SetzerReview - This report has an admirable goal...

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This report has an admirable goal: improving “throughput” or retention in the OEM program. Unfortunately, the investigations into defining the problem are flawed, which hurts the credibility of the remainder of the paper. Before delving into specific issues, I must question as to whether a problem truly exists. It should be clear that 100% retention is not possible. This is equivalent to saying that quality is always 100%. Due to the randomness inherent in any system, 100% is not achievable. So, an important question is “what is realistic”? Is it 90% or 95%? This can only be answered by benchmarking other programs – which did not occur in the analysis in this report or asking OEMP administration what an “acceptable” retention rate would be. (They were not asked.) Sure, 100% is ideal, but it is not realistic, as noted earlier. What follows are detailed comments. Note that there are no figures in the uploaded document and no diagrams in the presentation, so I could not examine them further. It is in the analyses that I begin to question the work: Your analysis of the question “What constrains students from meeting concurrent demands of career, family, and OEM” leads to the conclusion of excessive demands as constraints to time, energy and especially knowledge. The overriding question is then: HOW did you come to this conclusion? Did you survey current students and ask them: a. Are you having trouble meeting demands? b. If yes, then why – with knowledge being the definitive leader? c. If no, then what is different about them? This leads to other possible investigations: d. Did you seek to find out who dropped out of the program and why? e.
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This note was uploaded on 05/12/2010 for the course EIN 6227 taught by Professor Hartman during the Fall '08 term at University of Florida.

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SetzerReview - This report has an admirable goal...

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