Army Dissertation

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Dissertations for Military Studies

  • Bachman, Jane Taylor

    Using decision-making techniques in support of simulation training transfer selections

    Master's thesis, Old Dominion University.

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  • Bohler, Jeffrey Allan

    Education technology impact on Department of Defense financial manager continuing professional education programs

    Ph.D. thesis, Auburn University.

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  • Bolton, Amy Elizabeth

    Immediate versus delayed feedback in simulation-based training: Matching feedback delivery timing to the cognitive demands of the training exercise

    Ph.D. thesis, University of Central Florida.

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  • Byno, Dametrius E.

    An investigation of learning style preference in United States Navy sailors pursuing higher education through online learning

    Ph.D. thesis, Capella University.

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  • Cane, Sheila A.

    Training military commanders with *simulation: A phenomenological study of task-technology fit

    Ph.D. thesis, Nova Southeastern University.

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  • Catanese, Anthony Peter

    United States Navy health care providers' attitudes and satisfaction toward the usability of the Navy's primary learning portal and learning management system

    Ph.D. thesis, The University of West Florida.

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  • Corey, Shevaun

    Examining the influence of practice, feedback and fidelity on the effectiveness of use-of-force simulation training in the military domain: A meta-analytic review

    Master's thesis, Carleton University .

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  • Dominico, Steven Edward

    The validation of the Land Force Technical Staff Programme and Army Technical Warrant Officers' Programme

    Master's thesis, Royal Military College of Canada .

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  • Dracup, Carol Ann Johnine

    The effect of a Care Coordination Home Telehealth Program on veteran behavioral health patients and recidivism

    Ph.D. thesis, D'Youville College.

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  • Fox, F. Sutter

    A formative evaluation of a surface warfare simulation to improve problem solving

    Ph.D. thesis, University of Southern California.

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  • Friend, Beverly

    Transitioning from traditional to Web-based training in the United States Army Ordnance and Signal Corps: The instructors' perceptions

    Ph.D. thesis, Capella University.

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  • Garland, Gary

    Organizational factors and solutions to be considered when implementing knowledge management in a military e-learning environment

    Master's thesis, Royal Roads University .

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  • Gray, Jennifer K.

    An exploration of technology implementation and soldier academic achievement at a military installation

    Ph.D. thesis, Capella University.

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  • Greer, Steven J.

    Convergence on the guidelines for designing a virtual irregular warfare internship: A Delphi study

    Ph.D. thesis, Capella University.

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  • Hayek, Cheryl T.

    A Nonexperimental Study Examining Online Military Learner Satisfaction and Retention

    Doctor of Education thesis, Northcentral University.

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  • Helmer, Gary Wayne

    Deceit and misrepresentation of the qualifications of United States Army flight and combat mission simulator instructors: A case study, survey, and analyses

    Ph.D. thesis, Union Institute and University.

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  • Hills, Michael K.

    Digital natives and immigrants: The role of student attitudes towards technology on attrition and persistence in professional military education online distance learning environments

    Ph.D. thesis, The Pennsylvania State University.

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  • Jackson, Cynthia Rena

    The correlation between student demographics and student attitude toward computer-assisted instruction

    Ph.D. thesis, University of Phoenix.

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  • Kenyon, Peggy L.

    Content interactivity: The effect of higher levels of interactivity on learner performance outcomes and satisfaction in Web-based military training

    Ph.D. thesis, Walden University.

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  • Lang, Aaron B.

    Employment of command and control systems within the U.S. Marine Corps

    Ph.D. thesis, Old Dominion University.

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Abstract

Learning is critical to battlefield success. \(Ceteris\) \(paribus\), victory becomes more likely when militaries adapt faster and more effectively than their opponents. This thesis examines the effectiveness of the British army’s process for learning and adaptation across six different operational theatres during the First World War. Using a series of case studies, it considers how the army shared knowledge, responded to change, and integrated newcomers. It finds that the army’s attitudes towards learning were more thoroughgoing than hitherto thought. With its pre-war ethos and increased fluidity in wartime, the army displayed organisational and cultural flexibility across all theatres, encouraging a culture of innovation through the promotion of informal learning and tactical diversity.

In a broader sense, the thesis does three things. First, it moves beyond the standard Western Front narrative of learning in the First World War, offering a more rounded examination of the army’s experience. Secondly, it highlights the complexity of military learning, considering that which occurs institutionally, between formations, and between theatres. Finally, it reflects on the importance of an organisation’s ethos when faced with uncertainty. This thesis, therefore, offers a point of departure for future studies of traditionally bureaucratic institutions and their ability to learn and innovate.

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