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Using the Integrated Postsecondary Educational Data System Completion Survey by Race (1980–2009), we seek to redirect the conversation about African-American females as single mothers, welfare recipients, and victims of the AIDS epidemic to one that highlights their exceptional school enrollment levels and postsecondary degree attainment. We examine separately the educational trends for black women by citizenship status and identify institutions that have been successful at conferring degrees to each group of black women. We find that the percentage of black women enrolled as first-time freshmen was greater than the percentage of any other non-white group, the growth in the total number of black women enrolled at for-profit institutions as first-time freshmen more than double and HBCUs were institutions most successful at conferring degrees to black women.

Explore how the degree of humanization affects user misconduct, and provide effective misconduct prevention measures for the wide application of artificial intelligence in the future.

Based on the “Uncanny Valley theory”, three experiments were conducted to explore the relationship between the degree of humanization of service machines and user misbehavior, and to analyze the mediating role of cognitive resistance and the moderating role of social class.

There is a U-shaped relationship between the degree of humanization of service machines and user misbehavior; Social class not only regulates the main effect of anthropomorphism on misbehavior, but also regulates the intermediary effect of anthropomorphism on cognitive resistance, thus affecting misbehavior.

The design of the service robot can be from the user’s point of view, combined with the user’s social class, match different user types, and provide the same preferences as the user’s humanoid service robot.

This study is an important reference value for enterprises and governments to provide intelligent services in public places. It can prevent the robot from being vandalized and also provide users with a comfortable human-computer interaction experience, expanding the positive effects of providing smart services by government and enterprises.

This study avoids and reduces users' misbehavior towards intelligent service robots, improves users' satisfaction in using service robots, and avoids service robots being damaged, resulting in waste of government, enterprise and social resources.

From the perspective of product factors to identify the inducing factors of improper behavior, from the perspective of social class of users to analyze the moderating effect of humanization degree and user improper behavior.

Transitions to and within university studies can be associated with heightened distress in students. This study focusses on the less studied transition from a bachelor’s to a master’s degree. During a master’s degree, study requirements and autonomy increase compared to bachelor’s studies. The present study examines how students’ experiences of study-related burnout, their approaches to learning and their experiences of the teaching and learning environment (TLE) change during this transition. Moreover, the study examines how approaches to learning and the TLE can affect study-related burnout.

Questionnaire data were collected from 335 university students across two timepoints (bachelor’s degree graduation and the second term of their master’s degree).

The results show that students’ overall experience of study-related burnout increases, as does their unreflective learning, characterised by struggling with a fragmented knowledge base. Interestingly, students’ experiences of the TLE seem to have an effect on study-related burnout in both master’s and bachelor’s degree programmes, irrespective of learning approaches. These effects are also dependent on the degree of context.

The study implies that students’ experiences of study-related burnout could be mitigated by developing TLE factors during both bachelor’s and master’s degree programmes. Practical implications are considered for degree programme development, higher education learning environments and student support.

With the development of digitalization and interconnection, there is a growing need for enterprise customers to ensure the compatibility of the third-party components they are using in the manufacturing process, thus raising the integration requirements for the Industrial Internet platform and its third-party developers. Therefore, our study investigates the optimal integration decision of the Industrial Internet platform while considering its access price, the integration cost, and the net utility derived by enterprise customers from the third-party components.

We model a two-sided Industrial Internet platform that connects customers on the demand side to the developers on the supply side. We then explore the integration decision of the Industrial Internet platform and its important factors by solving the optimal profit function.

First, despite the high integration cost of third-party developers, the platform still chooses to integrate when enterprise customers derive high utility from the third-party components. Second, due to the compatibility effect, charging the enterprise customers a higher price may reduce the platform profits when these customers derive low utility from the third-party components. Third, the platform profits will increase along with the integration cost of third-party developers when it is low in the case where enterprise customers derive low utility from third-party components.

Our findings offer insightful takeaways for the Industrial Internet platform when making integration decisions.

Benchmark surveys regarding talent management assessment practices and interventions of choice for organization development (OD) practitioners have shown 360-degree feedback to be a popular tool for both development and decision-making in the field today. Although much has been written about implementing 360-degree feedback since its inception in the 1990s, few longitudinal case examples exist where interventions have been applied and their impact measured successfully. This chapter closes the gap by providing research findings and key learnings from five different implementation strategies for enhancing 360-degree feedback in a large multi-national organization. Recommendations and implications for future research are discussed.

Job Corps is the United State’s largest and most comprehensive training program for disadvantaged youth aged 16–24 years old. A randomized social experiment concluded that, on average, individuals benefited from the program in the form of higher weekly earnings and employment prospects. At the same time, “young adults” (ages 20–24) realized much higher impacts relative to “adolescents” (ages 16–19). Employing recent nonparametric bounds for causal mediation, we investigate whether these two groups’ disparate effects correspond to them benefiting differentially from distinct aspects of Job Corps, with a particular focus on the attainment of a degree (GED, high school, or vocational). We find that, for young adults, the part of the total effect of Job Corps on earnings (employment) that is due to attaining a degree within the program is at most 41% (32%) of the total effect, whereas for adolescents that part can account for up to 87% (100%) of the total effect. We also find evidence that the magnitude of the part of the effect of Job Corps on the outcomes that works through components of Job Corps other than degree attainment (e.g., social skills, job placement, residential services) is likely higher for young adults than for adolescents. That those other components likely play a more important role for young adults has policy implications for more effectively servicing participants. More generally, our results illustrate how researchers can learn about particular mechanisms of an intervention.

The need to maintain global competitiveness makes it clear that the United States must increase the participation in STEM fields by African Americans males. Historically, national security and economic status in a global economy has relied primarily on technological superiority; however, U.S. dominance in this regard is eroding. Data from the National Science Board (NSB) show that in the United States, from 1950 to 2000, the number of people in the science and technology workforce has dramatically increased approximately 200,000 to 5.5 million or more (Galama & Hosek, 2008). During that period, the average annual growth rate for S&E occupations was consistently higher than that for all U.S. workers. Further, employment needs for all S&E fields grew faster than U.S. degree production over the same period. As reported by the NSB, while the number of workers in S&E occupations in the United States grew at an average rate of 4.2% from 1980 to 2000, the S&E degree production in the United States grew only at a rate of 1.5%. To offset the shortage of supply versus demand, the S&E marketplace responded to that difference between degree production and occupation growth by employing individuals in S&E jobs who did not have S&E degrees. Additionally, some of that void was filled by employing foreign S&E workers.

This paper probes the factors which influence (i) the degree of internationalization and (ii) the subsequent economic performance, achieved by SMEs in India. These two objectives have been examined in the context of firm level push/pull factors, barriers/challenges, firm resources, and strategy.

This study is based on empirical data gathered through a semi-structured questionnaire from 84 exporting SMEs in the (most internationalized) engineering industry of Bangalore in India during January 2012 to February 2013. The two key research questions have been analyzed using stepwise multiple regression models. The degree of internationalization is defined as the percentage of foreign sales in total sales turn over, as of 2010/2011, and economic performance is represented by (i) the value of sales turnover as of 2010/2011, and (ii) growth of sales turnover from inception till 2010/2011, alternatively. Firm level variables (age of firms, firm size, nature of firm organization), entrepreneurial characteristics (age of the founder and education), time taken to enter the export market for the first time, mode of entry, degree of initial internationalization, years of experience in the international market, whether operated in the international market continuously or not, number of markets currently exported, and number of learnings made are used as the possible explanatory factors for the first objective. In addition, current degree of internationalization is used as the possible explanatory factor for the current level of economic performance whereas initial degree of internationalization for the growth of sales turnover.

It is firm age, size and experience, and education of the CEO which influenced the degree of internationalization of SMEs. In addition, continuous operation in the international market after an early entry, leading to more learnings positively influenced the degree of internationalization. Further, those who adopted the MNC route as the mode of entry achieved a higher degree. However, what is more significant is the degree of initial internationalization achieved by the SMEs which had strongly influenced its current degree of internationalization. All these bring out that (i) firm level resources & competence and (ii) firm level strategy, together significantly contributed to the degree of internationalization achieved by the SMEs in an emerging economy like India. However, the degree of internationalization had a negative influence on the current sales turnover achieved. Whereas those SMEs, older in age, organized as private limited companies and led by more qualified CEOs, which catered to more number of countries could achieve a higher sales turnover. But degree of internationalization did not have any influence on firm growth. Only younger and smaller firms grew faster than older and larger firms, irrespective of the degree of internationalization.

The above results bring out that to achieve a larger firm size, entering the international market need not be the only route, in the current era of globalization. It is possible to achieve a higher economic performance even with a domestic market focus, especially when the domestic market is registering a higher growth compared to the international market.

The degree of internationalization and its impact on the economic performance of SMEs have been hardly probed adequately based on empirical data in the context of emerging economies. This study fills this void. It reveals that in the era of globalization where domestic firms might have to face competition though not as much as those which operate in the international market, a larger firm size can be achieved with larger focus on the domestic market and with limited focus on the international market.

This chapter will provide an overview of Bachelor’s degrees into teaching in Scotland. It will consider how policy contexts shaped the original Bachelor degrees in Education (BEd) and more recently how policy discourse and texts have helped to shape the development of the new Bachelor's degrees in Education now on offer in Scotland.

Whilst the traditional Bachelor's degree in Education for many years remained the main undergraduate route for teacher education in Scotland, the publication of ‘Teaching Scotland's Future’ (Donaldson, 2011) recommended a gradual phasing out of the traditional undergraduate degree and the development of a new Bachelor's in Education ‘concurrent’ or ‘combined’ four-year undergraduate route. Donaldson's ‘vision’ of concurrency has been interpreted in many different ways across Scotland's universities resulting in a rich variety of new Bachelor's degrees in Education reflecting a range of structural, contextual, attitudinal and environmental constraints and opportunities which have influenced the nature of ‘concurrency’ at each institution.

The chapter traces how a number of influential policy texts from the 1960s onwards have influenced the repositioning of the new Bachelor degrees, which in turn aimed to broaden student teachers' understanding of teaching in the twenty-first century.

This study empirically investigates whether graduate degrees (MBA, MSA and MST) earned by candidates affect their performance on the CPA exam. By examining more than half million first-time exam sittings taken during the period 2005–2013, the authors find that candidates with a graduate degree performed better on each section of the CPA exam than those who only have an undergraduate degree. In addition, the authors find that the type of graduate degree also has an effect on the CPA exam performance. While candidates with an MBA degree generally performed better on the BEC section than those with an MSA or MST degree, those with an MSA degree performed best on the AUD and FAR sections; and those with an MST degree exceled on the REG section. This study contributes to the existing literature on the determinants of CPA exam success. In addition, this investigation provides valuable insights to candidates, academics and regulators. The findings of this chapter should be useful for academic administrators as they revise their accounting curricula to prepare for the new CPA licensure model. Furthermore, the results of this study should benefit accounting regulators in determining education requirements for future CPAs.