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This project seeks to investigate the ways in which the W.P. Carey School of Business, at Arizona State University, can improve student retention and engagement efforts. The analysis is being completed through an audit of the business school's current efforts towards student engagement, an examination of the internal and external

This project seeks to investigate the ways in which the W.P. Carey School of Business, at Arizona State University, can improve student retention and engagement efforts. The analysis is being completed through an audit of the business school's current efforts towards student engagement, an examination of the internal and external environments of business schools across the nation, and a review of scholarly data/research on student retention risk factors and methods for improving engagement. The study highlights what exactly contributes to the success of the W.P. Carey School of Business, concluding with recommendations for how its engagement and retention efforts can be further improved to continue to serve students at a nationally ranked level.
ContributorsStinger, Rio W. (Author) / Hillman, Amy (Thesis director) / Mader, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Department of Management (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description
Sex trafficking in the United States is an enormous illegal underground business economy that involves the sexual exploitation of many persons. Due to the large nature of the sex trafficking business and the many different types of sex trafficking, it is helpful for social workers, government agencies, and activists

Sex trafficking in the United States is an enormous illegal underground business economy that involves the sexual exploitation of many persons. Due to the large nature of the sex trafficking business and the many different types of sex trafficking, it is helpful for social workers, government agencies, and activists to understand the intricacies of the various types of sex trafficking. This research focused on determining the human resources business structures behind pimp businesses that relied on mental coercion of the victim. The data source used, Pimpfeet.com—an online pimp authored blog—provided data from actual pimps on their business practices that were analyzed to determine trends in recruitment and retention. These trends were compared to human resource management theories from business literature to determine to what extent, or if at all, a pimp’s business recruited and retained workers in a way that was similar to how a legal business would, according to human resources strategies. The data extracted from Pimpfeet.com and used in this study consisted of 69 pimp quotes that were put into three recruitment categories and five retention categories based on human resource management literature in order to see which categories were used for recruitment and retention by pimps. This study found that pimp recruitment and retention followed, to some extent, the same models described in the human resource management literature, with slight modifications. This study showed that job embeddedness theory (Holtom, Mitchel and Lee, 2009) was able to explain much of why sex trafficking victims are retained so well by pimps since they are so embedded in the prostitution lifestyle. These findings show the different business techniques that pimps use for recruitment and retention of sex workers and are useful for understanding how a social worker, government entity or an activist can combat these forces to help remove victims from a pimp’s control, or keep victims from getting recruited in the first place. Further areas of research related to this topic were suggested.
ContributorsRivera, Kameron (Co-author) / La Benz, Alexis (Co-author) / Roe-Sepowitz, Dominique (Thesis director) / Corley, Kevin (Committee member) / W. P. Carey School of Business (Contributor) / Chemical Engineering Program (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description
In this paper, it is determined that learning retention decreases with age and there is a linear rate of decrease. In this study, four male Long-Evans Rats were used. The rats were each trained in 4 different tasks throughout their lifetime, using a food reward as motivation to work. Rats

In this paper, it is determined that learning retention decreases with age and there is a linear rate of decrease. In this study, four male Long-Evans Rats were used. The rats were each trained in 4 different tasks throughout their lifetime, using a food reward as motivation to work. Rats were said to have learned a task at the age when they received the highest accuracy during a task. A regression of learning retention was created for the set of studied rats: Learning Retention = 112.9 \u2014 0.085919 x (Age at End of Task), indicating that learning retention decreases at a linear rate, although rats have different rates of decrease of learning retention. The presence of behavioral training was determined not to have a positive impact on this rate. In behavioral studies, there were statistically significant differences between timid/outgoing and large ball ability between W12 and Z12. Rat W12 had overall better learning retention and also was more compliant, did not resist being picked up and traveled more frequently at high speeds (in the large ball) than Z12. Further potential studies include implanting an electrode into the frontal cortex in order to compare neuro feedback with learning retention, and using human subjects to find the rate of decrease in learning retention. The implication of this study, if also true for human subjects, is that older persons may need enhanced training or additional refresher training in order to retain information that is learned at a later age.
ContributorsSpinrad, Amelia (Author) / Si, Jennie (Thesis director) / Thompson, Patrick (Committee member) / Ma, Weichao (Committee member) / Barrett, The Honors College (Contributor)
Created2014-05
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Description
Purpose: This thesis studies students' motivations for accepting internships, and how companies can better their internship programs to retain interns for full-time employment. The purpose of this thesis is to produce ways for companies to increase the return on investment of their internship programs by increasing their conversion rates of

Purpose: This thesis studies students' motivations for accepting internships, and how companies can better their internship programs to retain interns for full-time employment. The purpose of this thesis is to produce ways for companies to increase the return on investment of their internship programs by increasing their conversion rates of interns to full-time employees. Methodology: In addition to research of existing literature, a survey was given to undergraduate students at Arizona State University to determine students' motivations for accepting internships, interest level in working for the company full-time before starting their internship and upon completion of their internship, what factors are important when seeking an internship versus a full-time job, what different companies offer in their internship programs, and how companies stay in contact with interns following their internship. Findings: Through my research I found that upper and lower division students have different motivations for completing internships, and that upper division students have more of a motivation for working full-time for the company they intern for. I also found that students' interest in the company will shift throughout the course of their internship, but those students that are satisfied with their internship will be more likely to want to work full-time with that employer. Students also found different factors important when seeking internships versus full-time jobs; students looking for internships are most interested in work that they enjoy, industry, and pay, while students searching for a full-time job find pay, work, that you enjoy, and location most important. I also found that students would be most satisfied with those internships in which the program centers on engagement, meaningful work, and feeling a part of the team. Finally, students who accept return offers from the company they intern for receive minimal communication from the company after they receive their offer. This may be the reason so many former interns continue to seek other job opportunities following the acceptance of their return offer.
ContributorsFader, Julianne Arbor (Author) / LePine, Marcie (Thesis director) / Harthun, Jyll (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / Department of Supply Chain Management (Contributor) / Department of Marketing (Contributor)
Created2014-05