Dan Thoman

Date of Award

12-9-2017

Document Type

Dissertation

Degree Name

Doctor of Business Administration (DBA)

Department

School of Business

Second Advisor

Paul m. Shelton

Third Advisor

Mark A. Rennaker

Abstract

Strategic learning is an educational construct that evaluates the skill, will, and self-regulation of students across ten learning attributes to determine interventions that can improve overall academic achievement. If precisely implemented to a targeted grouping of students, these interventions can be generalized to achieve broader successful results in learning. Determining these groupings, therefore, is a necessary first step in applying this construct. Business discipline was identified as a possible method of categorizing business students in higher education for the purposes of more precisely applying the strategic learning construct. The purpose of this dissertation was to determine if the delineation of undergraduate business students based upon their selected business discipline is an appropriate target for the precise application of strategic learning. Through the use of the Learning and Study Strategies Inventory (LASSI), a research sample from a U.S. university was surveyed to determine both the subjects’ business disciplines and their learning attributes with regard to the strategic learning construct. An analysis of variance (ANOVA) of the resultant data indicated if this method of delineation was suitable for categorizing business students with respect to the application of the strategic learning concept. The findings of this analysis indicated that no statistically significant differences among the discipline groupings were determined with respect to the any of the scales assessed by the LASSI, demonstrating that business discipline is likely not a worthwhile method for delineating business students with respect to their learning attributes.

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