored each of these issues in detail. The conclusion reached by these experts was that visionary leadership is necessary to overcome these challenges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Purpose The purpose of this study was to examine the difference between two bilingual program types: traditional early-exit and late-exit bilingual programs and academic achievement using archival data from the Texas Education Agency Public Education Information Management System. An examination of academic achievement rates across a 3-year period for students enrolled in these two programs will assist in analyzing the degree to which early-exit bilingual programs and late-exit bilingual programs influenced academic achievement in reading and math for English Language Learners in Texas public schools. Methodology This research investigation was a quantitative study with a causal-comparative research design in which differences were analyzed in the reading and math achievement (i.e., TAKS Reading and Math scores) of English Language Learners who had participated in either a transitional early-exit bilingual program or in a transitional late-exit bilingual programs. Archival data from the Texas Education Agency Public Education Information Management System were obtained for students in Grade 3, Grade 4, Grade 5, and Grade 6 for the 2008-2009, 2009-2010, and 2010-2011 school years. Data for each school year and for each grade level were analyzed separately, and then compared to determine the extent to which trends were present. Findings Of the 72 total statistical analyses conducted in this investigation, English Language Learners in late-exit bilingual education programs performed better than English Language Learners in early-exit bilingual education programs in 41 analyses. English Language Learners in early-exit bilingual education programs performed better than English Language Learners in late-exit bilingual education programs in 31 of the analyses. As such, results were not supportive of either the late-exit or the early-exit bilingual education programs as being more effective with respect to the reading and math achievement of English Language Learners in Grades 3, 4, 5, and 6. Accordingly, further research into the efficacy of transitional bilingual education programs is warranted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Understanding factors affecting the acceptance of E-Learning Systems Enabled with Cultural Contextual Features by lnstructors in Jamaican Tertiary Institutions is an important topic that's relevant to not only educational institutions, but developers of software for on line learning. The use of the unified theory of acceptance and use of technology (UTAUT) model provides an effective theoretical foundation for studying the acceptance of these systems in Jamaican tertiary institutions. Institutions engaged in e-learning provide learners with convenience and flexibility for engaging the learning process, options which are not always possible in traditional learning environments. In Jamaica many tertiary institutions have implemented e-learning systems. Most of these systems were implemented through the public e-Learning Jamaica project initiative while others were implemented through private institutional advancements. For this study, the research questions focus on exploring the differences between attitudes toward systems developed for e-learning embedded with cultural contextual features and factors that affect the use of such systems. The study also examines the instructor attitudes using variables such as performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), age (AG) and experience (EX) and their effect on instructors' behavioral intentions (BI) to use systems developed for e-learning embedded with cultural contextual features. Finally it seeks to highlight the impact of cultural contextual features on instructors' attitude and behavioral intention to use systems developed for e-learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The intention of this qualitative study was to explore the effects that instructional data systems have on a building level leader's capacity to evaluate student growth and inform principal practice. Principal leadership practices were examined through the lens of Kouzes and Postners' five practices of exemplary leadership (Kouzes & Posner, 2012). In 2009, President Obama signed the American Recovery and Reinvestment Act (ARRA), which included $435 billion dollars of competitive grant funding called the Race to the Top Fund (RTTT). One of the four-core areas of RTTT is, "Building of data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction" (USDOE, 2009). New York State received 700 million dollars of funding in the second phase of the RTTT program (USDOE, 2013). This study has direct implication to the practice of principals. Research that informs a principal's practice about how to utilize the collection, analysis and interpretations of data more effectively and efficiently into actionable instructional steps will make an important contribution to the field. The sample consisted of 18 principals from six school districts in upstate New York. Larger school districts, with student enrollments above 2000 were selected to ensure that there were multiple building principals available from any particular district that was selected to participate. The study found that a majority of the principals reported that the instructional data systems in use in their districts provided them with the capacity to effectively evaluate student growth. Several different types of instructional data systems were found to be in use in the districts studied. They included assessment systems, student information systems and data management systems. Fifty percent of interviewed principals felt that they have received adequate training on the use of the instructional data systems in their district. There did not appear to be a clear relationship between the data obtained from the instructional data systems and the design of professional development for principals. While there was some indication that the sharing of best practices for the use of instructional data systems and student data among principals existed in the districts, no participant reported that a consistent and well established process for doing so was in use anywhere. Interviews from the study revealed several different delivery models for professional development that the principals received on the data systems they use, however there was no indication that any of the models contained an ongoing component to them. Only four of the eighteen principals interviewed indicated that they were affiliated with a professional organization that was either solely or partially focused on the use of data in schools. Modeling the Way emerged as the number one leadership practice from the model by Kouzes and Posner (2012) that principals employed to inspire teachers to use instructional data systems to inform their practice in the study. The study also explored any potential barriers that may be perceived or exist that might work against a principal's objective to use data effectively in their buildings. Twelve of the eighteen principals indicated that time was one of the two most cited barriers to the effective use of instructional data in their schools. The main conclusion of the study is that principals do use data systems to evaluate student growth and inform their practice. More work remains however in providing principals with meaningful ongoing professional development, strategies to improve best practices, pedagogical data literacy and the reduction of the barriers to implementation identified in the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A large body of literature exists on evolutionary computing, genetic algorithms, decision trees, codified knowledge, and knowledge management systems; however, the intersection of these computing topics has not been widely researched. Moving through the set of all possible solutions--or traversing the search space--at random exhibits no control over how an organism evolves into a new organism that lies within the search space, also known as the mutation process. Employing codified human knowledge, the traversal of the search space may be constrained and directed thereby controlling mutation. This reveals the research question: "How can codified human knowledge be integrated into the evolutionary mutation process in order to influence the traversal of the search space?" In order to investigate the research question, a design science approach will begin with a design artifact by creating "DEFINE--Dynamic Evolution in Financial Investment Election." "DEFINE" employs decision trees as organisms and utilizes ontologies to constrain the mutation process. This research has the potential to reveal new and unexplored methods of employing human knowledge coupled with evolutionary computing to produce quality knowledge management systems. Preliminary experiments reveal an advantage, as measured by increased classification accuracy, to incorporating knowledge in the mutation process and also reveal financial markets follow a path of evolution with less than 10 generations to reach optimal fitness. Additional experiments conclude well-constructed knowledge constrains the mutation process to exercise control over the traversal of the search space whereas poorly-formed or random knowledge has no effect. Employing knowledge into the mutation process demonstrates making small changes in the organism's structure leads to small changes in the organism's function; however, making large changes showed mixed results. Performance, as measured by classification accuracy and number of generations to reach an optimum fitness, is improved by making small changes in the organism structure as opposed to random changes. This research demonstrates the number of years in time series data affects the number of generations required to achieve an optimum fitness. The methods explored in this research are applied to a financial investing scenario and profitability is shown to lie between two common investment strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Organizations of different sizes are changing their information technology (IT) strategies in order to achieve efficiency and effectiveness in today's global economy and to integrate their internal and external information by implementing PeopleSoft Enterprise Resource Planning (ERP) systems. The literature has case studies of successful and unsuccessful ERP implementations. There are few empirical case studies that determined the critical success factors (CSF) that help in the successful implementation of ERP systems in public organizations. While many researchers have studied and contributed to the field of ERP, little research has been done that distinguishes PeopleSoft ERP implementations between public and private organizations. A case study of ERP implementation within the State of Delaware is presented and analyzed to determine which success factors were critical to the successful implementation of PeopleSoft ERP. The stakeholders' empirical data were analyzed using regression analysis; CSFs business plan and vision (BPV), change management (CM), and user training and education (UTE) had positive influence on the success of the PeopleSoft ERP implementation. After interviewing twelve stakeholders from different groups, it was found that all ten critical success factors had influence on the success of the ERP implementation. This paper provides useful insights to practitioners planning to implement PeopleSoft ERP in their organizations and also provides researchers with a foundation for further empirical research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explored relationships between writing sample features and LMS usage patterns for 366 college students who enrolled in Theology courses, junior-level courses cross-listed with theology courses, or Senior Perspective Program courses in the fall semester of 2012. These hybrid courses were managed inside the Canvas(TM) learning management system. LMS usage log data, containing the URLs visited as well as date/time stamps, were processed to generate session metrics and URL token categories, which were further reduced to eight prominent features (Assignments, Conversations, Files, Grades, Modules, Topics, View, and Wiki). Writing samples were processed using the LIWC software, producing word counts and linguistic particle analysis data. These data were further reduced to writing sample metrics and rollup categories labeled as Pronouns, Articles, Verbs, Social, Cognitive, and Relativity. After students were ranked into quartiles in each category by course frequencies, with outliers receiving boundary rankings, they were pre-classified by their rankings in specific categories as students with Fast Clicker and High Times Out LMS usage patterns. Correlation mining was then performed among and across all writing sample and page views categories. Additional correlation mining was performed among courses classified as Files/Assignments, Assignments/Files, Modules/Assignments, and Files/Modules, and among writing samples classified into four groups based upon average word counts. These correlation tests revealed a clear relationship between writing sample features and LMS usage patterns, suggesting a possibility for building predictive models. This possibility is tempered, however, by the course design and writing sample requirements. The study further explored generating decision trees and applying them to new data from a similar course in the following semester. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]