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Business faculty knowledge of adult ...

Rothamer, Frank Russell.

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Business faculty knowledge of adult learning styles: Cooperative education vs. non-cooperative education institutions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Business faculty knowledge of adult learning styles: Cooperative education vs. non-cooperative education institutions./
Author:	Rothamer, Frank Russell.
Description:	107 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0799.
Contained By:	Dissertation Abstracts International65-03A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3127686
ISBN:	0496749506

Business faculty knowledge of adult learning styles: Cooperative education vs. non-cooperative education institutions.
Rothamer, Frank Russell.

Business faculty knowledge of adult learning styles: Cooperative education vs. non-cooperative education institutions. - 107 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0799.

Thesis (Ph.D.)--University of Florida, 2003.

Many higher education institutions are facing difficult financial decisions. Researchers have identified the need for empirical research on cooperative education programs to help justify necessary financial and pedagogical decisions in today's ever-changing higher education environment.

ISBN: 0496749506Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Business faculty knowledge of adult learning styles: Cooperative education vs. non-cooperative education institutions.
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100 1 $a Rothamer, Frank Russell. $3 1928405
245 1 0 $a Business faculty knowledge of adult learning styles: Cooperative education vs. non-cooperative education institutions.
300 $a 107 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0799.
500 $a Chair: David S. Honeyman.
502 $a Thesis (Ph.D.)--University of Florida, 2003.
520 $a Many higher education institutions are facing difficult financial decisions. Researchers have identified the need for empirical research on cooperative education programs to help justify necessary financial and pedagogical decisions in today's ever-changing higher education environment.
520 $a The purpose of this study was to determine if differences exist between business faculty in their knowledge of adult learning styles utilizing the seven factors of the Principles of Adult Learning Scale. This study focused on business faculty at four-year higher education institutions that promote cooperative education and business faculty at four-year higher education institutions that do not promote cooperative education. There were 82 business faculty members who participated in this study.
520 $a An ANOVA was used to determine if there were significant differences in the factor scores of cooperative education business faculty and non-cooperative education business faculty. Significant differences were identified in the factor scores for climate-building, participation in the learning process, relating to experience, and flexibility for personal development. Business faculty in higher education institutions with a rich culture in cooperative education scored higher in each of the above factors than did their business faculty counterparts at higher education institutions with no such cooperative education culture.
520 $a The results of this study contributes to a greater understanding of cooperative education and adult learning theory. This study, along with other research, begins to bridge the empirical research gap utilizing the linkage of cooperative education and adult learning theory.
590 $a School code: 0070.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Business. $3 1017515
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690 $a 0727
690 $a 0530
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710 2 0 $a University of Florida. $3 718949
773 0 $t Dissertation Abstracts International $g 65-03A.
790 1 0 $a Honeyman, David S., $e advisor
790 $a 0070
791 $a Ph.D.
792 $a 2003
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