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You searched for subject:(Faculty Resistance To New Technology In Higher Education). Showing records 1 – 30 of 334241 total matches.

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Bowling Green State University

1. Meyer, Kelsey L. Identifying The Barriers Contributing To Faculty Adoption Of Learner Analytics Technology In Higher Education.

Degree: MEd, Learning Design, 2019, Bowling Green State University

 The purpose of this study was to examine faculty use of learner analyticstechnology in higher education from an instructional design perspective. This study identified thesource… (more)

Subjects/Keywords: Education; Educational Technology; Higher Education; Higher Education Administration; Instructional Design; Learner Analytics Technology; Faculty Resistance To New Technology In Higher Education; Faculty use of Technology In Higher Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Meyer, K. L. (2019). Identifying The Barriers Contributing To Faculty Adoption Of Learner Analytics Technology In Higher Education. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1561631261761151

Chicago Manual of Style (16th Edition):

Meyer, Kelsey L. “Identifying The Barriers Contributing To Faculty Adoption Of Learner Analytics Technology In Higher Education.” 2019. Masters Thesis, Bowling Green State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1561631261761151.

MLA Handbook (7th Edition):

Meyer, Kelsey L. “Identifying The Barriers Contributing To Faculty Adoption Of Learner Analytics Technology In Higher Education.” 2019. Web. 24 Aug 2019.

Vancouver:

Meyer KL. Identifying The Barriers Contributing To Faculty Adoption Of Learner Analytics Technology In Higher Education. [Internet] [Masters thesis]. Bowling Green State University; 2019. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1561631261761151.

Council of Science Editors:

Meyer KL. Identifying The Barriers Contributing To Faculty Adoption Of Learner Analytics Technology In Higher Education. [Masters Thesis]. Bowling Green State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1561631261761151


Boston College

2. Whalen, Martha Anne. Is Time on Their Side? : Exploring Faculty Time Management in Online and Blended/Hybrid Higher Education.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2009, Boston College

 Time management in faculty online and blended/hybrid higher education is becoming a major concern  – one that is likely complicated by recent growth in demand… (more)

Subjects/Keywords: blended higher education; faculty time management; hybrid higher education; online higher education; technology in education

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APA (6th Edition):

Whalen, M. A. (2009). Is Time on Their Side? : Exploring Faculty Time Management in Online and Blended/Hybrid Higher Education. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101308

Chicago Manual of Style (16th Edition):

Whalen, Martha Anne. “Is Time on Their Side? : Exploring Faculty Time Management in Online and Blended/Hybrid Higher Education.” 2009. Doctoral Dissertation, Boston College. Accessed August 24, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101308.

MLA Handbook (7th Edition):

Whalen, Martha Anne. “Is Time on Their Side? : Exploring Faculty Time Management in Online and Blended/Hybrid Higher Education.” 2009. Web. 24 Aug 2019.

Vancouver:

Whalen MA. Is Time on Their Side? : Exploring Faculty Time Management in Online and Blended/Hybrid Higher Education. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Aug 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101308.

Council of Science Editors:

Whalen MA. Is Time on Their Side? : Exploring Faculty Time Management in Online and Blended/Hybrid Higher Education. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101308


Seton Hall University

3. Schray, McKenna L. A Gift from God: An Analysis of Social Media Policies Adopted by Catholic Institutions of Higher Education and How They Cover Faculty.

Degree: PhD, Education Leadership, Management and Policy, 2019, Seton Hall University

  This dissertation investigates the development of social media policies in higher education. This study differentiates itself from existing social media policy research by analyzing… (more)

Subjects/Keywords: Social Media; Social Media Policy; Catholic Education; Faculty; Higher Education; Communication Technology and New Media; Higher Education

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APA (6th Edition):

Schray, M. L. (2019). A Gift from God: An Analysis of Social Media Policies Adopted by Catholic Institutions of Higher Education and How They Cover Faculty. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2665

Chicago Manual of Style (16th Edition):

Schray, McKenna L. “A Gift from God: An Analysis of Social Media Policies Adopted by Catholic Institutions of Higher Education and How They Cover Faculty.” 2019. Doctoral Dissertation, Seton Hall University. Accessed August 24, 2019. https://scholarship.shu.edu/dissertations/2665.

MLA Handbook (7th Edition):

Schray, McKenna L. “A Gift from God: An Analysis of Social Media Policies Adopted by Catholic Institutions of Higher Education and How They Cover Faculty.” 2019. Web. 24 Aug 2019.

Vancouver:

Schray ML. A Gift from God: An Analysis of Social Media Policies Adopted by Catholic Institutions of Higher Education and How They Cover Faculty. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Aug 24]. Available from: https://scholarship.shu.edu/dissertations/2665.

Council of Science Editors:

Schray ML. A Gift from God: An Analysis of Social Media Policies Adopted by Catholic Institutions of Higher Education and How They Cover Faculty. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2665


Kent State University

4. Nyangau, Josiah Z. A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Foundations, Leadership and Administration, 2018, Kent State University

 The purpose of this exploratory qualitative study was to understand and describe the motivations of faculty involvement in internationalization. The findings suggest that key influences… (more)

Subjects/Keywords: Education Policy; Higher Education Administration; Higher Education; Educational Leadership; Higher Education; Faculty Engagement in Internationalization; Faculty Motivations; Curriculum Internationalization; Challenges to Internationalization

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APA (6th Edition):

Nyangau, J. Z. (2018). A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1511899974919954

Chicago Manual of Style (16th Edition):

Nyangau, Josiah Z. “A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION.” 2018. Doctoral Dissertation, Kent State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1511899974919954.

MLA Handbook (7th Edition):

Nyangau, Josiah Z. “A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION.” 2018. Web. 24 Aug 2019.

Vancouver:

Nyangau JZ. A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1511899974919954.

Council of Science Editors:

Nyangau JZ. A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1511899974919954


University of Southern California

5. Philadelphia, Marion. Will school-based online faculty development be an effective tool for their professional growth?.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This case study was built on the premise that faculty in higher education, in order to be effective core facilitators of student learning, need additional… (more)

Subjects/Keywords: faculty development; pedagogy; faculty learning; faculty professional development; online learning; instructional technology; universal design; creativity; creative thinking; leadership; faculty motivation; reflection; institutional culture; faculty in higher education

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APA (6th Edition):

Philadelphia, M. (2013). Will school-based online faculty development be an effective tool for their professional growth?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/253752/rec/7937

Chicago Manual of Style (16th Edition):

Philadelphia, Marion. “Will school-based online faculty development be an effective tool for their professional growth?.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/253752/rec/7937.

MLA Handbook (7th Edition):

Philadelphia, Marion. “Will school-based online faculty development be an effective tool for their professional growth?.” 2013. Web. 24 Aug 2019.

Vancouver:

Philadelphia M. Will school-based online faculty development be an effective tool for their professional growth?. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/253752/rec/7937.

Council of Science Editors:

Philadelphia M. Will school-based online faculty development be an effective tool for their professional growth?. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/253752/rec/7937


University of Alabama

6. Garrett, Kristi Nicole. A quantitative study of higher education faculty self-assessments of technological, pedagogical, and content knowledge (tpack) and technology training.

Degree: 2014, University of Alabama

 Growing use of technology in the 21st century, the age of the millennial learners, has introduced instructional challenges for higher education faculty. Technology deficiency is… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Educational technology; Educational leadership; Instructional design; higher education faculty technological; pedagogical; content knowledge; Instructional Technology; pedagogy preparation in Higher Education; technology integration in Higher Education; technology training in Higher Education; TPACK in Higher Education

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APA (6th Edition):

Garrett, K. N. (2014). A quantitative study of higher education faculty self-assessments of technological, pedagogical, and content knowledge (tpack) and technology training. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/116112

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Garrett, Kristi Nicole. “A quantitative study of higher education faculty self-assessments of technological, pedagogical, and content knowledge (tpack) and technology training.” 2014. Thesis, University of Alabama. Accessed August 24, 2019. http://purl.lib.ua.edu/116112.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Garrett, Kristi Nicole. “A quantitative study of higher education faculty self-assessments of technological, pedagogical, and content knowledge (tpack) and technology training.” 2014. Web. 24 Aug 2019.

Vancouver:

Garrett KN. A quantitative study of higher education faculty self-assessments of technological, pedagogical, and content knowledge (tpack) and technology training. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Aug 24]. Available from: http://purl.lib.ua.edu/116112.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Garrett KN. A quantitative study of higher education faculty self-assessments of technological, pedagogical, and content knowledge (tpack) and technology training. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/116112

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Boise State University

7. Cronk, Jeanna R. Faculty Perceptions of Smartphones and Smartphone Integration in Faculty Development and the Classroom: A Case Study.

Degree: 2019, Boise State University

 This research examined the perceptions of university faculty on the integration of smartphones in faculty development programs. The literature on higher education smartphone integrations has… (more)

Subjects/Keywords: faculty development; smartphone; higher education; Educational Technology

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APA (6th Edition):

Cronk, J. R. (2019). Faculty Perceptions of Smartphones and Smartphone Integration in Faculty Development and the Classroom: A Case Study. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1513

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cronk, Jeanna R. “Faculty Perceptions of Smartphones and Smartphone Integration in Faculty Development and the Classroom: A Case Study.” 2019. Thesis, Boise State University. Accessed August 24, 2019. https://scholarworks.boisestate.edu/td/1513.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cronk, Jeanna R. “Faculty Perceptions of Smartphones and Smartphone Integration in Faculty Development and the Classroom: A Case Study.” 2019. Web. 24 Aug 2019.

Vancouver:

Cronk JR. Faculty Perceptions of Smartphones and Smartphone Integration in Faculty Development and the Classroom: A Case Study. [Internet] [Thesis]. Boise State University; 2019. [cited 2019 Aug 24]. Available from: https://scholarworks.boisestate.edu/td/1513.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cronk JR. Faculty Perceptions of Smartphones and Smartphone Integration in Faculty Development and the Classroom: A Case Study. [Thesis]. Boise State University; 2019. Available from: https://scholarworks.boisestate.edu/td/1513

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Ohio University

8. Alsadoon, Elham A. Factors Influencing Faculty to Adopt Web Applications in their Teaching.

Degree: PhD, Instructional Technology (Education), 2013, Ohio University

 The social nature of Web applications can empower education if used properly (Light 2011). These applications provide a learning environment in which students can construct… (more)

Subjects/Keywords: Education; Web applications; Technology use in education; factors influence faculty to adopt Web applications in teaching

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APA (6th Edition):

Alsadoon, E. A. (2013). Factors Influencing Faculty to Adopt Web Applications in their Teaching. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1369153688

Chicago Manual of Style (16th Edition):

Alsadoon, Elham A. “Factors Influencing Faculty to Adopt Web Applications in their Teaching.” 2013. Doctoral Dissertation, Ohio University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1369153688.

MLA Handbook (7th Edition):

Alsadoon, Elham A. “Factors Influencing Faculty to Adopt Web Applications in their Teaching.” 2013. Web. 24 Aug 2019.

Vancouver:

Alsadoon EA. Factors Influencing Faculty to Adopt Web Applications in their Teaching. [Internet] [Doctoral dissertation]. Ohio University; 2013. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1369153688.

Council of Science Editors:

Alsadoon EA. Factors Influencing Faculty to Adopt Web Applications in their Teaching. [Doctoral Dissertation]. Ohio University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1369153688


University of North Texas

9. Hossain, Akhlaq. Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones.

Degree: 2015, University of North Texas

 This study investigated the factors that influence university students’ intention to use a smartphone. The study proposed and validated a research model based on the… (more)

Subjects/Keywords: higher education; intention to use; smartphone; Mobile communication systems in education.; Smartphones.; Education, Higher  – Computer-assisted instruction.; Educational technology.; College students.

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APA (6th Edition):

Hossain, A. (2015). Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822806/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hossain, Akhlaq. “Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones.” 2015. Thesis, University of North Texas. Accessed August 24, 2019. https://digital.library.unt.edu/ark:/67531/metadc822806/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hossain, Akhlaq. “Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones.” 2015. Web. 24 Aug 2019.

Vancouver:

Hossain A. Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Aug 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822806/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hossain A. Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822806/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

10. Seitova, Dinara T. Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development.

Degree: 2010, Texas A&M University

 After the collapse of the Soviet Union in the early 1990's Kazakhstan experienced a socio-economic transition from a socialist economy to a free market economy… (more)

Subjects/Keywords: National Human Resource Development in Kazakhstan; socio-cultural constructs; reforming higher education and faculty development; formation of new academic identity

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APA (6th Edition):

Seitova, D. T. (2010). Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7164

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Seitova, Dinara T. “Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development.” 2010. Thesis, Texas A&M University. Accessed August 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7164.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Seitova, Dinara T. “Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development.” 2010. Web. 24 Aug 2019.

Vancouver:

Seitova DT. Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7164.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Seitova DT. Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7164

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Turayev, Oybek. Educational Technology Integration Among Community College Instructors.

Degree: PhD, Teaching & Learning, 2018, University of North Dakota

  Over the last two decades, educational technology (ET) integration has become an increasingly important aspect of higher education, particularly with the growth of online,… (more)

Subjects/Keywords: Community College Faculty; Educational Technology; Faculty Education; Higher Education; Instructional Design; Technology Integration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Turayev, O. (2018). Educational Technology Integration Among Community College Instructors. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2368

Chicago Manual of Style (16th Edition):

Turayev, Oybek. “Educational Technology Integration Among Community College Instructors.” 2018. Doctoral Dissertation, University of North Dakota. Accessed August 24, 2019. https://commons.und.edu/theses/2368.

MLA Handbook (7th Edition):

Turayev, Oybek. “Educational Technology Integration Among Community College Instructors.” 2018. Web. 24 Aug 2019.

Vancouver:

Turayev O. Educational Technology Integration Among Community College Instructors. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2019 Aug 24]. Available from: https://commons.und.edu/theses/2368.

Council of Science Editors:

Turayev O. Educational Technology Integration Among Community College Instructors. [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2368


Ohio University

12. Al-Washahi, Mariam A. THE PERCEIVED EFFECTIVENESS AND IMPACT OF EDUCATIONAL TECHNOLOGY FACULTY DEVELOPMENT ACTIVITIES IN THE COLLEGE OF EDUCATION AT SULTAN QABOOS UNIVERSITY.

Degree: PhD, Instructional Technology (Education), 2007, Ohio University

  Educational technology (ET) faculty development activities have experienced a notable growth in higher education intimately tied to the organizational development and quality of education.… (more)

Subjects/Keywords: Education, Technology; Educational Technology; Faculty Development; Qualitative Research; Higher Education

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APA (6th Edition):

Al-Washahi, M. A. (2007). THE PERCEIVED EFFECTIVENESS AND IMPACT OF EDUCATIONAL TECHNOLOGY FACULTY DEVELOPMENT ACTIVITIES IN THE COLLEGE OF EDUCATION AT SULTAN QABOOS UNIVERSITY. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185200451

Chicago Manual of Style (16th Edition):

Al-Washahi, Mariam A. “THE PERCEIVED EFFECTIVENESS AND IMPACT OF EDUCATIONAL TECHNOLOGY FACULTY DEVELOPMENT ACTIVITIES IN THE COLLEGE OF EDUCATION AT SULTAN QABOOS UNIVERSITY.” 2007. Doctoral Dissertation, Ohio University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185200451.

MLA Handbook (7th Edition):

Al-Washahi, Mariam A. “THE PERCEIVED EFFECTIVENESS AND IMPACT OF EDUCATIONAL TECHNOLOGY FACULTY DEVELOPMENT ACTIVITIES IN THE COLLEGE OF EDUCATION AT SULTAN QABOOS UNIVERSITY.” 2007. Web. 24 Aug 2019.

Vancouver:

Al-Washahi MA. THE PERCEIVED EFFECTIVENESS AND IMPACT OF EDUCATIONAL TECHNOLOGY FACULTY DEVELOPMENT ACTIVITIES IN THE COLLEGE OF EDUCATION AT SULTAN QABOOS UNIVERSITY. [Internet] [Doctoral dissertation]. Ohio University; 2007. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185200451.

Council of Science Editors:

Al-Washahi MA. THE PERCEIVED EFFECTIVENESS AND IMPACT OF EDUCATIONAL TECHNOLOGY FACULTY DEVELOPMENT ACTIVITIES IN THE COLLEGE OF EDUCATION AT SULTAN QABOOS UNIVERSITY. [Doctoral Dissertation]. Ohio University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185200451


Northeastern University

13. Coleman-Prisco, Virginia. Factors influencing faculty innovation and adoption of open educational resources in higher education.

Degree: EdD, School of Education, 2016, Northeastern University

 The goal of this mixed-method research study was to examine the adoption process and use of Open Educational Resources (OER) in higher education. The study… (more)

Subjects/Keywords: diffusions of innovation; faculty; higher education; innovation-decision; Open Educational Resources; Curriculum planning; Curriculum change; Electronic information resources; Education, Higher; Curricula; Educational technology; Internet in higher education

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APA (6th Edition):

Coleman-Prisco, V. (2016). Factors influencing faculty innovation and adoption of open educational resources in higher education. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237021

Chicago Manual of Style (16th Edition):

Coleman-Prisco, Virginia. “Factors influencing faculty innovation and adoption of open educational resources in higher education.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 24, 2019. http://hdl.handle.net/2047/D20237021.

MLA Handbook (7th Edition):

Coleman-Prisco, Virginia. “Factors influencing faculty innovation and adoption of open educational resources in higher education.” 2016. Web. 24 Aug 2019.

Vancouver:

Coleman-Prisco V. Factors influencing faculty innovation and adoption of open educational resources in higher education. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/2047/D20237021.

Council of Science Editors:

Coleman-Prisco V. Factors influencing faculty innovation and adoption of open educational resources in higher education. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237021


University of Kentucky

14. Mensah, Richard K. CONSTRUCTING A MEASURE TO ASSESS THE PERCEIVED BENEFITS OF FACULTY-TO-FACULTY MENTORING PROGRAMS: APPLYING A RASCH MEASUREMENT THEORY FOR CALIBRATION AND ITEM INVESTIGATION.

Degree: 2016, University of Kentucky

 The need to recruit quality professors into research-1 institutions continues to be a priority among American universities (Solem & Foote, 2004), but the ability to… (more)

Subjects/Keywords: faculty-to-faculty; mentoring; Rasch; measurement; Education; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

Mensah, R. K. (2016). CONSTRUCTING A MEASURE TO ASSESS THE PERCEIVED BENEFITS OF FACULTY-TO-FACULTY MENTORING PROGRAMS: APPLYING A RASCH MEASUREMENT THEORY FOR CALIBRATION AND ITEM INVESTIGATION. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsc_etds/11

Chicago Manual of Style (16th Edition):

Mensah, Richard K. “CONSTRUCTING A MEASURE TO ASSESS THE PERCEIVED BENEFITS OF FACULTY-TO-FACULTY MENTORING PROGRAMS: APPLYING A RASCH MEASUREMENT THEORY FOR CALIBRATION AND ITEM INVESTIGATION.” 2016. Doctoral Dissertation, University of Kentucky. Accessed August 24, 2019. https://uknowledge.uky.edu/edsc_etds/11.

MLA Handbook (7th Edition):

Mensah, Richard K. “CONSTRUCTING A MEASURE TO ASSESS THE PERCEIVED BENEFITS OF FACULTY-TO-FACULTY MENTORING PROGRAMS: APPLYING A RASCH MEASUREMENT THEORY FOR CALIBRATION AND ITEM INVESTIGATION.” 2016. Web. 24 Aug 2019.

Vancouver:

Mensah RK. CONSTRUCTING A MEASURE TO ASSESS THE PERCEIVED BENEFITS OF FACULTY-TO-FACULTY MENTORING PROGRAMS: APPLYING A RASCH MEASUREMENT THEORY FOR CALIBRATION AND ITEM INVESTIGATION. [Internet] [Doctoral dissertation]. University of Kentucky; 2016. [cited 2019 Aug 24]. Available from: https://uknowledge.uky.edu/edsc_etds/11.

Council of Science Editors:

Mensah RK. CONSTRUCTING A MEASURE TO ASSESS THE PERCEIVED BENEFITS OF FACULTY-TO-FACULTY MENTORING PROGRAMS: APPLYING A RASCH MEASUREMENT THEORY FOR CALIBRATION AND ITEM INVESTIGATION. [Doctoral Dissertation]. University of Kentucky; 2016. Available from: https://uknowledge.uky.edu/edsc_etds/11


Ohio University

15. Al Zebidi, Ali A. Predictive Factors to Adopt Integrating Technology into the Teaching Process by Facultyat Al-Qunfudah University College.

Degree: PhD, Instructional Technology (Education), 2016, Ohio University

 This study aimed to investigate predictive factors that influence faculty members at Al-Qunfudah University College to adopt integrating technology into the teaching process by applying… (more)

Subjects/Keywords: Education; Educational Technology; Teaching; Technology; Factors to Integrate Technology; Technology Adoption; Faculty Use of Technology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Al Zebidi, A. A. (2016). Predictive Factors to Adopt Integrating Technology into the Teaching Process by Facultyat Al-Qunfudah University College. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476380699967336

Chicago Manual of Style (16th Edition):

Al Zebidi, Ali A. “Predictive Factors to Adopt Integrating Technology into the Teaching Process by Facultyat Al-Qunfudah University College.” 2016. Doctoral Dissertation, Ohio University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476380699967336.

MLA Handbook (7th Edition):

Al Zebidi, Ali A. “Predictive Factors to Adopt Integrating Technology into the Teaching Process by Facultyat Al-Qunfudah University College.” 2016. Web. 24 Aug 2019.

Vancouver:

Al Zebidi AA. Predictive Factors to Adopt Integrating Technology into the Teaching Process by Facultyat Al-Qunfudah University College. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476380699967336.

Council of Science Editors:

Al Zebidi AA. Predictive Factors to Adopt Integrating Technology into the Teaching Process by Facultyat Al-Qunfudah University College. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476380699967336


Purdue University

16. Tafur Arciniegas, Mariana. Understanding how adults approach technological challenges: A sequential mixed methods research.

Degree: PhD, Engineering Education, 2015, Purdue University

  People from all backgrounds engage with technology in their everyday lives. There is, however, a gap in the public's understanding of technology and limited… (more)

Subjects/Keywords: Technology in Education; Education; Engineering; Higher Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tafur Arciniegas, M. (2015). Understanding how adults approach technological challenges: A sequential mixed methods research. (Doctoral Dissertation). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_dissertations/565

Chicago Manual of Style (16th Edition):

Tafur Arciniegas, Mariana. “Understanding how adults approach technological challenges: A sequential mixed methods research.” 2015. Doctoral Dissertation, Purdue University. Accessed August 24, 2019. http://docs.lib.purdue.edu/open_access_dissertations/565.

MLA Handbook (7th Edition):

Tafur Arciniegas, Mariana. “Understanding how adults approach technological challenges: A sequential mixed methods research.” 2015. Web. 24 Aug 2019.

Vancouver:

Tafur Arciniegas M. Understanding how adults approach technological challenges: A sequential mixed methods research. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2019 Aug 24]. Available from: http://docs.lib.purdue.edu/open_access_dissertations/565.

Council of Science Editors:

Tafur Arciniegas M. Understanding how adults approach technological challenges: A sequential mixed methods research. [Doctoral Dissertation]. Purdue University; 2015. Available from: http://docs.lib.purdue.edu/open_access_dissertations/565


University of Kansas

17. Bruce, Duane. Intent to Leave the Professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities.

Degree: EdD, Educational Leadership and Policy Studies, 2011, University of Kansas

 This study investigated pre-tenure faculty satisfaction and intent to leave their institution using the 2005 - 2008 data from the COACHE Tenure-Track Job Satisfaction Survey.… (more)

Subjects/Keywords: Higher education; Higher education faculty; Intent to leave; Job satisfaction; Race; Retention

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bruce, D. (2011). Intent to Leave the Professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/9998

Chicago Manual of Style (16th Edition):

Bruce, Duane. “Intent to Leave the Professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities.” 2011. Doctoral Dissertation, University of Kansas. Accessed August 24, 2019. http://hdl.handle.net/1808/9998.

MLA Handbook (7th Edition):

Bruce, Duane. “Intent to Leave the Professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities.” 2011. Web. 24 Aug 2019.

Vancouver:

Bruce D. Intent to Leave the Professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1808/9998.

Council of Science Editors:

Bruce D. Intent to Leave the Professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/9998


University of Louisville

18. Christensen, Carrie J. Factors influencing the retention of women faculty in STEM disciplines.

Degree: PhD, 2018, University of Louisville

  Low numbers of women faculty in STEM (science, technology, engineering and mathematics) disciplines continues to be a concern in higher education. Even though completion… (more)

Subjects/Keywords: faculty retention; faculty stress; job satisfaction; intent to leave; STEM; Higher Education Administration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Christensen, C. J. (2018). Factors influencing the retention of women faculty in STEM disciplines. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2984 ; https://ir.library.louisville.edu/etd/2984

Chicago Manual of Style (16th Edition):

Christensen, Carrie J. “Factors influencing the retention of women faculty in STEM disciplines.” 2018. Doctoral Dissertation, University of Louisville. Accessed August 24, 2019. 10.18297/etd/2984 ; https://ir.library.louisville.edu/etd/2984.

MLA Handbook (7th Edition):

Christensen, Carrie J. “Factors influencing the retention of women faculty in STEM disciplines.” 2018. Web. 24 Aug 2019.

Vancouver:

Christensen CJ. Factors influencing the retention of women faculty in STEM disciplines. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Aug 24]. Available from: 10.18297/etd/2984 ; https://ir.library.louisville.edu/etd/2984.

Council of Science Editors:

Christensen CJ. Factors influencing the retention of women faculty in STEM disciplines. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/2984 ; https://ir.library.louisville.edu/etd/2984

19. Yates, Steven Lowell. Current faculty development practices for alternative delivery systems in Christian higher education institutions: A qualitative study.

Degree: 2009, Southern Baptist Theological Seminary

 This research study was an investigation of current faculty development practices for alternative delivery systems. Attention was given to faculty development in general as well… (more)

Subjects/Keywords: Faculty (Education); Internet in higher education; Education, Higher  – Computer-assisted instruction; Distance education

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APA (6th Edition):

Yates, S. L. (2009). Current faculty development practices for alternative delivery systems in Christian higher education institutions: A qualitative study. (Thesis). Southern Baptist Theological Seminary. Retrieved from http://hdl.handle.net/10392/2922

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yates, Steven Lowell. “Current faculty development practices for alternative delivery systems in Christian higher education institutions: A qualitative study.” 2009. Thesis, Southern Baptist Theological Seminary. Accessed August 24, 2019. http://hdl.handle.net/10392/2922.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yates, Steven Lowell. “Current faculty development practices for alternative delivery systems in Christian higher education institutions: A qualitative study.” 2009. Web. 24 Aug 2019.

Vancouver:

Yates SL. Current faculty development practices for alternative delivery systems in Christian higher education institutions: A qualitative study. [Internet] [Thesis]. Southern Baptist Theological Seminary; 2009. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10392/2922.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yates SL. Current faculty development practices for alternative delivery systems in Christian higher education institutions: A qualitative study. [Thesis]. Southern Baptist Theological Seminary; 2009. Available from: http://hdl.handle.net/10392/2922

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

20. Casado Pérez, Javier. Making Trouble: Profiles of Resistance by Minoritized Counselor Educators.

Degree: 2017, Penn State University

Faculty diversification continues to be an issue across academia. With glacial speed, minoritized faculty join the ranks of tenured professors. The continued homogeneity among faculty(more)

Subjects/Keywords: critical race feminism; counselor education; organizational culture; resistance; oppression; critical qualitative inquiry; critical multiculturalism; faculty diversity; higher education; in-depth phenomenological interviewing; critical phenomenology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Casado Pérez, J. (2017). Making Trouble: Profiles of Resistance by Minoritized Counselor Educators. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13843jfc207

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Casado Pérez, Javier. “Making Trouble: Profiles of Resistance by Minoritized Counselor Educators.” 2017. Thesis, Penn State University. Accessed August 24, 2019. https://etda.libraries.psu.edu/catalog/13843jfc207.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Casado Pérez, Javier. “Making Trouble: Profiles of Resistance by Minoritized Counselor Educators.” 2017. Web. 24 Aug 2019.

Vancouver:

Casado Pérez J. Making Trouble: Profiles of Resistance by Minoritized Counselor Educators. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Aug 24]. Available from: https://etda.libraries.psu.edu/catalog/13843jfc207.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Casado Pérez J. Making Trouble: Profiles of Resistance by Minoritized Counselor Educators. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13843jfc207

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Burleson, Jeffrey Allen. Faculty Compensation for Developing and Delivering Online Courses.

Degree: PhD, STEM and Professional Studies, 2011, Old Dominion University

  The intent of this dissertation was to determine the most common compensation practices higher education institutions provided faculty for developing and delivering online courses.… (more)

Subjects/Keywords: E-learning; Faculty; Faculty compensation; Online learning; Educational Technology; Higher Education; Higher Education Administration; Online and Distance Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Burleson, J. A. (2011). Faculty Compensation for Developing and Delivering Online Courses. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781124625584 ; https://digitalcommons.odu.edu/stemps_etds/61

Chicago Manual of Style (16th Edition):

Burleson, Jeffrey Allen. “Faculty Compensation for Developing and Delivering Online Courses.” 2011. Doctoral Dissertation, Old Dominion University. Accessed August 24, 2019. 9781124625584 ; https://digitalcommons.odu.edu/stemps_etds/61.

MLA Handbook (7th Edition):

Burleson, Jeffrey Allen. “Faculty Compensation for Developing and Delivering Online Courses.” 2011. Web. 24 Aug 2019.

Vancouver:

Burleson JA. Faculty Compensation for Developing and Delivering Online Courses. [Internet] [Doctoral dissertation]. Old Dominion University; 2011. [cited 2019 Aug 24]. Available from: 9781124625584 ; https://digitalcommons.odu.edu/stemps_etds/61.

Council of Science Editors:

Burleson JA. Faculty Compensation for Developing and Delivering Online Courses. [Doctoral Dissertation]. Old Dominion University; 2011. Available from: 9781124625584 ; https://digitalcommons.odu.edu/stemps_etds/61


Baylor University

22. Haliburton, Francene. Demographic characteristics and workload perceptions of higher education faculty in Texas who prepare K-12 principals.

Degree: Educational Administration., 2010, Baylor University

 Research shows that the role of the K–12 principal is a significant factor in school improvement. Principal preparation programs have been criticized for inadequately preparing… (more)

Subjects/Keywords: Higher education faculty in Texas.; Demographics of principal educators in Texas.

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APA (6th Edition):

Haliburton, F. (2010). Demographic characteristics and workload perceptions of higher education faculty in Texas who prepare K-12 principals. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/7933

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Haliburton, Francene. “Demographic characteristics and workload perceptions of higher education faculty in Texas who prepare K-12 principals. ” 2010. Thesis, Baylor University. Accessed August 24, 2019. http://hdl.handle.net/2104/7933.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Haliburton, Francene. “Demographic characteristics and workload perceptions of higher education faculty in Texas who prepare K-12 principals. ” 2010. Web. 24 Aug 2019.

Vancouver:

Haliburton F. Demographic characteristics and workload perceptions of higher education faculty in Texas who prepare K-12 principals. [Internet] [Thesis]. Baylor University; 2010. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/2104/7933.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Haliburton F. Demographic characteristics and workload perceptions of higher education faculty in Texas who prepare K-12 principals. [Thesis]. Baylor University; 2010. Available from: http://hdl.handle.net/2104/7933

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Ohio University

23. Busch, Carey L. Social Justice of University Faculty: A Predictor of Attitude toward Students with Disabilities and Willingness to Accommodate.

Degree: PhD, Counselor Education (Education), 2015, Ohio University

 Increasing numbers of students with disabilities enrolling in postsecondary education combined with the mandate for institutions of higher education to successfully retain and graduate students… (more)

Subjects/Keywords: Counseling Education; Higher Education; social justice; disability; postsecondary education; faculty attitude toward disability; accommodations; counselor education; faculty willingness to accommodate

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APA (6th Edition):

Busch, C. L. (2015). Social Justice of University Faculty: A Predictor of Attitude toward Students with Disabilities and Willingness to Accommodate. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448880330

Chicago Manual of Style (16th Edition):

Busch, Carey L. “Social Justice of University Faculty: A Predictor of Attitude toward Students with Disabilities and Willingness to Accommodate.” 2015. Doctoral Dissertation, Ohio University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448880330.

MLA Handbook (7th Edition):

Busch, Carey L. “Social Justice of University Faculty: A Predictor of Attitude toward Students with Disabilities and Willingness to Accommodate.” 2015. Web. 24 Aug 2019.

Vancouver:

Busch CL. Social Justice of University Faculty: A Predictor of Attitude toward Students with Disabilities and Willingness to Accommodate. [Internet] [Doctoral dissertation]. Ohio University; 2015. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448880330.

Council of Science Editors:

Busch CL. Social Justice of University Faculty: A Predictor of Attitude toward Students with Disabilities and Willingness to Accommodate. [Doctoral Dissertation]. Ohio University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448880330


University of Western Australia

24. Abdul Samad, Adlina Binti. An e-discourse framework for the qualitative analysis of inquiry-based web forums.

Degree: PhD, 2007, University of Western Australia

The online interactions of internet communications are increasingly being used to both extend learning in higher education contexts and also as a convenient yet potentially… (more)

Subjects/Keywords: Education, Higher; Education, Higher; Educational technology; Information technology; Internet in higher education; E-learning

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APA (6th Edition):

Abdul Samad, A. B. (2007). An e-discourse framework for the qualitative analysis of inquiry-based web forums. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10145&local_base=GEN01-INS01

Chicago Manual of Style (16th Edition):

Abdul Samad, Adlina Binti. “An e-discourse framework for the qualitative analysis of inquiry-based web forums.” 2007. Doctoral Dissertation, University of Western Australia. Accessed August 24, 2019. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10145&local_base=GEN01-INS01.

MLA Handbook (7th Edition):

Abdul Samad, Adlina Binti. “An e-discourse framework for the qualitative analysis of inquiry-based web forums.” 2007. Web. 24 Aug 2019.

Vancouver:

Abdul Samad AB. An e-discourse framework for the qualitative analysis of inquiry-based web forums. [Internet] [Doctoral dissertation]. University of Western Australia; 2007. [cited 2019 Aug 24]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10145&local_base=GEN01-INS01.

Council of Science Editors:

Abdul Samad AB. An e-discourse framework for the qualitative analysis of inquiry-based web forums. [Doctoral Dissertation]. University of Western Australia; 2007. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10145&local_base=GEN01-INS01


University of Waterloo

25. Ellis, Donna E. Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change.

Degree: 2013, University of Waterloo

 This exploratory research investigates students’ responses to innovative instructional methods, focusing primarily on identifying the barriers that discourage students from engaging with methods that are… (more)

Subjects/Keywords: resistance to change; learning-centred teaching; higher education

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APA (6th Edition):

Ellis, D. E. (2013). Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/7414

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ellis, Donna E. “Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change.” 2013. Thesis, University of Waterloo. Accessed August 24, 2019. http://hdl.handle.net/10012/7414.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ellis, Donna E. “Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change.” 2013. Web. 24 Aug 2019.

Vancouver:

Ellis DE. Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change. [Internet] [Thesis]. University of Waterloo; 2013. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10012/7414.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ellis DE. Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change. [Thesis]. University of Waterloo; 2013. Available from: http://hdl.handle.net/10012/7414

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

26. Shelton, Kiesha R. Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?.

Degree: 2014, University of North Texas

 There were two main purposes of this quantitative study. The first purpose was to identify characteristics associated with the selected sample of academic advisors that… (more)

Subjects/Keywords: Academic advising; profession; Counseling in higher education  – Standards.; Faculty advisors.

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APA (6th Edition):

Shelton, K. R. (2014). Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500023/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shelton, Kiesha R. “Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?.” 2014. Thesis, University of North Texas. Accessed August 24, 2019. https://digital.library.unt.edu/ark:/67531/metadc500023/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shelton, Kiesha R. “Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?.” 2014. Web. 24 Aug 2019.

Vancouver:

Shelton KR. Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Aug 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500023/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shelton KR. Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500023/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Missouri – Columbia

27. Burt, Tracie D. From Mission to Measurement: Advancing Postsecondary Academic Advising Assessment and Practice through Evaluating Program Theory and Outcomes.

Degree: 2014, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Through a program evaluation, this study was designed as a mixed method, causal comparative, cross-sectional… (more)

Subjects/Keywords: Counseling in higher education; Faculty advisors; College freshmen  – Attitudes

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APA (6th Edition):

Burt, T. D. (2014). From Mission to Measurement: Advancing Postsecondary Academic Advising Assessment and Practice through Evaluating Program Theory and Outcomes. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/45846

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Burt, Tracie D. “From Mission to Measurement: Advancing Postsecondary Academic Advising Assessment and Practice through Evaluating Program Theory and Outcomes.” 2014. Thesis, University of Missouri – Columbia. Accessed August 24, 2019. http://hdl.handle.net/10355/45846.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Burt, Tracie D. “From Mission to Measurement: Advancing Postsecondary Academic Advising Assessment and Practice through Evaluating Program Theory and Outcomes.” 2014. Web. 24 Aug 2019.

Vancouver:

Burt TD. From Mission to Measurement: Advancing Postsecondary Academic Advising Assessment and Practice through Evaluating Program Theory and Outcomes. [Internet] [Thesis]. University of Missouri – Columbia; 2014. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10355/45846.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burt TD. From Mission to Measurement: Advancing Postsecondary Academic Advising Assessment and Practice through Evaluating Program Theory and Outcomes. [Thesis]. University of Missouri – Columbia; 2014. Available from: http://hdl.handle.net/10355/45846

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Northeastern University

28. Russell, Alicia K. Catalysts for re-examining pedagogical assumptions: a phenomenological inquiry into higher education faculty designing and teaching online courses.

Degree: EdD, School of Education, 2011, Northeastern University

 This research concerns the potential of online teaching to prompt university faculty members to reflect on the essence of good teaching, and as a result… (more)

Subjects/Keywords: education; educational technology; pedagogy; blogs; faculty; higher education; online teaching; phenomenological study; qualitative study; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Russell, A. K. (2011). Catalysts for re-examining pedagogical assumptions: a phenomenological inquiry into higher education faculty designing and teaching online courses. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002125

Chicago Manual of Style (16th Edition):

Russell, Alicia K. “Catalysts for re-examining pedagogical assumptions: a phenomenological inquiry into higher education faculty designing and teaching online courses.” 2011. Doctoral Dissertation, Northeastern University. Accessed August 24, 2019. http://hdl.handle.net/2047/d20002125.

MLA Handbook (7th Edition):

Russell, Alicia K. “Catalysts for re-examining pedagogical assumptions: a phenomenological inquiry into higher education faculty designing and teaching online courses.” 2011. Web. 24 Aug 2019.

Vancouver:

Russell AK. Catalysts for re-examining pedagogical assumptions: a phenomenological inquiry into higher education faculty designing and teaching online courses. [Internet] [Doctoral dissertation]. Northeastern University; 2011. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/2047/d20002125.

Council of Science Editors:

Russell AK. Catalysts for re-examining pedagogical assumptions: a phenomenological inquiry into higher education faculty designing and teaching online courses. [Doctoral Dissertation]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20002125


George Mason University

29. Dass, Susan M. Exploring the effectiveness of a professional development intervention on faculty consideration of adoption of 3D avatar-based virtual worlds as a learning environment: An exploratory case study .

Degree: 2014, George Mason University

 The use of 3D avatar-based virtual worlds is gaining momentum. Guidance on how to improve faculty consideration of adopting a technology has not been examined… (more)

Subjects/Keywords: Educational technology; Higher education; Faculty Perceptions; Professional Development; Research; Second Life; Technology Adoption; Virtual Worlds

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dass, S. M. (2014). Exploring the effectiveness of a professional development intervention on faculty consideration of adoption of 3D avatar-based virtual worlds as a learning environment: An exploratory case study . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dass, Susan M. “Exploring the effectiveness of a professional development intervention on faculty consideration of adoption of 3D avatar-based virtual worlds as a learning environment: An exploratory case study .” 2014. Thesis, George Mason University. Accessed August 24, 2019. http://hdl.handle.net/1920/9171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dass, Susan M. “Exploring the effectiveness of a professional development intervention on faculty consideration of adoption of 3D avatar-based virtual worlds as a learning environment: An exploratory case study .” 2014. Web. 24 Aug 2019.

Vancouver:

Dass SM. Exploring the effectiveness of a professional development intervention on faculty consideration of adoption of 3D avatar-based virtual worlds as a learning environment: An exploratory case study . [Internet] [Thesis]. George Mason University; 2014. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1920/9171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dass SM. Exploring the effectiveness of a professional development intervention on faculty consideration of adoption of 3D avatar-based virtual worlds as a learning environment: An exploratory case study . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/9171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Mississippi State University

30. Almuqayteeb, Taghreed Abdulaziz. ATTITUDES OF FEMALE FACULTY TOWARD THE USE OF COMPUTER TECHNOLOGIES AND THE BARRIERS THAT LIMIT THEIR USE OF TECHNOLOGIES IN GIRLS COLLEGES IN SAUDI ARABIA.

Degree: PhD, Instructional Systems and Workforce Development, 2009, Mississippi State University

  The purpose of this study was to examine female faculty members use of computer technologies, their attitudes toward computers, the factors that best predict… (more)

Subjects/Keywords: technology integration; attitudes; barriers to technology use; higher education; computer technologies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Almuqayteeb, T. A. (2009). ATTITUDES OF FEMALE FACULTY TOWARD THE USE OF COMPUTER TECHNOLOGIES AND THE BARRIERS THAT LIMIT THEIR USE OF TECHNOLOGIES IN GIRLS COLLEGES IN SAUDI ARABIA. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-09162009-001605/ ;

Chicago Manual of Style (16th Edition):

Almuqayteeb, Taghreed Abdulaziz. “ATTITUDES OF FEMALE FACULTY TOWARD THE USE OF COMPUTER TECHNOLOGIES AND THE BARRIERS THAT LIMIT THEIR USE OF TECHNOLOGIES IN GIRLS COLLEGES IN SAUDI ARABIA.” 2009. Doctoral Dissertation, Mississippi State University. Accessed August 24, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-09162009-001605/ ;.

MLA Handbook (7th Edition):

Almuqayteeb, Taghreed Abdulaziz. “ATTITUDES OF FEMALE FACULTY TOWARD THE USE OF COMPUTER TECHNOLOGIES AND THE BARRIERS THAT LIMIT THEIR USE OF TECHNOLOGIES IN GIRLS COLLEGES IN SAUDI ARABIA.” 2009. Web. 24 Aug 2019.

Vancouver:

Almuqayteeb TA. ATTITUDES OF FEMALE FACULTY TOWARD THE USE OF COMPUTER TECHNOLOGIES AND THE BARRIERS THAT LIMIT THEIR USE OF TECHNOLOGIES IN GIRLS COLLEGES IN SAUDI ARABIA. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2019 Aug 24]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-09162009-001605/ ;.

Council of Science Editors:

Almuqayteeb TA. ATTITUDES OF FEMALE FACULTY TOWARD THE USE OF COMPUTER TECHNOLOGIES AND THE BARRIERS THAT LIMIT THEIR USE OF TECHNOLOGIES IN GIRLS COLLEGES IN SAUDI ARABIA. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-09162009-001605/ ;

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