Starting Earnings of Bachelor’s and Advanced Degree Graduates by Field of Study: Using Multi-Level Modeling to Estimate the Effects and Early Labor Market Consequences of Vertical and Horizontal Dimensions of Higher Education

This study was conducted to better understand early labor market outcomes of higher education and the importance of the vertical and horizontal dimensions of higher education. Using College Scorecard’s institution and field of study levels data and a multilevel modeling approach, it estimated and ranked typical starting earnings associated with a large spectrum of bachelor’s and advanced degree programs, and discussed patterns, variations, and irregularities observed in the ranked earnings. This study also calculated advanced degree effects on the typical starting earnings associated with bachelor’s and advanced degree programs, and set precedence to systematically compare the effects of major, department, institution, and institutional characteristics across these degrees. This study provided earnings information that can be used to improve students’ awareness on the varied labor market outcomes to different majors and degrees, and to facilitate their makings of economically rational major choice and degree attainment decisions. Results of this study also revealed how the relative importance of institution and field of study change from undergraduate to graduate degrees, and addressed how institutions’ governance structure, finance, selectivity, and student body diversity and inclusion affect program level outcomes. This study has implications ranging from the signal values of advanced degrees, field of study, and institution, to stratification and social closure in higher education, and to how institutions of different characteristics serve students

Models of technology and change in higher education: an international comparative survey on the current and future use of ICT in higher education

The aim of this study is to investigate which scenarios are emerging with respect to the use of ICT in higher education and how future developments can be predicted and strategic choices can be based on that. It seeks to answer the following questions:\ud What strategic responses do institutions make with respect to the use of ICT; Which external conditions and developments influence these choices; Which external and internal conditions and measures are taken in order to achievestrategic targets; What are the implications for technology use, teaching and learning processes and staff? \ud The study applies an international comparative methodology and is carried out in the Netherlands, Germany, Norway, the United Kingdom, Australia, Finland and the USA. Data were collected through Web-based questionnaires tailored to three different response groups: decision makers, support staff and instructors. In total 693 persons responded to the questionnaire. This implies that between 20 and 50 percent of the institutions in the various countries responded (institutional data were also gathered), with the exception of the USA where the response was much lower

Technostress Effects on Technology Acceptance by Nurse Faculty

Technology is an essential tool used in nursing academia. The rapid changes in technology and required adaptations can result in technostress, but little research exists about technostress among nurse educators. Gaps in this area of research generated several questions regarding the adaption to technology among nurse faculty and the impact technology has on stress, system use, job satisfaction, and intent to stay in the profession. This dissertation explored technostress and its influence on technology use, acceptance, job satisfaction, and intention to stay within the profession. Included are two manuscripts. The first is a concept analysis of technostress. The second manuscript is a research study report on the effects of technology acceptance on 1,017 nursing faculty using hierarchical regression. Three regression analyses involved up to seven predictors and their potential influence on technology use, job satisfaction, and intent to stay. Results yielded multiple factors that influence nursing faculty use of electronic learning technology

E-Learning in Postsecondary Education

Over the past decade postsecondary education has been moving increasingly from the class room to online. During the fall 2010 term 31 percent of U.S. college students took at least one online course. The primary reasons for the growth of e-learning in the nation\u27s colleges and universities include the desire of those institutions to generate new revenue streams, improve access, and offer students greater scheduling flexibility. Yet the growth of e-learning has been accompanied by a continuing debate about its effectiveness and by the recognition that a number of barriers impede its widespread adoption in higher education

An investigation of the relationships between technology use and teachers\u27 self-efficacy, knowledge and experience

Dramatic changes have occurred in the area of technology development and society\u27s use of technology in daily life and the workplace. Yet in many classrooms, technology integration remains a significant challenge for educators, creating a digital disconnect that threatens to handicap students as they graduate and compete for jobs in the 21st century. The purpose of this study was to examine whether teacher self-efficacy, teacher knowledge, and teaching experience influence levels of technology integration in the classroom. The research question asked was: How well do measures of self-efficacy, teacher knowledge and teaching experience predict teachers\u27 scores on a state measure of classroom technology use? More specifically: 1. What is the relationship among self-reported teachers\u27 self-efficacy, teacher knowledge, and teaching experience? 2. How well do they predict technology integration? Based on the existing literature on the topic of teacher integration of technology into classroom instruction, the study hypothesized that these factors would play a significant role in predicting technology use. Research was conducted using four knowledge subscales in the form of surveys to quantify the existence and extent of these relationships. The data were analyzed using descriptive statistics, a correlational matrix, and hierarchical regression. There were 44 usable surveys (N=44). This study yielded mixed results. While technology knowledge was proven to be a significant predictor of overall technology proficiency, teacher self-efficacy and teaching experience were not. Technological Pedagogical Content Knowledge (TPACK) variables were consistently a statistically significant predictor of all three dependent variables (Using Technology in the Classroom, Using Technology to Support Learning, and Overall Proficiency). The higher the teachers\u27 TPACK scores, the more technology use and proficiency they reported. The outcome of this research suggests avenues for teacher education programs, professional developers and administrators. Giving administrators, professional developers, and teacher education programs a better understanding of some of the factors that impact effective use of technology in the classroom may give them a better chance at equipping educators to take advantage of the technological tools available in the 21st century

Exploring Challenges in Conducting E-Mental Health Research Among Asian American Women

In this discussion paper, we explore the challenges of conducting e-mental health intervention research among Asian American women and propose a model for addressing these barriers. Based on an extensive literature review, we identify two main types of barriers to conducting e-mental health intervention research among Asian American women: recruitment barriers and adherence barriers. Recruitment barriers are further subcategorized into those related to (1) stigmatized cultural beliefs about mental illness and mental health services; (2) lack of awareness about mental health services; and (3) language barrier. As to adherence barriers, the two identified subtypes concern (1) acuity and severity of mental health condition; and (2) lack of time. In order to enhance recruitment and adherence in e-mental health intervention research among the studied population, we formulate the following three main research strategies, namely: (1) considering the cultural and social contexts of Asian American women in the development of e-mental health interventions; (2) determining appropriate program length; and (3) conducting feasibility studies to test e-mental health interventions. We suggest that nurse researchers integrate our proposed model in conducting e-mental health interventions among Asian American women. Our proposed model also implies that nurses play an important role in encouraging Asian American women’s acceptance of and adherence to e-mental health interventions. In order to overcome the obstacles to conducting e-mental health research among Asian American women, we recommend that nurses familiarize themselves with credible, relevant, and evidence-based e-mental health resources and integrate online mental health services and information within their nursing practice

Examining the factors of the Technology Acceptance Model for Counselor Education graduate students in CACREP-accredited programs

Doctor of PhilosophyDepartment of Special Education, Counseling and Special AffairsKenneth HugheyAs higher education continues to integrate technology, the counselor education field has evolved and recognized the importance of graduate students’ attitudes towards technology acceptance of a wide array of technology in their training programs (Burt, Gonzalez, Swank, Ascher, & Cunningham, 2011; Kennedy, 2011; Orr, 2011; Sabella, Poynton, & Isaacs, 2010; Tyler & Sabella, 2004). This study examined the attitudes of counselor education graduate students in CACREP-accredited program towards technology acceptance using the Technology Acceptance Model (TAM) as the theoretical framework for the study. In particular, the purpose of this study was to better understand counselor education graduate students’ attitudes towards technology acceptance as it relates to perceived ease of use, perceived usefulness, technology self-efficacy, and technology anxiety. Participants in the study were 107 graduate students who were enrolled in Fall 2018 at 10 Midwest CACREP-accredited counselor education programs. Data were gathered by an online survey consisting of a demographic questionnaire and four instruments (Technology Acceptance Model Scales, Media and Technology Usage and Attitudes Scale, Technology Self-efficacy Scale, and Technology Anxiety Scale). The results of the hierarchical regression analysis for each of the research questions revealed several significant findings regarding graduate students’ attitudes towards use of technology. For the first research question, perceived ease of use was predicted by technology self-efficacy and technology anxiety. The results indicated perceived ease of use was influenced positively by technology self-efficacy and negatively by technology anxiety. For the second research question, perceived usefulness was predicted by technology self-efficacy and technology anxiety. The results indicated perceived usefulness was influenced positively by technology self-efficacy and negatively by technology anxiety. For the third research question, counselor education graduate students’ attitudes towards the use of technology was predicted by perceived usefulness. In addition, this study found a strong positive relationship between perceived ease of use and perceived usefulness likely due to multicollinearity. Technology plays an increasing role in counselor education programs. Findings from this study provide important information for counselor education programs to consider regarding graduate students’ attitudes towards the use of technology