Ed.D - 1997, Wayne State University
Level of Congruency that Exists Between Public Schools and Business and Industry as a Result of Teacher Internships
UMI AAT 9815310
A joint research project by the American Society for Training and the United States Department of Labor in 1988 involved basic skills desired by employers and needed by workers in today’s workplace. Employers said that today’s workplace requires employees to have key basics in addition to academic skills as a foundation for building broader, more sophisticated job related skills. The challenge to the academic community is to develop new skills in order to teach in context with the world of work. They must develop collaborative learning environments, learn new skills, and strive to get practical experience with the principles of performance as applied to the workplace. Teacher internship programs are one way corporate America can take a leadership role in the education of future employees and help make the connection from School to Work. They are formalized programs that allow teachers to enter the workplace to observe and/or work side-by-side with persons in the business community. A faculty member’s experience should not be limited to a handful of plant visits and discussions with company personnel. It should provide an opportunity for the faculty member to work side-by-side with personnel who are working on projects to improve the performance of a business function. This hands-on approach holds the greatest promise for imparting greater knowledge about the broad changes sweeping many professions. Teacher internships benefit all educators, including those who teach K-12 and those who teach in the post-secondary area.
The purpose of this study was to determine if there is a cohesive link between schools and business as a result of teacher internships. The study attempted to determine if teacher internships in business result in a better application of the world of work in various areas of teaching.
It explored factors which connect education with workplace know-how as a result of teacher internships in business. It also investigated factors that relate to teachers' self-confidence and growth. The length of the internship, selection of the internship, pay or lack of it, and who sponsored the internship were also studied.
Demographics were included in the study which were not hypothesized but can be of importance for further study.
The population consisted of 185 male and female teachers, administrators and counselors who participated in at least one internship from School-To-Work programs in Highland Park Community Schools, Macomb County or Wayne County Regional Educational Services Agency. All were located in Michigan.
Surveys were mailed to all of the 185 participants resulting in a 62% response. All survey responses were anonymous.
Statistical tests including mean, standard deviation, number; Levene and t-tests; and analysis of variance were utilized to develop results.
The following conclusions were based on the interpretations of the data analyzed and presented in this study: (1) There is a relationship between teachers internships and translating workplace activities to students. (2) There is a relationship between internships and personal self-confidence and growth. (3) Transferring workplace activities to students does not depend on the length of the assignment. (4) There is no gender difference in transferring workplace activities to students. (5) There is no difference between a self-selected or assigned internship in transferring workplace activities to students. (6) There is no difference between a paid and unpaid internship in transferring workplace activities to students.
Title of Book: Strategic Management: Concepts and Cases
Author: Dr. Fred David
Date of Publication: 12-31-11; Copyright 2013
Case Abstract for Bristol Meyers Squibb
Bristol Meyers Squibb (BMY) is a comprehensive strategic management case that includes the company’s year-end 2010 financial statements, organizational chart, competitor information and more. The case time setting is the year 2011. Sufficient internal and external data are provided to enable students to evaluate current strategies and recommend a three-year strategic plan for the company. Headquartered in New York, New York, BMY’s common stock is publicly traded under the ticker symbol BMY.
Headquartered in New York City, Bristol-Myers Squibb is a huge pharmaceutical firm with such blockbuster cardiovascular drugs as Plavix and Avapro for hypertension. BMY also produces antipsychotic medication Abilify and HIV treatments Reyataz and Sustiva. BMY also has excellent products in immunoscience, metabolics, neuroscience, oncology, and virology. BMY has 12 manufacturing plants worldwide and conducts research and development in four countries, sells its products globally; the US accounts for two thirds of BMY’s sales.
Case Abstract for Eli Lilly and Company
Eli Lilly is a comprehensive strategic management case that includes the company’s year-end 2010 financial statements, organizational chart, competitor information and more. The case time setting is the year 2011. Sufficient internal and external data are provided to enable students to evaluate current strategies and recommend a three-year strategic plan for the company. Headquartered in Indianapolis, Indiana, Eli Lilly’s common stock is publicly traded under the ticker symbol LLY.
Headquartered in Indianapolis, Indiana, Eli Lilly is well known for its popular antidepressant drug, Prozac. Eli Lilly produces and markets scores of other medicines for a wide variety of ailments, including its top-selling drug Zyprexa, a neurological therapy for treating schizophrenia and bipolar disorder. Zyprexa however lost patent exclusivity in major markets in October 2011 and generic options quickly dominated that market. Eli Lilly has other top drugs that include Cymbalta (depression), cancer treatments Gemzar and Alimta, and endocrinology (hormone-related) products such as Humalog insulin and osteoporosis medication Evista. Eli Lilly also makes cardiovascular therapies and anti-infective agents, as well as animal health products. The company sells its products in about 140 countries.
SIGMIS-CPR 2011 (May 19, 2011; San Antonio, TX)
“Do Companies Look for Education, Certifications or Experience: A Quantitative Analysis (a overview of the published paper)”
University degrees give a foundation education that can have long reaching application for both personal and professional purposes. However, will a degree lead to an information technology job, in today's competitive market place, for top rated IT company? This study will address education and experience (in years) requirements and whether a professional certification is required for job vacancies in “Information Technology” as advertised by the top eleven firms among the Computerworlds Best 100 Places to Work in IT 2010. The findings suggest that in those job vacancy postings less than one percent of the openings required a Masters. Though, bachelor’s degrees are required for only 70 percent of the jobs while the remaining 11 percent required a bachelors or equivalent; 3 percent Associates and the final 15 percent did not specify any degree requirements.