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The knowledge-based economy and higher education: cases from the State of Florida

Daniels, Vincent (2009) The knowledge-based economy and higher education: cases from the State of Florida. PhD thesis, University of Glasgow.

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Abstract

The initial purpose of this thesis is to begin an exploration into the level of support given by colleges and universities to high-skills lifelong learning in the field of business and management, referred to as executive and professional education (EPE). To properly define level of support several additional undertakings were necessary, including: discovering methods of valuing knowledge to a region, state or country, establishing why participants in EPE programs enroll in them, and developing a set of indicators that would determine the level of support in the higher education system. As the scope of this study in the Unite States is too great, the state of Florida was chosen as a specific case. Florida has a substantial network of both private and public (state) universities and colleges. The thesis concludes with recommendations for advancing the support of EPE in the state of Florida As we move more strongly into the knowledge based economy, and as knowledge creation expands exponentially the need for a continued updating of knowledge and skills in the working community becomes evident. To support this inquiry a set of research questions were developed, as follows: 1 What are the components of relevant EPE? 2 What motivates participants to take part in EPE? 3 What is the level of support of the universities in the state of Florida for EPE? 4 Prepare recommendation based on the findings of the study for the state of Florida to improve support for EPE To address these questions three research methods were employed. Based on the previous experience of the researcher an exploratory case study was written exploring the intricacies of developing a successful EPE department. This exploratory case study served as a basis for developing a survey questionnaire, administered to participants in EPE to determine reasons for their participation. The case study, coupled with certain elements of the questionnaire led to the definition of a group of indicators with which to evaluate the level of support to EPE in a selected group of public and private universities in Florida. This final survey was conducted via the internet by website information of the various universities relative to EPE. Through this research, components of EPE were identified, motivations of participants were ascertained and the level of support by universities was evaluated. The research led to the conclusion that state support of EPE is woefully lacking. Recommendations were developed and included. While this thesis utilized a case, the state of Florida, the researcher believes that the findings and conclusions will be of value to practitioners involved in EPE, as well as to academics studying this area of business education. This research exercise has assisted the researcher in being more effective in managing and developing EPE within his own university. The researcher hopes that the outcome of this research will lead to a more organized approach to EPE in the state of Florida and beyond. As professions and skills are made obsolete in the knowledge economy the need for continued high level lifelong learning becomes increasing important to the sustainability and viability of local, regional, state and national economies.

Item Type: Thesis (PhD)
Qualification Level: Doctoral
Keywords: executive education, professional education, lifelong learning, knowledge economy, information age, higher education, business education, high skills, business schools, Florida, management education
Subjects: L Education > LD Individual institutions (United States)
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management
Colleges/Schools: College of Social Sciences > Adam Smith Business School > Management
Supervisor's Name: Burns, Dr. George
Date of Award: 2009
Depositing User: Mr. Vincent Daniels
Unique ID: glathesis:2009-818
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 29 May 2009
Last Modified: 10 Dec 2012 13:26
URI: http://theses.gla.ac.uk/id/eprint/818

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