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Turnover Intention and Its Relationship with Education Benefits: A Quantitative Study at a Midwest University
No full textThe purpose of this correlational study was to explore if there was a relationship between the amount of tuition reimbursement, partnership benefits, and turnover intention at the partner organizations of a mid-size, private, non-profit university in the Midwest United States. It also examined if other factors, like tenure within an organization, industry, or position type, impacted turnover intention when employees utilized education benefits. The study applied social exchange theory and human capital theory to explain why benefits may influence an employee\u27s turnover intentions. Using a non-experimental, correlational design, the researcher used surveys responses from 152 partnership students. Their responses were analyzed through descriptive and inferential statistics, and a correlation analysis was run to determine if there was a relationship between the variables. A statistically significant relationship was found between turnover intention and both tenure and an employee’s commitment to their organization due to additional partnership benefits. Both of these relationships aligned with the ideas of social exchange theory. The study emphasizes the need for H.R. professionals at organizations to evaluate their education benefits and policies to help reduce turnover intention
Measuring the Perception of Readiness with an EHR Training:A Look into Primary Care
No full textThis study applied quantitative methods in surveying primary care physicians to identify when EHR training was introduced during medical education and measure the ease of use once beginning clinical practice. The physicians were graduates from allopathic and Osteopathic medical programs. Survey questions included 5 demographic questions and twelve designed with TAM. Eighty-three primary care physicians participated in this study by completing a survey sent out in the Ohio State Medical Association’s newsletter and through Centiment. Descriptive statistics were used to analyze survey results. Excel and Statistical Analysis Software was used for analysis. Analysis was done using chi-square analysis to determine the year of graduation and the number of EHR courses in school. Measurement of perception from TAM included weighing each question out of eighty-two. Most of the osteopathic participants scored 70 or higher out of 84 in their responses indicating a moderately high level of readiness. In contrast, 37 allopathic physicians score 70 or higher which is slightly higher than half of the allopathic participants would have a strong level of readiness with EHRs. Results from this study showed no correlation between an increased amount of EHR courses taken in medical school and years of graduation
The Role of Meet Sessions and Breakout Rooms in Creating a Doctoral Learning Community: A Sequential Mixed Methods Study
No full textThe problem of Virtual Learning Environment (VLE) doctoral student attrition has led institutions to explore solutions to support doctoral students’ program completion. According to Tinto’s model of institutional departure, students’ social and academic integration must be addressed to increase retention. Additionally, Astin’s student involvement theory purports that the effectiveness of an engagement strategy is dependent upon the program’s ability to increase the amount of time and level of commitment of students. In VLE programs, personal interactions are limited. The purpose of this sequential mixed-methods study is to examine the perceptions of doctoral students and doctoral teaching faculty of weekly voluntary Zoom meet sessions utilizing breakout rooms in VLE doctoral programs. Data were collected from 1) 50 doctoral students (75.8%); 2) 31 (24.4% doctoral faculty teaching online; and 3) a focus group consisting of the Doctoral Students Association (DSA) leadership team. The results indicated that the implementation of a voluntary weekly meet session and the utilization of breakout rooms could facilitate the development of a DLC
Online Course Completion Rates and Quality Matters Course Templates: A Causal-Comparative Study at a Midwestern Community College
No full textOnline course persistence at community colleges is a serious issue, with students being between 3 and 15 percentage points more likely to withdraw than those taking the on-campus equivalent (Xu et al., 2019). Despite the continued growth in distance education, quality online course design is a concern throughout the literature. This quantitative, causal-comparative study aimed to investigate the existence of a statistically significant relationship between online course templates, using Quality Matters Specific Review Standards, and online course completion rates at one Midwestern Community College. An ex post facto causal-comparative method was chosen for this study because the Midwestern Community College progressively implemented Quality Matters Specific Review Standards over three Fall academic terms providing an opportunity to investigate increasing quality standards through online templates, retrospectively, in a naturally occurring environment. Descriptive Statistics, Linear Regression, and a One-Way ANOVA were employed in the data analysis. The study results revealed a statistically significant relationship between online course completion rates and online course templates using QM Specific Review Standards
Examining the Influence of Knowledge Leadership Behaviors on the Enablers of Knowledge Management in Small and Medium-sized Companies
No full textPurpose The purpose of this study is to examine the interactions between two knowledge leadership behaviors as identified by Lakshman & Rai (2019) and four organizational cultural elements as identified as knowledge management enablers by Lee & Choi (2003), within the unique environment of a small- to medium-sized enterprise (SME). Knowledge management is a key driver in the financial success and long-term sustainability of a small business. The goal of this study was to understand if there is a relationship between the leadership behaviors and the knowledge management enablers to provide SME leaders with important evidence to support their efforts to adopt knowledge management practices within their company. Methodology This was a quantitative exploratory multi-variant study using a survey instrument that reused a combination of questions from two previous questionnaires. The questions were tested for content validity by a team of three experts and through the use of a pilot study to test for understandability and ease of use. The instrument was also tested for reliability using Cronbach’s alpha. The reliability coefficients ranged from 0.79 to 0.84 confirming the internal consistency of the survey instrument. The data were analyzed using multiple linear regression with two independent variables and four dependent variables. The independent variables were the two leadership behaviors – role modeling (RM) and creating a climate that supports learning (CC). The four dependent variables were the organizational cultural traits known as knowledge management enablers – employee trust (T), collaboration (C), organizational learning (L), and IT support (IT). Findings The results of the analysis indicate that there is a statistically significant relationship between the leadership behavior of creating a climate that supports learning (CC) and employee trust (T), collaboration (C), organizational learning (L), and IT support (IT). There is also a statistically significant relationship between role modeling (RM) and IT support (IT), however, no statistically significant relationship exists between the other three cultural elements in this context. The most interesting finding is the compelling evidence that creating a climate that supports learning is an important positive predictor of the four cultural elements that are known to support the successful adoption of knowledge management practices in SMEs. Practical Implications and Value The results of this study provide clear evidence to SME owners and managers regarding the leadership behaviors they should implement to ensure that they can develop and benefit from successful knowledge management practices in their organization
Impact of Interactive Computer-Aided Instruction in Learning Trigonometry in a High School Precalculus Course
No full textTrigonometry is a gateway course to higher level mathematics and science courses for students pursuing careers in STEM fields. Unfortunately, many students have found trigonometry to be difficult and trigonometry courses have consistently had high rates of failure (Daines, Troka, & Santiago, 2016; Demir, 2012; Moore, 2010; Samuels, 2010; Urrutia et al., 2019). Two reasons are commonly cited for difficulties in trigonometry: (1) the students’ inability to understand and fluidly move between multiple representations of trigonometric concepts (Marchi, 2012), and (2) the faculty’s challenge to teach a subject that is highly dependent on mental visual imagery (Kadunz & Yerushalmy, 2015). Despite the common difficulties experienced in teaching and learning trigonometry, research in this domain of mathematics is sparse. Current computer technology has the capability of addressing challenges in teaching and learning trigonometry. It allows multiple representations of trigonometric concepts to be illustrated side by side, as well as efficient construction of images needed to help students understand course concepts and to develop their mental visual imagery skills. Additionally, computer technology provides opportunities for students to actively engage in constructivist learning of new concepts while receiving specific and immediate feedback. This dissertation focuses on the impact of interactive computer-aided instruction in teaching and learning of trigonometry. This study hypothesizes that the use of interactive computer-aided instruction will have a positive impact on students’ mastery of trigonometry concepts as well as students’ perceptions of trigonometry. Findings should shed some light on the dynamics of teaching and learning trigonometry for 10th – 12th grade students
Fall 1992 Commencement Ceremony
No full textFemale graduate in cap and gown showing diploma next to commencement attendee.https://fuse.franklin.edu/commencement/1044/thumbnail.jp