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An Examination of the Role of Corporate Governance Structure in the Implementation of Enterprise Resource Planning (Erp) Systems: an International Perspective

Description: Enterprise resource planning (ERP) systems are regarded as among the most innovative information technology products developed over the past two decades. Thus, they have become the backbone of management information systems in the organizations that have implemented them. The difficulties associated with their high failure rate, however, have been the subject of extensive studies. To expand on this knowledge, this study has two research objectives: to examine the relationship between corporate governance structures and implementation results and to investigate whether implementation outcomes vary by country. This study focuses on the project steering committee’s involvement, internal auditors’ participation, and the change management plan implementation. The results demonstrate that steering committee involvement is a primary factor that influenced the success of ERP implementation; and that institutional factors in country of deployment are important determinants of ERP project outcome.
Date: August 2015
Creator: Obitade, Oluseyi Peter

An Examination of the Similarities and Differences Between Transformational and Authentic Leadership and Their Relationship to Followers' Outcomes

Description: To date there is no comprehensive understanding of what leadership is, nor is there an agreement among different theorists on what a good or effective leader should be. The purpose of this dissertation is to examine the theoretical and empirical similarities and differences of two styles of leadership – transformational and authentic leadership. Follower outcomes, as well as, the effects of trust and psychological capital within these paradigms are of particular interest. Although theoretical differences are proposed for the leadership style, the extent of overlap suggests the need to more closely examine each theory. Pilot studies were created to validate original scenarios created for the study as well as to examine the validity and reliability of new measurement instruments. The dissertation is designed to determine whether the relationships between authentic leadership and a variety of follower outcomes including performance, affective commitment, satisfaction, trust, and organizational citizenship behavior are similar to those between transformational leadership and these outcomes. In addition, variables more unique to authentic leadership research including psychological capital and follower well-being were examined within both paradigms to determine whether their relationships are similar to each type of leadership style. An experimental study using Qualtrics was used to collect the data with the expectation that there would be significant differences in the two styles of leadership such that each explains unique variance in follower behavior. The results of this dissertation support the lack of perceptual difference between the two theories of leadership. The results of this experiment do not come completely unexpected because of the ethical overlap between the two styles of leadership. Although subjects in the experiment could differentiate authentic leadership from transformational leadership based on the manipulations, authentic leadership effects were not significantly different when compared to transformational leadership effects. As a result, analyses in my research do ...
Date: August 2013
Creator: McKee, Victoria

An Examination Of The Variation In Information Systems Project Cost Estimates: The Case Of Year 2000 Compliance Projects

Description: The year 2000 (Y2K) problem presented a fortuitous opportunity to explore the relationship between estimated costs of software projects and five cost influence dimensions described by the Year 2000 Enterprise Cost Model (Kappelman, et al., 1998) -- organization, problem, solution, resources, and stage of completion. This research was a field study survey of (Y2K) project managers in industry, government, and education and part of a joint project that began in 1996 between the University of North Texas and the Y2K Working Group of the Society for Information Management (SIM). Evidence was found to support relationships between estimated costs and organization, problem, resources, and project stage but not for the solution dimension. Project stage appears to moderate the relationships for organization, particularly IS practices, and resources. A history of superior IS practices appears to mean lower estimated costs, especially for projects in larger IS organizations. Acquiring resources, especially external skills, appears to increase costs. Moreover, projects apparently have many individual differences, many related to size and to project stage, and their influences on costs appear to be at the sub-dimension or even the individual variable level. A Revised Year 2000 Enterprise Model is presented incorporating this granularity. Two primary conclusions can be drawn from this research: (1) large software projects are very complex and thus cost estimating is also; and (2) the devil of cost estimating is in the details of knowing which of the many possible variables are the important ones for each particular enterprise and project. This points to the importance of organizations keeping software project metrics and the historical calibration of cost-estimating practices. Project managers must understand the relevant details and their interaction and importance in order to successfully develop a cost estimate for a particular project, even when rational cost models are used. This research also indicates ...
Date: May 2000
Creator: Fent, Darla

An Examination Of Three Texas High SchoolsÊ Restructuring Strategies That Resulted In An Academically Acceptable Rating

Description: This study examined three high schools in a large urban school district in Texas that achieved an academically acceptable rating after being sanctioned to reconstitute by state agencies. Texas state accountability standards are a result of the No Child Left Behind Act of 2011 (NCLB). Texas state law requires schools to design a reconstitution plan after the second year of receiving an academically unacceptable school rating for failing to meet the required standards on state assessments, dropout rates, and graduation rates. The plan must be implemented by the third year. A mixed methods approach was used to uncover the strategies that were successful during the restructuring initiative. Data was obtained from three sources: interviews, document analysis and surveys. Interviews were conducted with district administrators, campus based administrators and teachers of the three high schools. A sample of core content teachers were surveyed using questions from the MetLife Survey of the American Teacher: Collaborating for Student Success. Results revealed that each school chose to engage in a major form of restructuring that included the formation of a themed based magnet school. A team approach was used to devise, implement, and monitor the reconstitution plan. Common strategies unveiled in the study included the use of common assessments, collaborative planning among core teachers, professional development, continuous monitoring of student absences, extended learning times for students, and a focus on college readiness. Survey data revealed that the majority of teachers believed that collaboration positively impacted student achievement. It is recommended that schools undergoing restructuring choose a reconstitution option that allows for flexibility, use multiple resources to foster school improvement, and develop restructuring plans that serve as living documents. Further research is needed to study the principal's role in achieving an academically acceptable rating. This study could also be expanded to compare restructuring strategies of ...
Date: December 2011
Creator: Massey Fields, Chamara

An Examination of Two Sextets of Carlos Chávez, Toccata for Percussion Instruments and Tambuco for Six Percussion Players

Description: This lecture-recital deals with the two percussion sextets of Carlos Chavez. Each of the compositions is analyzed by examining compositional characteristics and performance problems. The selection, substitution, and construction of the necessary instruments for performance are explored. Suggestions for stage set-up are also included. The percussion ensemble has become an integral part of most high school and university percussion programs. Much of the literature composed for this medium has not become part of the standard literature. Chlvez's Toccata has obtained its place in the literature—it is one of the most often performed percussion works in the world. Although Tambuco has not yet attained the same status as Toccata, it is, nevertheless, an important contribution to the literature. An attempt is also made to identify the significance of these works by examining some of the early influences on Chavez's compositional style both from his native Mexico, and from other composers writing for percussion ensembles.
Date: August 1986
Creator: Peterman, Timothy J. (Timothy James)

An Examination of Two Significant Percussion Compositions: Karlheinz Stockhausen's Zyklus and Ingolf Dahl's Duettino Concertante, a Lecture Recital Together with Five Recitals of Selected Works of A. Ginastera, A. Wilder, W. Kraft, and Others

Description: Zvklus (1959) by Karlheinz Stockhausen and Duettino Concertante (1966) by Ingolf Dahl represent two of the most significant percussion compositions that present the percussionist as soloist. The performer of these works, either unaccompanied or accompanied by a non-percussion instrument, is featured as executant, interpreter, and improvisor. They are regarded as classics in the medium of multiple percussion because of their frequency of performance and their profound effect on notation, musical composition, and the technical expectations of the percussionist. This paper examines these compositions and their historical significance to both percussion literature and the percussionist. Each of these compositions is analzyed by examining instrumentation, compositional procedures, and performance problems. Finally, the notational procedures and role of the performer in these compositions are compared. A discussion of the development of the percussion batterie, percussion ensemble, and the important early solo multiple percussion compositions provides historical perspective for these compositions. This perspective is enhanced by consideration of biography, influences, and stylistic development of each composer.
Date: December 1987
Creator: Carney, Michael R. (Michael Reed), 1952-

Examination of Web-based teaching strategies at the University of North Texas.

Description: This study examined the degree to which University of North Texas (UNT) instructors involved in Web-based instruction are implementing teaching strategies as identified in Chickering and Gamson's (1987) model, seven principles for good practice in undergraduate education. In addition, the study examined training received by instructors in developing and delivering a Web-based course and the relationships between their training and reported use of the teaching strategies in the seven principles. The study also examined the relationship between the number of Web-based courses taught and the use of the teaching strategies. Seventy-two surveys were distributed, with a return rate of 90.3%. Results of the first three research questions were as follows: (a) Self-taught (49%) and UNT Center for Distributed Learning (CDL) (31%) were the most frequently used types of training in preparation for teaching a Web-based course, whereas peer taught (17%) and conferences/workshops (3%) were the least used; (b) the average number of Web-based courses taught by the instructors was M = 8.26; and (c) the most frequently used principles were "Gives prompt feedback" and "Communicates high expectations." UNT CDL assists faculty with the development and delivery of online courses, offering a series of training courses to better prepare faculty to use Web-CT. The relationship between the training received and the instructors' reported use of the teaching strategies was examined using correlations and a MANOVA analysis. The correlations resulted in both positive and negative relationships between the four types of training and three of the principles. The MANOVA procedure found significant differences between self taught instructors and instructors that received most of their training through the CDL in relation to the principle "Respects diverse talents and ways of learning." The final research question examined the relationship between the number of courses taught and instructors' reported use of the teaching strategies, revealing ...
Date: August 2005
Creator: Ray, Julie B.

Examining an eating disorder model with African American women.

Description: In the current study, I examined the general sociocultural model of eating disorders that suggests that sociocultural pressures leads to internalization, which in turn leads to body dissatisfaction and ultimately disordered eating. Because I am testing this model with a sample of African American women, I also am including acculturation as a variable of interest. Specifically, I hypothesized that (a) the experience of more societal pressure to be thin will be related to greater internalization, (b) higher levels of acculturation will be related to greater internalization, (c) internalization of the thin ideal will be directly and positively related to body image concern, and (d) body image concern will be associated with higher levels of disordered eating. It was determined that there is a direct, negative relationship between Level of Identification with Culture of Origin and Internalization. Perceived Pressure was directly and positively related to both Internalization and Body Image Concerns. Body Concerns and Internalization were both directly and positively related to Disordered Eating. These findings suggest that although many of the same constructs related to disordered eating in other ethnic groups are also related to disordered eating among African American women, the relationships between the factors differs across racial/ethnic groups. This information can help clinicians and researchers to better treat and understand the nature of disordered eating behavior and correlates among African American women.
Date: December 2008
Creator: Wood, Nikel Ayanna Rogers

Examining and Characterizing Changes in First Year High School Chemistry Curricula

Description: Many students currently entering college are able to solve mathematical problems but often do not understand the chemistry concepts underlying their calculations. High school chemistry teachers from Texas and the United States (US) were surveyed as to what topics they teach in their chemistry classes. A subset of Texas teachers was also interviewed about their instruction. The survey indicated that less-experienced Texas teachers are omitting a number of topics from their chemistry instruction, as compared to more experienced teachers. No differences were seen for those topics among US teachers. Chemistry textbooks from 1930 to the current 2002 Texas state adoptions were analyzed for inclusion of these topics. The only textbooks that were missing topics were from the 1930s. All others contained the topics. In general, textbooks have been increasing numbers of questions and problems for each topic, with the number of quantitative problems increasing at a greater rate than qualitative problems. Analysis of interview transcripts revealed that the main reason for omission of topics by less-experienced Texas chemistry teachers is that these topics are not assessed on the Texas Assessment of Knowledge and Skills science exam. Omitted topics were both qualitative and quantitative; the common factor is that they are not tested. School administrators reportedly reinforce this practice. Archival data regarding textbook usage by general chemistry students showed that students' course grades are not correlated to the amount of time they spend using their textbook. With topics included in textbooks, and no relationship between textbook usage and student grades, observed changes in chemistry courses must be due to changes in classroom instruction. With new course standards adopted by Texas for chemistry and the development of end-of-course exams, these changes should produce graduates who understand chemistry concepts as well as they solve mathematical chemistry problems. Repeating this study in 5 years ...
Date: August 2010
Creator: Holley, Kerry Kathleen McGee

Examining Career Transitions during Mid-Adulthood through the Lens of Bioecological and Microdevelopmental Research

Description: Using hierarchical multiple linear regression, this study examined the predictive relationship between micro-career transitions and career related outcomes and how those relationships were moderated by equilibration style. Participants (n = 177) answered an online survey which included a variety of measures for control, predictor, moderator, and outcome criterion (i.e., demographic descriptors, Instrumentality, Openness, Job Insecurity, Social Support Satisfaction, Microtransitions, Equilibration Style, Job Satisfaction, Job Burnout, Life Dissatisfaction, and Career Optimism). Research questions addressed the nature of micro-career transitions (e.g., frequencies, average stress ratings, category types), their predictive relationship with job and career outcomes, and the moderating role of Identity Styles on that relationship. Micro-career transitions were described according to responses for the research sample (n = 638). Significant effects were discovered between microtransitions and career outcomes (p < .05 and .01). Equilibration styles were also established as having a moderating effect on the predictive relationship between microtransitions and career outcomes (p < .05 and .01). Interaction terms were decomposed to examine the direction of significant moderating effects. In all cases where interaction terms were significant, moderators enhanced the negative predictive relationship between microtransitions and career outcomes.
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Date: December 2009
Creator: Davis, Joe Edd

Examining Curvilinearity and Moderation in the Relationship between the Degree of Relatedness of Individual Diversification Actions and Firm Performance

Description: Corporate diversification continues to be an important phenomenon in the modern business world. More than thirty years of research on diversification suggests that the degree of relatedness among a firm's business units is a factor that can affect firm performance, but the true effect of diversification relatedness on firm performance is still inconclusive. The purpose of this dissertation is to shed more light on this inconclusive association. However, attention is focused on the performance implications of individual diversification actions (e.g., acquisitions and joint ventures) rather than on the overall performance of firms with different levels of diversification. A non-experimental, longitudinal analysis of secondary data was conducted on over 450 unique acquisitions and on more than 210 joint ventures. Results suggest that even when individual diversification actions rather than entire business portfolios are examined, an inverted curvilinear association between diversification relatedness and performance is likely to emerge. This pattern is observed in both acquisitions and joint ventures. However, the association between diversification relatedness and performance in acquisitions is moderated by the level of industry adversity, though factors such as corporate coherence and heterogeneous experience do not moderate the association between diversification relatedness and performance. This study augments the body of knowledge on diversification and adds refinement to the traditional curvilinear finding regarding relatedness. By studying acquisitions and joint ventures independently, the results reveal differences in both slope and inflection points that suggest the relative impact of relatedness may vary depending on the mode of diversification.
Date: May 2011
Creator: Cernas Ortiz, Daniel Arturo

Examining E-loyalty Model in Social Shopping Websites: the Impact of Social Shopping Website Quality on E-loyalty Formation

Description: The purpose of this study is to examine the formation of customer e-loyalty to a social shopping website. The formation of customer e-loyalty to a social shopping website is examined based on cognitive-affective-conative-action loyalty framework. This study proposes that customer e-loyalty is strongly associated with website quality, e-satisfaction and participation. Seven website attributes (i.e., visual aesthetics, navigation, efficiency, user friendliness, security/privacy, entertainment and community driveness) identified in previous research are employed to measure website quality that affects e-loyalty formation. There are 449 data collected from a southwestern university in the U.S., but only the responses from 333 Pinterest users are used to test the hypotheses. Exploratory factor analysis is used to identify dimensionality of social shopping website attributes, and multiple regression and linear regression analysis are conducted to test hypotheses in this study. Results of the study indicate that five significant factors including efficiency, user friendliness, security/privacy, entertainment and community driveness are directly associated with customer e-loyalty. Indeed, such website quality factors as the determinant of cognitive e-loyalty directly affect overall customer satisfaction (affective e-loyalty), customer purchase/return intention to the website (conative e-loyalty), and customer participation, positive eWOM and co-shopping (action e-loyalty). The findings of this study have provided evidence that social shopping website quality dimensions are directly associated with customer e-loyalty to the website. Also, the findings have shown important implications to ensure quality website attributes to increase customer loyalty to a social shopping website.
Date: December 2013
Creator: Li, Xiaoshu

Examining Employee Satisfaction, Customer Service and Customer Satisfaction in a Retail Banking Organization

Description: In the increasingly competitive world of retail banking, organizations are focusing their attention on customer service as a means of increasing customer loyalty and retention. With this goal of increasing customer retention, the link between the attitudes of the service provider (employee satisfaction), the customer interaction behaviors that those attitudes lead to (customer service quality), and the attitudes that those behaviors generate in the customer (customer satisfaction) has become an increasingly important area of investigation. The goal of this research is to analyze the relationships that exist between these three variables: employee satisfaction, customer service quality, and customer satisfaction in a mid-sized retail bank. Data from three separate surveys collected during the same time period in 137 branches of a regional bank are analyzed using multiple regression analysis to determine whether relationships and interactions exist at a banking center level. While results of the analyses did not show a significant relationship between the variables, issues relevant to this determination are discussed and conclusions drawn regarding the nature of these constructs.
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Date: May 2006
Creator: Simpson, Eric Phillip

Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text

Description: The purpose of this study was to examine first-graders' construction of knowledge of graphophonemic and orthographic relationships. Three levels of treatment were assigned randomly to three groups of first-graders in their first semester of first grade. Treatment varied in student engagement with reading and writing texts based on student interests and in the amount of interaction students had with one another and the researcher as they read, wrote, and examined words, word patterns, and graphophonemic relationships. The study was based on a quasi-experimental nonequivalent control group design (Campbell & Stanley, 1963) with an added within-subjects factor of 12 weekly test occasions. These weekly tests involved students writing a researcher-dictated continuous text selected by students in the full-treatment group from the larger portion of text read each week. Additional elements of qualitative research were included in the design and analyses. Quantitative analyses revealed statistically significant results. Qualitative data analyses confirmed that students who interacted daily with each other and the researcher in reading and writing activities constructed more knowledge about graphophonemic and orthographic relationships than peers from the partial-treatment group and the control group. Results led to conclusions and implications involving a reexamination of current and traditional methods of spelling instruction and assessment for young children.
Date: May 1996
Creator: Frerichs, Linda C.

Examining High School Coaches’ Likelihood to Refer To, Interest in Working With, and Plans to Hire a Sport Psychologist

Description: The primary goal of the current study was to extend previous research suggesting that coaches are the primary gatekeepers who may be a barrier to working with athletes by examining high school coaches likelihood to refer to, interest in, and intention to hire a sport psychologist. Specifically, the current study examined relationships between high school coaches’ sex, age, and type of sport coached (i.e., contact vs. non-contact) and their likelihood to refer athletes to a sport psychologist for a variety of presenting issues (i.e., poor attentional focus, poor leadership, family issues, etc.). It also examined relationships between coaches’ sex, age, and type of sport coached (i.e., contact vs. non-contact) and their interest in working with a sport psychologist. Finally, the study examined reasons why coaches did not plan to hire a sport psychologist. An examination of the possible reasons that high school coaches do not plan to hire a sport psychologist served an exploratory purpose. Participants included 450 coaches who coached high school sports in the United States. Results indicated that female coaches and non-contact sport coaches were more likely to refer athletes to a sport psychologist for a variety of referral issues than male coaches and coaches of contact sports. Similarly, significantly more female coaches and non-contact sport coaches showed interest in working with a sport psychologist than male coaches and coaches of contact sports. Coaches who did not plan to hire a sport psychologist reported that cost, lack authority to hire, and lack of availability as primary reasons. Implications of the findings, limitations, and future directions are discussed.
Date: December 2013
Creator: Austin, Harlan

Examining parenting outcomes of childhood sexual abuse survivors utilizing observation and self-report methods.

Description: Childhood sexual abuse (CSA) is associated with negative outcomes in adulthood, including difficulty in relationships. Research has posited CSA may lead to insecure attachment in survivors, which may be the vehicle by which dysfunctional parent-child relationships develop. The purpose of the proposed study was to examine differences in parenting outcomes between CSA and non-CSA mothers utilizing both observational and self-report methods and to examine the unique impact of CSA on parenting attitudes. Abuse status was determined by scores on the Sexual Abuse subscale of the Childhood Trauma Questionnaire (CTQ), with the CSA group comprised of mothers scoring in the moderate to severe range. Mothers self-reported parenting attitudes on the Parent-Parental Acceptance Rejection Questionnaire/Control (P-PARQ/Control) and the Adult Adolescent Parenting Inventory-2 (AAPI-2), while parental depression was assessed with the revised Beck Depression Inventory (BDI-2). Parenting behaviors were observed by coding the Parent-Child Interaction Assessment (PCIA). Hypotheses were not supported until child gender was considered as a third variable. Results of MANCOVA analyses indicated CSA mothers, but not comparison mothers, exhibited significantly poorer limit-setting skills (h² = .21) with male children compared to female children, but did not self-report these differences. Although not statistically significant, small but potentially meaningful effect sizes were found when the self-reports of CSA mothers were compared to their observed behaviors. Specifically, CSA mothers displayed increased levels of physical nurturance (h² = .11) and role reversal (h² = .08) with male children compared to female children, but again, did not self-report these differences. Finally, CSA mothers, but not comparison mothers tended to self-report greater beliefs in corporal punishment with male children compared to females (h² = .08). Secondary findings revealed parental depression was the only unique predictor of parental nurturance, attitude toward corporal punishment, and role reversal. Findings confirm the importance of third variables, including child gender and ...
Date: August 2004
Creator: Kallstrom-Fuqua, Amanda C.

Examining Self-efficacy in Community College Adjunct Faculty

Description: Though professional development interventions are widespread in higher education, administrators often do not formally assess their effectiveness, particularly in relation to teacher self-efficacy. The purposes of this study were to determine if any statistically significant difference existed between the self-efficacy scores of adjunct faculty participants in a community college’s professional development program and nonparticipants and to identify the variables with a statistically significant relationship with self-efficacy. A modified version of the Teachers’ Sense of Efficacy Scale (TSES) was administered to 21 adjunct faculty participants in Lone Star College’s Adjunct Certification Program (ACP) and 312 adjunct faculty not currently participating in the program. A demographic questionnaire development by the researcher was also administered. Independent variables of the demographic questionnaire included gender, ethnicity, age, K-12 teaching experience, highest degree earned, subject taught, years of college teaching experience, and number of courses taught each semester. Paired t-test results indicated statistically significant differences in Efficacy in Instructional Strategies for adjunct participants in the ACP program. No significant differences were found for Efficacy in Student Engagement and Efficacy in Classroom Management. Multiple regression analyses indicated that gender has a statistically significant relationship to Efficacy Instructional Strategies. A statistically significant relationship was found for race for Efficacy in Classroom Management. Finally, analysis also indicated a positive relationship between race and gender for Efficacy in Student Engagement. No other statistically significant relationships were found across the other demographic variables. Findings of this study revealed that the ACP increased teacher self-efficacy across two of the three dimensions of the TSES indicating that the professional development intervention had a positive effect on the efficacy of its participants. The present study contributes to the research on teacher self-efficacy, adjunct faculty and professional development interventions.
Date: May 2015
Creator: Weisel, Jessica W.

Examining the Effect of Security Environment on U.S. Unilateral Military Intervention in Civil Conflicts

Description: This study focuses on how perceived security environment affect U.S. unilateral, military intervention in civil conflicts, using the concept of Bayesian learning to illustrate how threat perceptions are formed, how they change, and how they affect the U.S. decision to intervene militarily in civil conflicts. I assess the validity of two primary hypotheses: (1) the U.S. is more likely to intervene in civil conflicts with connections to a threatening actor or ideology; and (2) the U.S. is more likely to intervene in civil conflicts for humanitarian motives in a less threatening security context. To test these hypotheses, I compare U.S. military intervention in three temporal contexts reflecting more threatening security contexts (Cold War and post-9/11) and less threatening security contexts (1992-2001). Results of logit regression analysis reveal that a conflict’s connection to a threatening actor or ideology is the most statistically and substantively significant determinant of U.S. military intervention in civil conflicts, both in more and less threatening security contexts. They also indicate that humanitarian motives are not a statistically significant determinant of U.S. military intervention in civil conflicts, even in a more benign security environment. These findings imply that U.S. unilateral military intervention is reserved for more direct national security threats, even those that are less grave, and that the perception of the U.S. as “global cop” may be misleading, at least in terms of unilateral military intervention.
Date: August 2011
Creator: Aubone, Amber

Examining the Effects of Apparel Attributes on Perceived Copyright Infringement and the Relationship Between Perceived Risks and Purchase Intention of Knockoff Fashion

Description: The growth of fast fashion retailers, availability of knockoff fashion apparel, and proposed apparel copyright law prompted this study. Fast fashion retailers are expanding rapidly and producing knockoffs fashion apparel in a matter of weeks, but current U.S. copyright laws do not protect apparel. The primary purpose of this study was to identify prominent visual fashion apparel attributes that could determine perceived copyright infringement. A secondary purpose was to examine the effects of fashion apparel attributes on perceived copyright infringement, perceived risk, and purchase intention. A sequential exploratory mixed method approach was used to explore the relationship between: Attributes, perceived copyright infringement, perceived risk, and purchase intention. This study consisted of a: Study one, study two, and study three. Twelve hypotheses were proposed, and five were supported. Quality significantly affected both perceived copyright infringement and purchase intention. Performance, social, and asset significantly affected purchase intention of knockoff fashion apparel.
Date: December 2012
Creator: Chaykowsky, Kelly

Examining the Effects of Psychographics, Demographics, and Geographics on Time-Related Shopping Behaviors

Description: The purpose of this study was to determine the effects of psychographic (shopping orientation, lifestyle, social class), demographic (gender, ethnicity, age), and geographic (area of residence) variables on time-related shopping behaviors when shopping for clothing for the self. The concept of time-related shopping behaviors has not been the focus of any study of the American market. Data (N = 550) were collected via a questionnaire with an online survey company. Through analysis of chi square statistics, ANOVA, Pearson product-moment correlation, and factor analysis, it was found that psychographics and demographics affected time-related and other shopping behaviors. Geographics was found to affect shopping behavior, but not specifically the time-related shopping behaviors studied.
Date: December 2010
Creator: Garnett, Rebecca

Examining the effects of scheduled course time on mathematics achievement in high school students.

Description: This study was designed to determine the effects of two different schedule types on mathematics achievement in public high school students. The instruments used included the Texas Assessment of Knowledge and Skills, given annually to all students in grades 3 through 11, the Texas Algebra I end-of-course examination, given as a district option to Algebra I students, and student final course grades as determined by classroom teachers. The study compared students' performance in these three areas during the 2004-2005 academic year in one suburban school district in North Texas. The study considers the type of schedule, either traditional or 8-block, between students in teachers' classes who teach the same course on both schedules concurrently. This study also investigates a qualitative aspect by including a short opinion survey of teachers' perceptions regarding student academic performance, teacher satisfaction and retention, and the ability to accomplish curricular goals. Findings from this research suggest course schedule does not have significant effects on student academic performance as measured using analyses of covariance comparisons with a 0.05 alpha-level, leading to the conclusion that a particular course schedule does not adversely impact student performance on academic measures. However, in some comparisons conducted within the course of the research, statistically significant results emerged. Qualitative data generated from a survey of teacher perceptions regarding the benefits of the two scheduling types, traditional 50-minute verses alternating day 8-block, suggested teachers preferred a traditional schedule over that of a block schedule design. Most teachers who responded to the survey instrument expressed the perception that traditional daily meeting classes allowed their students to be more successful. Additional research into the effects of scheduling types on students academic performance are suggested and would include examining larger population samples, a narrower study of specific courses within the field of mathematics, or an expansion of ...
Date: May 2007
Creator: Mallory, Kelli D.

Examining the Engagement of Transfer Students in Texas Universities

Description: The success of transfer students plays a critical role in improving the baccalaureate attainment rates of undergraduates attending 4-year higher education institutions in Texas; however, current indicators suggest transfer students have lower persistence and graduation rates relative to students who begin and complete their college education at one university (i.e., non-transfer students). Additionally, the research literature indicates a link between degree completion and engagement; however, transfer students are reported to be less engaged and less likely to persist than their counterparts. This quantitative study compared the engagement experiences of 2-year transfers, 4-year transfers, swirl transfer, and non-transfers by using National Survey of Student Engagement (NSSE) 2008 data to determine if there are any differences among these groups, and if these differences persist after controlling for individual and institutional covariates. the sample consisted of 2,000 seniors attending 4-year higher education institutions in Texas. the engagement scores of each group were compared using a multivariate analysis (MANOVA). This study found non-transfers were more engaged than each type of transfer student on Student-Faculty Interaction and Supportive Campus Environment factors; moreover, these differences generally persisted after controlling for residence, enrollment status, and institutional control (i.e., public vs. private).The data indicated no difference among the three transfer sub-groups for any of the engagement variables, which suggests their engagement experiences were similar. This research suggests that efforts to increase the participation and success rates of Texans, particularly those described as transfers, may be informed by how students perceive their engagement experiences; consequently, institutions may consider modifying and implementing policies that promote student participation in educationally purposeful activities leading to persistence and graduation.
Date: May 2012
Creator: Fernander, Keith A.

Examining the Impact of the Community of Inquiry and Student Learning Process on Participants' Academic Achievement

Description: This dissertation presents an empirical investigation of learning from online courses. The current dissertation examined student participation, using Arbaugh et al.'s Community of Inquiry (CoI) survey instrument and Biggs et al.'s revised version of the Study Process Questionnaire (R-SPQ-2F) to determine CoI influences on learning from the students' perspective. This study is in response to Rourke and Kanuka's call to provide further empirical evidence about CoI conceptual framework connections to deep and meaningful learning. The purpose of this study was to examine the impact of the elements of CoI, cognitive, social, and teaching presences and students' learning approaches to students' perceived learning. Students enrolled in traditional, online, and, blended courses during the 2016 spring semester at a southwestern university participated in a web-based survey. Structural equation modeling was used to test the indirect effects between the elements of CoI, learning approaches, and perceived learning. Student's deep approach to learning was found to have an indirect effect between cognitive presence and perceived learning. However, this study's findings, when the CoI framework was viewed in its entirety, failed to provide evidence to simulate deep and meaningful learning.
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Date: December 2016
Creator: Pacleb, Selverio V.

Examining the Nature of Interactions which Facilitate Learning and Impact Reading Achievement During a Reading Apprenticeship: A Case Study of At-risk Adolescent Readers

Description: The purpose of this qualitative case study was to explore the interactions that take place during a reading apprenticeship which facilitate the learning of reading strategies by adolescent students who are at the middle school level and are still at-risk for reading failure and to investigate how a reading apprenticeship affects reading achievement in the areas of fluency, vocabulary development, comprehension, and the self-perception of the reader. The case study was descriptive and interpretive in nature, and examined two students, each of whom was part of a one-to-one reading apprenticeship. The researcher served as participant observer in both cases and was the teacher in each of the one-to-one reading apprenticeships. The primary data set was qualitative in nature, and elements of quantitative data were also considered. Sessions included pretesting and posttesting using the Classroom Assessment of Reading Processes (Swearingen & Allen, 1997), reading from narrative or expository books, working with words, writing, and dialoguing about the reading. Reading strategies were directly taught, modeled, and reinforced by the teacher/researcher with the goal of the students internalizing the strategies and improving their reading in the areas of fluency, vocabulary development, and comprehension, as well as improving their attitudes toward reading and their self-perception about their reading ability. This study described a reading apprenticeship which positively impacted reading achievement for two students in the areas of fluency, comprehension, and vocabulary development, as well as influencing their motivation for reading and their self-perceptions as readers. The environment of the reading apprenticeship, the dialogue that occurred throughout the reading apprenticeship, and strategy instruction, modeling, and reinforcement were found to be factors and interactions which facilitated learning during this intervention.
Date: December 1999
Creator: Arthur, Mary L.