ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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- Genre: Doctoral Dissertation
- Creators: Shen, Wei
Description
The use of educational technologies as a tool to improve academic achievement continues to increase as more technologies becomes available to students. However, teachers are entering the classroom not fully prepared to integrate technology into their daily classroom teaching because they have not been adequately prepared to do so. Teacher preparation programs are falling short in this area because educational technology and the role of technology in the classroom is seen as an extra component to daily teaching rather than a central one. Many teacher preparation programs consist of one stand-alone educational technology course that is expected to prepare teachers to integrate technology in their future classrooms. Throughout the remainder of the program, the teachers are not seeing educational technologies modeled in their other core courses, nor are they getting the hands-on interaction necessary to become more confident in using these technologies with their future students. The purpose of this study was to examine teachers' views of educational technology in the classroom from those enrolled in a graduate program. The study consisted 74 first- and second-year teachers who were enrolled an alternative teacher preparation program. Thirty-four of the teachers received the Integrating Curriculum and Technology (iCAT) intervention and the remaining 40 teachers were part of the control group. Each teacher completed a pre- and post-intervention questionnaire and 23 of the 74 teachers participated in one of three focus group interviews. Additional data from the teachers' course instructors were gathered and analyzed to compliment the focus group and quantitative data. Results showed that iCAT participants' scores for confidence in using technology and efficacy for using educational technology increased at a faster rate than the control group participants' scores. Similarly, confidence in using technology, perceptions about integrating technology in the classroom, and efficacy for using educational technology could be predicted by the amount of hands-on interaction with technology that the teachers received during their graduate course. The discussion focuses on recommendations for infusing technology throughout teacher preparation programs so that teachers have the tools to prepare their students to use a variety of technologies so that their students can be better prepared to complete in today's workforce.
ContributorsKisicki, Todd (Author) / Wetzel, Keith (Thesis advisor) / Bitter, Gary (Thesis advisor) / Buss, Ray (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2012
Description
In accordance with the Principal Agent Theory, Property Right Theory, Incentive Theory, and Human Capital Theory, firms face agency problems due to “separation of ownership and management”, which call for effective corporate governance. Ownership structure is a core element of the corporate governance. The differences in ownership structures thus may result in differential incentives in governance through the selection of senior management and in the design of senior management compensation system. This thesis investigates four firms with four different types of ownership structures: a public listed firm with the controlling interest by the state, a public listed firm with a non-state-owned controlling interest, a public listed firm a family-owned controlling interest, and a Sino-foreign joint venture firm. By using a case study approach, I focus on two dimensions of ownership structure characteristics – ownership diversification and differences in property rights so as to document whether there are systematic differences in governance participation and executive compensation design. Specifically, I focused on whether such differences are reflected in management selection (which is linked to adverse selection and moral hazard problems) and in compensation design (the choices of performance measurements, performance pay, and in stock option or restricted stock). The results are consistent with my expectation – the nature of ownership structure does affect senior management compensation design. Policy implications are discussed accordingly.
ContributorsGao, Shenghua (Author) / Pei, Ker-Wei (Thesis advisor) / Li, Feng (Committee member) / Shen, Wei (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study explores teacher educators' personal theories about the instructional practices central to preparing future teachers, how they enact those personal theories in the classroom, how they represent the relationship between content, pedagogy, and technology, and the function of technology in teacher educators' personal theories about the teaching of mathematics and their practices as enacted in the classroom. The conceptual frameworks of knowledge as situated and technology as situated provide a theoretical and analytical lens for examining individual instructor's conceptions and classroom activity as situated in the context of experiences and relationships in the social world. The research design employs a mixed method design to examine data collected from a representative sample of three full-time faculty members teaching methods of teaching mathematics in elementary education at the undergraduate level. Three primary types of data were collected and analyzed:
a) structured interviews using the repertory grid technique to model the mathematics education instructors' schemata regarding the teaching of mathematics methods; b) content analysis of classroom observations to develop models that represent the relationship of pedagogy, content, and technology as enacted in the classrooms; and c) brief retrospective protocols after each observed class session to explore the reasoning and individual choices made by an instructor that underlie their teaching decisions in the classroom. Findings reveal that although digital technology may not appear to be an essential component of an instructor's toolkit, technology can still play an integral role in teaching. This study puts forward the idea of repurposing as technology -- the ability to repurpose items as models, tools, and visual representations and integrate them into the curriculum. The instructors themselves became the technology, or the mediational tool, and introduced students to new meanings for "old" cultural artifacts in the classroom. Knowledge about the relationships between pedagogy, content, and technology and the function of technology in the classroom can be used to inform professional development for teacher educators with the goal of improving teacher preparation in mathematics education.
a) structured interviews using the repertory grid technique to model the mathematics education instructors' schemata regarding the teaching of mathematics methods; b) content analysis of classroom observations to develop models that represent the relationship of pedagogy, content, and technology as enacted in the classrooms; and c) brief retrospective protocols after each observed class session to explore the reasoning and individual choices made by an instructor that underlie their teaching decisions in the classroom. Findings reveal that although digital technology may not appear to be an essential component of an instructor's toolkit, technology can still play an integral role in teaching. This study puts forward the idea of repurposing as technology -- the ability to repurpose items as models, tools, and visual representations and integrate them into the curriculum. The instructors themselves became the technology, or the mediational tool, and introduced students to new meanings for "old" cultural artifacts in the classroom. Knowledge about the relationships between pedagogy, content, and technology and the function of technology in the classroom can be used to inform professional development for teacher educators with the goal of improving teacher preparation in mathematics education.
ContributorsToth, Meredith Jean (Author) / Middleton, James (Thesis advisor) / Sloane, Finbarr (Committee member) / Buss, Ray (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2014
Description
The theme for this work is the development of fast numerical algorithms for sparse optimization as well as their applications in medical imaging and source localization using sensor array processing. Due to the recently proposed theory of Compressive Sensing (CS), the $\ell_1$ minimization problem attracts more attention for its ability to exploit sparsity. Traditional interior point methods encounter difficulties in computation for solving the CS applications. In the first part of this work, a fast algorithm based on the augmented Lagrangian method for solving the large-scale TV-$\ell_1$ regularized inverse problem is proposed. Specifically, by taking advantage of the separable structure, the original problem can be approximated via the sum of a series of simple functions with closed form solutions. A preconditioner for solving the block Toeplitz with Toeplitz block (BTTB) linear system is proposed to accelerate the computation. An in-depth discussion on the rate of convergence and the optimal parameter selection criteria is given. Numerical experiments are used to test the performance and the robustness of the proposed algorithm to a wide range of parameter values. Applications of the algorithm in magnetic resonance (MR) imaging and a comparison with other existing methods are included. The second part of this work is the application of the TV-$\ell_1$ model in source localization using sensor arrays. The array output is reformulated into a sparse waveform via an over-complete basis and study the $\ell_p$-norm properties in detecting the sparsity. An algorithm is proposed for minimizing a non-convex problem. According to the results of numerical experiments, the proposed algorithm with the aid of the $\ell_p$-norm can resolve closely distributed sources with higher accuracy than other existing methods.
ContributorsShen, Wei (Author) / Mittlemann, Hans D (Thesis advisor) / Renaut, Rosemary A. (Committee member) / Jackiewicz, Zdzislaw (Committee member) / Gelb, Anne (Committee member) / Ringhofer, Christian (Committee member) / Arizona State University (Publisher)
Created2011
Description
This paper addresses a local problem of practice at Arizona State University regarding the support for potentially underprepared students. The overarching goal of this study was to better understand the role rapport plays in student achievement. This study examines how the LEAD Project (Learn, Explore, Advance, Design), in particular student relationships with instructors and their peers, may or may not influence student achievement. LEAD students complete three courses as a group – Introduction to Human Communication (COM 100), Critical Reading and Thinking (UNI 110), and The LEAD Project (ASU 150). The innovation was designed to give students the opportunity to build relationships with their instructors and with each other, so class sizes are limited to 40 students. Additionally, instructors work together outside of class to develop curriculum, instructional plans, and how to best support individual students.
Guiding literature for this study included Self-Determination Theory (SDT) as well as related studies (Deci & Flaste, 1995). This theory describes human motivation as a factor of the extent to which one feels autonomy, competence, and relatedness. Though relevant in many contexts, past researchers used SDT as a tool for understanding students’ motivation to learn (Black & Deci, 2000; Freiberger, Steinmayr, & Spinath, 2012; Reeve & Jang, 2006).
The study used a concurrent mixed-method action research design including interviews, questionnaires, and institutional data. Over 400 first-year students participated in the study. Students shared their perceptions of their rapport with their instructors and peers, and their perceived learning in each of the three LEAD courses.
Data were analyzed using correlation and linear regression approaches. Significant relations occurred between many instructor-student rapport scales, peer rapport, perceived learning, and course grades. Additionally, instructor-student rapport scales significantly predicted perceived learning.
Qualitative and quantitative findings were aligned with each other, and were consistent with previous studies. This study advances the body of knowledge about instructor-student rapport by extending the findings around its role in student achievement. Results also suggested the need to further explore the role of peer rapport and its influence on student achievement. Results from the study show instructor-student rapport was mediators of student achievement.
Guiding literature for this study included Self-Determination Theory (SDT) as well as related studies (Deci & Flaste, 1995). This theory describes human motivation as a factor of the extent to which one feels autonomy, competence, and relatedness. Though relevant in many contexts, past researchers used SDT as a tool for understanding students’ motivation to learn (Black & Deci, 2000; Freiberger, Steinmayr, & Spinath, 2012; Reeve & Jang, 2006).
The study used a concurrent mixed-method action research design including interviews, questionnaires, and institutional data. Over 400 first-year students participated in the study. Students shared their perceptions of their rapport with their instructors and peers, and their perceived learning in each of the three LEAD courses.
Data were analyzed using correlation and linear regression approaches. Significant relations occurred between many instructor-student rapport scales, peer rapport, perceived learning, and course grades. Additionally, instructor-student rapport scales significantly predicted perceived learning.
Qualitative and quantitative findings were aligned with each other, and were consistent with previous studies. This study advances the body of knowledge about instructor-student rapport by extending the findings around its role in student achievement. Results also suggested the need to further explore the role of peer rapport and its influence on student achievement. Results from the study show instructor-student rapport was mediators of student achievement.
ContributorsVawter, Katherine (Author) / Kulinna, Pamela (Thesis advisor) / Buss, Ray (Committee member) / Potts, Shelly (Committee member) / Arizona State University (Publisher)
Created2018
Description
Teacher shortage crisis were consistent across the nation. Higher education institutions, K-12 school districts, and political leaders were actively seeking solutions to ensure classrooms did not sit vacant and were not staffed by individuals who are unqualified to teach. This mixed methods action research study examined one strategy for teacher recruitment by targeting high school students who attended a Title 1 school. Due to the growing Hispanic population in Arizona, coupled with the underrepresentation of Hispanic teachers compared to the number of Hispanic students, a particular focus was devoted to targeting Hispanic high school students as they represented a potential untapped pipeline of future educators. The study was conducted to explore factors that might increase student interest in declaring education as a major upon graduating from high school and eventually pursuing teaching as a career. Three theoretical frameworks guided the study: (a) Theory of Planned Behavior, (b) Self-Efficacy, and (c) Social Cognitive Career Theory. A total of 20 participants engaged in the intervention over the course of three weeks. The intervention included engagement in curriculum exposing students to the teaching profession as well as clinical experiences. Data gathered included pre- and post- intervention survey results and semi-structured interview questions. It was anticipated the intervention would increase students’ interest in becoming a teacher. Results demonstrated a decrease in intention post-intervention. Future research should examine alternative recruitment approaches for students who do not already have an interest in pursuing the profession.
ContributorsDiaz, Elora Denae (Author) / Buss, Ray (Thesis advisor) / Borden, Ryen (Committee member) / Preach, Deborah (Committee member) / Arizona State University (Publisher)
Created2019
Description冷链物流主要是指食品在生产到消费者食用前始终处于适宜的温度环境，以保障食品品质、降低流通过程中的损耗。冷链物流相比于传统物流而言是一项更复杂的系统性工程，受到政策和市场需求的影响呈现迅猛发展态势。但是，冷链物流企业长期以来因规模小、固定资产少、服务范围窄、服务规范性弱而发展困难重重，核心问题是资金的问题。政府引导和鼓励打造冷链物流产业园，推动产业园投资和建设主体打造平台，实现对园区内冷链企业的聚集效应并通过金融服务解决企业发展的资金问题。通过产融结合助力冷链物流企业发展，成为目前冷链物流行业发展的主要方式和未来趋势。
本研究聚焦冷链物流产业园金融服务助力冷链物流企业发展问题，主要研究内容包括：第一，基于产融结合理论，梳理冷链物流企业与产业园之间关系，从供需两侧探索冷链物流企业和产业园的金融服务的范围、类型和特点。第二，基于平台理论，构建冷链物流企业采纳产业园金融服务的研究模型，探索金融服务影响冷链物流企业的经营因素，分析冷链物流企业采纳产业园金融服务的因素和途径。第三，基于信息不对称理论，关切信息技术支持和知识分享在冷链物流企业采纳产业园提供金融服务过程中的调节作用。同时，梳理产业园提供金融服务可能面临哪些风险，制订冷链物流企业入驻园区的标准，防范风险。
本文运用实证研究方法，通过对国内18家冷链物流相关的产业园、物流园、冷链物流、商贸流通、金融等企业实地考察和专家访谈基础上，拟定问卷并对268家企业进行调查收集数据，使用结构方程模型进行假设检验。研究发现：金融服务的有形性、可靠性、移情性、经济性对冷链物流企业采纳产业园金融服务影响显著，而响应性的影响不显著。同时
信息技术支持和知识共享的调节作用不显著。最后，针对产业园吸引冷链物流企业提供金融服务、冷链物流企业采纳产业园金融服务的风险，提出防范策略措施。
本研究聚焦冷链物流产业园金融服务助力冷链物流企业发展问题，主要研究内容包括：第一，基于产融结合理论，梳理冷链物流企业与产业园之间关系，从供需两侧探索冷链物流企业和产业园的金融服务的范围、类型和特点。第二，基于平台理论，构建冷链物流企业采纳产业园金融服务的研究模型，探索金融服务影响冷链物流企业的经营因素，分析冷链物流企业采纳产业园金融服务的因素和途径。第三，基于信息不对称理论，关切信息技术支持和知识分享在冷链物流企业采纳产业园提供金融服务过程中的调节作用。同时，梳理产业园提供金融服务可能面临哪些风险，制订冷链物流企业入驻园区的标准，防范风险。
本文运用实证研究方法，通过对国内18家冷链物流相关的产业园、物流园、冷链物流、商贸流通、金融等企业实地考察和专家访谈基础上，拟定问卷并对268家企业进行调查收集数据，使用结构方程模型进行假设检验。研究发现：金融服务的有形性、可靠性、移情性、经济性对冷链物流企业采纳产业园金融服务影响显著，而响应性的影响不显著。同时
信息技术支持和知识共享的调节作用不显著。最后，针对产业园吸引冷链物流企业提供金融服务、冷链物流企业采纳产业园金融服务的风险，提出防范策略措施。
ContributorsYang, Su (Author) / Shen, Wei (Thesis advisor) / Chen, Xinlei (Thesis advisor) / Gu, Bin (Committee member) / Arizona State University (Publisher)
Created2019
Description
How does a university create a culture of affinity where students seek and maintain life-long connections to the institution? The purpose of this action research study was to examine how affinity increased or developed for undergraduate students at the Arizona State University Polytechnic campus through meaningful student-centric activities. Three theoretical frameworks guided the study including the work of Baumeister and Leary, Kuh, and Ajzen.
In this mixed method study, quantitative data about affinity, attitude, toward Arizona State University was collected using pre- and post-intervention surveys and qualitative data were gathered through individual semi-structured interviews at the conclusion of the study. Study participants were degree-seeking, undergraduate students whose degree programs were affiliated with the Polytechnic campus. The study was conducted during the first semester for first-year students. The intervention was implemented over a four-week period and consisted of providing information and opportunities to students to initiate connecting to the institution.
Quantitative data exhibited slight upward changes or slight to modest decreases in the dependent variables between pre- and post-intervention assessments. Qualitative data provided a content-rich explanation that helped in understanding the quantitative results. For example, students indicated high behavioral beliefs, attitudes toward involvement, and intentions. Moreover, they demonstrated high levels of connectedness and loyalty to the institution. Discussion focused on describing the complementarity of the data, explaining outcomes relative to the theoretical frameworks, limitations, implications for practice and future research, and lessons learned.
In this mixed method study, quantitative data about affinity, attitude, toward Arizona State University was collected using pre- and post-intervention surveys and qualitative data were gathered through individual semi-structured interviews at the conclusion of the study. Study participants were degree-seeking, undergraduate students whose degree programs were affiliated with the Polytechnic campus. The study was conducted during the first semester for first-year students. The intervention was implemented over a four-week period and consisted of providing information and opportunities to students to initiate connecting to the institution.
Quantitative data exhibited slight upward changes or slight to modest decreases in the dependent variables between pre- and post-intervention assessments. Qualitative data provided a content-rich explanation that helped in understanding the quantitative results. For example, students indicated high behavioral beliefs, attitudes toward involvement, and intentions. Moreover, they demonstrated high levels of connectedness and loyalty to the institution. Discussion focused on describing the complementarity of the data, explaining outcomes relative to the theoretical frameworks, limitations, implications for practice and future research, and lessons learned.
ContributorsMatos, Maria Regina (Author) / Buss, Ray (Thesis advisor) / Krasnow, Aaron (Committee member) / Givans Voller, Julie (Committee member) / Arizona State University (Publisher)
Created2019
Description财富管理是一个高度信息不对称的行业，因此投资人需要尽可能减少自身的不确定来做投资决策，通过文献整理，本文发现通过建立信任来消除不确定性是很多投资人都会选择的帮助投资决策的方法。纵观历史，美国2007-2008年的金融危机也恰恰导致金融市场投资人对于理财机构信任的严重缺失，相同的情况也可能发生在中国财富管理市场，因此本文将此选作研究重点，希望深入研究财富管理公司投资人对理财师的信任来得到一系列结论。本文最终发现就平台和理财师相比，投资人更看重平台的信誉度。 投资人大多认为平台的信誉度要高于理财师的信誉度，但是这并不意味着理财师不重要。本文进一步的分析发现，多数投资人会和理财师建立起一种私人联系，且该私人关系有助于加强客户和平台的联系。投资人认为行业经验、为人诚恳，说话可信以及责任心是加强这种私人关系的重要因素。最后，投资人对于钜派平台的信任主要由对于理财师的信任来维持，同时对于理财师的信任主要来自与情感信任。本文的发现对财富管理平台具有战略意义。
ContributorsWu, Qimin (Author) / Shen, Wei (Thesis advisor) / Chang, Chun (Thesis advisor) / Zhu, Hongquan (Committee member) / Arizona State University (Publisher)
Created2019
Description摘要
在复杂多变的商业环境中，企业传统的人力资源管理已经难以应对日益频发的员工职业倦怠、人际间矛盾冲突、频繁跳槽等局面与问题。企业员工工作的价值与意义早已不再是传统的雇佣模式下，通过出卖劳动力或智力从而获得工资以实现“养家糊口”的目的那么单纯与简单，员工也希望通过辛勤的工作，以获得个体的幸福感、荣誉感与认同感等。对于现代企业的管理者而言，员工追求事业的提升、个人价值的实现，不仅体现在薪酬、福利待遇的提升，更重要的是员工个人的成长以及潜能和竞争力的提升。
随着组织行为学和心理学的不断发展与演变，与员工幸福感相关的研究备受关注。对现代企业而言，管理者借助制度设计对员工幸福积极管理，可以最大限度地发挥员工的积极性、主动性与创造性，实现员工与企业之间的利益相趋同，从而更为高效地实现组织的目标。基于此，本文以民营企业员工工作幸福感作为研究的切入点，借助理论分析、问卷调查和实证分析相结合的研究方法，系统深入地研究我国民营企业员工工作幸福感的构成、可控前因和绩效后果等问题。
本文研究发现：
第一，员工薪酬的提高有助于员工工作幸福感的提升，薪资对基层员工幸福感的影响显著高于其对高层员工幸福感的影响；
第二，完善的晋升机制对于中层员工而言更能提升其幸福感，完善的晋升机制更有利于中层员工；
第三，公平性的提高有助于提高员工工作幸福感，而且这种正效应更多体现在基层员工群体之中；
第四，高层员工更注重自我价值的实现，高层员工的工作挑战性越高，其自我实现需求获得的满足感则约高，但是对于基层员工和中层员工而言，其效果则恰恰相反，基础员工和高层员工更多地将工作挑战性和压力看作是一种负面的因素；
第五，员工幸福感的确会给企业带来正向的绩效。
本文的研究框架和实证结论不仅可以丰富学术界有关员工工作幸福感的研究，而且为企业管理者进行绩效管理以及员工工作质量的提升提供理论和实证借鉴。
在复杂多变的商业环境中，企业传统的人力资源管理已经难以应对日益频发的员工职业倦怠、人际间矛盾冲突、频繁跳槽等局面与问题。企业员工工作的价值与意义早已不再是传统的雇佣模式下，通过出卖劳动力或智力从而获得工资以实现“养家糊口”的目的那么单纯与简单，员工也希望通过辛勤的工作，以获得个体的幸福感、荣誉感与认同感等。对于现代企业的管理者而言，员工追求事业的提升、个人价值的实现，不仅体现在薪酬、福利待遇的提升，更重要的是员工个人的成长以及潜能和竞争力的提升。
随着组织行为学和心理学的不断发展与演变，与员工幸福感相关的研究备受关注。对现代企业而言，管理者借助制度设计对员工幸福积极管理，可以最大限度地发挥员工的积极性、主动性与创造性，实现员工与企业之间的利益相趋同，从而更为高效地实现组织的目标。基于此，本文以民营企业员工工作幸福感作为研究的切入点，借助理论分析、问卷调查和实证分析相结合的研究方法，系统深入地研究我国民营企业员工工作幸福感的构成、可控前因和绩效后果等问题。
本文研究发现：
第一，员工薪酬的提高有助于员工工作幸福感的提升，薪资对基层员工幸福感的影响显著高于其对高层员工幸福感的影响；
第二，完善的晋升机制对于中层员工而言更能提升其幸福感，完善的晋升机制更有利于中层员工；
第三，公平性的提高有助于提高员工工作幸福感，而且这种正效应更多体现在基层员工群体之中；
第四，高层员工更注重自我价值的实现，高层员工的工作挑战性越高，其自我实现需求获得的满足感则约高，但是对于基层员工和中层员工而言，其效果则恰恰相反，基础员工和高层员工更多地将工作挑战性和压力看作是一种负面的因素；
第五，员工幸福感的确会给企业带来正向的绩效。
本文的研究框架和实证结论不仅可以丰富学术界有关员工工作幸福感的研究，而且为企业管理者进行绩效管理以及员工工作质量的提升提供理论和实证借鉴。
ContributorsShu, Man (Author) / Shen, Wei (Thesis advisor) / Wu, Fei (Thesis advisor) / Chen, Xin (Committee member) / Arizona State University (Publisher)
Created2019