Dissertations / Theses: 'Academic leaders'

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Crawford, Galen R. "Academic Engagement of College Student Leaders." Wright State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wright1340835743.

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Banks, Vicki Kaplan. "Florida social studies leaders' perceptions regarding an afrocentric curriculum." Doctoral diss., University of Central Florida, 1998. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/17202.

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University of Central Florida College of Education Thesis The purpose of this research study was to gain insight into the perceptions Florida's leaders have regarding the inclusion of an Afrocentric curriculum. The leaders chosen for this study were the Florida Council for the Social Studies Board and the Association of Social Studies Supervisors. These leaders were sent a questionnaire that contained 57 statements about social studies curriculum content in a Likert scale format. The results of the survey were reported by using mean scores and frequency distributions. The Likert survery statements examined respondents' viewpoints with regard to diversity, Afrocentrism, and Eurocentrism. The results of the survey were used to infer the respondents' perceptions regarding the five research questions. 1. What was the perceived importance of considering the diverse nature of an ethnicity in respect to the development of curriculum and instruction? 2. What was the perceived level of interest regarding the incorporation of an Afrocentric perspective into the Social Studies Curriculum? 3. How did the respondents perceive the incorporation of an alternature curriculum maintaining diverse perspectives? 4. Did the respondents belive the social studies curriculum should be altered to cater to the learning styles of ethnic and cultural groups? 5. Was there a perceived need for diverse assessment techniques to gauge the academic success of students from various cultural and ethnic groups? The mean scores assigned to each research question indicated that the leaders in the social studies agreed that diverse cultures should be included within the mainstream curriculum and that alternative assessment techniques should be used to measure those ideas. However, there was little interest in permitting the ethnicity of the school's population guide curriculum and instruction decision. Furthermore, the leaders seemed more interested in a multicultural curriculum than a curriculum incorporating only an Afrocentric perspective. Ed.D. Instructional Programs Education Curriculum and Instruction 117 p. ix, 117 leaves, bound : ill. ; 28 cm.

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Lucas, Nicholas. "Commercialism or Professionalism among Auditing Leaders." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/772.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf Bachelors Business Administration Accounting

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Fazaeli, Ahmad, of Western Sydney Nepean University, and Faculty of Education. "Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities." THESIS_FE_XXX_FAZAELI_A.xml, 1998. http://handle.uws.edu.au:8081/1959.7/126.

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This study examined staff and leadership's attitudes to their work organisation and its environment, and, in particular, the extent to which they preferred a human or task orientation. The study then defined and measured the 'academic culture' of the institution and explored the different effects of emphasising human or task orientations on this academic culture. Finally, the relationship between academic culture and student satisfaction within the institution was explored in the research. The measure of academic culture encompassed 3 domains - planning, the way of doing things, and relationships. A set of survey research instruments was developed and piloted. These instruments measured, in addition to background characteristics of respondents, aspects of attitude to the organisation and perceptions of its academic culture. The results of the study provided evidence that stronger task-oriented attitudes of leaders and staff were associated with academic culture subscales based on 'clarity of the job' and 'goal setting' within the planning domain and 'job performance' within the way of doing things domain. Although the relationship was much weaker, stronger human-oriented attitudes were related to the academic culture subscales of 'communication and relationship' and 'social acceptance' within the relationship domain, and 'leader-subordinate interaction' in the way of doing things domain. In as much as a strong academic culture needs an emphasis on the 3 domains (planning, the way of doing things in an organisation, and relationships), the research suggested that staff and leadership need to be versatile and incorporate both task-oriented and human-oriented approaches. A number of measures of attitudes and perceptions of academic culture were significantly related to the demographic backgrounds of the participants. This emphasised the importance of treating the constructs as multi-dimensional and the leaders, staff, and students as heterogeneous groups. Finally, and importantly, student satisfaction measures were associated with higher academic culture scores Doctor of Philosophy (PhD)

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Fazaeli, Ahmad. "Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities." Thesis, View thesis, 1998. http://handle.uws.edu.au:8081/1959.7/126.

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This study examined staff and leadership's attitudes to their work organisation and its environment, and, in particular, the extent to which they preferred a human or task orientation. The study then defined and measured the 'academic culture' of the institution and explored the different effects of emphasising human or task orientations on this academic culture. Finally, the relationship between academic culture and student satisfaction within the institution was explored in the research. The measure of academic culture encompassed 3 domains - planning, the way of doing things, and relationships. A set of survey research instruments was developed and piloted. These instruments measured, in addition to background characteristics of respondents, aspects of attitude to the organisation and perceptions of its academic culture. The results of the study provided evidence that stronger task-oriented attitudes of leaders and staff were associated with academic culture subscales based on 'clarity of the job' and 'goal setting' within the planning domain and 'job performance' within the way of doing things domain. Although the relationship was much weaker, stronger human-oriented attitudes were related to the academic culture subscales of 'communication and relationship' and 'social acceptance' within the relationship domain, and 'leader-subordinate interaction' in the way of doing things domain. In as much as a strong academic culture needs an emphasis on the 3 domains (planning, the way of doing things in an organisation, and relationships), the research suggested that staff and leadership need to be versatile and incorporate both task-oriented and human-oriented approaches. A number of measures of attitudes and perceptions of academic culture were significantly related to the demographic backgrounds of the participants. This emphasised the importance of treating the constructs as multi-dimensional and the leaders, staff, and students as heterogeneous groups. Finally, and importantly, student satisfaction measures were associated with higher academic culture scores

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Fazaeli, Ahmad. "Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities /." View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030821.110738/index.html.

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Thesis (Ph. D.) -- University of Western Sydney, Nepean, 1998. Submitted to the Faculty of Education, The University of Western Sydney, in fulfilment of the requirements for the degree of Doctor of Philosophy April 1998. Bibliography : p. 331-384.

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Timmerman, Ashley. "When Leaders Repress: A Study of African States." Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6368.

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When do leaders choose state-sponsored repression as a response to certain threats to the state? Conventional wisdom states that authoritarian regimes will be more likely to use these repressive acts in order to maintain law and order, as well as to suppress the opposition. However, previous literature on the subject fails to recognize the effect of irregular civil wars on this decision, as well as the types of repression that will – or will not – be used against citizens. I analyze cross-sectional time series data in 46 African states between 1990 and 2010 on human rights violations and their causes. The key independent variable is irregular civil war, but I also look at the effects of protest movements and domestic terror attacks to find the levels of human rights violations and the specific type of human rights violations used. Irregular civil war is the most important indicator for human rights violations, specifically, the use of killing and disappearances to silence the opposition and end the warfare. M.A. Masters Political Science Sciences Political Science; International Studies Track

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Scull, Winfield Reed. "An inquiry into the theoretical dispositions of educational leaders." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186647.

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Educational policy and practice in this country and around the world sees those in formal positions of leadership as central figures in the reform of schooling. Given the central role that these persons play in that reform, and given the nature of the challenges that they face, educational leaders will need to develop new and innovative theoretical perspectives for viewing and understanding organizations. At this time, however, most theories of organization and leadership are limited due to their emphasis on the perspectives of white males. This study attempts to gain a theoretical picture of organizational leadership from the perspective of persons of color. Eight minority students from graduate programs in educational administration in the Tucson, Arizona, and Tacoma, Washington areas were interviewed with the purpose of capturing a sense of organizational theory from the perspectives of educational leaders of color. Drawing on the organizational frame research of Bolman and Deal (1984, 1991a, 1992a), the dispositions of leaders of color toward four traditional organizational theories were examined. Then, examination into their views of organization was extended to gain an idea of some of the issues that comprise the specific realities of organization for educational leaders of color. The findings from this study suggest that educational leaders of color have both a unique and powerful perspective to offer scholars and practitioners interested in a greater understanding of organization and leadership. The findings may also have implications for the research into organization theory, as well as for the design and direction of university educational administration programs.

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Lezama, Silvia M. "Equal education| School leaders support of English language learners' academic success." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662516.

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From a critical race theory perspective, this study examined how leaders in a California public school district support English language learners (ELLS) while implementing Proposition 227, a policy that strengthened the structures of inequality by imposing English as the language of instruction. The problem this study addressed was the effect Proposition 227 has had on school leaders' capacity to support the needs of ELLs. A qualitative multiple-case study, this study examined inconsistencies among tiers of leadership with regard to support systems for ELLs, irregular monitoring practices, and a lack of language resources. These findings also reveal a focus on oral and academic language development and outline professional development and review of ELLS' data as best practices. This study employed nine semistructured interviews. Analysis is presented through a tiered leadership model that includes perceptions from board members, district administrators, and school principals. This study is vital to informing the literature on how leaders understand instruction for ELLs and implement support services in public schools.

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White, Natasha. "Attitudes of School Leaders and the Academic Success of English Learners." Thesis, Notre Dame of Maryland University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13805837.

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English Learners (ELs) are one of the fastest growing student populations across the country and in the State of Maryland. In tandem with the growth of this diverse student group has been increasing accountability for public schools to ensure academic success for all students. Annual reports of school progress reveal persistent achievement gaps between English speaking students and ELs. This study investigated the relationship between the beliefs and expectations of school leaders and the academic success of English Learners. A correlational causal comparative, quantitative study was conducted using principal perception survey data and Maryland State assessment data. Principals' perceptions were not found to be good predictors in reducing the achievement gap between English Learners and English proficient students on state assessments. However, a statistically significant relationship was found between school practices and a change in the mathematics achievement gap. Also, principal training was found to have a significant positive relationship to school practices. These findings, along with survey perception data, underscore the need for targeted professional development for school leaders to combat systemic practices and beliefs that may contribute to the achievement gap between language minorities and their monolingual counterparts. The results may be useful to State leaders as they consider certification requirements for school administrators. District policies that restrict research and suppressed assessment data served as limitations to this study. Further investigation into principals' perceptions and an assessment of principal adequacy to close the achievement gap is warranted by State education leaders.

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Nixon, Lori A. "School Leaders Decision-Making Process for Academic Program Placement: A Phenomenological Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3228.

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The purpose of this study was to examine the phenomenon of the decision making process among secondary school leaders as they engage in an academic file review in order to make decisions regarding academic placement of a newly enrolled student. During a semi-structured interview, secondary school principals were asked to engage in a document analysis using an authentic student profile and describe how they would determine the most appropriate academic program placement for the student. Authentic insights from the perspectives of secondary school principals defined experiences and factors that influence decision making processes. Through a semi-structured, open-ended interview with secondary school principals and a document analysis of a student comprehensive file, the researcher analyzed the responses and described the experiences of secondary school principals engaged in the academic planning process for a student. Findings and recommendations for practice are included.

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Ramos, Polly Castro. "Employee Retention Strategies for Executive Operation Leaders in an Academic Nursing Environment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7181.

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Employee attrition affects organizations in the form of lower productivity, decreased profitability, and reduced sustainability. In 2014, business owners lost over $11 billion in tangible and intangible assets due to the inability to retain employees. Using the social exchange theory as the conceptual framework, the purpose of this multiple case study was to explore effective employee retention strategies used by business leaders in an academic nursing environment. The study encompassed participants from 3 of the United States: Texas, Kentucky, and Florida. Participants were purposefully selected because of their experience in implementing effective employee retention strategies. Data were collected via semistructured interviews with 4 business leaders. Data were analyzed using inductive coding of phrases, word frequency searches, and theme interpretation. Three themes emerged from the analysis of data: supportive leadership assisted in the retention of employees, growth and development opportunities for employees continued their commitment with the organization, and a robust and focused onboarding process was a critical component of creating the culture and commitment from the employee from the onset of their employment. This study might contribute to social change by providing business leaders in academic nursing environments with valuable insights related to employee retention that can lead to enhanced sustainability, improved organizational growth, and increased profitability, which might promote prosperity for local families and the community.

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Coultas, Christopher. "Unintentionally unethical: How uncivil leaders violate norms and hurt group performance." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5619.

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Incivility is a common form of low-grade aggression that lacks a clear intent to harm, that violates community norms and values for interpersonal conduct, and is often chronic in nature (Andersson & Pearson, 1999; Cortina, Magley, Williams, & Langhout, 2001). Because of its subtleties, it is difficult at times to detect and even more difficult to prevent. However, it is an essential phenomenon to research, due to its ubiquity and negative impact on worker outcomes such as job satisfaction and psychological health (Cortina et al., 2001). Incivility instigated by those in authority may be an even bigger problem, due to victims' fear of retaliation in the event that they choose to report the incivility (Estes & Wang, 2008). Furthermore, as the global economy shrinks and intercultural interactions become the rule rather than the exception, the norms for “good interpersonal conduct” become blurred, leading to even greater and more frequent incivility (Milam, Spitzmueller, & Penney, 2009; Pearson & Porath, 2005). Yet while it logically follows that incivility may be defined differently across different cultures, little research has been done on this topic. Furthermore, it is unclear how to “fix” the incivility problem in the workplace. Pearson and Porath (2005) suggested that organizational norms strongly endorsing civility could mitigate the occurrence of workplace incivility. The purpose of this research is to test the effects of internal cultural values and external group norms on perceptions of and reactions to leader incivility in a group setting. To test this, I manipulated leader incivility, cultural values, and group civility norms in a laboratory setting. Participants were exposed to a cultural value prime in which they were primed to endorse either high or low power distance values. Then, in a group setting, participants were presented with either a pro-civility or neutral group norm, and proceeded to engage in a group iv discussion with a confederate leader. This confederate leader was inconspicuously selected from among the participants and followed a script in which he consistently engaged in incivility towards both group members while conducting the group discussion. After completing the group discussion, the leader left for leader training and the participants engaged in an interdependent business simulation. At periodic segments throughout the experiment, I assessed participants' affective states as well as their perceptions of interactional justice and intragroup conflict. Regression analyses generally supported hypotheses regarding the moderating effect of values on perceptions of and reactions to incivility. Power distance predicted individuals' assessment of justice in the face of leader incivility; the interaction effect of power distance values and civility norms approached (but did not achieve) significance. Justice perceptions were strongly negatively correlated with participants' experience of anger; anger was found to mediate the relationship between participants' justice assessments (when the leader was present) and their perceptions of intragroup conflict (when the leader was absent). Power distance values and civility norms both moderated the relationship between anger and individual-level perception of intragroup conflict. At the group level of analysis, relationship conflict negatively predicted group performance, but task conflict positively predicted group performance, when there were pro-civility norms in place. These findings have implications for diverse organizations attempting to promote justice, harmony, and civility within their organizations. Incivility is a nuanced phenomenon and one that is perceived and responded to differently across individuals. Cultural values play a role, but so do organizational norms. Future research is needed to explore further the interactive effects of cultural values and organizational norms, and how organizations can leverage these to prevent the occurrence and negative consequences of workplace incivility. M.S. Masters Psychology Sciences Industrial Organizational Psychology

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Grubb, Bradley A. "A study of authentic leadership and cultural intelligence in higher education academic leaders." Thesis, Indiana Wesleyan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685113.

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Demographic changes within the field of higher education have generated growing interest for the study of cultural intelligence and authentic leadership among academic leaders. The relationship between cultural intelligence (CQ) as a moderator to authentic leadership (AL) was examined through a quantitative study that included two surveys, the Expanded Cultural Intelligence Scale (E-CQS) and the Authentic Leadership Questionnaire (ALQ). Hypotheses were formulated to assess relationships between CQ and AL, and specific components of each set of data. The study's findings were directed toward academic leaders being equipped with both cultural intelligence and authentic leadership to effectively interact and support diverse multicultural populations within higher educational institutions.

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Roberts, Lesley. "The challenges facing leaders and managers in the independent special school sector : a changing agenda." Thesis, University of Lincoln, 2008. http://eprints.lincoln.ac.uk/1844/.

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This study investigates the challenges facing leaders and managers of independent special schools during the period during when inclusion of SEN students in mainstream schools has been government policy. The challenges investigated centre around ascertaining the key role of these schools at this time, the general challenges they have faced, and the implications for them in the years ahead. This has included research on how independent special schools respond to external demands and expectations and how they balance these with their own internal imperatives. The research was carried out using an empirical phenomenological approach, with the objective of gathering qualitative data through the undertaking of interviews at both the micro and meso level of the organisational structures involved in SEN education. Participants were drawn from three approved independent special schools and three non-maintained special schools from the south east regions of England. Schools represented varying medical forms of SEN such as deafness, physical disabilities, severe learning difficulties and specific learning difficulties. Interviewees consisted of the headteacher, a deputy and classroom teacher from each school and the data was triangulated through documentation analysis using the participating schools’ recent OFSTED and CSCI reports as well as interviews with three SEN Caseworkers employed by three different LEA regions. The findings revealed that a key role for independent special schools is propping up a seemingly failing national strategy. Challenges arise from educational matters when internal visions of what good special education should mean are over-ridden by external ideologies. External accountability tends to suppress innovation and change within the school by making the change process unwieldy. External accountabilities are inclined to conflict when they encroach upon the professionalism of staff, yet complement internal interests by effecting motivation to question objectives more closely. Balancing internal/external accountabilities is no problem for these leaders and managers, because their internal imperatives will always come first. Implications for the years ahead will arise from the success or failure of the national inclusion strategy to accommodate a rising number of SEN students under limited state provision.

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Stuart, Victoria L. "Reframing the Academic Research Library in the U.S.: Perceptions of Change from Library Leaders." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6032.

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During the past five years (2010-2015), U.S. universities experienced a simultaneous downturn in financial support along with rapid changes in technology and increased demand for accountability. Academic libraries, among the most central and visible units in the university system, were often at the forefront of financial cutbacks and increased pressure to demonstrate both unit effectiveness and closer alignment with the overall institutional mission. Little research existed to document academic libraries’ changes during this volatile period in history, or how the role of the academic library as part of the university system evolved during this period. Through interviews with the library leaders at four public, doctoral, comprehensive research universities in Florida, and an examination of a variety of documents, artifacts, news sources, and electronic and other resources, this qualitative multiple case study explored how four academic libraries were reframed, using the analytic lens of Bolman and Deal’s (2008) theory of reframing organizations. The evidence from this study revealed these four libraries demonstrated engagement in strategic changes across all four of the frames of Bolman and Deal’s (2008) theory of reframing organizations to become innovative, agile, pro-active organizations closely involved in the academic enterprise of their parent universities, and with a reimagined sense of place and purpose as the symbolic heart of the campus. A clear understanding of the activities of these four libraries in reframing their organizations may better inform the future evolution of academic libraries in higher education.

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Alhamroni, Ramadan. "How higher education leaders learn to lead : the shaping of professional identities : a comparison of senior academic leaders in Libya and the UK." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/619948/.

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The role of senior academic leaders, specifically at the level of dean, in advancing the quality and performance of university education is an important one that has changed in nature over recent decades to become more managerial. This study explores the nature of this role, and how those who are in it develop their professional identities. It begins from the premise that both the characteristics of the role, and the self-images subsequently generated by deans are culture-specific, a belief held by the researcher as an 'insider' within the Libyan Higher Education context. Consequently, this study undertakes a comparative analysis of the role and professional identity of deans in a Libyan university, and those in a UK university. It adopts a qualitative methodology, using in-depth face-to-face interviews between the researcher, and six deans in each of the two universities. The interview protocol follows the life history approach in which participants are asked to share their stories of their formative years, their early careers, their journey to deanship, their accounts of their roles as deans, and their aspirations for the future. The data are analysed through a three-dimensional theoretical framework which addresses life/career stages, national culture, and the social construction of identity. It finds that culture and politics are influencers of what is expected of a dean as a senior academic leader, and that the daily lives and professional identities of the two research samples can be differentiated as a result of those two factors, since the formative years of all interviewees were similar and hence, the impact of family upbringing is controlled for. The major difference between the role and professional image of Libyan deans and UK deans, is the pressure from Libyan society, politics, and culture, for the appointment criteria in respect of deanships to relate to factors other than suitability for the job. This leads to a situation where Libyan deans are managerial, implementing regulations made by others further up the hierarchy, and generally having no room to 'lead' in the academic sense. Indeed, they are not given any form of leadership training in preparation for deanship which confirms the intended scope of the role. UK deans enjoy greater freedom in the discharge of their deanships, but nonetheless report being over-burdened by managerial responsibilities which they perceive to distract from their effectiveness as leaders.

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McMaster, Karen Jean. "An analysis of the "our gang" syndrome on a military base community and implications for educational leaders." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186714.

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The purpose of this research was to determine from a sample of 800 military personnel from a Southwestern military base whether there is a significant difference regarding attitudes toward gangs by military personnel living on and off base and whether these attitudes differed based on rank, age, gender, ethnicity, location of residence, or number and age of children. As a result of the data analysis, relevant implications were identified, providing educational and military leaders with information to encourage the establishment of gang-resistant communities. The methodology for this comparative analysis is descriptive/survey in nature. A detailed literature review presented information on theories about gang delinquency, definitions of gangs, gang prevention strategies, and gangs in one Southwestern state. The results of the analysis of data indicated that there are few significant statistical differences in how military personnel living on and off base responded to survey questions. The review of literature suggested that media impact is the overarching influence on community perceptions regardless of whether the community is large or small, structured or unstructured. Recommendations for further research include a replication of this study involving other military bases in the United States, a study which would analyze the perceptions of children of military personnel living on and off base toward gangs, research which would assess the impact of the media on individuals' perceptions of gangs in different communities, procedures to define social disorganization and identify specific factors in communities that would help to categorize a community as organized or disorganized, and a study conducted in a school which would identify on and off base military dependents and non-military dependents to determine whether association with the military affects perceptions and/or gang membership.

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Woodard, Joshua Charles. "Social and academic synergies in MIT's Mechanical Engineering department for empowering twentieth-century Chinese leaders." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119932.

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Thesis: S.B., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2018. Cataloged from PDF version of thesis. Includes bibliographical references (pages 41-43). Between 1854 and 1954, MIT awarded 734 degrees to students studying abroad from China, which is the third largest number among all American universities during this time period. Within the MIT Mechanical Engineering department, the number of students is well within the hundreds. While these students studied engineering topics uniquely influenced by the developments and needs of twentieth-century China, their courses of study were furthermore influenced by the tutelage they received from a small set of MIT professors willing to cross cultural gaps. These students also had support through affinity groups and made notable impacts on MIT's social landscape during their time at the Institute. Finally, they went on to play significant roles in the subsequent industrialization of China. What, then, were the academic and social environments in the twentieth-century MIT Mechanical Engineering department that led to the successful graduation of students studying abroad from China, and what lessons can be applied to present-day MIT? Based on information from the 1931 MIT Chinese Students' Directory, which provides data on Chinese students from 1877 to 1930, Chinese students' social and academic presence at MIT was quantified, and efforts were made to identify their research advisors and academic mentors, and also to delineate what interpersonal relationships and connections existed between the faculty and the students. In the first decades of the twentieth century, several Mechanical Engineering professors took on more Chinese students than others, most notably, George B. Haven. From the analysis of 20+ theses written by these students between 1877 and 1931, the Mechanical Engineering faculty certainly rallied to support these students as they faced linguistic, cultural, and other challenges during their courses of study. This cohort of Chinese mechanical engineering students was responsible for inventing the first Chinese typewriter, doing the earliest mechanical tests on China-native materials such as ramie and bamboo, and was fundamental to the development of the Mechanical Engineering department at MIT's sister school, Tsinghua University in Beijing. by Joshua Charles Woodard. S.B.

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Thomas, Ronald Pierson. "An Investigation of the Role Education Leaders in the Academic Achievement of African American Students." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1219260852.

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Nixon, Lori, and William Flora. "A Phenomenological Study of School Leaders Decision Making Process when Making Academic Program Placement Recommendations." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3030.

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Rumancik, Terikay. "Learning Strategies and Leadership Behaviors of Small Business Leaders in Northeast Florida." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/545.

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The intent of this study was to examine the leadership behaviors and learning strategies of Successful Small Business Leaders (SSBLs) in Northeast Florida. Information gathered during this study may help current and future small business owners develop, maintain, and make their organizations more productive through the use of the learning strategies and leadership behaviors employed by SSBLs. Through a two-prong approach, the study examined both leadership and learning. The study addressed the following two questions: 1) What learning strategies are used most by successful small business leaders? and 2) What leadership behaviors are exhibited most by successful small business leaders? The Delphi method was selected as the research approach for this study because it provides the most flexible approach to seeking the perspective of SSBLs. The Delphi method uses a group of experts who anonymously discuss and respond to the research issue. A two-phase Delphi study design utilized both participant surveys and interviews. An analysis of the data collected during Phase 1, or the survey phase, identified seven leadership behaviors and six learning strategies. Examination of the seven leadership behaviors and six learning strategies by the participants demonstrated agreement among the behaviors and strategies identified. However, participants did not reach an agreement in the ranking of the leadership behaviors or learning strategies. The study contributes to the research of leadership behaviors and learning strategies of leaders as the focus was solely on those in a small business setting. The best practices and other data discovered during this Delphi study on small business may be used to better define and understand the characteristics of SSBLs.

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Richardson, Donna. "A Case Study Analysis of Five African American Male Educational Leaders." UNF Digital Commons, 2003. https://digitalcommons.unf.edu/etd/421.

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This qualitative study was conducted to elucidate the current understandings about what is known about the African American pathway from seemingly oppressive beginnings to educational leadership positions. It was an investigation of five African American male leaders from Jacksonville, Florida, and their individual and collective perceptions on what enabled them to educationally succeed despite their humble beginnings. The study explored the similarities, differences, and historical experiences of all five of the African American male leaders purposefully chosen for this research. Two categories or types of themes were identified in this study, common background themes and common outcome themes. Six themes were common background themes and functioned as major influencers and motivators which are discussed at length in the findings. They included: family, neighborhoods, public school, spirituality, racial experiences, and heroes and mentors. The two common outcome themes, career and leadership,resulted from the influences of the other six common background themes. Three patterns emerged: discipline, work ethic, and ethic of caring, and could be seen in all eight of the themes in this study. All the themes and the patterns combined joined to develop the two major constructs identified in the study - racial identity and resistance. Conclusions were drawn from the research findings to identify factors that contributed to the racial identities of these once segregated African Americans, and what enabled and motivated them to achieve academic success. These conclusions focused on the family, neighbors, and schooling experiences of five African American male leaders and highlighted the importance of (a) role models, (b) being goal setters, (c) having high expectations, (d) believing in the importance of education, (e) possessing positive attitudes and high self-esteems, (f) being resistant, (g) being disciplined, (h) having a strong work ethic, and (i) living with a spiritual awareness. All the above attributes and influences were seen in this paper as resistance builders and the very foundation for the African American identities that emerged and became educational leaders in the Duval County school system. PALMM.

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Cooper, Kia Ja'Shona. "Representation of Women Leaders in Business Magazines: 2010-2018." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/866.

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This framing analysis focuses on the portrayal of women leaders in popular business magazines. Framing theory was used to examine how women leaders were portrayed in Forbes, Fortune, Entrepreneur, and Bloomberg Businessweek magazines from 2010-2018. The study identified three key frames, which include the minority frame, asset and fixer frame, and the work-life balance frame. Further findings from the study suggested that the portrayals of women have changed following the women's movement in the 1970's and that women are indeed beneficial to organizations in senior-level positions, although there is still a low percentage of women in these roles.

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Mosengo, Blaise Mfruntshu. "A Phenomenological Study of Academic Leaders at the Marianist University in the Democratic Republic of Congo." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555362691197213.

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Mtegha, Dorothy Mercy Nur-Awaleh Mohamed A. "An exploration of faculty and academic leaders' perceptions of leadership styles in Malawian higher education institutions." Normal, Ill. : Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128284.

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Thesis (Ph. D.)--Illinois State University, 2003. Title from title page screen, viewed Oct. 15, 2004. Dissertation Committee: Mohamed A. Nur-Awaleh (chair), W. Paul Vogt, Dianne Gardner-Gletty, George Padavil. Includes bibliographical references (leaves 153-161) and abstract. Also available in print.

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Woodley, Cynthia D. "An historical analysis of the philosophies of the vocational education leaders in relation to the 1990 Carl D. Perkins vocational and applied technology education act amendments." Doctoral diss., University of Central Florida, 1992. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/21557.

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University of Central Florida College of Education Thesis Federal vocational education legislation has undergone drastic changes in recent years. This study was designed to determine the educational philosophies of the leaders who pushed for the 1990 Carl D. Perkins Vocational and Applied Technology Education Act Amendments and the degree to which the amendments reflected the philosophies of those leaders. Data were collected on testimonies given before the United State[s] Congress during hearings related to the act, to identify who the leaders were. Once the leaders were identified, the pulbished literature and testimony of each leaders was analyzed using a m odel developed by Lloyd Duck and the educational philosophy for each leader was identified. Finally, provisions of the act were compared to the philosophies and testimonies of the leaders to identify if the act parallelled the philosophical rationale of the leaders. This researcher found that of the leaders who pushed for the act, the majority, though not all, were of an experimentalist educational philosophy. Further analysis revealed that while the act appeared on the surface to match well with several different educational philosophies, it actually did not match the philosophies of all of the leaders. Because of this, this researcher concluded that implementation of the act may not be successful unless a new educational philosophy is established. Ed.D.; Curriculum and Instruction Education; 258 p. xiii, 258 leaves, bound : ill. ; 28 cm.

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Breuer, Astrid. "Leaders and laggards climate change mitigation policy in the European Union and the United States." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/349.

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In 1997, both the United States (U.S.) and the European Union (EU) signed the Kyoto Protocol, the first legally binding international treaty with targets for greenhouse gas emissions reductions. However, in 2001, the United States withdrew from the Protocol. This thesis seeks to understand some of the reasons why the European Union embraced the Kyoto Protocol while the United States did not. Using an overall framework of comparative politics, research is undertaken through three lenses. First, an overview of public opinion toward global warming and climate change in the U.S. and the EU analyzes potential differences or similarities from surveys carried out in each area. Second, I examine the prevailing political ideology in each polity, with emphasis on the period when climate change arose as a major global challenge. Finally, two case studies examine the theory of environmental federalism and how it might affect climate change policy action. I obtained the following results. Public opinion research has revealed that, on average, the American public is nearly as concerned with climate change as the European public. However, the overarching political ideology in the U.S. was one of conservatism, while that in Europe was one of social democracy, with left and center-left governments, contributing to a greater or lesser degree, and through indirect mechanisms, to the political stances adopted. Finally, the case of Germany shows that member state actions, such as the implementation of ambitious reductions targets, can still play a crucial role in leadership even in the presence of action at the central government level (EU). The California case study shows that state-level efforts can rise to fill a vacuum created by the absence of central government action. In the end, behavior of each polity regarding international climate agreements, particularly the Kyoto Protocol, cannot be explained in simple terms.; The complexity of the issues revolving climate change require further interdisciplinary research and collaboration among multiple actors including scientists, policymakers, nongovernmental organizations, and other stakeholders. B.A. Bachelors Sciences International/Global Studies

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Mertova, Patricie. "Quality in higher education: stories of English and Czech academics and higher education leaders." Monash University. Faculty of Law, 2008. http://arrow.monash.edu.au/hdl/1959.1/53585.

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The subject of quality has been a pervasive issue on the agenda in higher education around the world for more than a decade. A greater focus on quality in higher education resulted from a range of competing factors, among the most prominent were: political control over higher education (exerted particularly by national governments), the growth in the number of students in higher education (including general changes in the student population and their expectations) and financial control on the part of national governments (frequently related to the previous two factors). Quality monitoring has become a mechanism for governments worldwide to tackle these competing factors. However, at the same time, it can be argued that it was frequently employed to disguise the dominant focus on accountability in higher education rather than on enhancement. Many of the quality assurance models and systems applied to higher education originated in the business and manufacturing sectors. They have often been found unsuitable or only partially suitable for the higher education sector, because they largely disregarded the nature of higher education and its employees, in particular the academics. It may be argued that the quality movement has driven higher education more towards greater uniformity, which may be detrimental to what was understood as the “real” quality in higher education. For instance, innovation was regarded as an important aspect of academic work. Nevertheless, the present quality development drive seems to be working against the nature of academic work. Given this background, it is alarming that the academic voice seems to have had little impact to date on the development of quality systems in higher education. Therefore, the present thesis attempted to investigate the academic voice concerning higher education quality. Overall, this thesis had two main objectives. First, based on the analysis of stories of academics and higher education leaders, the thesis endeavoured to construct a framework of significant quality issues for the potential use in future policy development in higher education in the two countries investigated in this research (the Czech Republic and England), and prospectively in other higher education systems around the world. In particular, it aimed to introduce more human-centred measures into the area of higher education quality. Second, in terms of developing a methodology, the thesis attempted to illustrate the way in which a critical event narrative inquiry study of heterogeneous and complex environments, such as higher education, could be undertaken. Employing such a critical event narrative inquiry approach, the researcher endeavoured to highlight important aspects of higher education quality, which have been largely overlooked in the area, and thus assist the improvement of the practice of quality development in higher education. The study utilised face-to-face interviews with academics and higher education leaders concerning their perceptions of the issue of higher education quality. The researcher anticipated that eliciting of “critical events” through interviews with individuals involved in the area of quality in higher education (academics and higher education leaders) would uncover some important aspects in higher education quality which would not be revealed using other more traditional empirical methods of inquiry, particularly quantitative research methods. To investigate the area of higher education quality, the researcher elected to look into the English and Czech higher education systems. The choice of the English higher education system was influenced by the knowledge that England, and more generally the UK, was among the first countries in the world, and certainly the first in Europe, to introduce a formal quality assurance system into higher education. Australia followed this trend soon after it was introduced in the UK. The researcher elected the Czech higher education system, as a culturally different educational system, distinctive from the Anglo-Saxon educational tradition, and which is uniquely placed on the divide between Western and Eastern Europe. In this respect, the critical event narrative inquiry method was proposed as a suitable method for the investigation of significant aspects of cultural difference. Employing the critical event narrative inquiry method, the researcher uncovered a number of significant issues. Some of these issues were identified by English and Czech academics and higher education leaders as not featuring strongly in their countries’ current higher education quality enhancement practices, and yet they were regarded as important by the academics. Some of the issues uncovered in this research, on the other hand, were highlighted as impacting negatively on the quality enhancement processes in their respective higher education systems. There were a number of issues which were identified as common to both the English and Czech higher education systems. These issues might have been an indication of potential wider relevance of such trends among a broader range of higher education systems worldwide. This thesis proposed a framework for a human-centred approach to quality enhancement in higher education based on issues which were common to both English and Czech higher education systems. This framework featured: • Regard for the academic voice in higher education quality policy development; • Attention to human-centred aspects of higher education quality; • Need for a collegial approach and reflection on the purposes of quality evaluation processes; • Equal value afforded to teaching and research; and • Focus on innovation and change. There were also some culture-specific issues uncovered, particularly in relation to the Czech higher education system. These culture-specific issues may be relevant to certain common trends and features in other higher education systems in Central and Eastern European regions. In this respect, the thesis proposed a framework for a human-centred approach to quality enhancement with regard to culture-specific issues. The framework focused specifically on Czech higher education and may be of potential relevance to other Central and Eastern European higher education systems. This framework included: • The significance of transparency in educational processes; • The need for a fundamental change in the style of pedagogy in higher education institutions; to focus more on thinking processes and reasoning; • The need for a more systematic move towards a student-centred approach across the whole higher education system; • The need to address the factor of pressure on Czech academics to publish mainly in English in order to receive international recognition; and • The need for education of Czech academic staff to enable a broader and better understanding of the concept of higher education quality in the context of the Czech higher education system. Investigation of the academic voice in English higher education did not reveal any culture-specific issues. In other words, the English academics and higher education leaders did not identify any issues in higher education quality that were distinctively different from the general issues highlighted also by Czech academics and higher education leaders. Some of the issues pointed out in the English context occurred on a more advanced level due to the different historical, political and socio-economic context of the UK higher education. It appears that quality in higher education is here to stay. As such, it is essential for the future of higher education that quality enhancement be based on education-focused approaches. Overall, this thesis proposed a human-centred approach to quality enhancement as one way of attaining educational focus.

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Nishihara, Janet Seiko. "Foundations of pan-Asian identity among Asian-American college student leaders /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055702.

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Thesis (Ph. D.)--University of Oregon, 2002. Typescript. Includes vita and abstract. Includes bibliographical references (leaves 175-182). Also available for download via the World Wide Web; free to University of Oregon users.

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Price, Misty Renee. "Academic Affairs Officers: An Application of the American Association of Community Colleges Competencies for Community College Leaders." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4389.

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Over the last two decades, several studies have confirmed that there is a leadership crisis among the nation's community colleges. In response to this leadership crisis, the American Association of Community Colleges [AACC] commissioned the development of a leadership competency framework consisting of six leadership competency areas deemed "either `very' or `extremely' essential to the effective performance of community college leaders." Since the release of this framework, limited research has been conducted on the importance of and the preparation in the identified competencies. The majority of research that has been conducted has focused on the position of president, even though there are several leadership positions within community colleges that are facing a leadership crisis. One such position is that of academic affairs officer. This study had two purposes. The first was to extend the research that has been conducted on the AACC leadership competencies by examining how community college academic affairs officers perceived the importance of and their own level of professional preparation in the identified competencies. The second was to examine the leadership development experiences that academic affairs officers identified as the most beneficial to their professional development as academic affairs officers. This study was a quantitative, descriptive, correlational design and used a questionnaire to collect data. The population for this study was academic affairs officers at public community colleges in the United States. The academic affairs officers that were included in the population were identified from the membership directory of the AACC. The survey instrument used for this study was based on the AACC leadership competency framework, as modified by Duree, which included 45 leadership competencies summarized into six leadership competency areas: organizational strategy, resource management, communication, collaboration, community college advocacy, and professionalism. Using two four-point scales, academic affairs officers (n=102) were asked to rate the importance of and their own level of professional preparation in the identified competencies. The survey instrument also asked academic affairs officers to rank the top five leadership development experiences that they feel have been the most beneficial to their professional development as academic affairs officers. In general, academic affairs officers believe that the AACC leadership competency areas are important for effective leadership in leading academic affairs. The most important leadership competency area was communication, followed by organizational strategy, community college advocacy, collaboration, professionalism, and resource management. In addition, academic affairs officers perceive that they are moderately or very well-prepared to perform many but not all of the identified competencies. For those identified competencies that academic affairs officers did not feel as prepared to perform, several were rated as important for effective leadership. Academic affairs officers ranked progressive job responsibilities as the leadership development experience felt to be the most beneficial to their professional development as academic affairs officers. Academic affairs officers then ranked challenging job assignments; participation in institutional task forces, committees, and commissions; and networking as the second, third, and fourth most beneficial leadership development experiences, respectively. The fifth most beneficial leadership development experience was networking, followed by attendance at conferences and specialized workshops. Based upon frequency totals, university-based degree programs and mentoring (role as mentee, not mentor) were also considered beneficial leadership development experiences. The significance of this study is that it provides practical, relevant, and timely information for both current practicing academic affairs officers and those who aspire to lead public community colleges in the position of academic affairs officer. The results of this study have several implications for practice. These implications include: to inform those persons seeking academic affairs officer positions of the relative importance of the AACC leadership competencies and the leadership development experiences deemed to be the most beneficial by a sample of incumbents; to inform leaders of higher education and professional development programs of the leadership competencies that should perhaps be included in the curricula of their programs; and to provide resources to be used by search committees in formulating desired qualifications and, later, in interviewing candidates for the position of academic affairs officer.

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Glasser, Ellen. "Voices of the First Women Leaders in the Federal Bureau of Investigation." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/635.

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This qualitative study utilized elite, semi-structured interviews of a purposive sample of the first women who became Special Agents and supervisors in the highly gendered Federal Bureau of Investigation (FBI). The historical context for their experiences is significant in light of social and legal mandates for equal opportunity and the increased interest in gender-specific research that took place during the 1970s. Literature relating to feminist perspectives, the integration of women into nontraditional occupations, and the gendered nature of bureaucracy supported the conceptual framework. Guided by educational criticism, four strategies were used recursively: typological analysis was used to define categories of data; interpretive analysis was used to identify patterns and connections in the data; evaluation was used to attach value to the data beyond the participants, and thematics were used to analyze pervasive messages within the data as a whole. Typologies included the choice of nontraditional careers, decision-making, efficacy as leaders, and efforts to negotiate the FBI’s bureaucracy. Three metaphors were used to interpret connections and patterns according to feminist standpoint theory, career self-efficacy theory, and various organizational principles. A Supergirl metaphor highlighted women’s unique knowledge and complex roles; a Target metaphor highlighted complex patterns for high achievement and response to obstacles, and a Clubhouse metaphor highlighted masculine culture, the role of rules, and changes to an organization’s equilibrium. Evaluation analysis addressed the moral obligation for women in leadership and the need for organizational diversity. Themes in the data included occupational pride, the challenge to manage multiple roles, an absence of relationship support, and inconsistency in feminist views.

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Patin, Gail A. "Program Evaluation in the Nonprofit Sector : An Exploratory Study of Leaders' Perceptions." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/457.

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The purpose of the study was to understand the role of and capacity for program evaluation from the perspectives of leaders in the Northeast Florida nonprofit sector. The study was a two-phased qualitative design and had three research questions related to the role of program evaluation, the capacity for program evaluation, and the influence of the relationship between providers and funders on these efforts. The first phase was a nominal group process using the Delphi survey method. The second phase involved in-depth interviews. Study participants were chosen based on specific criteria. The Delphi phase had four rounds of surveys. Findings from the Delphi phase of the study indicated that leaders in Northeast Florida perceived there were eight distinct roles of program evaluation. The roles included assessing impact of programs, advancing organizational learning, cultivating funding collaborations, informing program management decisions, enhancing communication with multiple stakeholders, facilitating quality assurance, determining resource allocation, and validating organizational credibility. Findings regarding the essential capacity elements needed for program evaluation efforts included having sufficient time, sufficient financial resources, a positive culture, functional program evaluation designs/methods, sufficient human resources, realistic expectations from the philanthropic community, ongoing collaboration, and ongoing training. Study participants reported that these capacity elements were lacking in the Northeast Florida nonprofit sector. Interviews produced similar findings as the Delphi survey. In particular, the use of reflective practice as a role within program evaluation efforts and as a program evaluation approach were core topics of interviews. Additional findings from the study were related to program evaluation capacity development strategies, the dynamics of the relationships between providers and funders, and the influence of these variables on the culture of the Northeast Florida nonprofit sector.

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Ritchie, Andrew L. "Media literacy standard implementation in Florida perceptions of high school principals and language arts curriculum leaders." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4828.

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The purpose of this study was to measure the extent to which educators in Florida public high schools perceived the Florida Media Literacy Standard to be implemented within their schools. This study also identified strategies that school leaders were using to successfully implement the Florida Media Literacy Standard and any perceived barriers to the implementation process. The Florida Media Literacy Standard was designed to address decision-making and critical thinking skills with regards to research, evaluation, and communication with various types of media. The standard was introduced in Florida public schools in 2007 with its inclusion in the Next Generation Sunshine State Standards. High school principals and Language Arts Curriculum Leaders (LACLs) in the English/ Language Arts area were participants in this research because of their role in determining curriculum goals in Florida public schools. The Media Literacy Standard Questionnaire was sent to the principal and the department head of the English department in each participating school district. The results of this study suggested that those high school principals and LACLs that completed the Media Literacy Standard Questionnaire perceived the Florida Media Literacy Standard to be implemented in their schools. Over 80% of principals and LACLs reported "strongly agree" or "agree" with statements that reflected active implementation processes in school classrooms. Principals and LACLS reported use of the school Media Specialist, attendance at professional development and learning sessions, and making use of Professional Learning Communities as valuable strategies toward implementing the Florida Media Literacy Standard. Time and access to technology were two of the most commonly cited perceived barriers to the implementation process. Principals and LACLs both reported limited Media Center access for teachers due to standardized testing practices in Florida public high schools. Although many principals and LACLs reported that they perceived the Florida Media Literacy Standard to be implemented in their schools, the low response rate of 24.18% and conflicting data with regards to perceived barriers raise questions about the extent to which the results of this study can be generalized to the population of Florida public high schools. Further research is recommended to clarify the conflicting responses related to perceived barriers to implementation such as interviewing participants. ID: 030646254; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 133-141). Ed.D. Doctorate Educational and Human Sciences Education and Human Performance Educational Leadership

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Hart, Andrea Ilene. "Understanding Leadership Practice Utilizing a Naturalistic Decision-Making Model Among Health Care Leaders." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/756.

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This study analyzes the leadership practice of two experienced female leaders from the health care sector to understand their decision-making processes as it relates to their personal theorizing. Ineffective and unethical leadership in American business is a reality in today’s society. Organizations are in need of leaders who approach leadership from a paradigm which supports effective leadership practice. It is my assertion regarding this study that effective leadership may be connected to a leader’s values which impact their leadership practice and decision-making. This study relies on a conceptual and theoretical framework based in Cornett’s (1990) Naturalistic Decision Making Model. It is imperative to the development of healthy learning organizations that the relationships influencing a leader’s naturalistic decision-making be explored. At the time of this writing, no naturalistic collective case study research in the health care industry has been completed to relate a leader’s naturalistic decision-making or personal practical theories (PPTs) as defined by Cornett (1990). Furthermore, research has not been explored in a field outside of education regarding the formation of a leader’s PPTs and the relationship between a leader’s experiences and leadership practice. Study findings demonstrated that Cornett’s (1990) naturalistic decision-making model (NDM) is a useful heuristic for a health care leader’s reflective leadership practice. Health care leaders’ perceptions of leadership are systematically achieved through the process of reflective thought which the NDM assists in emerging. The NDM is an efficacious tool for personal and professional development. The constructs of this model were effective in allowing the health care leaders studied to reflect on their leadership practice and decision making. This research found that the collective theme amongst the participants was a value-based leadership paradigm. The data collected in this research project suggests that the PPTs of health care leaders are developed through their life experiences. They are described in the context of their core values and leadership personal and formal theorizing. They are understood through their life experiences, interactions with other leaders, and interactions with those around them. Discovering the relationships involved with a leader’s naturalistic decision-making is of great importance to the educational and health care communities. It has the potential to impact human resources policies and training leading to stronger and more effective organizations. Understanding this phenomenon may lead to more reflective and thoughtful decision-making among health care leaders. It has the potential to impact organizational policies, structure, training, commitment, and profits. This may lead to healthier and intrinsically motivated employees and more effective learning organizations.

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Daale, Peter. "Colonial, economic rationalist, or collegial? : Indonesian business leaders' perceptions (2001) of G7 behaviour /." Curtin University of Technology, Graduate School of Business, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14774.

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This research project aims to determine Indonesian business leaders perceptions of G7 behaviour towards Indonesia after Independence (1945/1949), at a time when the country is experiencing a severe financial and economic crisis (1997-2001). Is G7 behaviour considered colonial, economic rationalist, or collegial? Additionally, Indonesian business leaders' perceptions of economic and social development in Indonesia are measured, exploring a possible connection with perception of G7 behaviour. Within the context of this project, the researcher assumes that attitudes in Indonesia are significantly shaped by the impact of' an increasingly competitive and sophisticated global free-trade environment today versus one of exploitation and domination under past European colonial rule. The research questions on which the project is based emerged after detailed consideration of a large and varied number of publications concerning related historical and contemporary socio-economic, political issues and examination of recent inter-country comparative performance indicators (1996 to 2000). The background for the research project is framed within the context of Modern World-Systems theory which rose to prominence in the early 1970s, earlier theories about Intentional Underdevelopment, Dependency and Geography, and the more recent hypothesis on Enlightenment and Institutions theory, all attempting to explain why some countries are so poor and others are not. An exploratory study (Study 1) precedes the positivist research paradigm of the principal study (Study 2 - Stages 1 & 2), which is comprised of a pilot and a final stage. The theoretical model put forward and corresponding final stage VIII cross-sectional survey data of the second study are subjected to structural equation modeling (SEM) analysis, to test hypotheses and theory about the associations between theoretical constructs of the model. SEM is a relatively new multivariate technique, which combines aspects of multiple regression and factor analysis. The results of the research show that the impact of colonial rule; the associated exploitation and consequent poverty are still remembered by Indonesian business leaders and as such may have the potential to negatively impact on bi-lateral and multi-lateral negotiations for much needed structural reform in Indonesia, particularly if key influential participants (such as the G7 and the international institutions they control) ignore historical legacies and associated cross-cultural sensitivities. Final stage results provided strong support for two out of the five key hypotheses offered. The findings clearly suggesting that intensifying G7 behaviour as defined in this thesis would invariably further heighten existing perceptions of colonial behaviour. Less encouraging test results were obtained for the remaining hypotheses and overall only qualified support could be given to the proposed theory. The extent of which can be summarized as: "G7 behaviour is perceived as colonial, by Indonesian business leaders, and is significantly influenced by their perception of social development in Indonesia ". The research project was conceived in the absence of scholarly investigations into the historical impact of colonialism in Indonesia on present day attitudes and cultural values with respect to ready acceptance of predominantly Western concepts of globalisation, free trade, open markets and the need for crucial reform. Reforms, which often are imposed on developing nations during times of crisis by way of IMF - Structural Adjustment Programmes (SAP), harshly impacting on local populations.

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Pohl, Mark. "An investigation of the relationship between Christian spirituality and the intercultural effectiveness of academic leaders in Christian higher education." Thesis, Indiana Wesleyan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716649.

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This study examined the extent to which a relationship exists between Christian spirituality and the intercultural effectiveness of academic leaders in Christian higher education. The study utilized a sequential mixed methods approach, with two quantitative surveys administered first, followed by a qualitative open-ended e-mail survey in order to delve deeper into the quantitative findings and answer the research questions. Thirty-four academic leaders responded to the quantitative surveys for a response rate of 51.5%, and eight academic leaders were purposefully selected for the subsequent qualitative survey. No statistically strong relationships between Christian spirituality and intercultural effectiveness were found in this investigation. The quantitative research found Awareness of God to have a slight moderate relationship with interpersonal engagement, and instability was found to have a slight negative moderate relationship with hardiness. Subsequently, eight academic leaders participated in the qualitative research that further explained some relationship between Christian spirituality and intercultural effectiveness in the context of Christian higher education.

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Bates, Celesta Suzanne. "Academic Leaders' Perspectives on the Impact of Change in Higher Education on Leadership Development and the Faculty Governance Model." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13421676.

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This study utilized a qualitative approach to examine academic leaders’ perceptions of the impact of the changes occurring in the higher education environment on leader development and the faculty governance model. Interviews were conducted with academic leaders in four regionally accredited, 4-year, private, similarly-sized, religiously affiliated institutions in a rural region of a Midwestern state. The interviews explored the perceptions of academic leaders on the impact of changes within the context of the social construct of the higher education environment, the contextual influence on leaders and leadership development, and the faculty governance model. The results suggested that individuals socially reconstruct their environments by revisioning the challenges in the context of the mission of the institution. The results further revealed the philosophies of trust, support, mentoring, followership, and decision making as critical to shared leadership in the higher education environment. Academic leader development, the faculty governance process, and shared governance were influenced by the changes occurring in the environment. These findings have important implications suggesting the need to examine the construct of leadership in the higher education environment and academic leaders’ influence on faculty governance and shared governance. The findings also raise interesting possibilities for advancing an augmented view of leadership in the higher education environment.

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Williams, Ronnie. "Exploring the perceptions of secondary assistant principals toward their development as instructional leaders." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/878.

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Although, the concept of instructional leadership is a not a new idea, it has become an increasingly popular term in education in recent years. Instructional leadership provides the foundation for teaching and learning within a school. Such federal educational initiatives as No Child Left Behind and Race to the Top have sought to improve student achievement have also changed the landscape of school leadership. As accountability and high-stakes testing measures continue to rise, the need to closely explore and understand the ideology of instructional leadership has become more prevalent. Qualified school leaders with a keen focus on instruction must be well-prepared to lead schools and meet the needs of 21st century students. Specifically, the role of assistant principal is called upon to expand in instructional leadership to help meet ever evolving school challenges. From a historical perspective, within the literature, little attention has been given to the development, selection, training, and support of assistant principals. This has led to the increasing marginalization of this group of school leaders. The purpose of this study is to explore the shared perceptions that secondary assistant principals hold toward their development as instructional leaders given the support from their principals’ leadership actions and transformational practices. Thirty-four secondary middle and high school assistant principals’ perspectives were explored using Q methodology. Participants performed a Q sort of thirty-eight statements to examine their subjective viewpoints toward their own development as instructional leaders. Four perspectives emerged from the study, Relational & Support, Coaching & Collective Collaboration, Data-Driven & Feedback, and Professional Development & Strategic Planning. Each perspective leads to a deeper understanding aligned with the development of the assistant principal as instructional leader.

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Hanci, Yerli Aslihan. "Investigation Differences In Educational Ideologies Of School Leaders In Mersin In Relation To Gender, Academic Degree And In-service Training." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609921/index.pdf.

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The purpose of this study is to investigate the effect of school leaders&rsquo individual differences on educational and general ideologies in primary schools and kindergartens, in Mersin province, Turkey. The study aims to find out whether there are differences in educational and general ideologies in terms of school leaders&rsquo gender, academic degree, and the number of in-service training that they have participated. Quantitative method and a causal-comparative research design were used in this study. All primary and kindergarten school principals were the target population of the study. Survey method was used and a questionnaire which composes of two sections demographics and Educational Ideologies Inventory (EII) were applied in this study. The questionnaires were distributed to 456 school leaders and 265 of them responded the survey. Descriptive and inferential statistical analyses were made by SPSS version 15.0 program. The results of descriptive statistical analysis showed that school leaders have an inclination to liberalism in both educational and general ideologies. 35.2% of the school leaders had educational conservative ideologies (fundamentalism, intellectualism, and conservatism) and 64.8% of them had educational liberal ideologies (liberalism, liberationalism, and anarchism). In addition, 33.6% of the school leaders were general conservative and 66.4% were general liberal. Multivariate Analysis of Variances (MANOVA) was conducted to find out any difference in educational and general ideologies of school leaders in terms of gender academic degree and the number of in-service training that they have participated. The results showed that gender and the number of in-service training that school leaders have participated did not create a difference in school leaders&rsquo educational and general ideologies. However, the results of this study revealed that academic degree of school leaders lead to a difference in educational ideologies of them. Consequently, the results of this study contribute to fill the gap in the literature concerning educational and general ideologies of school leaders in relation to gender, academic degree and the number of in-serving training that school leaders have participated.

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Mose, Joshua Nyakundi. "Leading from the middle : an analysis of the role and impact of academic middle leaders in the Kenyan secondary school." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/4013.

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Many organisations such as schools are characterized by hierarchical structures. Within these structures are various management positions held by individual post holders with titles such as principal, deputy principal, head of department and even governor. By extension, these individuals have various responsibilities and duties, and play different roles within their respective contexts. This study explores the role of Academic Heads of Departments (AHoDs) in six secondary schools in Kenya; their impact; and, challenges they face within their contexts. The research issues in this study are a result of the realisation that AHoDs are under-utilised and yet they are vital in school improvement (Jones and O'Sullivan, 1997). There is a widely held view that schools rely on the dynamism and leadership qualities of AHoDs for their success (Wise and Bennett, 2003; Busher and Harris, 1999; Sammons et al, 1996; Harris et al, 1996a & b; Harris 1998). These observations show an increasing recognition of the pivotal role AHoDs play in the effective management of the modern school. However, accompanying middle level management and leadership is the view that the concept of leadership is complex, evolving and likely to be viewed differently in different cultures. This study has adopted the western cultural understanding of leadership. This is cautiously done as Dimmock (2002) warns that issues of 'cultural transferability' should be handled with care. It has taken a broad (geographical) and in-depth systematic review and has relied on documented data, questionnaires and interviews to inform its conceptualisation. This study is significant because it shows firstly, that AHoDs provide leadership and are ready to transform departments in their schools. They do this by facilitating the work of teams of teachers. Secondly, it shows that AHoDs are important elements who complement their senior leadership teams as they strive to improve teaching and learning. Finally, recommendations based on this study have been made and areas for further research identified that, if undertaken, will enhance more the understanding of the role of AHoDs in this new context.

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Oshagbemi, T. A. "Leadership and management in universities : An exploratory study of the job characteristics and perceptions of Nigerian and British academic leaders." Thesis, University of Bradford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371486.

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Lee, Pamela L. "The Perception of Nursing Leaders' Behavior on Staff Nurses' Organizational Commitment and Desire to Pursue Professional Development and Academic Growth." Thesis, William Carey University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784805.

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Nursing leadership has important implications for the direction of professional nursing and transforming the future of healthcare. Nursing leadership is essential in healthcare organizations and nursing education and is vital to improving healthcare for better patient outcomes and strengthening nursing education. Current nursing leaders’ behavior may influence the entrance of staff nurses to take leadership positions. This qualitative study explored the behaviors of nursing leaders that affect a staff nurse decision to pursue professional development, academic growth, and organizational commitment. Kouzes and Posner’s model of transformational leadership provided the framework for this study. With institutional review board approvals and participant consent, face-to-face interviews were conducted with 17 staff nurses at an acute care facility in the southern United States. Interview transcripts were reviewed and coded for emerging themes. Content analysis revealed the following themes: encouragement, support, fairness, communication, positive attitude, leading by example, and good work relationships as positive attributes of nurse leaders that influence a nurse’s decision to pursue professional development, academic growth, and organizational commitment. Less favorable indicators were stress, favoritism, work-life balance, and negative attitudes as hindrances to the nurses’ pursuit of professional development, academic growth, and organizational commitment.

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Salvaggio, Karen Colquette. "Perceptions of formal and informal school leaders regarding cultural proficiency in high-achieving, highly diverse elementary schools /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3098900.

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Mason, Michael Cassell. "Professional Development in Doctoral Education: The Perceptions of Faculty Mentoring on the Formation of Senior Student Affairs Leaders." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1832.

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Thesis advisor: Karen Arnold Student affairs models exist on every United States college and university campus and serve as an integral part of the undergraduate student experience. However, very little research has been conducted on students in Higher Education Administration doctoral programs and the preparation of Senior Student Affairs Officers (SSAOs) for leadership in student affairs. This study investigated the perceptions of mentoring relationships between faculty mentors and doctoral student protégés and the socialization of these students into becoming senior leaders in student affairs. Kram's (1985) theory, which identifies the psychosocial and career aspects of mentoring in organizational development, serves as the lens to examine these relationships. The participants in this study consisted of five faculty mentors and eight of their former students who are now current Senior Student Affairs Officers. Results included four major themes, identified by both the mentors and the SSAOs, comprising the major aspects of the mentoring relationships. In addition, the faculty mentors felt that they did not particularly prepare students for these senior level positions, as there were no specific or intentional discussions about the role itself. However, the former students believed their doctoral mentoring was good preparation for the SSAO role, as they learned about university structures, governance, political climates and other aspects of senior leadership. Given these findings, it is recommended that there be a stronger emphasis be placed upon the SSAO socialization component of the doctoral program. Recommendations such as the addition of "mentors of practice," a student apprenticeship component similar to Arts & Sciences doctoral programs, and an increased faculty awareness of their impact upon students as mentors are suggested to enhance the doctoral student experience Thesis (PhD) — Boston College, 2011 Submitted to: Boston College. Lynch School of Education Discipline: Educational Leadership and Higher Education

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Shore, Brian M. "The Influence of Emotional Woundedness on Clergy Leaders In the Christian and Missionary Alliance A Q Methodology Study." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/842.

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This Q research designed study sought the answer to the research question, “What are the range of collectively help perceptions of leaders in the Christian and Missionary Alliance toward the impact that emotional woundedness has had on their leadership?” In doing so a conceptual framework was constructed from three psychological theories. These theories were Need Reduction Theory (Hull, 1973), Goal Theory (Adler, 1927) and finally a Theory of Cognitive Dissonance (Festinger, 1957). The 39 participants of this study were clergy leaders of the Christian and Missionary Alliance. The participants perspectives were compared and grouped, and three factors were revealed, along with one bi-polar factor. These factors were described as The Community Leader, The Alienated Leader, The Empathic Leader, And the Redemptive Leader. These factors were discussed and finally study implications and limitations, and recommendations for further research, were suggested.

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Ricketts, John C. "The efficacy of leadership development, critical thinking dispositions, and student academic performance on the critical thinking skills of selected youth leaders." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000777.

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Калашнікова, С. А. "Theoretical and methodological foundations for professional development of executive leaders under current social transformations." Thesis, SHEI «University of Educational Management» NAPS of Ukraine, 2011. http://lib.iitta.gov.ua/8658/1/2011_C%D0%9A_doctoral_thesis_SK.pdf.

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Dissertation for obtaining the academic degree of a Doctor in Pedagogical Sciences іn specialty 13.00.06 – theory and methods of educational administration. – SHEI «Educational Management University» NAPS Ukraine. – Kyiv, 2011. The theoretical and methodological foundations for professional development of executive leaders in form of methodology which include regularities, principles, content, pedagogical technology, evaluation and conditions of leaders’ education effectiveness are defined in the dissertation. The leadership is presented as the highest – compared to administration and management – evolutional and qualitative level of governance, and its actualization in modern social transformations is verified. Dependency between governance levels (administration, management, leadership) and competencies levels (knowledge, skills, behavior competencies) is proved. The specificities and factors that provide for the effectiveness of leadership education programs are specified on basis of analysis of leading foreign and domestic experience in executive leaders’ professional development for business, public and education administration. The specific character of pedagogical technology and evaluation of the aforementioned education is clarified. The grounded methodology of executive leaders’ professional development was realized in the domestic practice of professional education for heads of educational institutions. Practical recommendations and perspective directions for further academic research are developed У дисертації визначено теоретико-методологічні засади професійної підготовки управлінців-лідерів у вигляді методології, яка включає: закономірності, принципи, зміст, педагогічну технологію, оцінювання та умови ефективності навчання. Розкрито сутність лідерства як вищого у порівнянні з адмініструванням і менеджментом еволюційного та якісного рівня управління, а також висвітлено його актуалізацію в умовах сучасних суспільних трансформацій. Доведено залежність між рівнями управління (адміністрування, менеджмент, лідерство) та рівнями компетенцій (знаннєвими, вміннєвими, поведінковими). На підставі аналізу провідного зарубіжного і вітчизняного досвіду професійної підготовки управлінців-лідерів для сфер бізнес-управління, державного управління та управління освітою з’ясовано особливості та фактори, що забезпечують ефективність освітніх програм такого спрямування. Виявлено специфіку педагогічної технології та оцінювання зазначеної підготовки. Обґрунтована методологія професійної підготовки управлінців-лідерів реалізована у вітчизняній практиці професійної освіти керівників навчальних закладів. Сформульовано практичні рекомендації та перспективні напрями подальших наукових досліджень В диссертационном исследовании предложен новый подход к профессиональной подготовке управленцев в условиях современных общественных трансформаций в соответствии с новой управленческой парадигмой – лидерством. Установлено, что в эволюционное развитие управления в сфере профессиональной деятельности характеризуется несколькими уровнями. Лидерство рассматривается как более высокий по сравнению с администрированием и менеджментом эволюционный и качественный уровень управления. Специфика каждого из уровней проявляется через идентификацию базовых параметров (субъекта, объекта, характера и цели) управленческого влияния. Лидерство определено как управление, которое реализуется путем влияния на последователей (их поведение), осуществляемое на основе личных качеств (лидерских компетенций) для достижения общественно значимых целей. Актуализация лидерства в контексте действующих общественных тенденций развития (глобализация, демократизация, информатизация / технологизация, возвышение роли личности) и общественных трансформаций (ценностной, организационной) порождает необходимость модернизации профессиональной подготовки управленцев путем формирования образовательной индустрии развития их лидерского потенциала. Цель диссертационного исследования – теоретическое обоснование и внедрение методологии профессиональной подготовки управленцев-лидеров в отечественную практику. Для ее достижения были проанализированы 65 программ профессиональной подготовки лидеров для сфер бизнес-управления, государственного управления и управления образованием, которые реализуются в Украине и зарубежных странах (Австрия, Великобритания, Германия, Дания, Ирландия, Канада, Нидерланды, США, Швеция и др.)

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Redmon, Toma. "Factors for educational leaders to consider that may affect teacher and parent perceptions of the academic achievement of eighth grade African- American male students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2016. http://digitalcommons.auctr.edu/dissertations/2968.

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The purpose of this qualitative study was to examine the factors that may affect teacher and parent perception of the academic achievement of eighth grade African American male students. The independent variables were socioeconomic status, family structure, perceived self-esteem, peer affiliations, extracurricular activities, and student behavior. The dependent variable was student achievement. The qualitative case study method was specifically selected for this study to examine the similarities and differences of two groups of African-American male students. The researcher collected data and offered strategies and recommendations for school and district-level leadership to identify and better support African-American male students. The study took place at an all-male charter school for boys in grades 6 through 11. This urban charter school is located in the southeastern region of the United States in a major metropolitan area. There were 20 participants involved in this study. While studying the participants, the researcher interviewed parents and teachers, conducted observations, and analyzed students' report cards. The data collected were triangulated through interviews, observations, and document analysis. The limitations of this study included the number of people involved in the study, school setting, and age constraints of the students studied. The findings of this study revealed that socioeconomic status, the level of parental engagement, peer affiliations, and student behavior had an impact on student academic achievement. The highlight of this study showed the influence parental involvement had on student achievement. Parents who were heavily involved and engaged in their son's education performed well in school. Conversely, students whose parents were not involved and/or showed very little interest in their son's education experienced some challenges in their academics and had low academic achievement. Recommendations for educational leaders and suggestions for further research are included in the study.

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Thompson, George Jeffrey, and University of Lethbridge Faculty of Education. "School leaders reflect on the principal quality practice guideline and implications for capacity building in one rural school division." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Education, 2009, 2009. http://hdl.handle.net/10133/2467.

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The introduction of the Principal Quality Practice Guideline (PQPG) in 2007 by Alberta Education brought forth the question of whether or not school based leaders in Alberta School Division #1 (ASD#1) felt confident to meet the demands as presented by the dimension in the PQPG. Once confidence levels were determined I was also interested in determining how to most effectively build the professional capacity of these leaders as informed by the PQPG. Researched-based key characteristics of highly effective school leadership program design and delivery were examined and compared to perceived priorities of ASD#1 school based leaders. A literature review was completed to determine the key characteristics of effective school leadership development program design and delivery. These program elements were then offered to ASD#1 school based leaders to prioritize and evaluate. The study employed both qualitative and quantitative methods of data collection. A quantitative survey was developed and distributed to 57 ASD#1 principals and vice principals which was then supported by a qualitative interview conducted with eight ASD#1 school based leaders. ASD#1 school based leaders indicated they were highly confident in meeting the demands of the PQPG. The study highlighted the strong support ASD#1 school based leaders have for the key characteristics of leadership program design elements for building capacity. These effective elements included: researched-based curriculum, coherence between curriculum goals and shared values and beliefs, field-based internships supported by expert practitioners, extensive use of problem-based learning strategies, use of collaboration in practice-oriented situations, use of mentoring and coaching, a strong partnerships between school districts and post-secondary institutions, vigorous recruitment of highly qualified candidates and v instructors, and a adoption and promotion of the philosophy of career long learning . ASD#1 school based leaders also strongly supported the research in their perception that the most effective method of delivering this program would be a balance of the practical and the theoretical through a partnership between the local school division and a postsecondary institution. A major outcome of this study was a recommendation for adoption of these key characteristics of effective school leadership program design and delivery to the ASD#1 school board and senior administration through the development of a school based leadership development program. xii, 190 leaves ; 29 cm

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Dissertations / Theses on the topic 'Academic leaders'

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