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Ashford, United States

Knight E.,Lawson Health Research Institute | Werstine R.J.,The London Clinic | Rasmussen-Pennington D.M.,Ashford University | Fitzsimmons D.,University of Western Ontario | Petrella R.J.,Lawson Health Research Institute
Physical Therapy | Year: 2015

Care for chronic conditions and noncommunicable diseases is dominating health systems around the globe. For physical therapists, this strain presents a substantial opportunity for engaging patients in health promotion and disease management in the years to come. Examples of social media being used to engage consumers in the business landscape are pervasive, and research reports suggest that patients are ready for social media to be incorporated into the way health care systems deliver care. We propose that leveraging the power and utility of existing technologies, such as social media, could innovate the way physical therapists engage patients in rehabilitation and health promotion practices, thus contributing to the evolution of the profession: Physical Therapy 2.0. To continue to be relevant in the community, physical therapist practice must respond to patients’ needs and expectations. Incorporating social media into how physical therapists are both designing and delivering care holds potential for enhancing patient engagement in prescribed health behaviors and improving treatment outcomes. This conceptual article presents the perspective that physical therapists can utilize social media to enhance care delivery and treatment outcomes. © 2015 American Physical Therapy Association. Source


Mckay D.S.,Ashford University | Ellis T.J.,Nova Southeastern University
19th Americas Conference on Information Systems, AMCIS 2013 - Hyperconnected World: Anything, Anywhere, Anytime | Year: 2013

The cost of information technology project failures or poor performance is unacceptably high due, in part, to a lack of knowledge sharing from project to project. Insufficient knowledge sharing leads to intellectual capital loss, rework, skills deterioration, and repeated mistakes that increase project costs leading to failure. Knowledge exists at both the organizational and project levels; environmental factors at either level may enable or impede knowledge sharing among information technology project teams. There is, however, no meaningful means to measure organizational or project level knowledge sharing. Thus, the goal of this study was to develop and validate an instrument to measure organizational learning factors, project learning practices, and project success variables in order to provide the means to examine their interaction. © (2013) by the AIS/ICIS Administrative Office All rights reserved. Source


McKay II D.S.,Ashford University | Ellis T.J.,Nova Southeastern University
Proceedings of the Annual Hawaii International Conference on System Sciences | Year: 2014

Knowledge exists at both the organizational and unit levels; environment factors at either level may enable or impede knowledge sharing within an IT organization. There is, however, no meaningful means to measure organizational or unit level knowledge sharing. The need to understand this flow of knowledge within an organization is dramatically evidenced in information technology organizations in which insufficient knowledge sharing leads to intellectual capital loss, rework, skills deterioration, and repeated mistakes that increase project costs leading to failure. The goal of the current study was to examine the relationship among knowledge sharing processes at the organizational level - organizational learning factors - the unit level - project learning practices - and the success of the IT project. Twelve organizational learning factors, eleven project learning practices, and nine project success variables were identified and validated through an expert panel review. These constructs were then codified in a survey and distributed to 5,000 IT managers. This study found a positive and significant relationship among organizational learning, project learning, and project success in IT organizations. © 2014 IEEE. Source


Bui M.,Loyola Marymount University | Kaltcheva V.D.,Loyola Marymount University | Patino A.,University of Baltimore | Leventhal R.C.,Ashford University
Journal of Product and Brand Management | Year: 2013

Purpose: This research aims to examine the effects of varying front-of-package (FOP) nutrition information type on parents' food product choices for children. Design/methodology/approach: A 3(FOP nutrition information: nutrient specific system vs food group information system vs summary indicator system) × 3(Perceived healthiness of the product: high vs moderate vs low) mixed-design experiment and content analysis were conducted to test the hypotheses. Findings: Findings suggest that summary indicator systems were effective in positively impacting parents' choices for healthier food options, however not as effective as food group information systems - which includes specific nutrient content claims complementing less familiar health nutrient symbols. Originality/value: Implications for marketers, consumer welfare advocates and product brand managers are provided. © Emerald Group Publishing Limited. Source


Conaway W.,Ashford University | Bethune S.,Ashford University
Journal of Asynchronous Learning Network | Year: 2015

The online classroom is perceived as being a non-threatening, unbiased, safe environment due to the lack of visual cues that normally trigger hidden attitudes and biases. However, it is possible that stereotypical student names often trigger implicit bias in instructors leading to group expectations that can often manifest in a variety of ways including lack of attention or negative evaluations. In this study, we explored the relationship of underlying attitudes and biases of online instructors with respect to racially or ethnically identifiable student first names using the Brief Implicit Attitudes Test (BIAT) instrument specifically designed for this purpose. Participants included 147 online instructors with at least a Master’s degree in their given field of expertise. Using an experimental research design, we found that to a small degree, implicit bias does exist with respect to stereotypical student names. This study also found that instructors consciously believed themselves to be warm and accepting of tereotypical names. In other words, what instructors say they feel and what they really feel are distinctly different?. © 2015 Sloan Consortium. All rights reserved. Source

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