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Description企业并购是经济管理领域长盛不衰的研究话题,也是企业高投资与高风险并行的战略举措。并购后对品牌进行有效整合是实现并购价值的重要过程,只有对并购后的品牌进行整合,才能使并购取得应有的并购协同效应。在消费者导向意识不断深化,服务导向逐渐成为服务行业的主流导向的背景下,研究品牌并购中消费者感知及其忠诚显得尤为重要。企业并购过程中面临的风险与挑战之一就是消费者未必对商家的品牌并购行为买账,消费者忠诚受到影响。尽管已有学者提出品牌并购的企业更应关注消费者及其忠诚,但目前从消费者感知角度研究企业或品牌并购行为的研究较少。为了揭示消费者感知品牌并购的过程,探究品牌并购是否及如何影响消费者感知及忠诚,本文基于深度访谈法与情境下问卷调查法分析了消费者对品牌并购的感知及结果,并设计两项研究:研究一在理论分析与前人研究基础上,通过对消费者的深度访谈,确立了消费者感知的品牌并购价值的四个维度,分别为品牌联想、产品联想、组织联想与人员服务品质,并在借鉴前人研究结合本研究的具体背景,得出消费者感知的品牌并购价值的测量条目。研究二通过情境模拟下的问卷调查法,检验了消费者感知品牌并购价值、感知质量、感知价值、品牌忠诚、产品涉入以及品牌知名度之间的关系。在此基础上,本文对L教育集团在实践运营过程中的品牌并购案例进行详细分析,发现了L教育集团发起品牌并购的原因以及并购过程中存在的问题和改进建议。

研究结果显示:(1)消费者感知的品牌并购价值的四个维度分别为品牌联想、产品联想、组织联想与人员服务品质;(2)消费者感知品牌并购价值与感知质量有显著正相关关系,表明消费者感知品牌并购价值能够提高消费者的感知质量;(3)消费者感知质量对其感知价值有显著的正向影响,表明感知质量正向预测消费者的感知价值水平;(4)消费者感知质量对其品牌忠诚有显著的积极作用;(5)消费者感知品牌并购价值与消费者感知价值存在显著的正相关关系;(6)消费者感知品牌并购价值对消费者品牌忠诚的路径系数达到显著性水平;(7)消费者感知质量在感知并购价值与感知价值、品牌忠诚之间起部分中介作用;(8)产品涉入与品牌知名度在消费者感知并购价值与感知质量的关系之间起调节作用。
ContributorsHan, Liqing (Author) / Pei, Ker-Wei (Thesis advisor) / Zhang, Anmin (Thesis advisor) / Zhu, Qigui (Committee member) / Arizona State University (Publisher)
Created2019
Description
This research introduces Roblocks, a user-friendly system for learning Artificial Intelligence (AI) planning concepts using mobile manipulator robots. It uses a visual programming interface based on block-structured programming to make AI planning concepts easier to grasp for those who are new to robotics and AI planning. Users get to accomplish

This research introduces Roblocks, a user-friendly system for learning Artificial Intelligence (AI) planning concepts using mobile manipulator robots. It uses a visual programming interface based on block-structured programming to make AI planning concepts easier to grasp for those who are new to robotics and AI planning. Users get to accomplish any desired tasks by dynamically populating puzzle shaped blocks encoding the robot’s possible actions, allowing them to carry out tasks like navigation, planning, and manipulation by connecting blocks instead of writing code. Roblocks has two levels, where in the first level users are made to re-arrange a jumbled set of actions of a plan in the correct order so that a given goal could be achieved. In the second level, they select actions of their choice but at each step only those actions pertaining to the current state are made available to them, thereby pruning down the vast number of possible actions and suggesting only the truly feasible and relevant actions. Both of these levels have a simulation where the user plan is executed. Moreover, if the user plan is invalid or fails to achieve the given goal condition then an explanation for the failure is provided in simple English language. This makes it easier for everyone (especially for non-roboticists) to understand the cause of the failure.
ContributorsDave, Chirav (Author) / Srivastava, Siddharth (Thesis advisor) / Hsiao, Ihan (Committee member) / Zhang, Yu (Committee member) / Arizona State University (Publisher)
Created2019
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Description
The primary aim of this dissertation is to make a substantial contribution to the better understanding of the identity formations of Black Caribbean migrant women in Britain. The dissertation outlines a theory of Black female subject formation in Britain. This theory proposes that the process of subject formation in these

The primary aim of this dissertation is to make a substantial contribution to the better understanding of the identity formations of Black Caribbean migrant women in Britain. The dissertation outlines a theory of Black female subject formation in Britain. This theory proposes that the process of subject formation in these women is an interrupted one. It further suggests that interruptions are likely to occur at four crucial points in the development of their identities. These four points are: 1) the immigrant identity; 2) the Caribbean identity; 3) “the Jamaican” identity; and 4) the Black British identity.

In order to understand the racial and gendered dynamics of identity formation in these women, I hypothesized that the structure of institutional racism in Britain has taken the form of a “double wall” or a “double portcullis”, which much be scaled by these “immigrants”. My research, based on interviews with 15 Black professional women who identify with a Caribbean ancestry, confirmed very strongly the existence of this double portcullis. It further supported the hypothesis that the above points of identity transition were also points of possible interruption. My research also revealed that through a variety of social movements, cultural and political mobilizations, it has been possible to get over the negative stereotypes of the immigrant identity, the Caribbean identity, “the Jamaican” identity and to succeed getting over the first or the Black British wall of the double portcullis. For me, the most interesting findings of my research, are the continuing difficulties that the women I interviewed have faced in attempting to climb over the second portcullis to achieve the Black English identity. The dissertation concludes with some suggestions about the future of this “unfinished” Black British identity and its prospects for easier access to the Black English identity, and thus to “life success”.
ContributorsJohn, Anique (Author) / Swadener, Elizabeth B (Thesis advisor) / Henry, Paget (Thesis advisor) / Hinds, David (Committee member) / Arizona State University (Publisher)
Created2019
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Description
Computer science education is an increasingly vital area of study with various challenges that increase the difficulty level for new students resulting in higher attrition rates. As part of an effort to resolve this issue, a new visual programming language environment was developed for this research, the Visual IoT and

Computer science education is an increasingly vital area of study with various challenges that increase the difficulty level for new students resulting in higher attrition rates. As part of an effort to resolve this issue, a new visual programming language environment was developed for this research, the Visual IoT and Robotics Programming Language Environment (VIPLE). VIPLE is based on computational thinking and flowchart, which reduces the needs of memorization of detailed syntax in text-based programming languages. VIPLE has been used at Arizona State University (ASU) in multiple years and sections of FSE100 as well as in universities worldwide. Another major issue with teaching large programming classes is the potential lack of qualified teaching assistants to grade and offer insight to a student’s programs at a level beyond output analysis.

In this dissertation, I propose a novel framework for performing semantic autograding, which analyzes student programs at a semantic level to help students learn with additional and systematic help. A general autograder is not practical for general programming languages, due to the flexibility of semantics. A practical autograder is possible in VIPLE, because of its simplified syntax and restricted options of semantics. The design of this autograder is based on the concept of theorem provers. To achieve this goal, I employ a modified version of Pi-Calculus to represent VIPLE programs and Hoare Logic to formalize program requirements. By building on the inference rules of Pi-Calculus and Hoare Logic, I am able to construct a theorem prover that can perform automated semantic analysis. Furthermore, building on this theorem prover enables me to develop a self-learning algorithm that can learn the conditions for a program’s correctness according to a given solution program.
ContributorsDe Luca, Gennaro (Author) / Chen, Yinong (Thesis advisor) / Liu, Huan (Thesis advisor) / Hsiao, Sharon (Committee member) / Huang, Dijiang (Committee member) / Arizona State University (Publisher)
Created2020
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Description
In this study, the current literature regarding student engagement and student voice were reviewed to explore the connection between these two classroom elements. Currently, frequently incorporating student voice in order to increase student engagement most commonly takes place at the high school and university levels. Thus, utilizing Finn’s

In this study, the current literature regarding student engagement and student voice were reviewed to explore the connection between these two classroom elements. Currently, frequently incorporating student voice in order to increase student engagement most commonly takes place at the high school and university levels. Thus, utilizing Finn’s (1989) participation-identification theory, this study set out to implement a practical design intervention in an elementary classroom to increase student engagement through the incorporation of student voice. Using Design-Based Research, I implemented a collaborative reflection process which allowed students, teacher/researcher, and co-educators to provide feedback on classroom task and participant structures. The feedback was then considered for further iterations of the task and participant structures. This was a pilot study of the collaborative reflection process and was implemented in a fourth-grade math classroom with 26 participants. Along with participating in the collaborative reflection process, the student participants also took a 26 question Learner Empowerment Measure to survey their feelings of identity with the classroom before and after the design intervention. After analyzing audio data gathered during the classroom tasks, as well as student feedback, it was found that student participation did increase due to the design intervention. However, there was no measurable difference in students’ feelings of identity with the classroom due to the collaborative reflection process. Future studies should consider implementing the collaborative reflection process in multiple classrooms across diverse activities during the school year.
ContributorsSanders, Elizabeth (Author) / Zuiker, Steven (Thesis advisor) / Jordan, Michelle (Committee member) / Henderson, J. Bryan (Committee member) / Arizona State University (Publisher)
Created2019
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Description
This research works from in an institutional ethnographic methodology. From this grounded approach, it describes the dialectic between the individual and the discourse of the institution. This work develops a complex picture of the multifarious ways in which institutional discourse has real effects on the working lives of graduate teaching

This research works from in an institutional ethnographic methodology. From this grounded approach, it describes the dialectic between the individual and the discourse of the institution. This work develops a complex picture of the multifarious ways in which institutional discourse has real effects on the working lives of graduate teaching associates (GTAs) and administrative staff and faculty in Arizona State University's Department of English. Beginning with the experiences of individuals as they described in their interviews, provided an opportunity to understand individual experiences connected by threads of institutional discourse. The line of argumentation that developed from this grounded institutional ethnographic approach proceeds thusly: 1) If ASU’s institutional discourse is understood as largely defined by ASU’s Charter as emphasizing access and academic excellence, then it is possible to 2) see how the Charter affects the departmental discourse in the Department of English. This is shown by 3) explaining the ways in which institutional discourse—in conjunction with disciplinary discourses—affects the flow of power for administrative faculty and manifests as, for example, the Writing Programs Mission and Goals. These manifestations then 4) shape the training in the department to enculturate GTAs and other Writing Programs teachers, which finally 5) affects how Writing Programs teachers structure their courses consequently affecting the undergraduate online learning experience. This line of argumentation illustrates how the flow of power in administrative faculty positions like the Department Chair and Writing Program Administrator are institution-specific, entangled with the values of the institution and the forms of institutional discourse including departmental training impact the teaching practices of GTAs. And, although individual work like that done by the WPA to maintain teacher autonomy and the GTAs to facilitate individual access in their online classrooms, the individual is ultimately lost in the larger institutional conversation of access. Finally, this research corroborates work by Sara Ahmed and Stephanie L. Kerschbaum who explain how institutions co-opt intersectional terms such as diversity and access, and that neoliberal institutions' use of these terms are disingenuous, improving not the quality of instruction or university infrastructure but rather the reputation and public appeal of the university.
ContributorsOakley, Abigail (Author) / Goggin, Maureen (Thesis advisor) / Gee, Elisabeth (Committee member) / Boyd, Patricia (Committee member) / Brouwer, Daniel (Committee member) / Arizona State University (Publisher)
Created2019
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Description
This study aims to gain an understanding of higher education interventions taking place in refugee camps around the world that implement hybrid online and on-site models. Through an archival, database study, this uncovers the most salient characteristics of 8 international interventions (Australian Catholic University, Borderless Higher Education for Refugees, Jesuit

This study aims to gain an understanding of higher education interventions taking place in refugee camps around the world that implement hybrid online and on-site models. Through an archival, database study, this uncovers the most salient characteristics of 8 international interventions (Australian Catholic University, Borderless Higher Education for Refugees, Jesuit Worldwide Learning: Higher Education at the Margins, InZone, Kepler, Mosaik, Global Border Studies, and Education for Humanity) in regard to logistics, academics, technology, and pedagogy. The study found multiple ways in which these programs seek to increase inclusion and success of refugee learners. These techniques include (1) free tuition, (2) nutrition, security, and transportation accommodations, (3) gender equity provisions, (4) course accreditation, (5) preparatory courses, (6) student support and development, (7) durable solutions related to employment, (8) tailored curricula, (9) flexibility of course structure, (10) critical thinking & reflection, (11) hybrid, adaptable, and portable course delivery, (12) on-site technology support, and (13) accommodations related to electricity and internet connectivity.
ContributorsAbuwandi, Sarah (Author) / Swadener, Elizabeth (Thesis advisor) / Broberg, Gregory (Committee member) / Solyom, Jessica (Committee member) / Arizona State University (Publisher)
Created2019
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Description
The problem of practice addressed in this mixed methods action research study is the underachievement of fifth-grade students in mathematics. This study explores the effects of an innovation designed to help students develop a growth mindset by utilizing self-regulation strategies to improve academic growth in mathematics. Students’ underachievement in mathematics

The problem of practice addressed in this mixed methods action research study is the underachievement of fifth-grade students in mathematics. This study explores the effects of an innovation designed to help students develop a growth mindset by utilizing self-regulation strategies to improve academic growth in mathematics. Students’ underachievement in mathematics has been illustrated by both state and international assessments. Throughout the decades, mathematics instruction and reforms have varied, but overall students’ psychological needs have been neglected. This innovation was designed to develop students’ psychological characteristics regarding facing challenges in mathematics. For this purpose, two guiding theories were utilized to frame this research study, Dweck’s mindset theory and self-regulation theory. To address the research questions of this study, pre- and post-questionnaire data, observational data and student work was analyzed. Results of the qualitative data indicated that the innovation positively impacted students’ mindsets and use of self-regulation strategies. However, quantitative data indicated the innovation had no effect on students’ use of self-regulation strategies or academic growth, and a negative impact on students’ mindsets.
ContributorsManchester, Sarah (Author) / Judson, Eugene (Thesis advisor) / Moses, Lindsey (Committee member) / Ellis, Raquel (Committee member) / Arizona State University (Publisher)
Created2020
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Description
While the literacy narrative genre has been studied in first-year composition and methods of teaching courses, investigations of the literacy narrative as a multimodal project for pre-service teachers (PSTs) of English Language Arts remain scarce. This research shares a qualitative classroom-based case study that focuses on a literacy narrative project,

While the literacy narrative genre has been studied in first-year composition and methods of teaching courses, investigations of the literacy narrative as a multimodal project for pre-service teachers (PSTs) of English Language Arts remain scarce. This research shares a qualitative classroom-based case study that focuses on a literacy narrative project, redesigned as a Multimodal Writing History Memoir (see Appendix 1), the first assignment in a required writing methods course in a teacher training program for English Language Arts (ELA) teachers at a large public university in the southwest. The study took place during the fall semester of 2019 with 15 ELA undergraduate pre-service English Education or Secondary Education majors. The study described here examined the implementation and outcomes of the multimodal writing history memoir with goals of better understanding how ELA PSTs design and compose multimodally, of understanding the topics and content they included in their memoirs, to discover how this project reflected PSTs’ ideas about teaching writing in their future classrooms. The memoir project invited pre-service teachers to infuse written, audio, and visual text while making use of at least four different mediums of their choice. Through combined theoretical frames, I explored semiotics, as well as pre-service teachers’ use of multiliteracies as they examined their conceptions of what it means to compose. In this qualitative analysis, I collected students’ memoirs and writing samples associated with the assignment, a demographics survey, and individual mid-semester interviews. The writing activities associated with the memoir included a series of quick writes (Kittle, 2009), responses to questions about writing and teachers’ responsibilities when it comes to teaching composition, and letters students wrote to one another during a peer review workshop. Additionally, my final data source included the handwritten notes I took during the presentations students gave to share their memoirs. Some discoveries I made center on the nuanced impact of acts of personal writing for PSTs, some of the specific teaching strategies and areas of teaching focus participants relayed, and specifically, how participants worked with and thought about teaching multimodal composition.
ContributorsHope, Kate (Author) / Early, Jessica (Thesis advisor) / Saidy, Christina (Committee member) / Durand, Sybil (Committee member) / Arizona State University (Publisher)
Created2020
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Description
In this multi-media dissertation, water is used metaphorically to equate the process of learning with embracing change. Paradigm shifts needed for sustainability require transformative learning where one is open to being shaped by new knowledge and experience. Properties of water – such as molecular bonding and phase changes – uncover

In this multi-media dissertation, water is used metaphorically to equate the process of learning with embracing change. Paradigm shifts needed for sustainability require transformative learning where one is open to being shaped by new knowledge and experience. Properties of water – such as molecular bonding and phase changes – uncover lessons for humans’ adaptability. Given that human bodies are comprised mostly of water – what implications exist for human capacity to similarly undergo continuous change? An arts- based research methodology is practiced to produce a four-chapter project. Artistic methods of data collection and communication retain subjective complexity of lived experiences central to learning processes. Each chapter is prepared for a target audience and addresses widening scales of creative learning for sustainability.

Chapter one is a narrative ethnography that focuses on a personal creative process for sustainability learning. Chapter two is a co- authored journal that covers creative learning tools and design principles for sustainable classrooms. Chapter three is an open-access and adaptive, online toolkit that shares creative methods to cultivate curiosity and critical contemplation. Chapter four is an interactive showcase event that explores how water can inform and inspire individual and collective learning for sustainability.

This four-chapter project addresses the power of creative learning for sustainability at the personal, familial, formal classroom, informal online learning community, and public scales. Arts-based methods harness aesthetic power, welcome subjective complexity, and allow multiple meanings to be interpreted from research results. This multi- media project stretches the conventional structure of sustainability dissertations. The bridge between the arts and sciences is strengthened as this project shows synergies between these two ways of knowing. This research invites what can be learned from the wisdom of water – to both change and be changed by circumstances.
ContributorsMovahed, Neda Y (Author) / Manuel-Navarrete, David (Thesis advisor) / Lerman, Liz (Thesis advisor) / Fonow, Mary Margaret (Committee member) / Arizona State University (Publisher)
Created2020