3030 research outputs found
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Communities of practice: the shared experiences of higher education faculty
No full textThis phenomenological study aims to give a voice to higher education faculty as they continue answering to demands of accreditation accountability while continuing to take on the challenge of serving their increasingly diverse student populations. This study investigated faculty experiences in communities of practice (CoPs) as one way to provide faculty with an opportunity to engage each other in conversations and share different perspectives and understandings in relation to their own professional backgrounds and pedagogical practice (Wenger, 1997).
The study asks the question: How do faculty members participating in a community of practice describe perceived change(s) in professional practice? A phenomenological research approach was used to capture the essence of the “what” and “how” of the shared experiences in CoP participation (Creswell, 2013). Nine faculty members from an institute of higher education were interviewed and transcripts were analyzed to identify significant statements relevant to their CoP participation. The significant statements were then reduced to twenty-nine meaning clusters and then grouped into four themes.
An analysis of findings indicated that faculty participants shared a deep sense of belonging that linked to the relationships formed within their CoP. Faculty participants revealed that their perceived sense of belonging and relationships reinforced their efforts to learn more about themselves as learners and professional educators. Additional data showed that diverse perspectives based on professional backgrounds and experiences provided rich contexts for conversations and helped faculty participants to build university-wide connections. (Author abstract)Desruisseaux, L.R. (2016). Communities of practice: the shared experiences of higher education faculty. Retrieved from http://academicarchive.snhu.eduEducational LeadershipSchool of Educatio
College for America academic catalog October 1 - December 31, 2016
No full textThe SNHU College for America catalog features information on CfA programs, the format of those programs, policies, academic support services, costs, and related information
The language learning needs of beginner-level international students enrolled in intensive English programs affiliated with American institutions of higher education: a case study
No full textThe qualitative case study followed a triangulation model design in which evidence was collected from multiple sources to develop a profile of the language learning needs of a population of beginner-level international students who were enrolled in an Intensive English program affiliated with an institution of higher education located in New England. It is believed that a better understanding of beginner-level language learner needs can improve programmatic facilitation of course content for the growing population of international students in American higher education with low levels of English proficiency. Study participants included one group of 11 beginner-level international students and one group of 5 program faculty involved in facilitation of beginner-level courses. Using a sociocultural theoretical approach to second language learning as an analytical lens, the major analytic themes that emerged from the findings of the study include: beginner-level students’ need for academic and social language; communicative language teaching’s influence on beginner-level instruction; beginning-level instruction as a specialization; the need for cross-cultural sense making when perceptions of needs differ; and the institutional marginalization experienced by the faculty participants. Specific recommendations for Intensive English program administrators and faculty include conducting needs analyses on a regular basis; professional development geared toward beginner-level instruction; and working to increase integration between the program and host institution. Future research is recommended to employ quantitative needs analysis instruments; incorporate multiple case analysis; employ bilingual/bicultural fieldworkers; and incorporate other theoretical perspectives concerning second language learning. (Author abstract)Schwartz, L.S. (2016). The language learning needs of beginner-level international students enrolled in intensive English programs affiliated with American institutions of higher education: a case studyEducational LeadershipSchool of Educatio
Essays on tax systems and corporate tax avoidance: the effect on MNC location choices and firm value
No full textThe following dissertation is structured as two related essays on tax systems and corporate tax avoidance.
The first essay focuses on the firm level impact of a government’s transition from a worldwide tax system to a territorial tax system. Utilizing a case study approach, ten firms within the tax jurisdiction of the United Kingdom are analyzed pre- and post-transition. Firm behavior is evaluated pre- and post-transition through firm level incentives to shift earnings and firm level utilization of tax havens (i.e. subsidiaries located in tax advantageous areas). Despite significant efforts put forth by governments to reduce corporate tax avoidance and tax haven utilization, case study findings reveal little evidence that territorial tax systems promote such firm behavior.
The second essay focuses on the firm level change in share value, and the associated return to holding such shares, for firms that engage in corporate inversion. Cumulative abnormal returns are reviewed for a set of inverting firms to determine whether shareholders value corporate inversion transactions. In addition, this essay reviews the relationship between such cumulative abnormal returns and certain firm level incentives to shift earnings, tax haven utilization, and other firm characteristics such as permanently reinvested foreign earnings. Results reveal that the level of both permanently reinvested earnings and intangible assets impact the value shareholders place on the shares of firms engaged in corporate inversions. (Author abstract)Baker, M.A. (2016). Essays on tax systems and corporate tax avoidance: the effect on MNC location choices and firm value. Retrieved from http://academicarchive.snhu.eduDoctor of Philosophy (Ph.D.)International BusinessSchool of Busines
Mashpee Wampanoag Tribe Peacemaking project
No full textThe purpose of the Peacemaking project is to provide the Mashpee Wampanoag tribal community with a fully developed Peacemaking court, a culturally, tribal specific, court process model, including the recruitment and training of 12 to 24 Peacemakers that meets and serves the judicial needs of the tribal community. Research done found that the problems facing the community revolve around (1) The Mashpee Wampanoag Tribe did not have the resources to develop and implement a Peacemaking court as an alternative dispute resolution option to our conventional tribal court. And, (2), the tribal community does not trust state court systems because they find the conventional courts limited in their knowledge of Indian rights, cultural values and social norms, too costly, time consuming, punishing and confusing. This absence of a cultural alternative in justice promotes continued, unresolved discord in the community. Research showed that the community wanted more information on Peacemaking and the establishment of a Peacemaking court for the people. The outcomes are to secure project funding, increase Peacemaking education, and awareness, recruit, train and certify Peacemakers from the community, develop a Peacemaking model (hearing process) and ultimately increase the spiritual health, wellness and community unity of the tribal people. The project goal is to fully develop and implement a Mashpee Wampanoag Tribal Peacemaking Court with a culturally specific Peacemaking model to better serve the Mashpee Wampanoag people as a traditional alternative to dispute resolution with a pool of 12 to 24 Peacemakers. (Author abstract)Jonas, L.A. (2016). Mashpee Wampanoag Tribe Peacemaking project. Retrieved from http://academicarchive.snhu.eduMaster of Science (M.S.)Community Economic DevelopmentSchool of Community Economic Developmen
2016-2017 COCE catalog
No full textThe SNHU COCE catalog features information for online and continuing education programs such as the academic calendar, admission and financial aid information, an overview of tuition and expenses, different types of academic support services, academic program descriptions,and standards and regulations
