1. Methods
1.1. Mixed Method Design
1.1.1. Quantitative Data (Scores, metrics)
1.1.2. Qualitative Data (perceptions, reactions, context)
2. Introduction
2.1. Background
2.1.1. HPT's use in business
2.1.2. Performance and success issues in higher education
2.2. Problem Statement
2.2.1. Need for different approach to higher education performance and success
3. Purpose and Scope
3.1. Purpose
3.1.1. To determine whether HPT principles and practices can be adapted to the higher education classroom in order to improve student learning outcomes and success rates.
3.2. Scope
3.2.1. Application of principles and practices in the context of a specific course within a community college-based occupational program.
4. Conceptual Framework
4.1. Open Systems Theory
4.2. Why use this framework
4.3. Transferrable concepts and practices
5. Analysis and Findings
5.1. Distilling information from data
5.2. Ascribing meaning to informaton
6. Conclusions & Recommendations
6.1. What the findings tell us
6.2. What we can do with the findings
7. Literature Review
7.1. Prior HPT in Education Studies
7.1.1. Higher Education
7.1.2. K-12
7.2. HPT in Analagous Settings
7.2.1. Continuing Education
7.2.2. Workplace Training
7.2.3. Professional Development
7.3. Accomplishment-Based (Harless' Eden Conspiracy)
7.3.1. Derivative applications
7.4. General Performance Improvement in Edudcation Studies
7.4.1. Improving Teaching Performance
7.4.2. Improving Leadership Performance
7.5. Application of Job/Work Design Theories
7.5.1. Motivation Hygiene Theory
7.5.2. Requisite Task Attribute
7.5.3. Job Characteristics Theory
7.5.4. Behavior Engineering Model
7.5.5. Job Crafting
7.5.6. Sociotechnical theory