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.
Filtering by
- Genre: Doctoral Dissertation
- Creators: Shen, Wei
- Creators: Henriksen, Danah
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。
The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews.
The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization.
A soft skills curriculum was created using self-efficacy theory which serves as the heart of Bandura’s (1977) Social Learning Theory. Specifically, the soft skills were taught, modeled, and then practiced by the participants. The Soft Skills Training Group (SSTG) consisted of eight sessions and covered five soft skills: communication, collaboration, time management, work ethic, and goal setting. Additional soft skills related to employability were also covered. These consisted of creating a resume, completing a job application, and practicing job interviews.
Both quantitative and qualitative data were collected. Quantitative data included student and teacher Soft Skills Survey results. Qualitative data included student homework assignments and work produced during the intervention. Reflection sheets were completed after each session to serve as a self-assessment of new knowledge and application of the soft skills covered each session. At the conclusion of the SSTG intervention participants were also interviewed to gather qualitative data about their experience in the group.
Results indicate that although high school students had received some training in soft skills, they lacked the motivation to consistently use their knowledge of soft skills in the classroom. As suggested by previous research, soft skills require hands on practice and constructive feedback to increase student use of soft skills on a regular basis.
To address this issue, an innovation was developed and deployed for one semester at the Rio Salado College Avondale location. The innovation identified the individual career interests of each student in a treatment group, then worked with industry experts in those career fields to develop PowerPoint slides explaining how each HSE math lesson would directly transfer to the student’s career of interest. In addition, hiring managers from each career field that the students expressed interest in visited the class to discuss the need for HSE math skills and to answer any questions about their career and the transferability of what the students were learning.
The treatment groups’ attendance hours, completion rates, and self-reported engagement were examined and compared all other HSE math classes at Rio Salado College that took place during the same semester, as well as compared to the instructor of the innovation’s previous math classes. The results showed that students who participated in the innovation had, on average, over 38 more attendance hours than students who did not receive the innovation during the same semester and over 44 more attendance hours than the instructor’s previous classes at the same location. In addition, students who participated in the innovation reported higher engagement and enjoyment in the class than in similar HSE classes that they had previously taken.