Title page for ETD etd-0709102-111850

Type of Document Dissertation
Author Goldsmith, Ursula Irene Anna
Author's Email Address ugoldsm@lsu.edu
URN etd-0709102-111850
Title Perceptions of Active Graduate Faculty at a Research Extensive University Regarding Electronic Submission of Theses and Dissertations (ETDS)
Degree Doctor of Philosophy (Ph.D.)
Department Vocational Education
Advisory Committee
Advisor Name Title
Michael F. Burnett Committee Chair
Geraldine Holmes Committee Member
Robert C. Ward Committee Member
Satish Verma Committee Member
Richard A. Nelson Dean's Representative
  • electronic dissertation
  • higher education survey
  • graduate students
  • faculty perceptions
  • higher education
  • etds
  • electronic theses and dissertations
  • electronic thesis
  • information science
  • innovations
  • graduate student education
  • graduate studies
  • faculty attitudes
  • information theory
  • role of graduate education
  • electronic publishing
  • electronic libraries
  • library science
  • digital preservation
  • higher education digital libraries
  • electric libraries
  • diffusion of innovation
  • needs assessment in higher education
  • digital libraries
  • leadership in graduate education
  • digitization
  • digital access
  • graduate education
  • masters research
  • graduate research
  • doctoral research
Date of Defense 2002-06-24
Availability unrestricted
This study investigates and explores faculty perceptions toward Electronic Theses and Dissertations (ETDs) during the implementation of ETDs at a university located in the southern portion the United States. Louisiana State University and Agriculture and Mechanical College (LSU) is the flagship university for the state of Louisiana and one of only 25 universities nationwide holding both land-grant and sea-grant status. The Carnegie Foundation for the Advancement of Teaching classified LSU as Doctoral/Research Universities-Extensive.

Chapter 1 provides the rationale for this study, the importance of higher education, the importance and role of the faculty advisor in graduate education as influencing the effectiveness of research as collaborator by offering his or her interest, motivation, ability, and preparation in assisting the graduate masters or doctoral student. Chapter 2 examines the current literature concerning the emergence of ETDs, the move to ETDs, and the reasons for a needs assessment from faculty, and anatomy of a ETD as they apply to the changing realities and diffusion of innovation in higher education. Chapter 3 presents the methodology and description of the population sample, instrumentation, and data analysis applied in/to the study. Chapter 4 investigates the findings of the study by analyzing by SPSS each answer to survey questions, as was statistically appropriate and further studying if any significant relationships existed between two select variables. Chapter 5 provides the summary, conclusions, and future recommendations. The appendices contain select answers to the survey questions by diverse faculty. As one responded said, “This is the 21st century, hop on board.”

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