Socialization to interdisciplinarity: faculty and student perspectives     

Susan K. Gardner  Jessica S. Jansujwicz  Karen Hutchins  Brittany Cline  Vanessa Levesque 《Higher Education》2014,67(3):255-271

Socialization has become a common framework through which to understand the doctoral student experience; however, the framework has predominately been used as a lens through which to understand traditional, single-discipline doctoral student experiences. Interdisciplinary doctoral programs are becoming increasingly common in both the United States and elsewhere but relatively little empirical research exists about this distinct experience. Through multiple interviews with 18 doctoral students and their 35 faculty members, we discuss differences in the socialization process for these students in regard to knowledge acquisition, investment, and involvement. Implications for practice and future research are included.  相似文献   

Twenty-five years of sport performance research in the Journal of Sports Sciences     

Nevill A  Atkinson G  Hughes M 《Journal of sports sciences》2008,26(4):413-426

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Career evolution and knowledge of elite coaches of swimmers with a physical disability     

Cregan K  Bloom GA  Reid G 《Research quarterly for exercise and sport》2007,78(4):339-350

In the last decade there has been an increase in empirical research on coaches of elite able-bodied athletes, while coaches of athletes with a disability have generally been overlooked. Thus, the purpose of the current study was to address this oversight by examining the career evolution and knowledge of these coaches. Six elite coaches of swimmers with a physical disability were interviewed using an unstructured, open-ended interview format. Results revealed information pertaining to the coaches' backgrounds, career evolution, and knowledge in training and competition. As well, all coaches stressed the importance of coaching their athletes as an elite swimmer as opposed to coaching a swimmer with a disability.  相似文献   

Measuring The Business Impact of E‐Learning: An Empirical Study     

Greg Wang  Robert Von Der Linn  Diane Foucar‐Szocki  Oris Griffin  Erin Sceiford 《Performance Improvement Quarterly》2003,16(3):17-30

This study fills a gap in the current HRD literature of return on investment (ROI) analysis of technology‐based learning interventions. Using a Type IV control group method as defined by Wang (2002), the study empirically analyzed and measured the learning effectiveness and the business impact of an e‐learning system implemented in General Electric Company. The e‐learning system under study demonstrated significant economic returns in regard to reduced learning response time and reduced project cycle time. The study shows that e‐learning, as a means of technology‐based HRD intervention, can be highly effective as a performance support learning mechanism, although the results also suggest that e‐learning alone is not sufficient to replace the traditional face‐to‐face learning platforms.  相似文献   

Using job aids to supplement manuals     

Richard W. Cline  Richard B. Pearlstein 《Performance Improvement》1993,32(6):12-14

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Control Group Methods for HPT Program Evaluation and Measurement     

Greg Wang 《Performance Improvement Quarterly》2002,15(2):32-46

This research contributes to the methodologies in HPT program evaluation and measurement that are fairly lacking to date. First, a theoretical foundation for a control group is established based on a brief review of control group applications in various fields. Then, four types of control groups applicable to HPT program evaluation and measurement are defined and classified, and threats to internal and external validity in control group applications are explored. Lastly, four evaluation and measurement scenarios are presented for an E‐learning program to demonstrate the applicability of the control group methods for HPT program evaluation and ROI measurement.  相似文献