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UMUC - European Division - Mason G Daly - Commencement Remarks - May 28 1967 - Heidelberg
No full textEurope;Hoffmann, RosemaryCommencement Remarks Dr. Mason G. Daly
Heidelberg, 28 May 1967 Director European Division University of Maryland
A university may have once prided itself in being the quiet citadel of learning, designed to formally educate the few and the young, but the modern American university has had to face the challenge of upholding traditions and values while it moves dynamically within its society. It found that it must be in the market place, at the space launching pad, in the developing country, in the jungle and on the ice-cap, merged into every sphere of human endeavor. Especially the American university must be with Americans wherever they are in the world.
And that is why we are here today, in solemn convocation in an historic setting rich with tradition, with robed dignitaries and students drawing upon hundreds of years of European tradition for the regalia and ritual of this ceremony.
The tradition is enriched because we are a vivid representation of how far the American university has taken its resources in order to reach mature and deserving students. We reach Americans on military enclaves in Europe and Africa and the Middle East. We reach them because the US military, as no other military in the history of the world, wishes to develop its citizen warrior with knowledge and skills that are not military in nature, but are a part of the intellectual development needed by an American in or out of uniform.
The University of Maryland is here at the invitation of these overseas commands, operating with complete academic autonomy, abiding by the same university regulations and requirements on its world-wide campus which apply on its home campus.
And so today, as a representative of this overseas division, I lay full claim for this class, and for this faculty, to the most important fact of academic life: the fact that we have been, as free individuals, on an unconditional search for truth. This search for truth -this educational process -can be formalized and vigorously pursued anywhere in the world, and without a doubt on remote military enclaves. These graduates have glowingly proved that, and that is our, crowning achievement, dramatized here today.
For graciously providing us with this historic setting for this solemn convocation, we are, for the fourteenth time, indebted to the renowned Heidelberg University. Our host, representing the Rektor and the University, is Professor Dr. German Muller. Will you please stand Professor Muller.
For all of the commanding officers present here today, commanding officers who support these students and the thousands who study with them, may I ask General James H. Polk, Commander-in-chief United States Army Europe and Seventh Army to rise.
For all of the professional education advisors and education officers and their staffs, represented here today, the men and women who counsel and enroll and guide these worthy students, may I ask two men to rise together, Mr. Tilton Davis, Chief of Education for US Army Europe, and Dr. K. Douglas Beakes, Chief of Education for US Air Forces Europe.
For all of the professional librarians, Army, Navy, and Air Force, who support this faculty and these students with resource materials and reading rooms and research facilities in every corner of these commands, may I ask Miss Mary Vocelle, Chief Librarian for USAFE to take the bow.
For the many faculty members of all nationalities, who supplement this robed group on the platform, may I ask Dr. Lotte Fester, lecturer in German language and culture during all of our eighteen years overseas, to please stand.
Our sense of history and continuity and tradition is strengthened today by the presence of two individuals. Here today is a man who served as director of both this European Division and of our Far East Division, a man who molded and guided this overseas venture, a man whose contribution is a heritage enjoyed by this graduating class. Dr. Augustus J. Prahl, Professor of Foreign Languages, University of Maryland, will you please stand.
And also present is the widow of our late, beloved director, General Herman Beukema, who directed this division for six and one half years after a long and distinguished career as professor at West Point. Mrs. Beukema will you please rise.
You are all welcome at this ceremony, participants and guests, and at the reception which follows
UMUC - European Division - Mason G Daly - Tokyo farewell to staff - May 1961 - Tokyo
No full textAsia;Hoffmann, RosemaryTokyo farewell to staff May 61
Four years ago when the Heidelberg staff said sayonara I made a little speech that was hard to make, as this one will be. That time I was fortified with Rhine-wine, something I like as much, but no more than sake. I managed to express only a little that I wanted to say to my associates in Heidelberg. I do remember that I said we hoped to come back; that we were leaving with two children and that we planned to have two more in Japan. Well we are going back to Heidelberg, and we have added Chimi and Chiro – as promised. Let me make it very clear tonight. We will not be adding two more children in Heidelberg or elsewhere. We have enough. We ill hope very much to come back to Tokyo some day, and I want you all to join us in that hope. I also hope the world will continue to get smaller (and I hope, safer), and that many of you will in the future get to travel to the United States and to Europe, and in that travel find the Dalys. We sincerely hope to keep some of the Japanese language, songs, and dances alive in our children, and with the great good help of Takamizawa-san, we may just do that. We are taking a lot of Japan with us. In our children. In their names. In our possessions. In our friends. In our memories. Most of all in our memories.
It is remarkable to think back over the four years that we have been here with you. Our little office staff (that then had only Heather, Ito, and Ted [Michele, Serena, & Hannah] of those still with us) had grown and grown. We have all worked hard together, but we have worked well. We have all been proud of this American university, and we have done some remarkable things together. That pride and that work and accomplishment will go on. You are very lucky people, to work and live in Tokyo, a very great city. I trust you will miss the Dalys in many ways, I know I will miss Takamazawa-san. But your good work will go on. You already know and respect hour honchos, and the new one coming – Dr. Dellen – you will like and admire.
I want you to occasionally think of me with the German staff in Heidelberg. There I will be working with people whose names include Hans, Edgar, Hilda, Gertie, Helmut, Ingrid. They do the same work you do, and they are also wonderful to work with. But they will never replace you in my respect or affection. I can assure you Heidelberg will never replace Tokyo. And the European Division will never keep me too busy to want to know how the Far East Division is making out and how all of you are.
In Deutschland wir sagen, vielen dank, und auf wiedersehen. Like sayonara, auf widersehen means until we see each other again
Abused men versus old-school feminism how a movement founded to protect and advocate for equal gender rights evolved to a philosophy which denies victims their status based solely on gender
No full textA husband will never fear his potential violent wife; therefore, it is impossible for her to exert psychological and social control over her husband through the use of violence (Jacobson et al., 1994). This denial of possible husband abuse seems to be in line with what many seasoned therapists think; especially, the ones who adhere to the feminist approach when treating couples with a history of domestic abuse. According to Estroff Marano, some of them even test possible clients before they accept to become their therapists, and they only accept couples in which the husbands take full responsibility for the occurred battering (1993). This attitude seems to be in direct contrast with how the women of generation X and Y view feminism. Denying culpability or partial responsibility women can carry in domestic abuse cases is the same as denying women’s rights to be treated as equals. There is a need to review old-school feminism by challenging elements of patriarchal theory and acknowledging the existence of husband abuse to provide all victims with the protection they deserve.Running head: ABUSED MEN VERSUS OLD-SCHOOL FEMINISM 1
Abused Men versus Old-school Feminism: How a Movement Founded to Protect and Advocate for Equal Gender Rights Evolved to a Philosophy which Denies Victims their Status Based Solely on Gender.
Natcha Mally
A husband will never fear his potential violent wife; therefore, it is impossible for her to exert psychological and social control over her husband through the use of violence (Jacobson et al., 1994). This denial of possible husband abuse seems to be in line with what many seasoned therapists think; especially, the ones who adhere to the feminist approach when treating couples with a history of domestic abuse. According to Estroff Marano, some of them even test possible clients before they accept to become their therapists, and they only accept couples in which the husbands take full responsibility for the occurred battering (1993). This attitude seems to be in direct contrast with how the women of generation X and Y view feminism. Denying culpability or partial responsibility women can carry in domestic abuse cases is the same as denying women’s rights to be treated as equals. There is a need to review old-school feminism by challenging elements of patriarchal theory and acknowledging the existence of husband abuse to provide all victims with the protection they deserve.
Difficulties in Accepting Male Victims in Matters of Domestic Abuse
Society still regards domestic abuse mainly as an issue marked by female vulnerability and male dominance. According to Gosselin, patriarchal theory – or the feminist approach – is the most commonly used theory to explain female battering (2010). The feminist approach focuses on gender inequality and a male’s “compulsion to control” (Gosselin, 2010, p. 79). ABUSED MEN VERSUS OLD-SCHOOL FEMINISM 2
Instead of focusing on the strength differences may bring and a positive symbiosis of female and male characteristics, power relations are accentuated. Gosselin states patriarchal theory bases male control over women on the privileged status men have in society. Men are seen as wanting to exclude women and wanting to keep them under control. In order to accomplish this, the abuse of women has been rationalized (2010). Following patriarchal theory it is impossible for a man to be victimized by a woman (George, 2007). By focusing on patriarchy and how women are kept under control by men, it became acceptable for society to view domestic abuse as a problem in which the man is always the aggressor and the woman is always the injured party (Dutton as cited in George, 2007).
Therapists and researchers who deny the existence of husband abuse support their stance by claiming that if a woman does result to violence in the relationship, it is only out of self-defense. In their lab, Jacobson et al. asked 60 couples, who reported to be in an abusive husband-to-wife relationship, to recount 3 different incidents; namely, the most recent, the worst, and the first. They found the husbands to be the aggressors in every instance. Even though the wives could also be violent, the researchers concluded the wives were the only ones who showed signs of fear during the incidents. Further results included wives were only violent in response to their husbands’ violence and women did not have the ability to stop the violence once initiated (1994). Jacobson et al. do admit the levels of verbal aggression for couples in an abusive relationship were as high for the men as for the women, but they deny this verbal aggression on the women’s part was connected to the husbands’ abuse (1994).
In this experiment which was mainly based on “he said – she said” accounts, it seems several results were either ignored or dismissed when they were not in line with the researchers’ initial predictions. For example, when choosing the couples for their experiment, data showed ABUSED MEN VERSUS OLD-SCHOOL FEMINISM 3
half of the women of the chosen couples would also have been selected if the criteria had been reversed and wife-to-husband violence would have been the subject. Even though the results of these women were similar to their husbands’, the men’s actions were still classified as abusive while the women’s actions were classified as defensive. Test results also showed some discrepancies in how men and women interpreted violent episodes in their relationship. While the wives claimed their husbands would remain violent whether they countered with violence themselves, used a verbal defense, or withdrew, the husbands stated violence only continued when their wives were violent or emotionally abusive (Jacobson et al., 1994). This is in contrast with what can be read in the discussion where Jacobson et al. claim the husbands disclosed the violence would continue once started and even withdrawal would not change that (1994). Husband and wives in an abusive relationship also disagreed on why wife violence persisted. While the wives claimed it was only used when husband violence was present, husbands claimed wife violence was also present in response to their emotional abuse (Jacobson et al., 1994). In addition, one has to wonder if all events were recounted truthfully. While the husbands may have claimed they were never afraid of their wives’ violent acts, this might not reflect reality. Many men have still been socialized in such a way they cannot admit to being afraid; especially, if the object of their fear were to be a women. Different standards were used in this experiment when measuring female and male behavior. This does not come as a surprise as Jacobson has been noted to say at a convention of the American Psychological Association that women in abusive relationships do not back down, taunt, and demean just as their husbands, but in their case he described it as feisty and courageous behavior, while their husbands are branded abusive (as cited in Estroff Marano, 1993). ABUSED MEN VERSUS OLD-SCHOOL FEMINISM 4
Even when husband abuse is acknowledged, it is not construed as a social problem. According to Lucal, the concept of battered husbands has failed to become a social problem because:
There has been no social movement, no organized response of any kind, on behalf of battered husbands. Social science responses, in large part, have been contradictory; sustained mass media attention has been lacking. Finally, if gender images make the identification and definition of battered wives easier, they make similar perceptions of battered husbands all the more difficult. (1995, p. 100).
In more recent times, when media and government are giving more attention to husband abuse, some researchers such as Minaker and Snider still deny it to be a true social problem. Instead they claim the problem has been exaggerated by “pro-men’s rights groups and anti-feminist women’s groups aimed at re-appropriating male power and privilege” (2006, p. 759).
The lack of public support for battered men has made it more difficult for victims to come forward; especially as they already had to deal with misconceptions in relation to the traditional gender roles. Saunders, for example, states that when examining marital violence, the consequences of that violence should be taken into account as women are not able to conflict the same amount of physical harm as men (1986). Saunders’ remark forgets to take into account that in some couples the wife may be physically stronger – even if only temporary – than her husband, such as when the husband is sick, handicapped, or elderly (Langley & Levi, 1977). If Saunders’ logic were to be followed, not only could an abusive wife be acquitted on the grounds of her physical wounds, sustained when her husband was defending himself, being more severe than the ones she inflicted on her husband, but other consequences of violence such as emotional ABUSED MEN VERSUS OLD-SCHOOL FEMINISM 5
and psychological damage are also ignored. Attributing responsibility and identifying the primary aggressor in domestic abuse cases should be about more than the size of a bruise.
One has to wonder why researchers adhering to the feminist approach are so opposed to admitting domestic violence can be gender neutral. Minaker and Snider offer an answer which seems to be less concerned with the victims in general than with economics; namely, “when policy makers take husband-abuse claims at face value, resources allocated to rape crisis centres, shelters, and services for battered women can be reduced or eliminated” (2006, pp. 770-771). Sarantakos agrees feminists’ rigid view on domestic violence and their denial of husband abuse as a social problem are partly motivated by economic motives and also by a fear to lose public attention. He cites, amongst others, Morrow and Hawxhurst who claim that “accepting women as perpetrators of spouse abuse (a) will endanger funding committed to wife abuse; (b) will harm the public image of the battered women’s movement . . .” (as cited in Sarantakos, 1999, p. 243). Kurz remarks that accepting husband abuse could motivate funders to redirect their money to maintain shelters for battered men instead of sponsoring those for battered women, and therapists might start focusing less on women and their subordinate position and more on an individual’s problems (1993). According to Straus, the reason why patriarchal theory has been so enduring is because of “the efforts of feminists to conceal, deny, and distort the evidence” (2007, p. 227). Instead of showing concern and support for victims, no matter which gender they belong to, the feminist movement, which once battled for equality, seems to have lost its way.
The Battered Husband: Not Just Mere Fiction
Women are able to exhibit violent behavior other than for purposes of self- defense within an intimate relationship. Sarantakos (2004) conducted a qualitative study on a sample of 68 people involved in domestic abuse where the husbands were the alleged victims. Beside ABUSED MEN VERSUS OLD-SCHOOL FEMINISM 6
husbands and wives, their children (aged between 16 and 32) and the wives’ mothers were questioned in order to verify the accounts of the alleged victims and aggressors. When asked whether their husbands had endangered them in such a way they had to respond with violence out of self-defense, the majority of the wives answered affirmatively. But even though in some couples this was confirmed, most mothers and children consistently disagreed with the wives’ statements and claimed the husbands had not been violent towards their wives. When confronted with their children’s and mothers’ accounts, most women did admit not to have been the victim. The study revealed that some of the children had also been hurt by their mothers while trying to warn or protect their fathers, and sometimes, they had also been used as collateral if the husbands wanted to fight back, run away, or defy the wives which prompted many husbands to stay in the abusive relationship to protect their children (Sarantakos, 2004).
Even though the sample in this study was quite small, it still shows effectively how women can be the violent party in an abusive relationship and how they can use violence for other reasons than self-defense. According to Archer and Fiebert, over 200 studies have shown mutual violence is the most common form and men and women are evenly distributed as aggressors in one-sided violence (as cited in Straus, 2009). It even seems as if husband abuse is more common than wife abuse amongst younger and dating couples (Straus and Ramirez; Withaker, Haileyesus, Swahn, & Saltzman as cited in Straus, 2009). These cases are not just in relation to mild violence, but also hold truth when evaluating severe violence such as trying to choke one’s partner (Straus, 2009). Besides the rates of male or female perpetrated violence being similar, so are the reasons for initiating violence. Both sexes have described the same kind of motivators; namely, coercion, anger, punishing misbehavior, jealousy, frustration, and self-defense (Cascardi & Vivian; Follingstad, Wright, Lloyd, & Sebastian; Kernsmith; Stets & ABUSED MEN VERSUS OLD-SCHOOL FEMINISM 7
Hammons; Pearson as cited in Straus, 2009). In contrast to what researchers and therapists adhering to the feminist approach claim, only 18,5% of women in an examination of college students using violence claimed it was out of self-defense, and only 20% of wives in marital therapy did the same (Follingstad et al.; Cascardi & Vivian as cited in Straus, 2009).
Importance of Prevention and Therapy
To reduce and avoid escalation of domestic violence, it is important to offer prevention services, therapy, and support to both males and females (Straus, 2009). Physical violence is unacceptable whether it is instigated by a male or a female perpetrator. As the majority of violent acts in domestic abuse are minor, do not usually cause physical injuries, and are committed equally by both sexes, the emphasis should be on primary prevention which focuses on “minor forms of physical violence and equally on male and female perpetration” (Straus, 2009, p. 250). Studies show patriarchal theory to be flawed as male batterers were observed “not to be controlling and macho, but rather dependent, fearful and uncertain of their masculinity, with poor impulse control and personality disorders” (Dutton as cited in George, 2007, p. 15). This presents a completely different image to base therapy on. Prevention and therapy efforts are most helpful when they emphasize how one can better manage anger and frustration. Even though female victims should not lose focus, male victims should also be acknowledged and services should be offered so they can also have a safe haven (Straus, 2009). When therapists acknowledge female abusers and provide them with the services they need, they are also keeping these women safer. Once female abusers learn to control their anger, they will not have to fear possible retaliation of their husbands.
Conclusion ABUSED MEN VERSUS OLD-SCHOOL FEMINISM 8
Even though most supporters of the feminist approach still adamantly deny the existence of husband abuse, there is plenty of evidence available to refute their position. As many young women in western society today regard feminism in a different light and do not believe they live in a male dominated world anymore, it seems as if old-school feminism has become obsolete. Many generation X and Y women belief that even though there are plenty of differences between the genders, equality is a fact and this should have consequences for both the good and the evil. Professionals adhering to the feminist approach should adapt their theories to a present day reality where women are more empowered and feel secure enough in their identity to make personal choices, such as becoming a homemaker, without feeling as if they are being oppressed. Modern feminists want to be able to make choices and be respected for the choices they make. Feminists who portray women as eternal victims, demand gender quotas, and disrespect young women for choosing to become homemakers have lost touch with their target demographic. By denying the possibility of husband abuse, equal rights and duties are being swept under the rug. Regardless of gender, victims of domestic abuse need support and protection. It is time to focus on the individual instead of on a specific gender.
ABUSED MEN VERSUS OLD-SCHOOL FEMINISM 9
References
Estroff Marano, H. (1993). Inside the heart of marital violence. Psychology Today, 26(6), 48-53, 76-78, 91. Retrieved from http://www.psychologytoday.com/articles/199311/inside-the-heart-marital-violence
George, M. J. (2007). The "great taboo" and the role of patriarchy in husband and wife abuse. International Journal of Men's Health, 6(1), 7-21. doi:10.3149/jmh.0601.7.
Gosselin, D. K. (2010). Heavy hands: An introduction to the crimes of family violence (4th ed.). Boston, MA: Prentice Hall.
Jacobson, N. S., Gottman, J. M., Waltz, J., Rushe, R., Babcock, J., & Holtzworth-Munroe, A. (1994). Affect, verbal content, and psychophysiology in the arguments of couples with a violent husband. Journal of Consulting and Clinical Psychology, 62(5), 982-988. doi:10.1037/0022-006X.62.5.982.
Kurz, D. (1993). Physical assaults by husbands: a major social problem. In R. J. Gelles & D. R. Loseke (Eds.), Current controversies on family violence (pp. 88-103). Newbury Park, CA: Sage Publications. Retrieved from http://www.sagepub.com/home.nav
Langley, R., & Levy, R. C. (1977). Wife beating: The silent crisis. New York, NY: Dutton.
Lucal, B. (1995). The problem with "battered husbands." Deviant Behavior, 16(2), 95-112. Retrieved from http://www.tandf.co.uk/journals/tf/01639625.html ABUSED MEN VERSUS OLD-SCHOOL FEMINISM 10
Minaker, J. C., & Snider, L. (2006). Husband abuse: Equality with a vengeance? Canadian Journal of Criminology & Criminal Justice, 48(5), 753-780. doi:10.1353/ccj.2006.0053
Sarantakos, S. (1999). Husband abuse: Fact or fiction? Australian Journal of Social Issues, 34(3), 231-252. Retrieved from http://www.aspa.org.au/publications/ajsi.html
Sarantakos, S. (2004). Deconstructing self-defense in wife-to-husband violence. Journal of Men's Studies, 12(3), 277-296. Retrieved from http://mensstudies.metapress.com/content/120392/
Saunders, D. G. (1986). When battered women use violence: Husband-abuse or self-defense? Violence and Victims, 1(1), 47-60. Retrieved from http://www.springerpub.com/product/08866708
Straus, M. A. (2007). Processes explaining the concealment and distortion of evidence on gender symmetry in partner violence. European Journal on Criminal Policy & Research, 13(3), 227-232. doi:10.1007/s10610-007-9060-5
Straus, M. A. (2009). Gender symmetry in partner violence: Evidence and implications for prevention and treatment. In D. J. Whitaker & J. R. Lutzker (Eds.), Preventing partner violence: Research and evidence-based intervention strategies (pp. 245-271). Washington, DC: American Psychological Association. doi:10.1037/11873-01
The effect of post-laboratory discussions on student understanding and content retention in entry-level biology courses
No full textAn important part of the science process is sharing and discussing experimental results and
approacheswith peers. Validation of knowledge by experiment replication (each student performing
the sameexperiment, then sharing their results) and the opportunity to evaluate the experimental
approach applied by others is important according to Domin (2009), which could be achieved through
post-lab discussions in the online classroom. Hammond and Moring (2007) listed post-lab discussions
as an important component in an active, inquiry-driven approach to science laboratory education, and
peer-review introduces students to the nature of science according to Trautman (2009). However, such
post-lab peer interactions have not yet been systematically tested in the onlineclassroom until now.
Domin (2009) suggested that “open-inquiry instruction” is more suitable for older or more experienced
students in regards to the delivery of science content. Many of UMUC’s students are older and bring a
significant amount of life experiences into the classroom so we believe the addition of more “open
inquiry” instruction could be beneficial to our students. In addition, several recent studies address the
effect of pre-lab activities on student understanding of concepts and achievement of course outcomes
(Jones and Edwards, 2010; Gregory and Di Trapani, 2012), but we were unable to locate studies that
directly measure the effectiveness of post-lab discussions. We hypothesized that entry-level biology
students, who participated in post-lab discussions, would perform significantly better on a
standardized assessment than their peers, who did not participate in such post-lab dialogues.The effect of post-laboratory discussions on student understanding and content retention in entry-level biology courses
April Boulton, Ph.D. and GroTorsethaugen, Ph.D.
University of Maryland University College
Undergraduate Studies - Natural Sciences BACKGROUND Real Science Incorporates Post-experiment Discussion
Science process = sharing and discussing experimental results and approaches with peers
Students performing the same experiment, then sharing and comparing their results = assists learning (Domin 2009)
Hammond and Moring (2007) = post-lab discussions promote active, inquiry-driven approach to science laboratory education,
Such post-lab peer interactions have not yet been systematically tested in the classroom until now
College Science Courses Need to Incorporate Post-experiment Discussion
Domin (2009) = “open-inquiry instruction” is more suitable for older or more experienced students in regards to the delivery of science content
Many UMUC students are older and bring a significant amount of life experiences into the classroom
Several recent studies address the effect of pre-lab activities on student understanding of concepts and achievement of course outcomes (Jones and Edwards, 2010; Gregory and Di Trapani, 2012)
No studies that directly measure the effectiveness of post-lab discussions
Hypothesis:
Entry-level biology students, who participate in post-lab discussions, will perform significantly better on a standardized assessment than their peers, who do not participate in such post-lab dialogues. METHODS Experimental Design
•Sample Size: 8 BIOL 103 sections (4 control, 4 tx) with 201 enrolled students total across fall 2012 and spring 2013 semesters.
•Independent Variable: tx vs. control sections
•Four Control Sections: Standard BIOL 103 syllabus template, without post-lab discussions (n=90 students).
•Four Treatment Sections: Standard BIOL 103 syllabus template with the added weekly task of participating in a post-lab discussion (n=111 students).
•Dependent Variables:
•Standardized Assessment (week 1 and week 8): timed quiz with 25 multiple choice questions, testing understanding of scientific method and biological concepts.
•End of Semester “Opinion Survey” (given in Week 8) – students rated statements about the effectiveness of lab activities (all sections) and post-lab discussions (tx sections only) Sample Post-Lab Discussions
Lab 4 = enzyme experiment
Lab 7 = environmental chemistry experiment Lab 4 Post-Lab Discussion:
•In this experiment, the Biol 103 Lab Manual asked students to “Design an experiment to determine the optimal temperature for enzyme function”.
•For the post-lab discussion, we then asked them to “Share your full experiment here. Be sure to state your hypothesis, control(s), independent and dependent variables in your description.”
•Reply to at least one classmate’s submission with special attention to how the experimental design relates to optimal temperature ranges for enzyme function
Lab 4 Activity: Students tested the effect of 3 different temperatures on optimal enzyme functioning. Lab 7 Post-Lab Discussion: The class average for the radish-seed experiment was posted for all students to view.
1.Compare your own results with the class average data
2.Compare peer conclusions based on the class average data
3.What are some of the factors that many have influenced the difference in results?
4.Which results do you believe is more scientifically valid and accurate, your own or the class average? Explain why.
5.Discuss why germination rates matter in nature. How might climate change be impacting this issue and other organisms that depend on those rates?
Lab 7 Activity: To simulate the effect of acid rain on plants, students tested how acidic vs. alkaline vs. water solutions impacted radish seed germination.
Day 7
Day 1 RESULTS No Significant Treatment Effect
Control
Treatment
Mean score on standardized assessment for the pre-test
12.0 ± 3.4
(n=97)
11.9 ± 3.1
(n=107)
Mean score on standardized assessment for the post-test
14.8 ± 4.2
(n=69)
15.3 ± 4.0
(n=81)
Table 1: Mean score (± standard deviation) on the pre- and post-assessment across control and treatment groups. Table 2: Ratings of Statements in End of Semester Survey
Scale from 1 (strongly disagree) to 5 (strongly agree)
Positive Student Feedback on Lab Activities
Statement
Control (n=67)
Treatment (n=65)
The lab activities were beneficial in improving my understanding of the scientific method.
4.5
4.5
The lab activities were beneficial in helping me understand the biological concepts covered in the text book and course modules
4.5
4.5
I felt well prepared for the lab activities
4.0
4.0
The lab manual was easy to understand and follow
3.8
4.0
The instructor’s weekly feedback on the lab assignments (under the Study Groups) was useful and helped me understand the lab activities better.
4.6
4.7
A group discussion with my peers before the lab activities were performed would have helped me understand the lab activities better.
3.6
3.6
A more involved group discussion with my peersafter the lab activities were performed would have helped me understand the lab activities better.
3.4
The Benefits of Study Group Participation
Number and percentage of students that rated each statement 1, 2, 3, 4, 5
Positive Student Feedback on Post-Lab Discussions
Statement
Average Rating
1
2
3
4
5
4-5 combined
The post-lab discussions helped me better understand the process of the scientific method. (n=65)
4.1
1 (1.5%)
5
(7.7%)
10
(15.4%)
18
(27.7%)
31
(47.7%)
75%
The post-lab discussions helped me better understand the biological concepts covered in the text book and course modules. (n=65)
4.1
1 (1.5%)
3
(4.6%)
13
(20%)
18
(27.7%)
30 (46.2%)
74%
I enjoyed discussing my results and comparing experimental approaches with classmates in the post-lab discussions. n=64)
4.1
2 (3.1%)
3 (4.7%)
12 (18.8%)
17 (26.6%)
30 (46.9%)
74%
The post-lab discussions were just more work and did not benefit my understanding of the lab activities and the corresponding biological concepts. (n=65)
2.1
25 (42.4%)
16
(27.1%)
8
(13.6%)
8 (12.3%)
2
(3.4%)
16% 50
55
60
65
70
75
80
85
90
95
100
Lab 1
Lab 2
Lab 3
Lab 4
Lab 5
Lab 6
Lab 7
% of students submitting lab
Tx
Control
Percentage of Students
Submitting Lab Assignments
Average for 4 Treatment vs. 4 Control Sections 0
10
20
30
40
50
60
70
80
90
100
Lab 1
Lab 2
Lab 3
Lab 4
Lab 6
Lab 7
% of enrolled students
Percentage of Students
Participating in Post-Lab Discussions
Average for 4 Treatment Sections DISCUSSION Reasons for Not Supporting Our Hypothesis
Only slight improvement on the standardized assessment in Week 8 for control and tx groups
Average score in Week 8 was very low (i.e., 59% for control; 61% for treatment)
Such overall poor performance
1.Assessment too challenging for the average BIOL 103 student
2.30 minutes was not enough time to accurately answer the questions.
In both tx and control groups = an equal (19%) attrition rate in course enrollment during the semester Students Responded Positively to both the Lab and Post-Lab Activities
Opinion survey on lab activities = no significant differences between the tx and control groups in the average ratings for any category
Comments on post-lab discussions were positive: 74% of students agreed or strongly agreed that they had “enjoyed discussing their results and comparing experimental approaches with classmates in the post-lab discussions”
◦Tx group enjoyed participation in the post-lab discussions, despite their poor performance on the standardized assessment
Only 60% of students participated in the post-lab discussions in the 4 tx sections
◦Low participation = lack of tx effect as measured by the standardized assessment? FUTURE WORK Additional Analyses Planned
Focus on analyzing the individual performance of students who did diligently participate in the post-lab discussions versus those who did not
We expect that students who participated maximally in the post-lab discussions will show the hypothesized treatment effect when compared to those students who did not participate.
THANK YOU!
APRIL & GR
Impact of the substitution of case studies for textbooks in online marketing classes
No full textIt is believed that case-study learning, supplemented by a limited number of articles and learning objects, has the potential to match or exceed textbooks in achieving student outcomes in online, advanced marketing classes at UMUC.Catherine Campbell and Steven Henick
Impact of the Substitution of Case Studies for Textbooks in Online Marketing Classes
1. Introduction
It is believed that case-study learning, supplemented by a limited number of articles and learning objects, has the potential to match or exceed textbooks in achieving student outcomes in online, advanced marketing classes at UMUC. Support for this belief is described below.
Case studies have been used successfully in business education. The concept was pioneered at the Harvard Graduate School in the early 20th century (Herreid, 2011) and is now widely used as the main educational focus or as supplemental material (Schmidt, 2010).
While case-based learning is typically used in face-to-face classes, a recent study at a large mid-western university found positive student reaction in seventeen online, graduate MBA courses which employed case–based learning as is illustrated below. It is not clear from the study if cases were used exclusively or if some supplementary material was employed as well.
Case-based Graduate Class Survey
Item
Percentage
Mean (std.)
Case-based learning is a critical teaching and learning technique in on-line courses
86%
4.24(0.75)
Activities designed for case-based learning are helpful in deepening my learning
88%
4.12 (0.69)
Case-based learning experiences are critical to enhance real-world knowledge and skills.
77%
4.24 (0.86)
Technologies in online courses are effective in supporting case-based learning.
79%
3.84 (0.75)
Base-based learning is facilitated in ways to support knowledge-building
67%
3.74 (0.79)
(Percentage indicates the portion of student responses marked “agree” and “strongly agree” on a five point scale) Source: Lee, Lee, Liu, Bonk & Magjuka, 2009)
Another recent study, conducted among two groups of undergraduates at a major urban university compared the use of simulations, which are very similar to cases, to textbooks. The material concerned project management. The study, which employed pre and post-test based assessments, concluded that both student groups showed significant improvement in a de-contextualized assessment which was focused on abstract knowledge. Students who used the simulations performed at a significantly higher level on a contextualized case-based assessment where the questions assessed situational knowledge of the material. (Taylor & Chi, 2006).
2. Methodology
The research was aimed at measuring the relative performance on the MRKT 454 - Global Marketing Final Project of a test group using cases, articles and Course Modules and a control group using only a textbook. The Final Project is a comprehensive case analysis. MRKT 454 was selected for the study because it was believed that: (a) the students had already taken an introductory course in marketing and thus should understand marketing fundamentals; and (b) it is an advanced course and the students taking it should be prepared for the rigors of case analysis. It was also assumed that the undergraduate students had no prior experience with the case study method.
Control Group – In the fall of 2012, students in the two online sections of MRKT 454 used the same text and Final Project that had been in use in previous semesters.
Test group – In the spring of 2013, the two online sections of MRKT 454 did not use the textbook but, instead, used course materials which included three Modules, two articles on global marketing issues and seven cases sourced from the Harvard Business Review Library. The same instructors and the same Final Project were used in fall and spring.
Final project – The Final project was an assessment based on a case concerning L’Oreal, a major global cosmetics company. The key issue was how could L’Oreal expand and grow its business globally over the next few years. Students were provided with significant information on L’Oreal, its objectives and its performance. It was expected that students would supplement this information with research as part of their analysis of the case and demonstrate knowledge of global marketing and global marketing skills.
The final projects from the fall classes and spring classes were collected and the student’s names and classes removed. Each paper was graded independently by the two researchers who participated in this study and the two sets of grades were combined. (The researchers did not teach the course during the study.) The researchers graded only that part of the Assessment which related to knowledge of global marketing and did not consider grammar, citations use of APA etc. The grading was intentionally rigorous to ensure the best measurement of performance. A total of 85 student papers were graded. There were 42 in the test group and 43 in the control group. Several papers were excluded because they were submitted in ways other than through the students’ normal, on-line process, i.e. via the Assignment Folder in the WebTycho learning platform. In addition, at the conclusion of the term, anonymous surveys were conducted among the students and faculty who actually taught the classes involved in the study
An analysis of variance (ANOVA) was used to determine if there were significant performance differences between the test and control groups. The researchers assumed an alpha level of 0.05 to be significant. The hypotheses of the analysis were:
o Null hypothesis: There is no difference between the groups
o Research Hypothesis: There is a significant difference between the groups
3. Results
Final Project Grading
The grading of the test and control groups demonstrates comparable performance for both groups in terms of the overall grade and among the key grading elements. There was a numeric, but non-significant advantage for the test (case study) group overall and for Grading Elements # 1 & 2 and a slight loss for Element #4. Thus, a Null Hypothesis was accepted.
Student Performance on the MRKT 454 Final Project
Post Semester Surveys of Students and Faculty
Student survey - A voluntary student survey was administered at the conclusion of the spring (test) semester. The survey was announced in the course and a 25 incentive was offered to increase response rate. However, only 12 students completed the survey. Thus, the data while interesting is not generalizable. Students were asked to contrast the MRKT 454 course supported by case studies to other UMUC courses they had taken. The survey used a five-point scale with 1 being much worse that other courses the student had taken at UMUC, 3 equal to other courses (average) and 5 being much better that other courses. Key findings include:
The class was considered to be below average for comprehension of course objectives and course expectations (Items #3 & #4), which would not appear to be related to the course materials.
Total ScorePopulation*MeanSd. Dev.Var.P- ValueSgl. FactorFall'12: Control43 x 2 = 8616.413.7213.85Spring'13: Test42 x 2 = 8417.164.2518.900.230.05Marketing ChallengeFall'12: Control43 x 2 = 863.691.0261.05Spring'13: Test42 x 2 = 843.881.0631.140.240.05Analysis of Current SituationFall'12: Control43 x 2 = 865.001.261.59Spring'13: Test42 x 2 = 845.301.522.310.160.05Identification of Alternative Strategic SolutionsFall'12: Control43 x 2 = 864.551.442.06Spring'13: Test42 x 2 = 844.601.582.490.830.05Recommendation of Specific StrategyFall'12: Control43 x 2 = 863.471.041.080.090.05Spring'13: Test42 x 2 = 843.441.441.31* Note: There were 43 students in the fall and 42 students in the spring. Each student's paper was graded by the same two peopleANOVA The students who responded to the survey also rated the ease and cost (60) of acquiring the course materials as slightly below average (Items #1 & 2), which is hard to explain but may reflect a lack of price sensitivity among this group. For comparison, cost of the materials for the introductory marketing course is $161.00.
The responses indicate the students found the case-learning course to be above average versus other courses they had taken at UMUC in ability to transfer marketing knowledge to the work place and average in applying marketing principles to real world situations (Items # 11 & 12). This appears to reflect the use of the cases.
Students also rated the case-learning course well above average versus other courses they had taken at UMUC for faculty interaction and usefulness of independent study (Items #6 & #17). This also appears to reflect the nature of case study which includes both active faculty student dialog and independent analysis.
The case-learning course was also rated above average versus other courses they had taken at UMUC for the ability to reach a deeper level of understanding of marketing principles, effectively contribute to the conferences and understanding the practical implications of marketing concepts (Items #8, 9 & 10) – all areas involving the use of cases.
Student Survey
QuestionScore0123451. Ease of acquiring course materials2.52. Cost of course materials2.73. Comprehension of course objectives1.84. Comprehension of course expectations2.35. Ability to interact with other students3.36. Ability to interact with faculty member3.87. Ability to reacall previously learned marketing principles2.68. Ability to reach a deeper level of understanding of marketing principles3.69. Ability to more effectively contribute to online conference discussions3.810. Ability to understand the practical implications of marketing concepts3.611. Ability to apply marketing principles to real world situations3.012. Ability to transfer marketing concepts to your work place4.213. Usefullness of the syllabus3.814. Usefullness of the case studies2.915. Usefullness of the conference discussions3.216. Usefullness of the written assignments3.317. Usefullnes sof the independent study4.318. Usefulnes of the faculty feedback3.6 Students rated the course materials average versus the materials in other courses (Item #14). They were also asked how they felt about a textbook for this course. Among the small base, 75% said that the modules, cases and articles met their needs, 16.6% preferred to have a text and 8.3% would have liked to option to purchase a book.
Faculty Survey – The MRKT 454 course in the spring (test) period included three teachers. Two teachers taught online MRKT 454 sections in the fall and spring. A third teacher taught hybrid sections of MRKT 454 in the fall and spring. The hybrid teachers’ student projects were not included in the study because the objective was to measure case study-learning in online courses. However, all three teachers were included in the faculty survey. The survey used a five-point scale with 0 being much worse that other courses the teacher had taught at UMUC, 3.0 equal to other courses (average) and 5 being much better that other courses
In general, faculty found the case study format to be about the same or a worse experience than other UMUC courses they have taught. In terms of student performance, the faculty found the students’ ability to adapt to the case study format and learn without a text to be below average for their UMUC experience (Items #1 & #2). The students were considered to have been above average in reaching a higher level of critical thinking, to write a case study effectively (to be expected in view of the case focus in the course) and in engagement in conferences (Items # 3,4 & 5).
Faculty Survey
In answer to other questions, the faculty found the course to be equal to other UMUC courses in terms of syllabus preparation and conference development. Two of the three teachers stated that their
QuestionScore0123451.Students ability to adapt to the case study format2.02.Students ability to learn without a textbook2.03. Students ability to reach ahigher level of critical thinking2.74. Students ability to write a case study effectively3.05. Students enagement in conference topics2.7ability to assess student assignments was more difficult compared to other UMUC courses while one said it was equal. This assessment of difficulty may reflect the level of detail involved in grading case analysis in general. Two of the three teachers said that this course took the same time to teach as other course while one though that it took more time.
In follow up conversations, faculty said that they were concerned that students had not retained more marketing knowledge from their previous courses and that a limited review of these principles would benefit this case-based course. Faulty also asked for some additional supplemental material to address a few global marketing concepts that were not adequately covered in the existing course material. This is not congruent with the students view. Of those students responding, 75% stated that the materials they received were sufficient but we need to keep in mind that the number of students responding was very small.
Conclusions
Based on the student’s performance on the final project, the student response to the survey and the faculty comments, we believe that the case-based course is essentially a breakeven versus the textbook based course in term of delivering the course outcomes. The case-based course has advantages in student engagement, critical thinking and applicability to the workplace. We believe with some additional supplemental course material, and instructions on the case study method that the course can be strengthened and that the case-based approach should be retained. Specifically, we plan to:
Devote part of the first week to a review of basic marketing principles using the Marketing Toolbox, which is available in all UMUC marketing courses. The faculty who participated in the study believed that many students had forgotten some of the material they covered in the introductory courses and were thus not fully prepared to move on to advanced concepts. In global marketing textbooks, a large part of every chapter is devoted to reviewing the basic marketing principles that are to be covered in that segment of the course. Provide students with instruction in case analysis. This will be accomplished via conferences focused on the Case Analysis material in the Marketing Toolbox and an excellent Harvard Business School video that addresses the subject.
Add material to the modules to insure complete coverage of the key concepts and the vocabulary found in global marketing.
Identify more articles about real situations which can provide the students with additional learning on the unique aspects of marketing in a global environment.
Bibliography:
Herreid, C. (2011). Case study teaching. New Directions For Teaching & Learning, 2011(128), 31-40.
Lee, S., Lee, J., Liu, X., Bonk, C. J., & Magjuka, R. J. (2009). A Review of Case-Based Learning Practices in an Online MBA Program: A Program-Level Case Study. Educational Technology & Society, 12(3), 178-190.
Schmidt, S. W. (2010). Case Studies and Activities in Adult Education and Human Resource.
Development. Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning. IAP - Information Age Publishing, Inc
Taylor, R. S., & Chi, M. H. (2006). Simulation Versus Text: Acquisition of Implicit and Explicit Information. Journal Of Educational Computing Research, 35(3), 289-31
Inter-Organizational Networks: The Cost of Establishing Trust
No full textIn a business climate characterized by increasing integration, alliances, partnerships, and exchanges, cooperation among organizations is a central aspect of management. This is especially true for inter-organizational network relationships, which cannot function effectively without cooperation. Trust is often described as an essential factor in decisions to enter into, or forgo, cooperative relationships. Management theories consistently suggest that organizations engaging in cooperative network relationships must cultivate trust in order to succeed. While sometimes acknowledging that cooperation can and does occur in the absence of trust, these theories use the expected benefits of trust-based approaches to cooperation – particularly reduced transaction costs – as justification for the argument that trust is necessary to achieve efficient cooperative outcomes. Substantial research on antecedent factors leading to organizational trust describe ways that organizations can develop and maintain trust, rebuild trust after betrayal, or compensate for distrust, but relatively little research focuses on the costs organizations incur when pursuing these courses of action. The presence of trust in inter-organizational relationships may enable more efficient exchanges. In multi-party relationships where the parties do not have common interests or where they have insufficient knowledge about each other to enable trust-based decisions to cooperate, organizations need alternative approaches. This dissertation reports the results of a systematic review of research on the sources and magnitude of the costs of trust-based and control-based cooperative strategies and presents a logical model to assess levels of trust in inter-organizational network relationships to and evaluate alternative approaches to achieving cooperative behavior. The evidence resulting from the systematic review supports the proposition that organizations can achieve cooperation using trust-based and control-based strategies. The costs of developing trust sufficient to lead to cooperation are
sometimes higher than the cost to develop contracts or other controls that substitute for trust. In long-term relationships, however, the reduction in transaction costs resulting from trust justifies the initial investment in building trust. The evidence also suggests that where distrust or absence of trust characterizes inter-organizational relationships, trust-based approaches alone are insufficient to produce successful outcomes, making control-based strategies more feasible and more cost-effective than trust-based alternatives.Inter-Organizational Networks: The Cost of Establishing Trust
Stephen D. Gantz
A Dissertation
Submitted to the
Graduate Faculty of
University of Maryland University College
in Partial Fulfillment of
The Requirements for the Degree of
Doctor of Management
2012
Advisory Committee:
Dr. Thomas Mierzwa, Chair
Dr. Denise Breckon
NETWORKS: THE COST OF ESTABLISHING TRUST
i
Abstract
In a business climate characterized by increasing integration, alliances, partnerships, and exchanges, cooperation among organizations is a central aspect of management. This is especially true for inter-organizational network relationships, which cannot function effectively without cooperation. Trust is often described as an essential factor in decisions to enter into, or forgo, cooperative relationships. Management theories consistently suggest that organizations engaging in cooperative network relationships must cultivate trust in order to succeed. While sometimes acknowledging that cooperation can and does occur in the absence of trust, these theories use the expected benefits of trust-based approaches to cooperation – particularly reduced transaction costs – as justification for the argument that trust is necessary to achieve efficient cooperative outcomes. Substantial research on antecedent factors leading to organizational trust describe ways that organizations can develop and maintain trust, rebuild trust after betrayal, or compensate for distrust, but relatively little research focuses on the costs organizations incur when pursuing these courses of action. The presence of trust in inter-organizational relationships may enable more efficient exchanges. In multi-party relationships where the parties do not have common interests or where they have insufficient knowledge about each other to enable trust-based decisions to cooperate, organizations need alternative approaches. This dissertation reports the results of a systematic review of research on the sources and magnitude of the costs of trust-based and control-based cooperative strategies and presents a logical model to assess levels of trust in inter-organizational network relationships to and evaluate alternative approaches to achieving cooperative behavior. The evidence resulting from the systematic review supports the proposition that organizations can achieve cooperation using trust-based and control-based strategies. The costs of developing trust sufficient to lead to cooperation are NETWORKS: THE COST OF ESTABLISHING TRUST
ii
sometimes higher than the cost to develop contracts or other controls that substitute for trust. In long-term relationships, however, the reduction in transaction costs resulting from trust justifies the initial investment in building trust. The evidence also suggests that where distrust or absence of trust characterizes inter-organizational relationships, trust-based approaches alone are insufficient to produce successful outcomes, making control-based strategies more feasible and more cost-effective than trust-based alternatives.
NETWORKS: THE COST OF ESTABLISHING TRUST
iii
Acknowledgments
I am grateful for the support, instruction, and expert guidance provided by the members of my advisory committee, Dr. Thomas Mierzwa and Dr. Denise Breckon, who worked with me throughout the process of bringing my dissertation to fruition. I would also like to acknowledge the helpful advice and counsel of DM program leadership and staff, particularly Dr. Bryan Booth, Dr. Leslie Dinauer, Dr. John Sherlock, Marina Caminis, and Monica Graham. The high quality of instruction given by DM program faculty also positively influenced all aspects of work on the dissertation, as did the opportunity to learn with valued cohort members, especially Sheila Chickene, Tammy Borkowski, Danny Ebb, Shawn Vaughns, and Raj Krishnan. In addition to Dr. Mierzwa, professors Dr. Dennis Winters, Dr. Claudine SchWeber, and Dr. Subash Bijlani helped instill an understanding and respect for scholarship that will last a lifetime.
The excellent support offered by UMUC Information and Library Services greatly facilitated the research and writing process, including the staff responsible for electronic document delivery as well as astonishingly quick book borrowing through the University System of Maryland library network. I am indebted to UMUC, whose focus on online instruction and innovative educational delivery models and serving the needs of working professionals helped make my pursuit of a doctoral degree possible. In addition, the financial support from the University through its Adjunct Faculty Scholarship Program offered greatly appreciated relief and strengthened my loyalty to the University developed during eight years as an instructor.
Last but certainly not least, the importance of my family’s support cannot be overstated, including the enthusiasm shown by my children Henry, Claire, and Gillian and the forbearance of my wonderful wife Reneé.
NETWORKS: THE COST OF ESTABLISHING TRUST
iv
Table of Contents
Abstract ........................................................................................................................................... i
Acknowledgments......................................................................................................................... iii
Table of Contents ........................................................................................................................... iv
List of Tables ............................................................................................................................... viii
List of Figures ............................................................................................................................... ix
Chapter 1: Introduction and Research Problem .............................................................................. 1
Introduction ................................................................................................................................ 1
Problem Statement ...................................................................................................................... 6
Challenges in Researching Trust in Inter-organizational Networks ......................................... 10
Purpose of Study ....................................................................................................................... 13
Scope and Limitations............................................................................................................... 17
Practical Significance of the Topic ........................................................................................... 21
Research Questions ................................................................................................................... 22
Chapter 2: Literature Review ........................................................................................................ 24
Scope and Organizing Scheme ................................................................................................. 24
Theoretical Foundations............................................................................................................ 27
Theories of trust. ................................................................................................................... 27
Sociological perspectives on trust. ........................................................................................ 32
Economic perspectives on trust. ........................................................................................... 34 NETWORKS: THE COST OF ESTABLISHING TRUST
v
Opportunism and distrust. ..................................................................................................... 43
Cooperation in inter-organizational relations. ...................................................................... 46
Network exchange. ............................................................................................................... 51
Costs of inter-organizational cooperation. ............................................................................ 54
Key Concepts ............................................................................................................................ 61
Trust. .................................................................................................................................... 61
Trustworthiness. .................................................................................................................... 78
Cooperation. .......................................................................................................................... 84
Distrust. ................................................................................................................................ 91
Networks. .............................................................................................................................. 98
Inter-organizational network structures. ............................................................................. 109
Network relationship constructs. ........................................................................................ 118
Benefits of trust and cooperation. ....................................................................................... 120
Chapter 3: Conceptual Framework ............................................................................................. 124
Types of Cooperative Strategies ............................................................................................. 126
Trust-based strategies.......................................................................................................... 127
Control-based strategies. ..................................................................................................... 129
Trust and control. ................................................................................................................ 130
Conceptual Model ................................................................................................................... 132
Key Concepts and Relationships ............................................................................................ 136
Theoretical Foundation for Applying the Conceptual Framework ......................................... 142
Thesis ..................................................................................................................................... 145
Chapter 4: Research Method ....................................................................................................... 149 NETWORKS: THE COST OF ESTABLISHING TRUST
vi
Systematic Review Process..................................................................................................... 151
Formulating the problem..................................................................................................... 157
Searching the literature. ...................................................................................................... 160
Gathering information from studies. ................................................................................... 169
Evaluating the quality of studies. ........................................................................................ 171
Analyzing and integrating the outcomes of studies. ........................................................... 175
Interpreting the evidence..................................................................................................... 181
Presenting the results. ......................................................................................................... 184
Research Objectives ................................................................................................................ 186
Chapter 5: Analysis of Findings ................................................................................................. 189
Systematic Review Search Results ......................................................................................... 190
Descriptive Characteristics ..................................................................................................... 193
Cooperative strategies. ........................................................................................................ 199
Themes in the systematic review. ....................................................................................... 204
Mixed-Methods Analysis ........................................................................................................ 211
Quantitative analysis. .......................................................................................................... 212
Qualitative analysis. ............................................................................................................ 216
Convergent analysis. ........................................................................................................... 219
Cooperative strategies. ........................................................................................................ 221
Answers to Research Questions .............................................................................................. 222
Chapter 6: Implications for Management ................................................................................... 224
Conclusions ............................................................................................................................. 224
Implications for Theory .......................................................................................................... 225 NETWORKS: THE COST OF ESTABLISHING TRUST
vii
Implications for Practice ......................................................................................................... 228
Costs of cooperation. .......................................................................................................... 229
Factors influencing choices of cooperative strategy. .......................................................... 230
Trust and distrust................................................................................................................. 231
Limitations of the Current Research ....................................................................................... 233
Research insufficiency. ....................................................................................................... 234
Reliability and validity. ....................................................................................................... 235
Future Research Directions ..................................................................................................... 237
The influence of distrust on cooperative strategy. .............................................................. 238
Inter-organizational networks and trust. ............................................................................. 240
Summary ................................................................................................................................ 241
References .................................................................................................................................. 243
Appendix A: Data Extraction Template .................................................................................... 302
Appendix B: Coding Scheme..................................................................................................... 305
Appendix C: Systematic Review Summary ............................................................................... 308
Appendix D: Completed Data Extraction Templates ................................................................ 314
NETWORKS: THE COST OF ESTABLISHING TRUST
viii
List of Tables
Table 1 Factors Providing Some Basis for Trust, Trustworthiness, and Distrust ...................... 139
Table 2 Keywords and Search Terms for Searching Electronic Literature Sources .................. 165
Table 3 Inclusion and Exclusion Criteria for Research Identified in the Literature Search ...... 168
Table 4 Characteristics and Considerations of Different Analysis Methods ............................. 178
Table 5 Systematic Review Article Counts by Year of Publication and Research Type .......... 191
Table 6 Key Concepts Addressed in Research Included in the Systematic Review ................. 193
Table 7 Cooperative Strategies Identified in Research Included in the Systematic Review ..... 203
Table 8 Themes Occurring in Empirical Studies and Theoretical and Explanatory Research .. 209
Table 9 Variable Correlations Described in Quantitative Studies Included in the Systematic Review ......................................................................................................................... 214
Table 10 Truth Table on Successful Cooperation in Case Studies Included in the Systematic Review ......................................................................................................................... 217
NETWORKS: THE COST OF ESTABLISHING TRUST
ix
List of Figures
Figure 1: A logical model to evaluate strategies for achieving cooperation ............................... 14
Figure 2: Recurring structural patterns in inter-organizational networks ................................. 113
Figure 3: Conceptual model of factors influencing organizations’ decisions to cooperate ...... 134
Figure 4: Proposed research approach: a systematic review using a mixed-methods design .. 156
Figure 5: Relationships between cost sources and categories of costs described in research included in the systematic review ............................................................................. 196
Figure 6: Concepts and factors identified in the systematic review relevant to cooperative strategies in inter-organizational networks ............................................................... 199
Figure 7: Application and integration of analytical methods within the systematic review ..... 212
NETWORKS: THE COST OF ESTABLISHING TRUST
1
Chapter 1: Introduction and Research Problem
Introduction
Trust is a central element of modern theories of organizational management and sociology (Arrow, 1974; Coleman, 1990; Gambetta 1998a; Hardin, 2001; Kramer & Cook, 2004; March, 1994), and the existence or absence of trust is a key consideration when assessing the nature of relationships between two or more parties, be they individuals, groups, or organizations (Alter & Hage, 1992; Bachmann & Zaheer, 2008; McEvily & Zaheer, 2006; Provan & Sydow, 2008; Ring & Van de Ven, 1994). Various forms of trust have long been considered attributes or contributing factors in sociological theories intended to explain inter-organizational dynamics and individual and organizational behavior, but only in the last 20-30 years has trust been elevated in importance to an organizational management topic of primary interest on its own (Kramer, 2006). As organizations operate in increasingly interconnected environments, their ability to negotiate and manage trust in both
Level up: A systematic review of the nexus between game-based learning and developmental math education
No full textDevelopmental math currently poses a hurdle that many community college students are
unable to overcome. Eighty percent of developmental math students do not successfully
complete any college-level course within three years (Bailey, Jeong, & Cho, as cited by Strother,
Van Campen & Grunow, 2013, p. 1). Despite numerous reform attempts, there has been a lack of
consistent improvement and a lack of understanding regarding which methods are the most
successful and the reasons why. Faculty need a new pedagogy to connect with developmental
math students and effectively engage them in order to improve student learning outcomes.
Proponents regard game-based learning as a way to leverage the intense engagement of video
games in an educational context to increase engagement, increase the amount of time on task,
and improve overall student success metrics.
The author has reviewed the studies and the evidence; weighed the value and legitimacy
of the studies; synthesized the weight of the evidence of introducing a game-based learning
pedagogy, and then examined the potential efficacy of game-based learning in the developmental
math environment. The author has created an evidence-based implementation plan to incorporate
game-based learning into developmental math education in a way that has the highest potential to
improve student learning.ABSTRACT
Title of Dissertation LEVEL UP: A SYSTEMATIC REVIEW OF THE
NEXUS BETWEEN GAME-BASED LEARNING AND
DEVELOPMENTAL MATH EDUCATION
Monique Wilson,
Doctor of Management, 2013
Dissertation Directed By
Dr. Pat Keir, Graduate School,
University of Maryland University College
Dr. Ronald Head, Graduate School,
University of Maryland University College
Developmental math currently poses a hurdle that many community college students are
unable to overcome. Eighty percent of developmental math students do not successfully
complete any college-level course within three years (Bailey, Jeong, & Cho, as cited by Strother,
Van Campen & Grunow, 2013, p. 1). Despite numerous reform attempts, there has been a lack of
consistent improvement and a lack of understanding regarding which methods are the most
successful and the reasons why. Faculty need a new pedagogy to connect with developmental
math students and effectively engage them in order to improve student learning outcomes.
Proponents regard game-based learning as a way to leverage the intense engagement of video
games in an educational context to increase engagement, increase the amount of time on task,
and improve overall student success metrics.
The author has reviewed the studies and the evidence; weighed the value and legitimacy
of the studies; synthesized the weight of the evidence of introducing a game-based learning
pedagogy, and then examined the potential efficacy of game-based learning in the developmental
math environment. The author has created an evidence-based implementation plan to incorporate
game-based learning into developmental math education in a way that has the highest potential to
improve student learning.
Key words: Game-based learning, gaming, serious games, developmental math, developmental
education reform, innovation
LEVEL UP: A SYSTEMATIC REVIEW OF THE NEXUS BETWEEN GAME-BASED
LEARNING AND DEVELOPMENTAL MATH EDUCATION
By
Monique Wilson
Dissertation submitted to the Faculty of the Graduate School of the
University of Maryland University College, in partial fulfillment
of the requirements for the degree of
Doctor of Management
2013
Advisory Committee
Dr. Pat Keir, Chair
Dr. Ron Head
© Copyright by
Monique Wilson
2013
LEVEL UP ii
DEDICATION
To the late James and Wynetta Caldwell, who never wavered in their support of me and gave
me tangible examples of faith, love, and empowerment.
To the late Mary C. Scales, who instilled in me a love for math and reminded me that “the
blessed of us have got to help the rest of us.”
LEVEL UP iii
ACKNOWLEDGMENTS
This dissertation would not have been completed without the help and support of
family, friends, co-workers, cohort members, and members of the University of Maryland
University College faculty.
To my parents, Dr. Walter and Dr. Aileen Bumphus, and Bobbie Wiggins, thank you
for your support, encouragement, guidance, and most of all, love. To my daughters, Alexia
and Olivia – thank you for the years of sacrifice, your support, and your encouragement. To
the Duke and Nelson families, thank you for the continual encouragement and the constant
supply of love. To my siblings, thank you for all the support and love.
To my best friend, Dr. Sybril Bennett, thank you for always believing in me. Your
support encouraged me to start this journey and you were there with me every step of the way.
To my friends and fellow educators, Alysia Puckett and Carolyn Jenkins, thanks for providing
a sounding board for theories and thanks for your constant support and encouragement. To
Michaela Ware, Kenya Hollingsworth, and Rhonda Ware thanks for being my cheerleaders.
To my friend, Leonard Green, thank you for providing a critical eye to my work.
To my Pastor, Vincent Windrow, thank you for such relevant and timely sermons and
encouragement! To the Board Members of the Dr. Martin Luther King, Jr. Scholarship Fund
of Rutherford County, thank you for your continual support and encouragement.
Each one of you has been invaluable at different points of this journey.
This journey to the finish line is one that I have shared with my University of
Maryland University College cohort. Thanks to all of them, especially Dwayne Hart, Anne
Killen, Holly Hart, and Sheila Quark-Bailey. Each of you has helped to sharpen my
intellectual sword, and it has indeed been a pleasure to learn from each one of you.
LEVEL UP iv
There are several university faculty members who have taught and coached me since I
started in the Doctor of Management Community College Policy and Administration program
in 2010. I thank University of Maryland University College faculty members Dr. Pat Keir, Dr.
Ron Head, Dr. Charlene Nunley, and Dr. Mary Ellen Duncan for providing guidance and
leadership during the program. I want to acknowledge Dr. Jeff Clark, a faculty member at
Middle Tennessee State University who was the first faculty member to encourage me to
pursue a career in higher education.
LEVEL UP v
Table of Contents
List of Figures .......................................................................................................................... viii
List of Tables ............................................................................................................................. ix
Chapter One: Introduction .......................................................................................................... 1
Topic ...................................................................................................................................... 1
Background Information ......................................................................................................... 1
Problem Statement .................................................................................................................. 5
Significance of the Problem .................................................................................................... 8
Theoretical Base ................................................................................................................... 13
Change theory ................................................................................................................... 13
Adoption and scaling of technical innovations in higher education theory ...................... 14
Flow theory ....................................................................................................................... 14
Definitions ............................................................................................................................ 15
Research Questions ............................................................................................................... 16
Purpose of the Research ........................................................................................................ 17
Chapter Two: Literature Review .............................................................................................. 18
Overview ............................................................................................................................... 18
Understanding current math remedial education efficacy ................................................. 18
Effective math remedial education reform efforts ............................................................ 20
Game-Based Learning: Understanding the Potential Impact ................................................ 23
The Efficacy of Existing Game-Based Learning Efforts ...................................................... 30
Engagement/motivation .................................................................................................... 36
Increased time on task ....................................................................................................... 38
Improved student achievement ......................................................................................... 39
Longer retention period ..................................................................................................... 41
Problem solving ................................................................................................................ 41
Greater levels of decision quality ...................................................................................... 43
Neutral impact – subject matter educational objectives .................................................... 43
Management Theories Related to Game-based Learning for Developmental Math ............ 44
Change theory ................................................................................................................... 44
Chapter Three: Conceptual Model ........................................................................................... 47
Introduction ........................................................................................................................... 47
Current State ......................................................................................................................... 49
Game-Based Learning .......................................................................................................... 50
Relevant Factors for Effective Game-based Learning .......................................................... 51
Assumptions .......................................................................................................................... 52
Future State ........................................................................................................................... 52
LEVEL UP vi
Chapter Four: Research Methodology ...................................................................................... 54
Introduction ........................................................................................................................... 54
Introduction of the Research Methodology .......................................................................... 56
Research Design Outline ...................................................................................................... 58
Background research ......................................................................................................... 58
Keywords and search criteria ............................................................................................ 58
Actual Research and Retrieval .............................................................................................. 61
Evaluation of the Literature .................................................................................................. 66
Classification of evidence ................................................................................................. 66
Critical review of studies .................................................................................................. 67
Use of Subject Matter Experts .............................................................................................. 80
Expert research/identification ........................................................................................... 80
Invitation to experts ........................................................................................................... 80
Distribution of evaluation material ................................................................................... 81
Collection of feedback ...................................................................................................... 81
Analysis of expert feedback .............................................................................................. 82
Incorporation of revisions into the study .......................................................................... 82
Conclusion ............................................................................................................................ 83
Chapter Five: Analysis and Discussions .................................................................................. 87
Introduction ........................................................................................................................... 87
Analysis of Subject-Matter Experts Review ......................................................................... 88
Summary, analysis, and application of expert feedback ................................................... 93
Analysis of the Literature Review Findings ......................................................................... 95
Studies and summaries of studies ..................................................................................... 97
Expert opinion articles, webinars, conference presentations, or books ............................ 99
Best practices for implementing a new innovation ......................................................... 101
Findings and Conclusions ................................................................................................... 102
Does game-based learning improve the overall efficacy of math developmental
education? ....................................................................................................................... 103
Does math game-based learning have more favorable learning outcomes than traditional
math learning? ................................................................................................................. 103
Are there correlations between student demographics and student learning outcomes
associated with math game-based learning? ................................................................... 104
What are the best practices for game-based learning for developmental
math education? .............................................................................................................. 104
What elements need to be included for a math game to be considered best of class? .... 105
How can colleges bring to scale the use of game-based learning for
developmental math? ...................................................................................................... 107
Limitations on Interpretation of Study ................................................................................ 108
LEVEL UP vii
Summary ............................................................................................................................. 109
Chapter Six: Management Implications ................................................................................. 111
Introduction ......................................................................................................................... 111
Implementation Plan for Game-based Learning ................................................................. 113
Finding games ................................................................................................................. 114
Analysis of COTS games ................................................................................................ 118
Selection of a COTS game .............................................................................................. 122
Piloting: Developing the curriculum for the course ........................................................ 123
Building support .............................................................................................................. 124
Implementing on a wider scale ....................................................................................... 127
Ongoing evaluation ......................................................................................................... 128
Implications for Management Practice for Community College Leaders .......................... 129
Issues for Consideration ...................................................................................................... 130
Future Research Agendas ................................................................................................... 131
Conclusions ......................................................................................................................... 132
References .............................................................................................................................. 134
Appendices ............................................................................................................................. 143
LEVEL UP viii
List of Figures
Figure 1. Nine Learning Styles, adapted from Nolting (2013) ..................................................... 6
Figure 2. OECD - US College Completion Rates ........................................................................ 9
Figure 3. Conceptual Model ....................................................................................................... 48
Figure 4. Methodology – Evidence-based research (EBR) approach ........................................ 85
Figure 5. Elements of Game-based Learning ........................................................................... 105
Figure 6. Steps for Implementation .......................................................................................... 114
Figure 7. Barriers to Adoption versus Mutual Adoption .......................................................... 125
LEVEL UP ix
List of Tables
Table 1. Comparison of Traditional Training, Hands-on, and Game-based Learning ............... 25
Table 2. Summary of Outcome Studies of Game-Based Learning ........................................... 32
Table 3. Keywords Listing ......................................................................................................... 59
Table 4. Database Keyword Search Results ............................................................................... 63
Table 5. Literature Analysis ....................................................................................................... 68
Table 6. Search Terms for Math Games ................................................................................... 116
Table 7. Math Games ............................................................................................................... 117
Table 8. Game-Based Learning Evaluation Rubric .................................................................. 119
LEVEL UP 1
Chapter One: Introduction
“Don’t try to fix the students, fix ourselves first. The good teacher makes the poor student good
and the good student superior. When our students fail, we, as teachers, too, have failed.” –
Marva Collins (Lederer, 2011, p. 31)
Topic
Level Up: A Systematic Review of the Nexus Between Game-Based Learning and
Developmental Math Education
Background Information
The majority of entering community college students are unable to demonstrate
proficiency at college-level math (Strother, Van Campen, & Grunow, 2013, p. 1). Many
innovation efforts have been attempted; unfortunately, there has not been a significant increase in
the success rates for developmental math education. Bailey, Jeong, and Cho (as cited by Strother,
Van Campen & Grunow, 2013) reported that 80% of developmental math students do not pass
the assigned courses within three years (p. 1). Only half of all developmental students will
successfully complete their assigned developmental courses, and “between 60 percent to 70
percent of students who take a remedial course never earn a postsecondary degree or credential”
(Rutschow & Schneider, 2011, p. 53). Despite the fact that developmental math is a required
component for many community college students today, the failure rate is very high and the
current pedagogy and processes do not appear to be working.
For community colleges to drastically improve the success rate of developmental math
education, a radical transformation will need to take place. Rutschow and Schneider (2011)
insisted that, “the research demonstrates that minor modifications in developmental education
programs are unlikely to produce dramatic improvements. Given that current programs succeed
LEVEL UP 2
at moving less than half of their students into college-level courses, more substantive and
transformative changes are needed” (p. ix). It is time for community colleges to consider a new
pedagogy that has the potential to improve the success rates for developmental math education.
Game-based learning has qualities and aspects that have the potential to support its use to
enrich developmental math instruction at community colleges. A recent statistic provided by the
Entertainment Software
How organizations adapt social media as a competitive advantage
No full textThis paper is a systematic review of scholarly studies that examines how organizations
enhance their ability to generate value through social media. It explores why some organizations
are able to adopt and benefit from social media while others cannot. Specifically, it examines: (i)
how people and social networks are essential to create value at the organizational level, (ii) how
leadership sets the vision and convinces others on the need for change, and (iii) what types of
strategy can be implemented to enable knowledge creation through social networks. Argument is
made on the vital importance of two variables in particular—leadership and strategy—and their role in
moderating how the organization accepts and incorporates change to enhance overall
effectiveness and efficiency. Evidence-based research is used to describe relevant theory and
practice through qualitative and quantitative sources. It examines how organizations overcome
the hurdles associated with change, and how individuals learn to accept new methods to connect,
share knowledge, and create value through Web 2.0 technology.
Social media challenges an organization’s ability to manage individuals and information.
It requires a shift in the way people work and think; it requires a culture adjustment in how
people collaborate in new, more inclusive ways other than relying on the same imbedded
methods and inner core of co-workers for answers.i
Abstract
Title of Dissertation: HOW ORGANIZATIONS ADAPT SOCIAL MEDIA AS A
COMPETITIVE ADVANTAGE
Robert J. Bornhofen, Doctor of Management, 2012
Dissertation Directed by: Eric B. Dent, Ph.D.
This paper is a systematic review of scholarly studies that examines how organizations
enhance their ability to generate value through social media. It explores why some organizations
are able to adopt and benefit from social media while others cannot. Specifically, it examines: (i)
how people and social networks are essential to create value at the organizational level, (ii) how
leadership sets the vision and convinces others on the need for change, and (iii) what types of
strategy can be implemented to enable knowledge creation through social networks. Argument is
made on the vital importance of two variables in particular—leadership and strategy—and their role in
moderating how the organization accepts and incorporates change to enhance overall
effectiveness and efficiency. Evidence-based research is used to describe relevant theory and
practice through qualitative and quantitative sources. It examines how organizations overcome
the hurdles associated with change, and how individuals learn to accept new methods to connect,
share knowledge, and create value through Web 2.0 technology.
Social media challenges an organization’s ability to manage individuals and information.
It requires a shift in the way people work and think; it requires a culture adjustment in how
people collaborate in new, more inclusive ways other than relying on the same imbedded
methods and inner core of co-workers for answers.
Keywords: Social Media, Social Networks, Leadership, Strategy, and Organizational Culture.
ii
How Organizations Adapt Social Media Capabilities as a Competitive Advantage
By: Robert J. Bornhofen
Dissertation submitted to the Faculty of the Graduate School of the University of Maryland
University College in partial fulfillment of the requirements for the degree of
Doctor of Management
2012
Advisory Committee:
Eric B. Dent, Ph.D., Chair
G. David Andersen, Ed.D
iii
Dedication
To my father and mother—Henry and Mary—who shaped and taught me the value of an
education. Without you none of this would be possible.
To my loving family—Bonnie, Jack and Barrett—who put up with my constant juggling of
things and long hours of study. My decision to earn a Doctorate and the sacrifice, hard work,
priorities, and dedication that went with it demonstrates commitment to the pursuit of
knowledge. Though my reasons for this degree are personal, my sons know the concept of
learning by doing, and to persevere at whatever lofty goals they seek. The good things in life
seldom come easy.
iv
Acknowledgements
Acknowledgements are one of the few places in a dissertation where an author can give special
thanks to several—not all—people who have influenced, supported, and endured the journey.
Hopefully other publications will follow and include other family, friends, and colleagues who
deserve to be recognized.
I owe sincere thankfulness to my research advisor, Dr. Eric Dent, who guided me through the
process of dissertation writing. What began as an intellectual curiosity has since evolved into a
bona fide dissertation. I am now better prepared to pursue other scholarly pursuits from what
teachings bestowed on me.
Further gratitude and respect is owed to the UMUC faculty who exposed me to wide array of
theories and discussion topics. Though there are several, I wish to acknowledge Dr. Subash
Bijlani who inspired me on innovation, Dr. Clarence Mann on global business, Dr. Nicholas
Allen on leadership, and, of course, and Dr. Michael Frank on management theory. I began and
ended my program with Dr. Thomas Mierzwa, who inspired my cohorts and me on what it takes
to be a Doctor in Management. Learning is continuous and drives us to seek new knowledge.
To my cohort and good friend, Dr. Deborah Meadows, special recognition owed for the scholarly
support and ongoing encouragement throughout the doctorate program. Your insights,
intellectual curiosity, and passion for learning helped enrich the experience.
To Dr. Alovett King, Dr. Stephen Penn, and my other cohorts who demonstrated genuine
camaraderie during these three years. Together, we shared the rewards of pushing forward and
learning to become critical thinkers. My best wishes for putting your doctoral skills to good use.
To all those that I have worked with in the past 25 years who have demonstrated the right way to
work with people, service customers, and fulfill personal needs.
v
Table of Contents
Contents
Chapter 1. Introduction ................................................................................................................... 1
Background ................................................................................................................................ 1
Problem Statement ...................................................................................................................... 4
Purpose of the Study ................................................................................................................... 7
Research Question ....................................................................................................................... 8
Pervasive Nature of Social Media ............................................................................................. 10
The Power of Social Media ................................................................................................... 13
New Operating Model ............................................................................................................... 14
New Model to Engage Individuals ........................................................................................ 16
Early Adopters in Social Media ............................................................................................ 18
Industry Trends in Social Media ........................................................................................... 21
Double Edge Sword of Social Media: Risk versus Reward .................................................. 22
Different Mindset to Enable Social Media ............................................................................ 26
Assumptions, Delimitations, and Limitations ........................................................................... 29
Significance of the Study .......................................................................................................... 30
Summary .................................................................................................................................. 32
Chapter 2. Literature Review ........................................................................................................ 34
Introduction ............................................................................................................................... 34
Literature Review ...................................................................................................................... 34
Literature Review Framework .................................................................................................. 34
Leadership ................................................................................................................................ 36
The Role of Organizational Culture in Enabling Social Media ............................................ 36
The Role among Individuals in Enabling Social Media ........................................................ 40
Social Media’s Role in Organizational Learning .................................................................. 43
Importance of Trust and Commitment in Enabling Change ................................................. 47
Leadership Behavior to Moderate Adoption ......................................................................... 50
Social Media as a Competitive Advantage ............................................................................ 53
Change Agents Needed to Diffuse New Approaches ............................................................ 57
vi
Operating Environment to Facilitate New Ways ................................................................... 62
Strategy..................................................................................................................................... 67
Organizational Strategy to Effect Change ............................................................................. 68
Applying the Technology Acceptance Model to Social Media ............................................. 71
The Starbucks’ Approach to Social Media ............................................................................ 73
Additional Research on Social Media Strategy ..................................................................... 75
Strategy to Deal with Negative Comments Harmful to the Organization ............................. 78
Network Element in being able to Generate Business Value ................................................ 80
Diffusion Theory to Promote Adoption ................................................................................ 85
Evolving Work Force and its Impact on Social Media Adoption ......................................... 87
Investment Rationale to Justify Social Media ....................................................................... 89
Key Themes.............................................................................................................................. 91
Summary ................................................................................................................................ 101
Chapter 3. Research Framework ................................................................................................. 102
Introduction ............................................................................................................................. 102
Restatement of the Problem ................................................................................................. 102
Social Media: Context Model ............................................................................................. 103
Construct One: Leadership .................................................................................................. 109
Construct Two: Strategy ..................................................................................................... 112
Summary ................................................................................................................................ 116
Chapter 4. Research Method ....................................................................................................... 117
Introduction ............................................................................................................................. 117
Systematic Review Research .................................................................................................. 117
Methodology ........................................................................................................................ 119
Information Sources ............................................................................................................ 121
Quality ................................................................................................................................ 121
Qualitative Research ............................................................................................................ 123
Quantitative Research .......................................................................................................... 124
Subject Matter Experts ............................................................................................................ 125
SME Identification and Rationale ....................................................................................... 125
Feedback process ................................................................................................................. 126
vii
SME Feedback ..................................................................................................................... 127
Changes Resulting from SME Feedback ............................................................................. 128
Summary ................................................................................................................................ 129
Chapter 5. Analysis and Discussion............................................................................................ 130
Introduction ............................................................................................................................. 130
Purpose of the Study ............................................................................................................ 130
Presentation and Summary of Findings .................................................................................. 130
Vision ................................................................................................................................. 132
Organizational Culture ........................................................................................................ 136
Social Network .................................................................................................................... 142
Balance of Power ................................................................................................................. 145
Value / Usefulness ............................................................................................................... 149
Enablement .......................................................................................................................... 155
Operating Environment ....................................................................................................... 159
Governance .......................................................................................................................... 164
Readiness ............................................................................................................................. 167
Conclusion ............................................................................................................................... 170
Consideration of Other Points ................................................................................................. 172
Summary ................................................................................................................................ 174
Chapter 6. Conclusion, Implications, Recommendations for Future Study ............................... 177
Introduction ............................................................................................................................. 177
Overall Conclusion .................................................................................................................. 178
Implications for Management ................................................................................................. 179
Implications of Trends ............................................................................................................ 180
Limitations and Areas for Future Research............................................................................. 189
Summary ................................................................................................................................ 191
References .................................................................................................................................. 194
Appendix A: UMUC Executive Director’s Evaluation Form..................................................... 210
Appendix B: Subject Matter Expert Evaluation & Feedback Form .......................................... 212
viii
List of Figures
1 Research Path to Study Question on Social Media .................................................................... 9
2 Many Forms of Social Media. Adapted from The Art of Listening, Learning, and Sharing 11
3 Capabilities of Social Media. Adapted from McAfee, 2009a. ................................................. 27
4 Literature Review Framework ................................................................................................. 35
5 The Diffusion of Change. Adapted from Rogers, 2003 ............................................................ 86
6 Linkage to Financial Results. Adapted from Blanchard, 2011 ................................................. 90
7 Key Themes of how Organizations Adapt to Social Media ..................................................... 92
8 The Spectrum of Social Media, Circa 2012 ............................................................................ 104
9 Forces on Leadership and Strategy that Influence Social Media Adoption ............................ 105
10 Context Diagram of Research Topic..................................................................................... 106
11 Conceptual Research Model to Research Question .............................................................. 107
12 Leadership Model to Social Media Adoption ....................................................................... 109
13 Strategy Model to Social Media Adoption ........................................................................... 113
14 Systematic Review Process. Adapted from Petticrew & Roberts, 2006............................... 120
ix
List of Tables
1 Panel of Subject Matter Experts ............................................................................................. 126
2 Summarization of SME Feedback ........................................................................................... 127
3 Focal Points to Assess Readiness to Adapt Social Media ...................................................... 131
4 Findings on Vision .................................................................................................................. 136
5 Findings on Organizational Culture ....................................................................................... 141
6 Findings Involving Social Network ......................................................................................... 144
7 Findings on the Balance of Power .......................................................................................... 148
8 Findings on the Value / Usefulness Factor of Social Media .................................................. 154
9 Findings on Individual Enablement ........................................................................................ 159
10 Findings on the Operating Environment .............................................................................. 163
11 Findings on Governance ....................................................................................................... 167
12 Findings on Social Media Readiness .................................................................................... 170
1
Chapter 1. Introduction
Background
In September 2012, the world watched, read and interacted in real-time to violent and
often-times deadly attacks on what was first reported to be a response to a controversial
depiction of the prophet Mohammed. Tweets captured and shared protest activities and detailed
accounts of the uprising. Video and posted pictures depicted the actual scenes on the ground.
Perspectives were written on blogs, and new form journalists cropped up seemingly overnight in
countries whose governments had until recently oppressed freedom of speech with serious
repercussions. Even at the turn of the new millennium, few could have seen the unprecedented
impact of 2012’s transparent society. Web-enabled devices such as smart phones, compact
digital cameras, and pocket video cameras are changing how fast information can be captured
and spread with no geographic or economic boundary. The rate at which these “smart
technologies” are becoming available to the consumer is growing exponentially (Venters, Green,
& Lopez, 2012). This has fueled society’s insatiable need to consume all types of information.
In less than a generation both people and organizations have experienced a s
UMUC - European Division - Mason G Daly - Christmas 1965
No full textEurope;Hoffmann, RosemaryCHRISTMAS 1965
St. Donald of Schlierbach, our great carol leader of the past, is replaced this year by a man named Dill Curley. A Boston man with such a name cannot be expected to be saintly, but we believe he has the spirit.
This is another year when this staff hopes to bring year-long cheer through our present Holiday spirit, to the handicapped children of the Wielandsheim. This is a tradition of great importance to us, and we are always assured it is of great importance to those crippled youngsters.
This is the year the ship sailed on even after the rats departed. This is the year Rose Beyer and Charlie Brown's sister shifted to the new math.
This is the year that Hank and Ted and Dougland Beakes shifted to the new language.
This is the year Jack Barnes went home, the most bourbonized and hypnotized departure in recorded history.
This is the year Jim Umphrey spent the fall season in Turkey, that another assistant director checked out the program in Jiddha and Cairo.
This is the year Vida Bandis brought a boudoir to 1 Zengerstrasse and dared to call it faculty logistics.
This is the year, like last year and the year before, the water cooler on the third floor was hooked up, worked beautifully for three hours and all of one wet weekend.
This is the year Renate Mergerle moved her office so that she was no longer an administrators deputy in charge of the women's john.
This is the year Paul Caisse grew long hair and Dufke and Daly lost more of theirs. Later this evening you will see why Paul needs his long.
This is the year, if it doesn't end in a few minutes, that will see Frances Matthews a draft widow.
This is the year John McLauren leaves us hoping to better his academic record at College Park. We hope he realizes there are blondes and MGs there too.
This is the year Carl Bock's German 176 came up entirely populated by Maryland free-loaders and one graduating senior .
This is the year the average age of employees in the Registrar's office dipped alarmingly. Until we added Mrs. Laine last week, even with Claire and Gill and old man Mike, the average age was right at 17 years 2 months.
This is the year the pod up on wolf's way-now that it has changed hands from Clutter, to Ferjo, to Mack the knife, will perhaps live up to its name.
To be sure, this is the year of fecundity in the division. There can be no doubt that records have already been set, and to look around here tonight, are still being set. Gill Miller set a certain pace for switchboard room girls which will bear further watching. The Registrar's office has produced, and is still producing. The Language Supervisor has done more than train language teachers this year. The Corres are, as anyone can see, so swollen with expectation they didn't even come. Megerles have been birthing all over the place. Elaine of the printery went back to her old form early this year. Of course the Admissions shop continues to have mysterious and admirable control although it has been a tense year for Mrs. Reed. She still passes out those pills at five to five each night.
Walt Owens takes his handout, I guess, and Dick Rolff may also have to fall in line. Brunhilde Brawn, as you know, had a sudden and convincing pregnancy one day last month. And I would like to illustrate the whole situation by asking my secretary to ease her way up here.
Susan will you give these traditional baby cups to those who haven't received them, yet, but have produced: LAURIE NADINE MILLER ELKE FEUCHTER .
This is the year our Big Dean, usually referred to as Big Daddy, sometimes called the Transient Academic Type, began to shift away from his well earned title, Dr. Spatlese. Before we are required, because of his sophisticating tastes in German wines, to change it to Dr. Auslese (indeed before we have to change it to Dr. EE, short for Eiswein Ehrensberger), we wish to show you, Dean our affection with a memento commemorating your present title Dr. Spatlese. As you receive this memento to good wine, we crown you, before it is too late, Dr. Spatlese. We also wish you good health, better ladder climbing, and no hemstitching or high blood pressure in 1966