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This thesis articulates the development of a holistic approach to enhance learning and teaching in an object-oriented programming course. Starting with the premise that it is not possible to improve teaching without understanding how students learn programming, this thesis embodies the processes and reflections experienced while applying knowledge of how students learn programming, to design a learning environment that enhances learning outcomes. First, a theoretically based framework for the teaching of the course is developed. A holistic approach using a plurality of pedagogic theories, taxonomies, and instructional designs is employed to bridge the gaps between the bodies of knowledge relating to the ways that students approach programming and the application of this knowledge to design the course. Second, in two cycles of action research, the course is implemented and the analysis of its outcome is conducted using mixed methods data collection techniques. The evaluation is integrative and seeks multiple forms of evidence for student engagement and improved learning. The original contributions from this research in the form of new initiatives, perceptions, and understandings, as well as implications for theory and practice are described. A claim to knowledge is established by explaining the significance of the research to student learning, personal practice and beliefs, institutional influence, and potential for influence on computing education research. Quality criteria are applied to assess the validity and rigor of the action research project, and the research is appraised as a scholarly enquiry and a transformative process that led to innovative forms of thinking and acting
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The importance of empowerment in service industries is recognized by practitioners and scholars in the West but there has been limited investigation of its impact on the willingness of service personnel in a high power-distance culture. This study examines how empowerment can be facilitated in the high power-distance context of China. Regression and path model analysis using a sample of 290 service employees from six 4-star to 5-star hotels in the Macau SAR China indicate that empowerment positively leads to higher service willingness and this relationship is mediated by performance-based rewards, and organizational and supervisor support. These findings have implications for HR managers considering or using empowerment.
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Employees are vital for enhancing customer satisfaction and loyalty in service organizations because their proactive involvement is an essential part of delivering the services offered. With the recent rapid growth of tourism in the Macau SAR, service employee workloads are clearly increasing, and consequently one would expect that the incidence of job burnout is rising. This study uses the well-known Maslach Burnout Inventory (MBI) to investigate the relationship between service employees' burnout and their willingness to deliver quality services. Self-administered questionnaires from 110 operational staff in three hotels in Macau have been analyzed. The results indicate that job burnout reduces staff's willingness to deliver quality services and that this effect is moderated by individual staff's level of affective organizational commitment, and their perceptions of the extent of organizational and supervisor support provided by the organization. Based on these results, practical managerial strategies to improve service performance are identified.
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