3030 research outputs found
Sort by
Factors in engineering educational persistence: the correlation between identity and self-efficacy
No full textEngineering educators seek to further understand why there is a shortage of engineers in the work force and a decline in student interest (National Center for Education Statistics, 2014). Understanding how one would define their identity as an engineer is of a critical nature. This study investigates the motivation for studying engineering, as well as the role of persistence in an engineering curriculum and engineering self-efficacy. Using an explanatory sequential mixed method design, this study examines the correlation between variables in two areas: student academic self-confidence and student engineering identity as well as a correlation between engineering student self-efficacy and student educational persistence. The key factors and experiences that relate to engineering student identity development and enhanced educational persistence are explored.
The purpose of this study is to analyze the relationship between the identity development of engineering students and their educational persistence in STEM programs. This study explores the following two primary findings relating to engineering identity in the context of emerging adulthood and social cognitive career theory.
(1) A list of key factors and experiences that relate to engineering student identity and educational persistence.
(2) An initial framework of social cognitive career theory in the context of emerging adulthood.
The following are the primary research questions for the current study:
(1) Is there a correlation between student academic self-confidence and their identity as an engineer?
(2) Is there a correlation between engineering student self-efficacy and their educational persistence?
(3) What are the key factors and experiences that relate to engineering student identity development and enhanced persistence?
The goal of this study was to look at the relationship between the identity development of engineering students and their educational persistence to continue in STEM programs. Initial studies that describe the development of the identity of engineers, parallel engineering development to existing human learning developmental stages (Learner, 1976). As we gain greater understanding of the multiple factors that influence the development of identity in post-secondary engineering students, we can begin to make connections to the pedagogical issues inherent in STEM education and the educational leadership required in support of student needs.
After complete data analysis, findings show that the following exists:
1) A correlation between academic self-confidence and identity as an engineer
2) A correlation between student self-efficacy and educational persistence
Qualitative analysis reveals key factors and experiences that relate to engineering student identity development and enhanced persistence. (Author abstract)McKenzie, S.M. (2016). Factors in engineering educational persistence: the correlation between identity and self-efficacy. Retrieved from http://academicarchive.snhu.eduEducational LeadershipSchool of Educatio
Knowledge transfer in multinational enterprises: intra-firm and inter-firm perspectives
No full textThis dissertation aims to explore one of the most important aspects of knowledge management, knowledge transfer in multinational enterprises (MNEs). It examines this knowledge transfer process from two distinct perspectives: intra-firm and inter-firm. Intra-firm transfer of knowledge refers to the knowledge flow between headquarters and subsidiaries and inter-firm transfer is defined as the knowledge transfer between partners in international joint-ventures (IJV). Specifically, it attempts to investigate the factors that influence the intra-firm knowledge transfer process and the willingness to share knowledge between partners in IJVs, in order to improve the performance of MNEs. Since willingness to share knowledge between partners is more complex than that between parent and subsidiary due to the difference in ownership structure, if MNEs are able to manage the willingness to share knowledge in IJVs, then dealing with it between parent and a subsidiary should be much easier.
To examine intra-firm knowledge transfer, system dynamics (SD) modelling is adopted and simulations demonstrate that both the transmission willingness and capacity, and absorptive willingness and capacity are important for MNEs to enhance its performance, since knowledge transfer is a two-way communication process. In order to reach a win-win situation, both headquarters and subsidiaries should be willing to share knowledge and learn from each other. To improve the effectiveness of knowledge transfer, ways to enhance transmission willingness and absorptive capacity, and cultural factors that influence cross-border communication are explored and discussed.
In inter-firm knowledge transfer, most of the research literature examines at the absorptive capacity of recipients of knowledge, but does not examine the willingness to share knowledge. In fact, knowledge will not be effectively and efficiently transferred between partners if only capacity is involved. Therefore, the willingness to share knowledge is equally important in the knowledge transfer process. After a survey of literature, several factors that may influence willingness to share knowledge between partners in IJVs are identified. Then questionnaire was sent out and based on the responses of the survey, three case studies are employed to verify those factors that determine the willingness to share knowledge in IJVs in China.
This dissertation attempts to get a better understanding of the intra-firm and inter-firm knowledge transfer in academia and provide some useful insights to practitioners in order to effectively and efficiently manage knowledge in MNEs and enhance firms’ performance, since knowledge is the most important strategic asset that firms possess and is closely related to their sustainable competitive advantage. (Author abstract)Wang, L. (2016). Knowledge transfer in multinational enterprises: intra-firm and inter-firm perspectives. Retrieved from http://academicarchive.snhu.eduDoctor of Philosophy (Ph.D.)International BusinessSchool of Busines
College for America academic catalog February 1, 2015
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
STEM student housing design competition finalists
No full textThis paper proposes the installation of a green roof system on the new residence halls to be constructed on the Southern New Hampshire University Manchester campus. Green roofs have been shown to benefit sustainable initiatives by reducing carbon dioxide in the atmosphere both onsite and offsite, mitigating storm water runoff volume and pollutants, lessening airborne and noise pollutants, and creating wildlife corridors. Economically, the long-term savings they promote quickly offset the initial short-term costs that come from installation of green roofs. Green roofs are projected to have double the service life of traditional roofs, and lower electricity costs substantially by insulating and cooling buildings, thus reducing energy loads. Based on these effects--in addition to engendering positive publicity, increased recruitment, and possibilities for local agriculture--this study recommends strongly considering the inclusion of an intensive green roof system on the new residence halls. (Author abstract)Heyman, B.A., Weinstein, M., Veilleux, B., & Collins, M. (2015) Proposal for a green roof. Retrieved from http://academicarchive.snhu.ed
Kick butts: Tobacco-free SNHU
No full textThe purpose of my project, “Kick Butts: Tobacco-Free SNHU,” is to provide tobacco awareness and education on campus. The main objective of this initiative is to create a positive difference whether it be informing students of the current policy or changing it to adapt to the needs of the community. Conducting action research such as a student survey, information interviews, and literature reviews including guides from other colleges and universities in the United States, will be vital in determining whether a tobacco-free campus would be beneficial at Southern New Hampshire University (SNHU) or not. By being the Student Representative of the Safety Committee, creating a display for Kick Butts Day in March, writing to the school newspaper, communicating with Student Government Association (SGA), and putting an end to the cigarette butt waste on campus, I hope to gain a better understanding of the attitudes and opinions of the community. If the majority of the SNHU community is in favor of having a tobacco-free campus, I will initiate the necessary steps to create a positive change. (Author abstract)Coulombe, M.D. (2015). Kick butts: Tobacco-free SNHU. Retrieved from http://academicarchive.snhu.ed
An examination of color and letter association across culture and its implementation into the practice of art therapy
No full textThis paper is a further exploration of some findings by Spector and Maurer (2011). Across six experiments they examined the association between color and letters. Testing three populations, toddlers, literate children, and adults, they found that preliterate children have a different color letter association compared to literate children and adults. By asking subjects to place the letter within the colored box they associate the letter with, they found that preliterate children base color association off of shape vs. the sound or meaning. Letters with few angles, such as O and I, were associated with white, and letters with multiple angles, such as X and Z, were associated with black. Within the present study, instead of evaluating color and letter association across age, it will analyze the association across cultures. There are four groups of symbols, each with four symbols in them. There are the first four Roman symbols (A, B, C, D), and then an equivalent order and shape for alphabetical symbols in traditional Greek, Arabic, a Mandarin languages. Subjects are asked to select from one of the given colors (red, orange, yellow, green, blue, purple, white, black) that they associate most with the alphabetical symbol presented. The data will be analyzed for similarities across cultures for symbol and color association, which will bring to question if the nature of the chosen color is driven by cultural experience or inherent properties of the symbols themselves such as shape or order of presentation. (Author abstract)Frazier, A. (2015). Color and symbol association across cultures. Retrieved from http://academicarchive.snhu.ed
Munchiez
No full textMunchiez food truck began as a business plan done by three Southern New Hampshire University undergraduate students for Professor Susan Losapio during the 2014 spring semester. At the end of the semester when the class came to an end, Professor Losapio turned to one of the three students, Victoria Wiseman, in hopes to turn an assignment into a reality. She used that original business plan as the core concentration of her OL317 Small Business Management class. With many months of hard dedicated teamwork, President Leblanc gave the class the go ahead to buy and start the Munchiez food truck. The class broke into five teams: management, finance, sales, marketing and partnerships. This allowed for the class to operate as a small business and for tasks to be completed faster and more accurately. Before the 2014 fall semester came to an end, the truck was purchased. With many thinking that the hardest part was over and done with, the journey was just beginning. When the 2015 spring semester began many students had agreed to take an independent study to continue working on the truck but the size of the “original” Munchiez team was now nearly half of that. With nothing but positive energy and continuous work both in and out of the classroom from the students, Munchiez was no longer a distant dream but a reality. (Author abstract)Hilts, G., & Valdez, L. (2015). SNHU Munchiez food truck. Retrieved from http://academicarchive.snhu.ed
Book banning bans the future: The negative effects of book banning regarding high school students
No full textThis project examines book banning and curriculum decisions and the effects that both have on students. Book banning has existed since before the formation of the current education system as well as far before the current status of democracy and free speech. By studying its history, and its existence in today’s culture, the research provides insight into the ways in which it influences every English classroom for both educators and students alike. The project delves into book banning in the public library system as well as the library system contained within the schools in order to provide a view of the issue in all of its forms. The research discusses the negative effect that book banning and a narrow English curriculum can have on students in a modern society. Incorporating recent research based on book banning, the project focuses on the ways in which it is affecting and hindering free speech, access to information, and the formation of a generation. Using information at a regional level and a national level, as well as an international level, the research highlights the consequences that are faced due to book banning all around the world. This project seeks to rectify a wrong that is being done to today’s students and to help stop it from being perpetuated on the students of tomorrow. (Author abstract)Palmer, M. (2015). Banned books ban the future. Retrieved from http://academicarchive.snhu.ed
Gini index by racial groups in the United States
No full textUsing regression analysis and calculus, economists measure the income concentration of a population by way of a metric known as a Gini index. A Gini index is a number ranging from 0 to 1, where 0 indicates perfect income equality in the measured population and 1 indicates perfect inequality in the measured population. In order to compute a Gini index, we draw a graph that plots the bottom x percent of income earners in a population against the percent of the income (from all available income) that the group has earned. Unlike other Gini index studies, we compute a Gini index in which we omit the top 5% of income earners in each population. As a result, our study considers income distribution in the bulk of a population without the skewed effect of high-income outliers. In addition, our study further differs from other Gini index studies because we compute Gini indexes for subsets of the United States populations by race including: Whites, non-Hispanic Whites, Blacks, Asians, and Hispanics. All of our data hails from the United States Census Bureau. Some questions that this study answers are: how successful are individual racial groups in the United States in achieving income equality? Are some racial groups faring better than others in achieving income equality? By understanding how race affects income distribution, we may inform public policy experts who are in a position to affect positive change in regard to income equality. (Author abstract)Sherwood, R. (2015). Gini index by racial groups in the United States. Retrieved from http://academicarchive.snhu.ed