UOPX Funded Project (Fellowship)

There is currently much interest in how workplace spirituality can contribute to organizational effectiveness, employee human development and more recently, in how it may contribute to police well-being and effectiveness (Willis, 2010; Tuck, 2009; Charles, 2009). However, there is a lack of research and understanding of the integration of workplace spirituality into police training and its inclusion in administrative policy objectives.

Instructional Designers, in partnership with information technology researchers, recognize that Artificial Intelligence (AI) is moving beyond the realm of science fiction.  Knowledge-based systems are becoming a reality. AI knowledge-based applications are currently being used in the United States health care system.

Faculty and the students they teach in the online environment often come from different worlds, whether social, ethnic, cultural, geographical, or other contexts. Cultural differences between faculty and their students can pose important challenges that affect the quality and efficacy of teaching and learning. Cultural responsiveness in teaching is an important component of meeting the needs of diverse students and in engaging diverse students in higher education.

The purpose of this qualitative single case study will be to examine how online dissertation chairs’ perceive the role of reflective mentoring practices and changing student cross cultural and generational worldviews.  Doctoral students may have a different world vision and work ethics that are not based on age but on cultural behaviors common to the characteristics of a specific generation.

The debate in Psychology concerning the “universality” of emotions is of relevance to Consumer Behavior.  Consumer Behavior scholars like Marieke de Mooij (2011) have long sided with the cultural-specific school of thought.  The universal theory (e.g. Ekman, P. & Friesen, W.V. ,1978),  however, has long been the dominant school of thought in Psychology, although there are dissidents within Psychology (e.g.

Effective mentoring is an integral component of the doctoral dissertation process.  Prior research amply explored the triadic symbiosis of faculty mentoring skills, responsibilities, and values within the dyadic mentor-protégé relationship, but did not substantively analyze faculty views of the essential e-mentors’ characteristics for mentoring online doctoral dissertations. As a result of the lacunae in the mentoring literature, this qualitative case study will investigate these views, using purposeful sampling methodology.

     The public educational process (primary and secondary) in the state of Texas has always been subject to examination, influence, and manipulation by various people, governmental agencies, political parties, and political movements. These various entities have dictated, either implicitly or explicitly, the content and conveyance in the public school educational process.

Technology plays a major role in online learning beyond the delivery of virtual content. Emerging technologies (often referred to as advanced technologies or Web 2.0 technologies) have the capacity to connect and communicate, to create content and to construct new knowledge.  Making use of instructional strategies and technological tools to encourage interaction and enhance motivation support a student centered, student directed, interactive learning environment and may increase retention and student engagement.

The advent of completing doctoral dissertations in an online environment is to be considered a natural extension of the technological process change in today’s world of technology permeating our lives. The process followed for centuries of completing a dissertation conducted over years with intensive in-person consultation with committees has given way to the completion of doctoral dissertations in a collaborative online learning environment.