Professional Documents
Culture Documents
Excerpt
Table of Contents
Contents Pages
Acknowledgement
Abstract
Acronyms
List of Tables
List of Figures
Chapter One
Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.3.1 General Objective
1.3.2 Specific Objectives
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Limitation of the Study
1.8 Operational Definition of Key Terms
1.9 Organization of the Thesis
Chapter Two
Review of Related Literatures
2.1 Definition of Social Networks
2.2 Becoming Social
2.3 Extent of Social Media Technology Use
2.3.1 General Demographics
2.3.2 College-Age Users
2.4 An Overview of Facebook
Chapter Three
Research Methodology
3.1 Description of the Study Area
3.2 Research Design
3.3 Population and Sampling
3.3.1 Target Population
3.3.2 Sample Size and Sampling Technique
3.3.2.1 Sample Size
Chapter Four
Results and Discussion
4.1 Results of the Study
4.1.1 General Profile of the Respondents
4.1.2. Reliability Analysis
4.1.3 Facebook Usage
4.1.4 Motives that Drive Students to Use Facebook
4.1.5 Time Spent by Students on Facebook Usage
4.1.6 Students Ratings of Time spent on Facebook Usage and Study Time
4.1.7 Facebook Usage and Students Academic Performance
4.1.8 Facebook Impacts on Students Academic performance
4.1.9 Students Addiction to Facebook Usage
4.1.10 Correlation Analysis
4.1.11 Regression analysis
4.2 Discussion of Findings
Chapter Five
References
Appendix
Acronyms
List of Tables
List of Figures
Acknowledgement
Above all, I would like to express the help of God in my entire life journey and in
completing the research project and the grace, blessing as well as giving me strong
muscles and mental stability to bring out this piece of work in to the light. My
heartiest thanks go to my advisors Dr. Shimelis Z., Tagay F. (MBA), and Sarfaraz K.
(MBA) for their considerable contribution to the topics and direction of this project
and their invaluable guidance, conversations, stretched patience, encouragement
and support of various kinds through some difficult times. Without them this journey
would never have reached this destination.
Finally, yet importantly, I am very grateful to all my family who always stand in my
right hand in cases where difficulties arise. Their moral support is always
recognizable with great love and thanks.
Abstract
Today Facebook is considered as one of the most popular platforms for online social
networking among youth, and - as many researches show university students. The
purpose of this study is to assess the impact of social networking sites i.e. Facebook
on students academic performance. The study was carried out in Wollega
University with regular undergraduate students in focus. A questionnaire was
designed to assess impact of Facebook usage on Student and was administered to
384 students selected using stratified sampling technique. Variables identified are
time spent on Facebook, addiction to Facebook and academic performance. The
Pearson product-moment correlation coefficient was used to examine the
relationship between addiction to Facebook and time spent on Facebook and
students academic performance. Furthermore, a multiple linear regression was
carried out to determine the relative contribution of addiction to Facebook and time
spent on Facebook to students academic performance. An analysis of the results
was carried out using the SPSS software package. And the findings of this study
shows that time spent on Facebook and addiction to it negatively and significantly
affects students academic performance.
CHAPTER ONE
INTRODUCTION
In fact, the Worldwide Web, originally created in 1990 for US military forces, has
become not only an effective instrument for the management of US army, but later
a convenient tool that issued by civilians for communication, entertainment, and
learning purposes. One ofthe most popular and recognized platforms used on the
Internet are social networking sites such as Facebook.
Facebook being at the forefront of the social media craze, has over 500 million
active users on its website every month. It is emerged on February 4, 2004, when a
19-year-old sophomore Harvard student named Mark Zukerberg founded the
revolutionary site to connect Harvard University students (Grossman, 2010). But
later, this site allows users to build social networks with hundreds or even
thousands of people around the world of which university students are one of the
primary demographics using Facebook, with features such as photos, wall posts,
and status updates becoming seemingly irresistible to those who want to connect
with their friends (Gold, 2011).
Even though Facebook is by now used by a much wider variety of users, university
students are still its biggest fans. Results from a recent paper Ellison et al. (2007)
reported that 94% of College students are active Facebook users, spending 60-90
minutes online each day communicating with their Friends List of 150200 people.
Similarly, Wiley and Sisson (2006; as cited in Pempek et al, 2009) conducted a large
survey on college students from universities in the developing countries indicated
that 91% of students use the Facebook. Ethiopia is also as one of developing
countries has intoxicated with around one million users of Facebook in which half of
them are higher education students (Kassashow, 2012)
Though this social network generates billions of dollars for the developer and assists
to contact a relatives detached for long period of time within fraction of seconds, it
has impact on the users in general and on students academic performance in
particular. So, this research assesses the impact of Facebook usage on Students
Academic Performance in Wollega University.
The quick rise in popularity of social networking sites began in the second half of
the last decade partlybecause of their extensive usage by school and university
students. According to Ellison, Steinfield & Lampe (2011), for example, a significant
number (approximately 73%) of Internet-using teenagers have joined social
networking sites by the end of 2009, with almost half of them (38%) visiting social
networking sites daily.
Currently Facebook is used by many people to connect with their friends and
relatives around the globe (Brydolf, 2007). And the use of Facebook platforms has
grown so fast that it has even attracted the attention of university students; they
are so engrossed in the sites that they have almost completely forgotten about their
academic work. University students are considered victims of the social media sites
more than any group of people as they negatively impact their academic
performance (Pasek & Hargittai, 2009). Students easily get tempted to use the
various social media platforms when trying to obtain learning materials online. In
most cases, the students end up spending almost all their times on the social media
and forget about the course materials they originally intended to look for.
The overall objective of this study is to assess the impact of Facebook usage on
Students Academic Performance.
On the premises of the stated objectives, four research questions were formed to
guide this study:
It is anticipated that the results obtained would add to the wealth of information
currently available on Facebook usage, its impact on college students academic
performance as it is newly emerging and instantly advancing technology which
In addition to the above mentioned, in the academic world, everyone viewed social
media as a distraction and lead the student to procrastination in their academics.
Some students, however, also claim that visiting social media sites during class
time helps them deal with the boredom they experience in college. This study would
provide information on the impact of Facebook to college students and how it can
be used in-relation with their academics. In addition, the findings of the study are
expected to contribute a little towards bridging the existing literature gap on
understanding the impediments and blessing opportunities of Facebook in the
academic environment. And also helps the researcher to gain Masters Degree in
Business Administration.
Although it was preferable to conduct this research in all colleges found in Nekemte
town and on impacts of social network as the whole, due to financial, and time
constraints this research only focuses on assessing the impact of Facebook usage
on students academic performance in college under the study specifically on
undergraduate regular students enrolled in main campus of Wollega university. This
University is selected as a site of the current study due to that it is the only
government college with large number of students serving currently for a total
population of about 10,255 students as data of this campus registrar office and no
study has been conducted on this topic in the college under the study so far.
- The focus of this study is limited with students who maintain a Facebook account
and its impact on their academic performance. However, the result would have
been comprehensive if non Facebook users were included and their academic
performance/CGPA was compared with Facebook users. Therefore, a study that
makes it possible to analyze this issue should be introduced in further studies.
- Student self-reporting answer regarding the Facebook use and its impact on their
academic performance is mainly the topic of this research but it also depends on
students true or false opinions. Thus, implementing a true experimental design will
also provide rewarding research to other researchers.
- The present study participants were only comprised of traditional full-time
undergraduate students of main campus only. But, the students of branch and
Extension, and weekendstudents have not been given attention in the study to
investigate the phenomenon. Other
The definitions adopted by researchers are often not uniform. Therefore, this section
outline the definitions used throughout the thesis.
This study is divided into five chapters. The introductory chapter provides a general
background of the study and statements of the problem. It also briefly deals with
the research question, the aims and scope of the study as well the definitions of key
terms used throughout the thesis.
Chapter two consists of the related literature. Chapter three provides a fully detailed
account of the research methodology, the reasons that the various research
strategies were selected and the rationale for the sample selection process. It also
deals with the issues of why the particular survey instrument was selected as being
appropriate for the current study.
Chapter four is the section in which the results of the survey are briefly presented
using descriptive analysis. Lastly, chapter five points out the conclusions drawn, and
the recommendations forwarded.
CHAPTER TWO
Social-networking sites (SNS) are the latest online communication tool that allows
users to create a public or private profile to interact with people in their networks
(Boyd & Ellison, 2008). Facebook, MySpace, Orkut, Cyworld, Bebo, Twitter and other
social network sites are the best examples of SNs that allow individuals to present
themselves to other users using a variety of formats; including text, video and chat
services. These sites have become an increasingly important part of young adult life
(Gemmill & Peterson, 2006). Relative to the general population, adolescents and
young adults are the heaviest computer and Internet users, primarily using it for
completing school assignments (36%), e-mail and/or instant messaging (26%), and
playing computer games (38%) (DeBell & Chapman, 2006). SNS incorporate a list of
other users with whom individuals share a connection. But unlike any other web
service, SNS allow individuals to make visible their list of connections to others and
to traverse their social networks (Boyd & Ellison, 2007). Hence, more than virtual
Lessons from Facebook communities born online, SNS are usually online
communities created and maintained to reflect offline relationships.
Over the last decade, and particularly in the last five or six years, SNS has
transformed our thinking about our relationships, our connections with and affinity
to others, and the influence and persuasive power of online communities on how we
think, organize, and act politically. Since the inception of the Internet and
integration of email technology into our personal and work lives, our ways of
communicating began to change. However, it was not until the creation of social
media interfaces like Facebook, MySpace, Friendster, LinkedIn, YouTube, Twitter and
other similar applications that have we seen such a massive harnessing of the
potential of the now-pervasive online connectivity in our everyday lives.
One of the most powerful social media platforms is Facebook. Initially, Facebook was
privately conceived within and navigated through the social networks of students at
Harvard, and subsequently at other elite universities: Princeton, Yale, and Stanford.
If we consider the birth of this particular social media interface at Harvard, we can
recognize it as a telling example of how components of a universitys social
community were rapidly transferred onto this online platform. Since its inception,
this interface has expanded across multiple college communities and then quickly
encompassed a wider range of connected networks of individuals and groups
around the world. Today, the adoption of social media technology now stretches
across the globe, integrating into the lives of individuals of diverse social, national,
racial and ethnic, cultural, and socioeconomic backgrounds.
Smiths (2011) study for the Pew Internet and American Life Project reports that
African Americans and Latinos had equal or greater rates of usage of social media
platforms, often from cellular devices, as compared to White Internet users in 2010.
In a separate Pew report on Asian
Americans and technology, Rainie (2011) reports Asian Americans as the leaders in
overall Internet usage, mobile connectivity through cell phones, laptops, and
wireless devices, but they remain on par with social media engagement as other
minority groups.
Lastly and not surprisingly, across the U.S. the use of SNS varies greatly by age,
with older generations participating less often than younger ones. Older generations
have been slower to embrace SNS, struggling somewhat to keep pace with younger
cohorts. However, they have recently begun making a sharper turn in support of the
technology. In 2009, 11% of adults over 30 reported to be engaged online in
activities such as blogging. In the same year, 22% of Internet users over 50
reported being engaged on a social networking site (Madden, 2010).
The generation of 18-29 year old users has been referred to by many names
millennial, avant-garde, and most simply, generation Y, many of who are now
traditional college-aged adults. This group of 18-29 year old users has been
crowned as digital natives, a generation who has never known a world without the
Internet (Jones, Ramanau, Cross & Healing 2009). These young media consumers
are more connected than any previous generation, and they have an expectation to
remain that way in all aspects of their lives.
Facebook was created in February 2004 by Mark Zuckerberg, Dustin Moskovitz and
Chris Hughes as a site for Harvard students only. But later it becomes most popular
and visited with 34 million unique visitors by January 2008, and as the 13th most
popular website worldwide (comScore, 2008), with 98 million unique visitors by
December 2007. As of March 2008, Facebook reported having 67 million active
users (those who have returned to the site in the last 30 days), with more than half
of them returning daily and spending an average of 20 minutes per day on the site
(Facebook, 2008). Like most social network sites, Facebook provides a formatted
web page into which each user can enter personal information, including gender,
birthday, hometown, political and religious views, e-mail and physical addresses,
relationship status, activities, interests, favourite music and movies, educational
background and a main personal picture. Today, Facebook is comprised of all types
of people, but college students still make up the largest percentage of active
Facebook usage encompasses both the simple use of the platform and the extent of
cognitive immersion into the site. Its use implies the presence of individual users on
the social website, time spent on this platform, frequent visits, and the nature of the
activities performed. People from different age ranges interact and exchange
content; they share videos and pictures, discuss subjects, chat, publish
advertisements for group events, or play available applications. Younger
generations (e.g., students) spend many hours up to 8 per day surfing this
socializing website. We presume that an extensive presence on Facebook and the
resulting increased levels of information flow management requirement engage
students in these tasks while they engaged in constant interactions and
socialization, which prohibit them from focusing appropriately on their academic
tasks (Chen, et al., 2010).
Academic Performance refers to how students deal with their studies and how they
complete different assignments given to them by their teachers. The popularity of
the social networking sites enlarged briskly in the last span. This is most likely due
to the reason that every person used it extensively to get worldwide access. These
social networking sites such as Twitter and Facebook have become a furious craze
for everyone these days. Students are paying more attention towards these social
networking activities rather than utilizing this time for their studies and this surely
affects their academic performance. The destructive effects of these social
networking sites overweigh the progressive ones. These sites have caused some
latent harm to society. The students become preys of social networks more often
than anyone else. This is because of the reason that when they are studying or
probing their course material online, they get attracted to these sites to kill the
boredom in their study time, sidetracking their attention from their work & they
forget why they are using internet. LaRose et al. (2001) proposed that student users
are affected by the internet and this impact is determined by the type of internet
usage. The misuse of these sites on a daily basis has many destructive effects on
the physical and mental health of students making them sluggish and
unenthusiastic to build interaction with the people in real life.
Recent literature found that leisurely Internet use is strongly correlated with
weakened academic performance (Kubey, Lavin, & Barrows, 2001). Kubey, Lavin,
and Barrows (2001) found that students who spent five times more hours online
reported schoolwork problems. In the Kubey et al (2001) study, 10-15% of the
student participants felt their Internet visits were out of control. Although this study
did not mention Facebook specifically, the researchers did mention that the captive
social opportunities of the Internet appeared to be the culprit of the schoolwork
problems (Kubey et. al, 2001). In addition, Vanden Boogart (2006) discovered that
excessive Facebook use was found among students with lower GPAs.
Hedonic usage results from activities devoted for pleasure. Facebook usage
provided interconnections of people from the same university or all over the world;
people continue to connect through it when they want to get in touch with someone
they lost contact with or meet new people worldwide. Few other media or channels
allow that. However, observed Facebook usage is mostly embedded in the pleasure
experienced by surfers who maintain profiles and exchange content. Such usage
also can offer better functionality for exchanging videos or pictures, because its
integrated application reduces picture sizes and facilitates video sharing compared
with messages sent by e-mail for example. But this kind of Facebook usage resulted
students for wastage of time on starring on computers rather than studying hard
and scoring good results in colleges (Van der Heijden 2004; Rosen and Sherman
2006; Shin, 2010; Shin and Shin, 2011; Sun et al. 2011).
Intellectual capabilities to manage time and process information also should affect
their capacity to benefit from online activities and restrict their efficiency on any
tasks performed in parallel. Facebook users usually interrupt their work to visit
Facebook profiles, because of the short-term capacity needed for the working
memory process. Unemployed people might go online to look for job opportunities
and end up interacting on social platforms, ultimately spending much more on them
than expected. This split attention paid to multiple tasks causes distraction. The
use of online social networks also varies across countries because cultures induce
diverse impacts on their members. Absorption in the social networking activity
entails extended immersion in these websites, enjoyment while interacting, aid
curiosity, but people are also temporally disassociated from their main tasks;
whether online or offline, and lose control over the main activity in favour of
chatting or checking new updates. Consequently, this research will assess the
impact of Facebook hedonic usage on academic performance.
Given the high-volume usage of SNS, an obvious and popular concern among
faculty, administrators, and parents is the widespread notion that students spend
far too much time on nonacademic activities related to the Internet and social
media. Countless articles in popular newspapers, periodicals, and blogs have raised
these very same concerns (Bart, 2009; Ingram, 2011; Ojalvo, 2011; Schulten, 2009).
The most salient concern among scholars, educators, and the public however is
related to the effects of social networking sites such as Facebook on the time
dedicated to studying and offline activities.
Hence, Facebook usage has been associated with both positive and negative
impacts to different aspects of peoples lives, including positive impacts, such as
improving relationships between friends and family and negative impacts such as
low academic performance; health, personal relationships problems; and social
problems. These are discussed below.
People around the world can now quickly communicate with each other through the
Facebook using a range of applications: chatting, Wall post, and helps to download
some books. The Facebook also provides different types of entertainment. For
instance, users can play games with other people in any part of the world, watch
movies and listen to music. Above all it helps users to form new relationships on this
site (Ellison, Steinfield, & Lampe, 2007; Whitty& McLaughlin, 2007).
Beside the benefits of Facebook use, negative impacts of its use have also been
identified, including: impaired academic performance, health problems, personal
relationship problems and social dysfunction. For example, a number of studies
have reported the ways in which Facebook usage impairs students lives. Scherer
(1997) found that 13% of his respondents reported difficulties in their academic
work and professional performance due to their Facebook use. Nalwa and Anand
(2003) found that Facebook addictive users used for long sessions, resulting in
personal behavioural problems and neglect of important work responsibilities. Chou
and Hsiao (2000) explored Facebook Addiction among college that result in more
negative consequences in their studies than non-addicts. This conclusion parallels a
study by Young (1996), who found that Internet addicts experienced personal,
family, occupational problems, and academic difficulties, causing poor grades and
eventually expulsion from universities.
Many years ago emails, instant messaging and blogging all these are the
communication applications of internet are rapidly increased in the youths life and
this made the internet a significant social context for development of youth
especially students. However there are some behaviors that can take place due to
frequent use of social networking sites especially students who are using frequently
using social networking sites, results in reduction of time for other activities that are
related academic, physical and social hobbies that requires face to face meeting
(McKenna and Bargh, 2000). Planned behavior theory provided the foundation for
the behavioral factor of frequently engaging in social networking sites. It is stated
that probability of involving in the behavior for using social networking sites
increases when individual has strong intention of acting upon certain behaviors.
Group norms and self-esteem are two main factors of planned behavior theory in
the context of engaging in social networking sites. Group norms for the colleagues
and friends significantly enhanced the likelihood of intentions of students of
universities to involve in the specific work activity and those students who identify
the use of social networking sites as normative among friends have the strong
intention of using social networking sites frequently.
A relatively small study of Facebook usage and GPA among 219 students at a large
public Midwestern university found the average self-reported GPA of Facebook users
Other studies of social media use have focused strictly on its impact on dynamics
that have been shown in prior scholarship to indirectly affect grades college
student engagement and involvement. These studies stop short of assessing the
direct effect of social media use on grades, but prior research on traditional forms of
academic engagement and involvement has emphasized the role of these dynamics
in influencing GPA and other academic outcomes. For example, Heiberger and
Harper (2008) produced findings that suggest that students who utilized social
networking sites such as Facebook were more engaged in offline activities (i.e.,
studying, face-to-face interaction, work), and they also reported greater life
satisfaction and stronger connection to their institutions. In another example, a
2007 study of first-year students and social networking sites conducted by the
Higher Education Research Institute (HERI) at the University of California Los
Angeles revealed no relationship between time spent on social media and the
amount of time spent on academic endeavors, particularly when they compared
students who reported spending less than one hour on social networking sites daily
and those who report spending more than six hours. However, the study did find a
positive relationship between more social media use and higher levels of campus
social involvement. Students who were spending more time using social media
reported a stronger connection to their institution, felt better about their social life,
and were also spending more time on real-life social activities such as interacting
with friends and participating in student clubs or groups.
On the basis of the preceding theoretical background, the proposed model posits
that addiction to Facebook and time spent on it had a crucial impact on academic
performance of students.
CHAPTER THREE
RESEARCH METHODOLOGY
Thus, this chapter provides a fully detailed account of the research methodology,
the reasons that the various research strategies were selected and the rationale for
the sample selection process. It also deals with the issues of why the particular
survey instrument was selected as being appropriate for the current study. To start
with, the study site were introduced, followed by a presentation of research design,
the sample selection, and data collection process, the data collection tool and
further more a description of how the data will be analyzed.
As it has been indicated earlier, the main purpose of this research is to assess the
impact of Facebook usage on students academic performance. So, to attain the
intended objectives, mixed approach were chosen as the research questions contain
both qualitative and quantitative natures. On top of this, it is believed that mixed
methods provide better information to understand a particular phenomenon under
investigation than a single method, as the failure of one method could be
compensated by the other (Ary et al., 2010).
The target population for this study were students enrolled at Wollega University in
main campus who specifically fulfil the following inclusion criteria: A day time
(regular) undergraduate students and have Facebook accounts. These criteria were
used to differentiate a day time (regular) undergraduate students from other
students attending their education in the extension, summer and graduate program
and other students in the university who do not have Facebook account. Hence,
students attending their education in the non-regular program and graduate
program were not included in the study for the following major reasons: The first
one is to make the study more specific and manageable (from the perspectives of
tight budget and time). The second reason is that students attending their
education in the non-regular program were not included in the study because they
are different from most regular students as they have frequent contact with the
outside community, are usually old, relatively stable in life and are often employed.
As stated above the target population for this study were regular students enrolled
in undergraduate program at Wollega University in main campus. Accordingly, the
regular students of this campus are about 10,255 (Wollega University Registrar
office, 2014).
From the total population of 10,255 regular program students, sample of 384
students were included in the investigation by using Yamane (1967) formula to
calculate sample size:
[...]
Shipping worldwide
Add to cart
Details
Title:Impact of Facebook Usage on Students Academic PerformanceAuthor:Fromsa
Bedassa
Year:2014Pages:63Archive No.:V277559ISBN (eBook):9783656704966ISBN
(Book):9783656709824File size:934 KBLanguage:EnglishTags:impact facebook
usage students academic performance
Quote paper:Fromsa Bedassa
, 2014, Impact of Facebook Usage on Students Academic Performance, Munich,
GRIN Verlag, http://www.grin.com/en/e-book/277559/impact-of-facebook-usage-onstudents-academic-performance
Similar texts
Title: School, Personal and Familial Factors Affecting the Academic Performance of
Students At Risk with Learning Disabilities
Abstract, 31 Pages
Title: Florida's Test-Based Promotion Policy. How Does Retention Affect Students'
Academic Performance?
Title: Perceived Effective Teacher: Does One Impact on the Academic Performance of
College Students in Ateneo de Naga University?
A Literature Review
Title: The Impact of the Affordable Care Act on the Retail Employees in the Southern
United States
The Impact of the Affordable Care Act on the Retail Employees in th...
Title: The Impact of Ecuador's Political Framework on the Progress of its Eco Tourism
Industry
Tourism
Title: Impact of trade and foreign investments on the industrial change in China
Essay, 10 Pages
Energy Sciences
Title: The Impact of the Dodd-Frank Act on the Performance of US-Listed Commercial
and Savings Banks
Book Science
Textbook, 32 Pages
An Annotated Bibliography
Literature - Africa
Electrotechnology
Title: Evaluating Impact of Knowledge Capture and Sharing on the Project Planning.
Case: NGO
Title: Politics of sanctions. Impact of US and EU sanctions on the rights and wellbeing of Zimbabweans
Comments
guest
Hi, I'm a Masters students studying I.T in South-Africa, and my research is almost
similar to yours, however I'm having difficulty getting a theory that suitably
underpin my research.
Thanx
Eniola ( eniola09@yahoo.com)
on 4/2/2015
http://cdn.grin.com/images/brand/1/preview_popup_advertising.jpg
Author
Fromsa Bedassa
eBooks:1Member since:7/23/2014
Upload Papers,
win an iPhone 7
All GRIN-authors participate in our quarterly drawing to win an iPhone 7 worth EUR
759.
Each text counts as one lot!
iphone7small.png
http://cdn.grin.com/images/brand/1/grin_yt_video.png
Similar texts
Title: School, Personal and Familial Factors Affecting the Academic Performance of
Students At Risk with Learning Disabilities
Abstract, 31 Pages
Title: Florida's Test-Based Promotion Policy. How Does Retention Affect Students'
Academic Performance?
Title: Perceived Effective Teacher: Does One Impact on the Academic Performance of
College Students in Ateneo de Naga University?
A Literature Review
Title: The Impact of the Affordable Care Act on the Retail Employees in the Southern
United States
The Impact of the Affordable Care Act on the Retail Employees in th...
Title: The Impact of Ecuador's Political Framework on the Progress of its Eco Tourism
Industry
Tourism
Title: Impact of trade and foreign investments on the industrial change in China
Essay, 10 Pages
Energy Sciences
Title: The Impact of the Dodd-Frank Act on the Performance of US-Listed Commercial
and Savings Banks
Book Science
Textbook, 32 Pages
An Annotated Bibliography
Literature - Africa
Electrotechnology
Title: Evaluating Impact of Knowledge Capture and Sharing on the Project Planning.
Case: NGO
Title: Politics of sanctions. Impact of US and EU sanctions on the rights and wellbeing of Zimbabweans
General
Home
Upload papers
Catalog
Recommendations
Network
Quality guidelines
About us
Team
Jobs
Press
Partners + Projects
Privacy
Imprint
Authors
Becoming author
Your Options
The channels
Premium Services
Author profile
Types of texts + formats
Royalties
Services for publishers, universities, companies
Premium Services
Premium Cover
EPUB/MOBI Conversion
Marketing Packages
Translation
Premium Layout
Proofreading
FAQ
For Authors
For Buyers
Affiliate Program
My Author's Account
Marketing
Reach more readers
Become active yourself
Affiliate Programs
Become Ambassador
Dissertations
Publish your dissertation for free
Premium Services
Order author's copies at a reduced price
Copyright / Plagiarism
Payment Methods
http://cdn.grin.com/images/brand/1/payment-white.png
Copyright
GRIN Verlag /
Open Publishing GmbH.
All content copyright restricted. Copying and distribution prohibited.
info@grin.com
Terms
Open Publishing
About GRIN
GRIN Publishing, located in Munich, Germany, has specialized since its foundation in
1998 in the publication of academic ebooks and books. The publishing website
GRIN.com offer students, graduates and university professors the ideal platform for
the presentation of scientific papers, such as research projects, theses,
dissertations, and academic essays to a wide audience.
Go to mobile version
Follow GRIN on http://cdn.grin.com/images/brand/1/grin_gplus.png
http://cdn.grin.com/images/brand/1/grin_fb.png
http://cdn.grin.com/images/brand/1/grin_twitter.png
http://cdn.grin.com/images/brand/1/grin-logo-de.png