Dissertations
This page provides a list of approved an published dissertations.
Dissertations: As Committee Chair and Major Professor
Dr. Mark Orlando Morris
Exploring the Dimensions of the Learning Organization Questionnaire (DLOQ) for Startup Learning Environments
Abstract
Is the Dimensions of the Learning Organization Questionnaire (DLOQ) still a relevant tool to help business ventures navigate the complex road to success? As we approach two decades since the seminal paper by Marsick and Watkins (2003) outlining the DLOQ, some questions remain regarding the learning organization as a concept and the relevance of the DLOQ for all businesses as a viable tool. For example, although small and medium-sized enterprises (SMEs) are considered the economic engine to the world, complex system dynamics cause unknown and unknowable risks to kill 66% of startups by year 10. Although the DLOQ has been widely accepted by the HRD community, it has not been tested in a startup context for reliability. Also, systems thinking has been challenged as too simplistic to encompass the complex landscape of startups. This brings questioning of the theoretical relevance of the DLOQ as a tool for complex learning environments like startups.
The current study seeks to address some of these questions, which have been posed by previous researchers. The study utilizes a mixed-method design applying Cronbach alpha values to check the reliability of the instrument in a startup learning environment, with more than 600 participants and 42 startup businesses at a university in the Mountain West. The study uses objective financial measures for startup firms to explore the correlation between the seven dimensions of the DLOQ and startup companies at the university.
Cronbach alphas for the instrument measured at the .80 level or higher. Four of the dimensions were found to be statistically significant resulting in a model that accounted for 30% of the variance in predicted Operating Income (p<.004) and 29% of the variances in predicted Net Income (p<.003).The study also uses qualitative analysis to explore what activities relate to the seven dimensions of the DLOQ, and if those activities would be considered complex and disruptive. Thirteen activity clusters were identified and found to be relevant to startups and the seven dimensions of the DLOQ.
2023
University of North Texas
Dr. Jae Warren Schroeder
Validation of a Survey Instrument: Team Creativity and Innovation (C?I) Processes as Complex Adaptive Systems (CAS)
Abstract
Companies are becoming increasingly dependent on teams–the “basic building blocks of modern organizations” (Wipulanusat et al., 2017, p. 59)–to drive creativity and innovation, which usually involves multiple teams working together to solve complex problems (Turner et al., 2019). Consequently, 91 percent of 1000 Fortune companies in 2018 used team-based structures to conduct business (“Teamwork in Business,” 2018). However, the first problem is that work teams do not always manage creativity and innovation well, especially when partnering with other work teams on highly complex projects that demand greater interdependence and collaboration (Edmondson, 2012; Khedhaouria & Ribiere, 2013), which can constitute as much as 90% of today’s organizational projects (Turner & Baker, 2019a). The second problem is that researchers struggle to define and measure creativity and innovation for the past decade resulting in significant variation both within and between creativity and innovation scales that have restricted meaningful theoretical discoveries and advances (Hughes et al., 2018). The current study is significant because it introduces a novel instrument derived by Turner (2019) that measures team creativity and innovation processes as a single rather than separate construct, thereby raising the level of theoretical sophistication and leading to better practical applications. After conducting factor analysis, the current study validates six factors, including 36 indicators, and measures team creativity and innovation processes as complex adaptive systems (CAS). The current study recommends deploying the new instrument in other sectors beyond the IT sector and using multilevel techniques that include the individual and organizational levels of analysis.
Dr. Arielle M. Turner
The Differences in Mental Effort and Task Difficulty between Veterans and Non-veterans in Bachelor of Applied Arts and Science Degree Programs at Texas Public Universities
Abstract
This dissertation seeks to determine the differences between Veteran and Non-Veteran students’ mental effort and task difficulty within undergraduate online courses in Bachelor of Applied Arts and Sciences (BAAS) programs at three public Texas universities. The BAAS program is geared toward non-traditional students, which includes Veterans. The courses are delivered in flexible formats, including online courses, face-to-face courses, and blended courses, which use a combination of online and face-to-face courses. Making up a small percentage of the undergraduate programs at public Texas universities geared towards non-traditional students, it is important for universities to consider whether having a program geared towards non-traditional students is making a significant difference within the Veteran population specifically. After reviewing literature and utilizing both the cognitive theory of multimedia learning and the cognitive learning theory, a survey was conducted using undergraduate students enrolled in BAAS programs at three public Texas universities. The data was analyzed by conducting a factorial ANOVA and Pearson correlation to determine if there was a difference between Veterans and Non-Veteran students’ mental effort and task difficulty within online courses within the BAAS programs. The results indicated that that all three hypotheses failed to reject the null hypotheses that: (1) there is no difference in mental effort of students who had military service, versus those who did not have military service, (2) there is no difference in mental effort of students who had military service, versus those who did not have military service, and (3) there is no difference in the correlation between successful completion of distance learning courses of students who had military services versus those who did not have military service.
2020
University of North Texas
Dissertations: As Committee Member
Dr. Edward Secka
Measurement of National Innovation Systems Performance Trends in Sub-Saharan Africa: A Multidimensional Study
Abstract
In the modern economy, National Innovation Systems (NIS) contribute to a substantial increase in economic development in numerous parts of the world. NIS has been instrumental in integrating most developing countries’ economies into the global capitalist system; however, some developing countries lag the innovation capacities to develop their NIS. The inability of the countries in Sub-Saharan Africa to gauge their NIS is problematic and probably risky for the countries’ future development. Without proper evaluation and monitoring, it is hard for governments to create policies to advance their NIS to attain their desired economic development. Development experiences of the countries in Sub-Saharan Africa and their insignificant standings in the global exchange of goods and services warrant a comprehensive way to measure and evaluate their NIS. This study aims to ascertain if predictor variables: government effectiveness index (GEI), labor force (LF), and percentage of public spending on education (PSE) can influence the criterion variables: gross domestic product (GDP), human development index (HDI) and gross national income (GNI). The study will monitor and assess economic development using a multidimensional quantitative approach to measure NIS in Sub-Saharan Africa. The findings will allow categorization of areas that are performing soundly or not and utilize the knowledge gained on the assessments to aid in improving national policies for future performance of NIS in the region of Sub-Saharan Africa. Likewise, it will also help to create an atmosphere of informed decision and evidence-based calculated policymaking through assessment of development models’ effectiveness in achieving regional goals. The study of NIS is significant in defining the level of effectiveness, convergence, and progress of nations. NIS also specifies the outcomes of the policy ingenuities assumed at the state level and help reformulate the current strategies or espousing innovative ones for a comparatively enhanced innovative system.
2022
University of North Texas
Dr. Selverio Pacleb
Examining the Impact of the Community of Inquiry and Student’s Learning Process on Participant’s Academic Achievement
Abstract
This paper presents an empirical investigation of teaching in and learning from online courses. This investigation examines student participation in online courses using the community of inquiry framework (CoI) and the revised version of the Study Process Questionnaire (R-SPQ-2F). This study extends Rourke and Kanuke (2009) research in asserting the claim that the CoI framework leads to deep and meaningful learning. Students enrolled in online courses during the spring 2015 semester at the University of North Texas participated in a web-based survey. Structural equation modeling test the impact of CoI, R-SPQ-2F, and student perceived learning.
2016
University of North Texas
Dr. Francie Baker
Assessment of Mechanical Engineering Skills: A Synthesis of Industry and Academic Graduate Level Curriculum Requirements
Abstract
In the modern economy, National Innovation Systems (NIS) contribute to a substantial increase in economic development in numerous parts of the world. NIS has been instrumental in integrating most developing countries’ economies into the global capitalist system; however, some developing countries lag the innovation capacities to develop their NIS. The inability of the countries in Sub-Saharan Africa to gauge their NIS is problematic and probably risky for the countries’ future development. Without proper evaluation and monitoring, it is hard for governments to create policies to advance their NIS to attain their desired economic development. Development experiences of the countries in Sub-Saharan Africa and their insignificant standings in the global exchange of goods and services warrant a comprehensive way to measure and evaluate their NIS. This study aims to ascertain if predictor variables: government effectiveness index (GEI), labor force (LF), and percentage of public spending on education (PSE) can influence the criterion variables: gross domestic product (GDP), human development index (HDI) and gross national income (GNI). The study will monitor and assess economic development using a multidimensional quantitative approach to measure NIS in Sub-Saharan Africa. The findings will allow categorization of areas that are performing soundly or not and utilize the knowledge gained on the assessments to aid in improving national policies for future performance of NIS in the region of Sub-Saharan Africa. Likewise, it will also help to create an atmosphere of informed decision and evidence-based calculated policymaking through assessment of development models’ effectiveness in achieving regional goals. The study of NIS is significant in defining the level of effectiveness, convergence, and progress of nations. NIS also specifies the outcomes of the policy ingenuities assumed at the state level and help reformulate the current strategies or espousing innovative ones for a comparatively enhanced innovative system.