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Tinsley, Laurie Huffman. "District Leadership Supporting PLC Implementation in a Rapid Growth District." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955053/.
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A growing body of work has emerged regarding the responsibilities required of district leaders in establishing plans that initiate and create conditions for sustainability of continuous improvement achieved through a systemic reform structure such as professional learning communities. However, limited research exists in respect to sustaining cultures of continuous improvement in rapid growth districts. Rapid growth districts can be described as school systems, which construct and open multiple campuses annually. The underlying premise of this study considered how humans interact with one another within a rapidly changing professional organization. Change theory, professional capital, organizational learning theory, and system reform emerge as the conceptual framework in this study of district support of professional learning communities. Data collection for this qualitative descriptive case study included interviewing six K-12 principals, administering the PLCA-DS survey to 247 K-12 staff members, and document review. Recognition of the importance of the PLC framework, building capacity, development of collaborative culture, and issues resulting from constant change due to rapid growth were the four themes generated by the participants to support continuous improvement in a rapid growth district. The four themes combined with the components of the conceptual framework outline how district leaders in a rapidly changing environment cultivate a process leading to system-wide improvement.
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Mello, Luiz Reis de. "Technological change in capital requirement matrices : a balanced growth approach." Thesis, University of Kent, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334042.
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Samford, Wendy L. "EXPLORING SUSTAINED CHANGE IN TEACHERS’ BELIEFSAFTER PROFESSIONAL DEVELOPMENT." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1370875329.
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Srivastava, Sameer Bhatt. "Social Capital Activation during Times of Organizational Change." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10158.
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This dissertation contributes to our understanding of how people build and use social capital – resources embedded in social relations – in organizational settings. Whereas the extant literature has tended to focus on the structure of interpersonal networks within organizations and the link to various indicators of individual attainment, this dissertation instead uncovers the dynamics of network action. I tackle two central questions: (1) During times of organizational change, how do organizational actors use the social resources accessible to them by virtue of their position in the structure? and (2) What organizational interventions can help people forge valuable new connections in the workplace? Core to this investigation is the concept of social capital activation – that is, the conversion of latent social ties into active relationships. Three empirical studies illuminate different facets of social capital activation during commonly experienced forms of organizational change: (1) an organizational restructuring; (2) large-scale transformations that create individual-level threat or opportunity; and (3) the introduction of a novel employee cross-training program. Because organizational change is often accompanied by significant shifts in resources and power, network activation choices in these periods can have significant consequences for individual attainment and organizational performance. I draw on unique data from three disparate settings – a global information services firm; a large health care organization; and a software development lab based in Beijing, China. Multiple research methods, including a large panel data set of archived electronic communications, qualitative interviews, experimental studies conducted with samples of working professionals, and a longitudinal field experiment, are used to identify how organizational actors marshal social resources through individual-level network activation choices. Findings from these studies contribute to research on: (1) organizational social capital; (2) the structural dynamics of organizational change; (3) ascriptive inequality in organizations; (4) cognition and social networks; and (5) workplace practices and network change.
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van, der Westhuizen Kyla. "Change in Corporate Debt Levels in South Africa from 1994 to 2016." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/33092.
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This paper investigated the change in corporate debt levels in South Africa from 1994 to 2016. Included is an analysis of factors that companies take into consideration when determining the company's capital structure. This study used data from companies, largely from the mining sector, within sectors listed on the Johannesburg Stock Exchange (JSE), including chemicals, general industries, oil and gas. Four different leverage measures were used to determine the change in capital structure for the period under review, as well as six of the most commonly used determinants of capital structure. A high-level interpretation of the results reflected the following; a slight but relatively consistent increase in the use of debt relative to equity over the period for both the total sample and the mining sector. An increase in the use of long- relative to short term debt was also found, as well as a convergence between the use of current and non-current liabilities. Results from the analysis of the capital structure determinants varied, with some showing statistical significance. Asset tangibility was positively correlated to debt, while profitability and growth had a negative relationship. The relationship between company size, tax and cost of debt and leverage was varied.
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More, Teboho Edward. "The role of the principal in educator professional development." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60964.
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The study investigated how principals discharge their responsibilities with regard to educator professional development and what factors, if any, assist or hinder principals in the execution of their responsibilities for educator professional development. The following research question informs this study: "What role do principals play in educator professional development in secondary schools in Gauteng Province?" The theoretical framework used in this study is that of human capital theory. In the words of Van Loo and Rocco (2004:99), human capital theory is "an economic approach to the evaluation of the costs and benefits of the investment in skills and knowledge", and in this regard, it implies investment in people themselves in education and training with a view to enhance economic productivity and competence, in this case, educational output.
The study followed a qualitative research design wherein data were collected through semi-structured interviews with principals and two educators in four secondary schools, two fee-paying and two no-fee paying schools, in Gauteng Province. The sampling method used was convenience sampling because of practical constraints, namely, time and costs, involved.
This study found that principals do play a role, though not appropriately, in educator professional development in secondary schools. In some schools, it was found that proper management of professional development programmes was non-existent, and this led to educators being not clearly sure of what role their principals play exactly in their professional development. Principals indicated that most professional development activities were carried out by the district offices. Some principals were not certain of what the scope of professional development entails and in this way, they were not quite sure where exactly development was required. It became evident that the Integrated Quality Management System (IQMS), as a developmental tool, was reported not to be efficiently implemented in most schools in this study, and challenges faced were also attributed to poor management of the process by the Staff Development Team (SDT), including the principals.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Booker-Drew, Froswa'. "From Bonding to Bridging: Using the Immunity to Change (ITC) Process to Build Social Capital and Create Change." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1410806690.
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Overton, Deidre, and n/a. "Understanding teachers' responses to educational change in ACT high schools: developing professional voice and identity." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20051205.130321.
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This research identifies those practices and/or conditions that facilitate (or hinder) school and/or system based innovation in ACT high schools. It examines teachers� ways of making meaning of change in their working lives. It draws on narrative inquiry and teacher in-depth interviews. The work story is used to engage teachers� individual agency as a way to conceptualise the requirements of innovation. The data is represented as teachers� narrative categorized as the Red Hots and Unfreezables. The primary themes or motifs emerging in the teachers� talk�teacher agency, resistance and leadership�provide collective insight into teachers� working lives and the capacity of schools to cope with change. Analyses of the �lived experiences� of teachers suggest that innovative practice is linked to teacher agency and the presence of professional learning communities, and that those leading change must focus on the realities of the teachers implementing change. This study also explores the culture of teacher resistance, supporting the research that school cultures are characteristically and strongly resistant to change from within the organization. As a result of this study, we have an improved understanding of the conditions that
contribute to effective school change, and the importance for teachers to conduct their own research. This study contains important recommendations for governments and education systems implementing change initiatives.
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Thorgeirsdottir, Hjordis. "Investigating the use of action research and activity theory to promote the professional development of teachers in Iceland." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/20529.
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This thesis investigates the use of action research and activity theory to promote the professional development of teachers in an Icelandic upper secondary school. The purpose of the research was to develop a new model to foster professional development through enhancing the participants’ agency to transform their practice. It was carried out with an action research group of twenty-one school professionals and an outside consultant. The group’s aim was to find ways to increase students’ sense of responsibility for their studies. The project combined the ideas behind the Change Laboratory, one of the methods of developmental work research established by Engeström and action research as elaborated by McNiff. I termed our approach the Change Room. There activity theory and the theory of expansive learning provided the participants with a conceptual framework, historical analysis and tools to analyse what changes might be appropriate in our classroom practice. The action research provided the participants with the method and tools to guide the participants when carrying out and evaluating these changes. The research focus was on tensions the participants experienced in their classroom practice. Through creative resolutions of these tensions the intention was to develop better practices and contribute to school development. The research used both action research and case study methodology. The research tools were documentary analysis, interviews, surveys, research diary and observations. The findings were analysed using deductive process based on activity theory. The teachers experienced tensions in their classroom practice between students’ active and passive learning, didactic and dialogic teaching methods, and the requirement to cover the syllabus and to promote deep learning. To resolve these tensions the teachers have developed teaching practices that enhanced active student learning and given more weight to the students’ voices. Participation in the action research group enhanced both individual and collective learning of the school professionals. Their agency to change practice was increased and they also developed more cross curriculum agency. The combination of activity theory and action research in the Change Room provides a new model for enhancing teachers’ professional development and collaboration that has potential to transform classroom practice.
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Salleh, Hairon. "A critical ethnography of teacher development and change in a collaborative group setting to improve practice." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487552.
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The research study provided a cultural description and interpretation of how Teachers Network Learning Circle’s participants related, worked and learned with each other, and how they developed and changed within a predominantly symmetrical or consensual power relationship. The participants, consisting of six Singapore primary teachers at grade 4, were engaged in group discussions that were spread over a period of one year to complete an action research project which is integrated in day-to-day work. Teachers Network Learning Circle, a formal professional development platform, employs distinctive tools for dialogue and inquiry based on the principles of voluntary participation, reflection, change and trust. The fundamental reason for choosing this site is its potential to empower and emancipate teachers evident from not only the principles and practices it espouses, but also its vision and mission that is consistent with its motto “For Teachers, By Teachers”. The literature on education change and reforms has point towards teacher empowerment for successful education change. In this regard, investing in teacher professional development and professionalism is important. The literature also point towards embracing a sociological perspective evident in the notions of community and socio-cultural theory, and bringing to bear emotions, values and identity in teacher learning – and thus investing in the ‘whole person’ (Day, 1997). As power underlies all social relations and activities including teachers’ learning, the research study took into consideration the perspectives of critical theory of Habermas, Brookfield and Mezirow. The findings of the study found that symmetrical power relation contributed to teacher development and change. First, it had contributed to a collegial collaborative relationship that took into account of emotions, moral, identity development and group solidarity. Second, it had contributed to the consciousness, critique and co-construction of professional knowledge. Third, it had empowered participants insofar as it built participants’ capacities to act successfully within an existing system and structures of power. The symmetrical power relation was undergirded by rules and principles of democratic participation as outlined by Habermas’ discourse ethics. The findings also revealed the importance of support given by the school principal and Teachers Network personnel in protecting democratic spaces, or Habermas’ concept of the lifeworld, from the system imperatives of power and money.
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Pieschl, Jordan Marie. "Assessing supply, demand, and professional development needs of employees in water-related careers." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35441.
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Master of ScienceDepartment of Communications and Agricultural Education
Shannon G. Washburn
STEM fields represent between 5% and 20% of all employed in the United States (United States Department of Labor – Bureau of Labor Statistics, 2015). Many employers of job positions in the STEM field have indicated an ongoing challenge of demand for such employees exceeding supply (Hira, 2010). Literature suggests a skills gap exists in some career fields and labor markets (Sentz, 2013). A topic that falls in many STEM fields in water resources. In Kansas, both supply and demand of water resources vary greatly across the state. A growing trend statewide, however, is a need to focus efforts on preserving the quality and quantity of Kansas’ water supply. Anecdotal evidence suggests the focus on water resources increases the demand for employees prepared for careers in related STEM fields (S. Metzger, personal communication, May 3, 2016). Drawing on both the Human Capital Theory and the Theory of Work Adjustment, descriptive survey research and qualitative interviews based in symbolic interactionism were used to gather data from employers of water-related job positions. The data indicated that a variety of employability and technical skills describe both employers’ ability requirements and employees’ ability sets. The results of the study suggest that, while employers have not recently experienced much challenge filling job vacancies, demand for employees could increase in the near future. Additionally, employers utilize a variety of professional development resources, and would utilize others if available. While levels of correspondence range among ability requirements and ability sets depending on the job position, efforts in education and recruitment could help address the supply of candidates for these positions.
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Philogene, Bianca Robyn. "Change in Corporate debt levels in South Africa from 1994 to 2016." Master's thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/30948.
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This paper aims to investigate the change in corporate debt levels in South Africa from 1994 to 2016, included is an analysis of factors that firms take into consideration when determining the company’s capital structure. This study uses data from firms in the Real Estate and REIT, Travel and Leisure and Construction and Materials sectors listed on the Johannesburg Stock Exchange (JSE). Four different leverage measures are used to determine the change in capital structure for the period under review, as well as six of the most commonly used determinants of capital structure. A high level interpretation of the results reflected the following; an increase in the use of debt in the Travel and Leisure and Construction and Materials Sectors, however a significant decrease in the use of debt relative to equity was seen in the Real Estate and REIT Sector thus skewing the Total Sample findings considerably. An increase in the use of long term debt relative to short term was also found. Results from the analysis of the capital structure determinants varied, with some determinants showing statistical significance. The following determinants were positively related to debt; firm size, asset tangibility and growth while the determinants; cost of debt and tax had a negative relationship. The relationship between profitability and leverage was varied.
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Saberi, Nasseri Robin. "Social capital, environmental policy attitudes and the mediating role of climate change beliefs." Thesis, Uppsala universitet, Statistiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-391067.
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In order to combat the potential threats of climate change, effective policy setting and implementation is crucial. A variable which has been shown to have significant explanatory power on the success of different public policy areas is social capital; a multidimensional concept encompassing social relationships and norms ability to mobilize and facilitate common goals. In the context of climate change related research, the relationship between social capital or some of its components to environmental variables typically is studied in a vacuum. This using factor analysis or SEM, at times in combination with other statistical techniques. In this study a more extensive SEM is investigated, examining the potential effect of social capital on environmental policy attitudes, with the mediating component climate change beliefs. The relationship between all three concepts were found to be significant, with the proportion of the total effect which is due to the indirect effect being 23%. This present study contributes to the literature by introducing the use of more extensive models, taking the complex relationships in the area into account to a higher degree, in order for more efficient policy making.
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Bowman, Rebecca LeAnne. "When a law degree is not enough: the necessity of a second professional degree for lawyers." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/646.
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This research attempts to answer the question of why some attorneys obtain a second advanced degree after their law degree. That is, if a law degree is all that is needed to practice law, then why do some attorneys continue with their studies, especially since they lack an economic incentive to do so?
The research includes a literature review with background information on credentialism and human capital theory, on lawyers and law school, dissatisfaction, income and debt, alternatives to law, joint graduate degree programs, and gender. SPSS modeling is utilized to arrive at the conclusion that human capital theory and satisfaction account for lawyers' attainment of additional degrees.
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Power, Georja Jane, and res cand@acu edu au. "Organizational, Professional and Personal Roles in an Era of Change: the Case of the Catholic clergy." Australian Catholic University. School of Psychology, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp39.29082005.
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The effects of transformations in the cultural context on the structures of the Catholic organization and consequently on the identity and role of priests is explored in this research. The way these transformations affect clergy relationships with the church, diocesan authorities and parishioners, and ultimately the psychological wellbeing of priests, are investigated in the light of recent research and literature. Quantitative and qualitative data from the Catholic Church Life Surveys (CCLS) of 1996 and 2001 is analyzed, together with qualitative data generated through semi-structured interviews. The theoretical underpinning for the interpretation of changing clerical identity and roles and the relationship dynamics is personality theory, including a neoanalytic model (Horney, 1950), and a psychodynamic approach using an iconic reading of Freud (Cozzens, 2000). Social identity theory (Haslam, 2001), and Fowler’s (1996) theory of faith development also contribute to the theoretical framework. The NEO-FFI personality factors (Costa & McCrae, 1992) are used as covariates throughout the analysis. Four major themes are addressed in this research. First, ambiguities in the identity and role of clergy brought about through structural changes in the organization following the Second Vatican Council. Second, cultural changes which challenged the institutional hierarchical structure of the church and some of its theological and ecclesiological positions. Third, the contribution to satisfaction with ministry and personal wellbeing made by priests’ relationships with the organization, diocesan authorities, and parishioners, as well as intimacy with colleagues and friends. Finally, the impact of psychodynamic factors on the spiritual and psychological dimensions of priestly life. It was found that although the sacramental role of priests remains largely intact, their identity as religious and spiritual leaders is under challenge through greater participation in parish life by educated and theologically trained lay people. It is argued that the competence to appropriately express leadership, preach meaningful homilies and promote spiritual growth in parishioners rests on the attainment of mature psychological development and continued faith and spiritual formation. Analysis of personality factors showed that sound organizational and structural supports are needed to assist priests in their personal and professional lives. Over half the priests in the present study were found to be vulnerable to emotional and psychological distress, while others had strong resources to cope with increased ambiguity and complexity in ministry. A review of literature suggests that cultural changes over the last 30 years compound the effects of Vatican II, particularly the patriarchal hierarchical structure of the organisation and teachings on sexual morality that are under pressure from changing attitudes by both clergy and laity. Quantitative and qualitative analyses showed that there is little support by priests for the obligation of celibacy, the successful attainment of which demands a high level of mature psychosexual development. It was argued that without a strong clerical commitment to celibacy, education and training programs currently being implemented in seminaries would be largely ineffectual. Key factors impacting on the relationships of priests with parishioners were found to be first, a decline in the authority of priests, second, the revelations of sexual abuse by priests, and third, the difficulty numbers of clergy have with establishing and maintaining close, intimate relationships. The NEO-FFI factors Neuroticism, Extraversion, and Agreeableness were found to be significant predictors in the quality of relationships between priests and parishioners, with 30% of clergy experiencing difficulty in these relationships. It was argued that maturity in spiritual, psychological, and psychosexual development was found to impact significantly on clergy personal wellbeing and professional competence, which in turn contributes to satisfaction with ministry.
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Hoffmann, Scott L. "Application of Resiliency Theory and Adaptive Cycles as a Framework for Evaluating Change in Amenity-Transition Communities." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/57.
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In recent decades, many rural, natural resource-dependent communities have experienced ubiquitous and oftentimes substantial economic decline due to downturns in their commodity-oriented industries. In spite of this, communities with access to varying forms of natural capital have experienced an upsurge in activities such as recreation,tourism, second home growth, and retirement in-migration. If managed properly, amenity-oriented development has potential to reverse economic decline by attracting tourists, entrepreneurs, younger and more educated workers, and retirees, and may ultimately generate economic diversification, local growth, and an improved quality of life for residents. While there are literally thousands of potential measures of well-being, this study aimed to identify potential indicators of amenity-transition by examining community social and economic capital. To examine such a complex social and economic transition, these indicators were coupled with indicators from the tourism and amenity-development literature, and linked to concepts from Resiliency Theory from the ecosystem science literature, in a longitudinal study of amenity transition communities in the Pacific Northwest. Results focus on measures of social organization and economic sustainability in three study communities: McCall, ID; Leavenworth, WA; and Prineville, OR. Key informant interviews and historical documents were used to develop adaptive curves for each community, and to help evaluate the concepts and indicator variables that contribute to community resilience and adaptability. Secondary indicator data serve as a quantitative linkage between Social Capital and Resiliency Theories and the adaptive phases communities may experience throughout this transition. The results identify key historical periods for each community as residents adapt to economic and social change. Using key informant interviews coupled with secondary data provided a clearer picture of how each community has transformed and redefined itself throughout transition.
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Fuller, Carrie Ann. "Leading Dual Language Immersion in Catholic Elementary Schools." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107900.
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Thesis advisor: Lauri JohnsonWhile the academic and social success of two-way immersion programs in the public school sector is widely documented, little research has been conducted on how US Catholic school leaders have managed this whole school reform. Through an exploratory case study, the motivations and perceptions of 28 Catholic school administrators and change agents/key informants (including teachers, assistant/vice principals, board members, and consultants) from ten Catholic elementary schools were interviewed regarding the conversion to a dual language immersion model. Findings considered how Hargreaves and Fullan’s (2012) concept of professional capital and Grace’s (2002; 2010) notion of spiritual capital contributed to the leaders’ capacity to meet the school’s change needs. Most schools began with limited resources and knowledge about the technical aspects of dual language immersion, but made use of key local and national social networks as well as drew upon their own biographies and Catholic vision to increase enrollment and engender professional learning among faculty. Implications for future research and practice include attention to the nuances of academic excellence and the complex language history of Catholic schools. The study concludes with recommendations for Catholic school principals
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Karlgren, Grim. "Narratives of belonging in a suburb of change." Thesis, Stockholms universitet, Sociologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-123403.
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The aim of this study is to explore how middle class residents construct narratives of belonging. The study was conducted in a suburban area in the southern part of Stockholm. This is a neighborhood that undergoes a renewal and status increase. I used a method consisting of auto-photography and subsequent interviews to explore resident’s narratives of belonging. The sampled group was residents with academic exams. Participants were instructed to take five photos of their everyday life in the area and reflect upon these in the interviews. The result was analyzed within a constructive grounded theory frame. The theoretical concepts used take inspiration from Bourdieu’s cultural capital, field and social class. The results are divided into three main cores. The results suggest that a core narrative of constructive affiliation was a useful tool to understand how residents construct a sense of belonging. Residents in this study affiliated with other groups and social classes in the area, through a heightened sense of reflection on their own social position. Residents subscribed to an inclusive version of elective belonging. Second the construction of a sense of locally based authenticity was a narrative process were they deployed a sense of belonging to the “local” and the small scale community. Third, a sense of rootless territorialism was reflected on in their sense of belonging. This was a process were residents narrative mediated between a stable and a fluid place attachment.
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Feyereisen, Scott L. "Why Some Change and Others Do Not: Understanding the Effects of Competition in Overlapping Professional Jurisdictions on States, Healthcare Markets and Training Programs." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/578634.
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Institutional theory is utilized to understand the role of the state in determining who among overlapping professions are allowed to compete in healthcare markets. Hypotheses are tested using a professional licensing policy innovation that influences the evolution of markets for healthcare services. This first paper demonstrates how the power of incumbent and challenging professional associations, the characteristics of a state's labor market, and previous adoptions by neighboring states affect a state's propensity to embrace or resist state legislation of professionally-contested healthcare licensing legislation over a 10-year observation period. The results of this research have implications for understanding state healthcare market innovations, the power of professional associations, and institutional theory. Two subsequent papers address the effects of this competition on training programs in the challenging profession.
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Sung, Wookje. "MANAGERS' NETWORK CHANGE AND THEIR PROMOTABILITY DURING A MERGER." UKnowledge, 2017. http://uknowledge.uky.edu/management_etds/9.
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I investigate whether cross-functional or cross-organizational networking following a large corporate merger and acquisition improves managers’ career outcomes. Previous research on networks and career success has focused on stable organizational environments, finding that large, open networks with many structural holes are most advantageous because of superior information benefits and control power, while closed networks provide redundant information that is unhelpful career-wise. However, I suggest that while dense, closed networks formed within knowledge (functional) or identity (legacy organization) boundaries might be detrimental to executives’ future promotability, closed networks are helpful if they are created across those boundaries. These ties help to facilitate knowledge transfer and develop a new superordinate post-merger identity and are ultimately valued by the organization. I tested this on junior executives’ email and survey data collected at two time points (pre-merger and a year later) from a newly-merged organization. Results show that while closed networks with higher constraint in general were detrimental to executive’s promotability pre-merger, they lose the negative effect in the post-merger tumult. Controlling for overall network constraint, increasing closed networks across functional and legacy organizational boundaries led to managers receiving higher promotability evaluations from top management, whereas increasing closed networks within one functional and legacy organizational boundary did not have a significant impact. Managers’ rank and networking strategy that joins other employees (i.e., having a tertius iungens orientation) 2 moderated the relationships between networks and promotability. Implications are discussed for career and social networks research.
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Martin, Caitlin A. "Facilitating Institutional Change Through Writing-Related Faculty Development." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1617961494207509.
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Morais, Marcio Iris de. "Educação profissional continuada sobre IFRS para PMEs: a percepção de contabilistas do Estado de Mato Grosso." Universidade do Vale do Rio dos Sinos, 2012. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3404.
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O objeto deste estudo é a percepção de contabilistas do Estado de Mato Grosso sobre educação profissional continuada em IFRS aplicada às PMEs. Partindo do reconhecimento de crescimento econômico através da educação continuada, com aquisição de habilidades e competências, a Teoria do Capital Humano evidenciaria então, ao profissional da contabilidade, maior empregabilidade, rendimento potencial, projeção e satisfação. O Objetivo foi analisar a percepção de contabilistas do Estado de Mato Grosso sobre educação profissional continuada em IFRS aplicada às PMEs. Para a coleta das evidências, foram desenvolvidas duas etapas: na primeira, realizou-se entrevistas com quinze profissionais de empresas de serviços contábeis. Posteriormente, analisou-se o conteúdo das entrevistas, que contribuiu para a construção do questionário. Na sequência, este foi submetido à apreciação de cinco especialistas e incorporado as sugestões de melhorias. Em seguida, o questionário foi aplicado como pré-teste a dezoito contabilistas de empresas de serviços contábeis. Novos ajustes foram realizados e deu-se início a submissão aos contabilistas de empresas de serviços contábeis ativas do Estado de Mato Grosso. Com um total de 302 respostas, desenvolveu-se a análise descritiva por meio de distribuição de frequências, medidas de tendência central e variabilidade. As análises das respostas pela percepção dos contabilistas indicaram esperar efeitos positivos com a educação profissional continuada em IFRS para PMEs. Também, reconhecem a possibilidade de melhora no desempenho profissional, assim como maior empregabilidade e rendimentos. Como resultado da capacitação através da educação continuada em IFRS ambicionam a ampliação de oportunidades de trabalho e a valorização do profissional, conforme preconizado pela Teoria do Capital Humano. Também, a noção pela inserção da contabilidade de forma global, na falta de profissionais qualificados e cursos de capacitação. Estabelecem ainda, nível de dificuldade regular na apresentação das demonstrações contábeis de acordo com a nova norma: IFRS para PMEs. Para finalizar, indicam a necessidade e oferta de educação continuada, apontando o conselho regional de contabilidade e as universidades como agentes promotores importantes no processo de qualificação dos profissionais contábeis.
The object of this study is the perception of accountants in the State of Mato Grosso on continuing professional education on IFRS applied to SMEs. Recognizing economic growth through continuing education, with the acquisition of skills and competencies, Human Capital Theory would evidence then, to the accounting professional, greater employability, income potential, projection and fulfillment. The aim was to analyze the perception of accountants in the State of Mato Grosso on continuing professional education on IFRS applied to SMEs. To collect evidence, two steps were developed: first, interviews with fifteen professional from accounting service firms were conducted. Subsequently, it was analyzed the content of the interviews, which contributed to the construction of the questionnaire. Following, it underwent assessment of five experts and incorporated to suggestions for improvements. Later, the questionnaire was administered as pre-test to eighteen accountants from accounting service firms. New adjustments were performed and the submission to accountants from accounting service companies active in the State of Mato Grosso started. With a total of 302 responses, it was developed a descriptive analysis using frequency distribution, measures of central tendency and variability. The analysis of responses for the perception of accountants indicates positive effects expected with continuing professional education on IFRS for SMEs. They also recognize the possibility of improvement in job performance, as well as greater employability and income. As a result of training through continuing education on IFRS, aspire to expand job opportunities and professional enhancement as recommended by the Human Capital Theory. Also, the notion by inserting accounting globally and in the absence of qualified Professionals and training courses. Establish also difficulty regulating in the presentation of financial statements according to the new standard: IFRS for SMEs. Finally, indicate the need and way of conducting continuing education, pointing the regional council of accounting and universities were identified as important agents in the process of qualification of accounting professionals.
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Koebley, Sarah Cotton. "Dimensions of Social Capital Among High School Mathematics Teachers." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364830696.
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Holliday, Linda Ann. "Knowledge convergence theory the role of knowledge transfer in a corporate transformation /." Full text available, 1997. http://images.lib.monash.edu.au/ts/theses/holliday.pdf.
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Ellis, Andy. "An exploration of New Institutional Economics for the strategic analysis of e-business with reference to transformational change." Thesis, Brunel University, 2006. http://bura.brunel.ac.uk/handle/2438/699.
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This research applies institutional economics theory to management challenges arising in connection with e-business related transformational change. The research was carried out in response to widely recognised problems in managing IT-enabled change in complex organisations. A cyclic approach builds researcher competence in both the chosen theory, New Institutional Economics (NIE), and its application through a series of four contrasting case studies. The case situations, which derive from the researcher’s work as a technology management consultant, are treated as action research experiments which investigate e-business related transformational change in financial services, retail and government settings. A constructivist stance is adopted within the case situations with the researcher acting as a participant observer. Reflective practice is used to improve the experimental method for the case studies through the course of the research, leading to the use of participatory action research (PAR) for the final case. A literature review of NIE shows it to be loosely defined as a theory, so an analytic NIE framework is created to provide a cognitive model. This model is then modified and extended to produce a final theoretical framework. In parallel, a conceptual map of NIE is created from the research as a practical aid to illustrate NIE concepts and linkages. These two models, the theoretical framework and the conceptual map, evolve through the four case situations which were selected from a range of e-business consulting opportunities available to the researcher over the period of the research. The second case study drives the main development of the two models and draws out the necessary and complementary contributions of both transaction cost economics (TCE) and agency theory (AT) as parts of NIE, neither of which is sufficient on its own. The final case study demonstrates application to practice. The overall sequence of case studies shows the researcher’s cognitive growth from being a novice in the theory and its application in the first case through to a level of proficiency in applying NIE to the rigours of e-business practice in the final case. The research makes several contributions to knowledge. It makes a significant methodological contribution by bringing research methods developed for other forms of professional practice to the management discipline. It also makes a significant contribution to theoretical knowledge. It develops two theoretical models of NIE – a conceptual map and a theoretical framework – which present a way of linking NIE concepts in a meaningful way, and a structure by which NIE can be used in the analysis of highly complex organisational situations. These models clarify the complementary roles of TCE and AT, and indicate a reason why so many studies limited to TCE alone have been inconclusive. Applying NIE to the rigours of e-business management produces, in turn, a contribution to IT strategy formulation. The research makes a practical contribution by showing how NIE can be applied to e-business practice, subject to a number of significant caveats. NIE, as a descriptive theory, is shown to provide a powerful conceptual framework when combined with PAR, although both require deep knowledge and skill. In particular, adopting PAR as a case study method depends on an experienced, skilled and committed practitioner for its effective use. Finally, the research finds that NIE’s strengths as a framework for strategic analysis of large scale and complex e-business situations involving transformational change, which make it unduly sophisticated for less challenging situations, mean that NIE is suited to use by highly skilled, specialist consultants rather than by general managers.
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Rutledge, Randy Anita. "Improving Professional Skills through Adversity: A Phenomenological Study of Mergers and Acquisitions." NSUWorks, 2014. http://nsuworks.nova.edu/shss_dcar_etd/8.
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Company mergers and acquisitions often create tremendous conflict for employees because they force them into a spiral of organizational change. In this environment, employees are challenged with redefining themselves within a new organization. The purpose of this phenomenological study was to discover and explain the particular conflict experiences of professional employees who experienced the merger and acquisition of their company. A phenomenological research study was conducted to discover and describe the shared conflict experiences of professional employees during the merger and acquisition of their consulting firm. Semi-structured in-depth interviews were conducted with 17 self-identified professional employees. It was found through an extensive phenomenological data analysis that: (a) the merger and acquisition experience is believed to have strengthened and improved the participants' skills for their professional advancement. With M&A, (b) the major conflict experienced by participants was the feeling of indifference and apprehension by the employees being merged with or acquired by another company as trust and credibility needed to be regained. Lastly, (c) the participants' sense of identity (confidence and professional identity) is still present as they are willing to accept the new factors and aspects of changes and developments that come with the merger and acquisition. The study contributes to the field of conflict analysis and resolution by providing new understandings and perspectives on how mergers and acquisitions are experienced and how they impact employees' conflict experiences and sense of identity.
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Silva, Paulo Cesar da. "Contribuição do curso de mestrado profissional na trajetória dos seus egressos." Universidade Presbiteriana Mackenzie, 2012. http://tede.mackenzie.br/jspui/handle/tede/911.
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Previous issue date: 2012-08-08This research aimed to identify which factors are linked to the contribution of the Professional Master in the trajectory of its graduates and learn about those who influenced the course and the other representing the changes caused by the course after its completion. Based on the theory that promotes education as a decisive part in opportunities to increase the percentage of income level, increased employability, innovation capacity and skills development. From the perspective of human capital, we opted for the application of an electronic questionnaire along with four universities in Brazil that offer profissonal masters courses in controllership and accounting. The survey identified 140 questionnaires answered. After collecting data, they were analyzed with the technique of factor analysis, which allowed the identification and interpretation of the factors extracted from existing variables. Among other factors, were identified as relevant: Visibility and Professional Strengthening, Enhancement and Development in Teaching and Research, Employability and income increased through competitiveness. This research also makes a contribution, the data collection tool that can be improved and targeted for future research in topics related to this.
Com esta pesquisa procurou-se identificar os principais fatores que estão ligados à contribuição do Curso de Mestrado Profissional em Controladoria e Contabilidade na Trajetória dos seus Egressos, além de conhecer aqueles fatores que influenciaram a escolha pelo curso e outros que representam as mudanças provocadas pelo mestrado profissional após a sua conclusão. Baseou-se na teoria que promove a educação como peça decisiva nas oportunidades de aumento do percentual do nível de renda, empregabilidade, capacidade de inovação e aumento de habilidades. Sob a ótica da teoria do capital humano, optou-se pela aplicação de um questionário eletrônico junto aos egressos de quatro universidades no Brasil que ofertam os cursos de mestrado profissional em controladoria e/ou contabilidade. A pesquisa totalizou o resultado de 140 questionários respondidos de forma integral. Após a coleta de dados que ocorreu entre os meses de abril e maio de 2012, os mesmos foram analisados com a técnica multivarida denominada análise fatorial, o que permitiu a identificação e interpretação dos fatores extraídos das variáveis existentes no questionário enviado aos egressos. Dentre outros fatores, foram identificados como relevantes: a Visibilidade e Fortalecimento Profissional; Aprimoramento e Desenvolvimento em Docência e Pesquisa e Empregabilidade e Aumento de Renda pela Competitividade Profissional. Estes fatores podem ser considerados por futuros candidatos a esta modalidade de mestrado, bem como, para as instituições de nível superior que pretendem implantar o mestrado profissional. Esta pesquisa deixa, também, como contribuição o instrumento de coleta de dados que pode ser aprimorado e direcionado para futuras pesquisas em temas relacionados a este.
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Dutton, Ellen E. "The Implementation of Curriculum Mapping at a Private High School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/178.
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Using curriculum mapping to align the expected curriculum and the actual curriculum has been demonstrated as an effective approach for ensuring educational equity for all students. To improve student achievement, a private high school in the Midwest implemented curriculum mapping to better align curriculum and eliminate gaps and repetition between and within grade levels. The purpose of this qualitative study was to determine fundamental implementation strategies for the mapping process and teachers' and administrators' perceptions of those strategies. The theoretical framework was based on change theory. Data were collected from 10 participants through individual interviews and observations. Teachers and administrators were observed during their curricular mapping meeting time in order to record the strategies used, and each participant was interviewed in order to gather individual perceptions of the strategies used. Data were transcribed and then open coded based on repeating concepts. Thematic analysis indicated that administrators and teachers perceived a need for curriculum mapping training, using standards, collaboration time, and accountability. The outcome of the study was a professional development project for teachers incorporating curriculum mapping at the local site. Implications for positive social change include providing educational leaders with curricular alignment strategies to promote educational equity and the academic success of all students
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Nason, Megan A. Mrs. ""If I Am Losing Them, I'm Going to Change. So That's What We Did!" Third Grade Teachers Contemplate the Literacy Needs of Diverse Students Within A Teacher Study Group." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/107.
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“IF I AM LOSING THEM, I’M GOING TO CHANGE. SO THAT’S WHAT WE DID!”: THIRD GRADE TEACHERS CONTEMPLATE THE LITERACY
NEEDS OF DIVERSE STUDENTS WITHIN
A TEACHER STUDY GROUP
by
Megan A. Nason
According to Birchak, Connor, Crawford, Kahn, Kaser, Turner, & Short (1998), Fang, Fu, & Lamme (2004), Kennedy & Sheil (2010), and Wiliam (2008), teacher study groups can provide a supportive and collaborative professional development environment. The purpose of this study was to examine the professional development experiences of three third grade teachers working with culturally, linguistically, and economically diverse (CLED) students in a high-needs school as they participated in a teacher study group. The adoption of national standards and pressures for all students to achieve high standardized test scores in math and reading due to Adequate Yearly Progress (AYP) requirements mandated by the No Child Left Behind Act (2001) resulted in increased stress, anxiety, and uncertainty for the teachers participating in this study. The following research questions guided this qualitative, ethnographic case study: (1) In what ways does participation in a teacher study group impact elementary teachers’ knowledge, beliefs, and understandings when teaching culturally, linguistically, and economically diverse students in a high-needs school? (2) In what ways do teachers’ literacy practices shift as a result of engaging in teacher study groups focused on issues related to culturally, linguistically and economically diverse student populations? Bronfenbrenner’s (1979; 1994) ecological models, Vygotsky’s (1978; 1986) sociocultural theory, and Ruddell and Unrau’s (2004) sociocognitive reading model served as theoretical frameworks that informed this naturalistic inquiry. Through constant comparative analysis (Glaser and Strauss, 1967) of data collected through pre- and post-interviews, bi-weekly teacher study group meetings, and classroom observations, the teachers’ knowledge, beliefs, and understandings about how culturally, linguistically, and economically diverse (CLED) students learn and develop literacy skills were explored. The findings of this study demonstrate how teacher study groups can provide teachers with a safe space to build trusting relationships so that they can discuss school and classroom-related uncertainties, vulnerabilities, frustrations and successes. Shifts in enacted curriculum, instruction, and beliefs occurred as the teachers in this study attempted to negotiate their beliefs about how CLED children learn through engaging in conversations related to integrated curriculum, higher-order thinking, inquiry-based learning, literacy instruction, literacy development, and the diverse needs of their students.
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Chung, Hiu Yui Edsoulla. "Developing beliefs and practices regarding vocabulary teaching through a dialogic approach for professional development : a case study of English language teachers in Hong Kong." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/283182.
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Given the fundamental role beliefs play in guiding what individuals think and do, it is important to understand teachers' beliefs and their development in order to facilitate professional growth, which in turn has the potential to promote effective teaching and learning. While research efforts have been devoted largely to investigating teachers' beliefs, it is surprising that, despite its significance, there is little published data concerning vocabulary teaching, not to mention how professional training contributes to teachers' change in relation to the language area. This thesis, therefore, seeks to investigate teachers' epistemological and pedagogical beliefs about vocabulary development, understand their relationship with actual practice, as well as exploring how they develop through a dialogic approach which emphasises interaction and self-reflection. The study reported herein is situated in the context of Hong Kong, where problems relating to the teaching and learning of English vocabulary have been repeatedly highlighted in the literature. It mainly involves six frontline teachers of English as a second language in a local secondary school selected using purposeful sampling. Of these six teachers, four participated in a teacher development programme which focused on dialogic reflection on beliefs and practices regarding vocabulary teaching, whereas the remaining ones did not. Adopting a case study research strategy, the research draws on four major sources of data, including lesson observations, semi-structured interviews, teachers' professional dialogues and reflective writing, to illuminate issues regarding vocabulary teaching and the process of change. The findings of the study reveal the need to promote teacher professional development regarding vocabulary teaching and develop teachers' awareness of their own and alternative beliefs and practices. They also provide empirical support for the notion that dialogic reflection helps foster teachers' change, and enable us to arrive at a better understanding of the complicated nature of teachers' cognitive and behavioural development. These shed new light on sociocultural theory, generate original insights into how dialogic interaction can be used as a mediational tool to facilitate and understand teacher change in beliefs and practice, as well as providing implications for second language education and teacher professional development.
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Smets, Michael. "Doing deals in a global law firm : the reciprocity of institutions and work." Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:48185e10-6537-4305-8af3-8ccb27a07ebb.
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Since the early 1990s, institutional approaches to organizations have increasingly focused on explaining the role of agency in processes of institutional creation and transformation. The paradox of embedded agency, the question of how actors can become motivated and enabled to transform supposedly taken-for-granted practices, structures and norms has become the fundamental puzzle of contemporary institutional theory. Recent attempts to resolve this puzzle under the label of “institutional work” focus on practices aimed at creating, maintaining, and disrupting institutions, but portray them as planned, discrete episodes that unfold in isolation from everyday organizational or social life. Thereby, the label highlights institutionalists’ current neglect of work in its literal meaning as actors’ everyday occupational tasks and activities. The detachment of institutional work from practical work constitutes a significant blind spot in institutionalists’ understanding of agency and calls for research that examines the reciprocity of institutions and work. Drawing on illuminating constructs from theories of practice, this study extends existing field-level approaches to the paradox of embedded agency. It argues for a practice-based institutionalism that focuses on individual actors and the role of their collective micro-level praxis in constituting macro-level institutions. It re-connects institutional arguments to every-day activity rather than organizational or managerial action, unpacks the micro-practices and micro–politics by which actors negotiate institutional contradictions and demonstrates the reciprocity of institutions and work. The research addresses the detachment of institutional and practical work through a single-case study of a global law firm’s banking group. It explores what banking lawyers do when they ‘do deals’ and how their practical work may attain institutional relevance. Positioned at the intersec-tion of local laws, international financial markets, commercial and professional logics, banking lawyers operate across multiple institutional frameworks. Observations and accounts of their work provide particularly rich insights into the dynamics of institutional persistence and change, because they illustrate empirically how contradictory institutionalized concepts, practices and logics are experienced, negotiated, and constituted at work.
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Fairbrother, Michael. "Exploring Teachers’ Perceptions of the Complex Contextual Factors Influencing Decisions to Participate in Professional Learning on Early Reading and Their Uptake of Classroom Strategies." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41254.
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Research demonstrates those who fail to learn to read well face unfair and lifelong societal disadvantage (Allington, 2011; Castles et al., 2018; Frontier, College, 2018). The number of children who fail to learn to read proficiently remains unacceptable and persists even as research suggests practices to help struggling readers (Allington, 2011; Castles et al., 2018). Building upon dismal findings from literacy networks and evidence from empirical research this study addresses this problem by exploring how contextual factors influence teachers’ learning and practice and student early reading achievement through two research questions: 1) How do contextual variables at the school, board and provincial level influence the planning, delivery and uptake of early reading professional learning opportunities? 2) How do teachers perceive the relationships between (a) their professional learning experiences, (b) their classroom early reading practices, and (c) student reading outcomes? This complexivist multiple instrumental case study explores the role of context upon teachers’ (N = 6) perspectives in three diverse schools (rural, urban and suburban) in one school board with the voices of principals (N = 3) and board-level reading experts (N = 3) providing additional layers of context. Within-case findings demonstrate the importance of meeting local teacher and student needs. Contextual networks represent pathways leading to learning, teaching and student reading development. Cross-case findings reveal the universal needs of the participants for meeting students’ core social and academic needs. Finally, a conceptual framework depicts the interaction of contextual factors within the teaching, learning and student achievement process. Theoretical, empirical and practical implications anchor a discussion proposing a research agenda situating teacher early reading learning into a professional learning collective compassionate to the learning needs of teachers who in turn can be more responsive to the local and universal needs of their students.
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Gyesie, Nana. "Exploring the Impact of Collective Bargaining Agreements on Employee Performance Management." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3527.
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As of 2014, union density in the United States had dropped compared to union density during the 1950s. Collective bargaining agreements are the foundational agreement for all issues related to salary, benefits, and working conditions. The purpose of this multiple case study was to explore how collective bargaining agreements hindered or enabled managers from creating and sustaining high performance work practices. The conceptual framework included Walton and McKersie's work on behavioral theories for labor negotiations, human capital, and collective bargaining, and Huselid's work on high performance work practices. Fifteen respondents across 5 labor unions in Washington DC were selected through a randomized purposive sampling strategy for face-to-face and telephone semi-structured interviews. Additional sources of data included current and archived collective bargaining agreements, a reflective journal, and personal memos that were analyzed using Yin's 5-step analysis process. The following 5 themes were identified: performance management and accountability, organizational and union culture, intrinsic motivation and performance recognition, management practices, and the future sustainability of unions. These findings may help unionized organizations in the Washington DC metro area consider changing negative hiring and retention practices. Collective bargaining agreements, without a partnership framework linked to organizational sustainability, can hinder the creation and sustenance of high performance work practices in labor unions.
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Achieng-Evensen, Charlotte. "Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/9.
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By asking the question “How do young, urban, professional Kenyans make connections between tribal identity, colonialism, and the lived experience of nationhood?,” the researcher engages with eight participants in exploring their relationships with their tribal groups. From this juncture the researcher, through a co-constructed process with participants, interrogates the idea of nationhood by querying their interpretations of the concepts of power and resistance within their multi-ethnic societies. The utility of KuPiga Hadithi as a cultural responsive methodology for data collection along with poetic analysis as part of the qualitative tools of examination allowed the researcher to identify five emergent and iterative themes: (1) colonial wounds, (2) power inequities, (3) tensions, (4) intersection, and (5) hope. Participant discussion of these themes suggests an impenetrable link between tribal identity and nationhood. Schooling, as first a colonial and then national construct, works to mediate that link. Therefore, there is the need for a re-conceptualization of the term ‘nation’ in the post-Independence era.
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Blakely, April. "Strategies and Processes that Promote Sustainability of Campus Laboratory Schools in the Twenty-First Century." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1849.
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The purpose of this study was to identify and analyze patterns of institutional strategies and processes that promote the sustainability of laboratory schools housed and managed by institutions of higher education. First, a comprehensive analysis of the development, growth, decline, and current status of the laboratory school movement was conducted by means of a review of relevant literature. Next, an interview with the Director of the International Association of Laboratory and University Affiliated Schools (NALS) was conducted to gather information regarding the changing role of laboratory schools in the modern educational landscape of America. Subsequently, a survey of laboratory school directors was conducted to assess the current status of laboratory schools, examine the changing function of laboratory schools, and consider the effects of these changes. Open-ended interviews were conducted with laboratory school administrators whose schools had successfully transformed their mission to better serve the 21st century needs of their parent institutions and communities. Concurrently, document analysis was performed in order to triangulate findings with interview and survey data.
The data showed that laboratory schools were originally designed for the purposes of testing educational theories, developing innovative practices, and training teachers. Modern laboratory schools serve those same functions. They are clinical teaching facilities, demonstration facilities, research and development schools, and curriculum development centers. Their current and future challenges are: (1) to find innovative roles or niches that serve the diverse and sometimes divergent needs of their parent institutions and (2) ensure that staff have adequate resources (e.g., training, partnerships, and time) to fulfill those roles. Findings from this study describe schools that have failed and succeeded in undertaking complex change processes to promote sustainability.
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Hinkley, Susan E. "Implementing the Common Core State Standards for Mathematics." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2658.
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Current research and declining test scores indicate that changes in educational practice are required for successful implementation of the Common Core State Standards for Mathematics (CCSSM). Using a constructivist change theory framework, this grounded theory study explored the experiences 6 purposefully selected, experienced teachers at an Upstate New York school district had related to the implementation of the CCSSM. The research question investigated the experiences that educators had related to implementing the CCSSM and the accompanying New York State mathematics modules. Observation notes, interview transcripts, and teachers' journals were collected and analysed simultaneously through coding, constant comparison, theoretical sampling, and memoing. The core concern that emerged was the lack of alignment between the standards and the curriculum being used to teach them. This lack of alignment was related to oversized and repetitive lessons, as well as the de-emphasis on teaching the mathematical practice standards that are a large part of CCSSM. These factors caused teachers to invest large amounts of time re-writing curriculum. Findings suggest that administrator-supported adaptive professional development is required to strategically address experienced educator needs while allowing for educator autonomy in curriculum design. The project, an adaptive professional development plan, will support experienced educators as they enact modifications to curriculum in order to address the changes in teacher practice and student learning that are needed to align instruction with CCSSM . This project can be used on a wider scale and can contribute to the knowledge base of implementation models for educators to enact the changes in instruction necessary to improve student mastery of the CCSSM.
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Theurelle-Stein, Delphine. "Vers une extension du domaine de la compétence : la possibilité du soft. Contribution à une théorie agentique du développement professionnel." Thesis, Strasbourg, 2019. https://publication-theses.unistra.fr/restreint/theses_doctorat/2019/Theurelle-Stein_Delphine_2019_ED221.pdf.
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Dans un monde décrit comme VICA (volatile, incertain, complexe et ambigu), les grandes organisations internationales (Union Européenne, OCDE, World Economic Forum, etc.) multiplient les études pour identifier les compétences du 21ème siècle. Leurs résultats montrent que les soft skills - les compétences qui ne relèvent ni du savoir, ni du savoir-faire - sont des leviers de la performance individuelle et organisationnelle (Carnevale & Smith, 2013). Pour autant, le concept de soft skill reste flou et les travaux concernant leur développement rares (Boyatzis, 2006). L’objectif de notre thèse est de développer une meilleure connaissance des soft skills et de leurs modes de développement. Nous adoptons pour ce faire une démarche qualitative mobilisant différentes méthodologies et terrains de recherche : une étude exploratoire multi-site, une recherche-intervention et l’étude d’un cas extrême (Yin, 2014). Nos résultats, éclairés par la théorie sociocognitive de Bandura (2001), nous permettent de contribuer à une meilleure compréhension conceptuelle des soft skills, d’identifier les facteurs personnels et environnementaux de leur développement et in fine, de soumettre des préconisations pour la mise en œuvre d’une démarche soft skills dans les organisationsIn a world described as VICA (volatile, uncertain, complex and ambiguous), major international organizations (European Union, OECD, World Economic Forum, etc.) are multiplying studies to identify the skills of the 21st Century. Their results show that soft skills - skills that are neither knowledge nor know-how - are levers of individual and organizational performance (Carnevale & Smith, 2013). However, the concept of soft skill remains unclear and research on its development is rare (Boyatzis, 2006). The objective of our thesis is to develop a better knowledge of soft skills and their development modalities. To do this, we adopt a qualitative approach using different methodologies and fields of research: a multi-site exploratory study, an intervention research and the study of an extreme case (Yin, 2014). Our results, informed by Bandura's (2001) social cognitive theory, allow us to contribute to a better conceptual understanding of soft skills, to identify the personal and environmental factors of their development and ultimately, to submit recommendations for the implementation of a soft skills approach in organizations
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Gul, Arzu. "CONSTRUCTIVISM AS A NEW NOTION IN ENGLISH LANGUAGE EDUCATION IN TURKEY." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467823376.
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Fiori, Christy. "Supportive Systems for Building Capacity of the Elementary Instructional Coach." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062803/.
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The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth district. Through syntheses of research from educational scholars, the conceptual framework was developed with a focus on building capacity of instructional coaches in an ever-changing environment of fast-growth through the lens of professional learning communities, human and social capital, and support from district and campus administration. This study assessed the perceptions of six instructional coaches, six principals, and six district leaders from Rose ISD regarding the school district's support for building the capacity of instructional coaches within the elementary instructional coaching program. The three-part data collection process included document analysis, in-depth interviews, and focus group interviews to support triangulation of data. Through the a priori coding process, the following four themes emerged that highlight key components needed to support district leaders in establishing systems to build the capacity of instructional coaches in an ever-changing environment caused by fast growth: structured time for professional learning, program clarity, collaborative support systems, and implementation of a professional learning community framework. This study revealed a specific need to further understand systems for monitoring and evaluating the effectiveness of the instructional coaching program in an ever-changing environment of a fast-growth district.
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Feyertag, Joseph. "Varieties and politics of skill protection : a micro level analysis of unemployment protection systems in Europe." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:c69681da-2da3-4467-985f-b644c1be6c48.
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Varieties of Capitalism theory predicts that the skill specificity of workers determines their demand for social protection. In this thesis, I test this assumption using a measure of occupational mobility between pre- and post-unemployment, which I apply to European workers in different skill groups as defined by Fleckenstein et al., (2011). Using this measure as an indicator of the portability of workers' skills, I then evaluate whether the lower marketability of human capital investments is associated with greater demand for unemployment protection. The findings demonstrate that whilst this relationship is apparent in certain countries, notably Coordinated Market Economies such as Germany, the assumptions do not apply across institutional settings. Consequently, skill specificity cannot explain variation in attitudes towards unemployment protection policies between countries.
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Wilson, Linus. "Essays on the financial governance of firms." Thesis, University of Oxford, 2007. http://ora.ouls.ac.uk/objects/uuid:d7b12d53-d530-438e-bbe6-366d356ac37f.
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Agerberg, David, and Sofia Selenius. "Det “transformativa” i transformativa teknologier : En studie om investeringar inom området transformativ teknologi och dess transformativa egenskaper." Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448114.
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Teknologiers transformativa förmågor har stor potential att bidra till förändring som gynnar samhällen, miljön och mänskligt välbefinnande. Världen står idag inför många stora utmaningar som klimatförändringar och omfattande digitala förändringar. Investerare påverkar vilka teknologier som formar våra samhällen, och uppdragsdrivna aktörer, snarare än endast vinstdrivna, kan påverka framtida paradigmskiften. Trots ett ökat intresse för området ”transformativa teknologier” saknas konsensus kring grundläggande egenskaper och vad begreppet inbegriper. Avsaknaden av definierande egenskaper resulterar i att begreppet löper risk att urvattnas, vilket vidare medför negativa effekter kopplade till beslutsfattares avsaknad av praxis för att utvärdera transformativa förmågor hos teknologier. Beslutsfattare kan hjälpas av ett tydligare definierat begrepp och genom applicerbara metoder kan beslutsfattare hjälpas nå sina mål. Befintliga metoder för utvärdering av ansvarsfulla investeringar som ESG och Impact investing är inte fokuserade på teknologier och därtill finns begränsningar som gör de mindre tillämpbara i fall där transformativa teknologier är relevant. Studien bidrar till en ökad förståelse för begreppet och tillhandahåller metoder för utvärdering genom att analysera transformativa egenskaper i Industrifondens portföljbolag inom området transformativ teknologi. Det empiriska underlaget utgörs av 12 portföljbolag. Studien visar på tre dimensioner av transformativa egenskaper, value changes, mimicry och diffusion, samt bidrar med förståelse kring dess innebörd. Vidare visar studien på återkommande mönster i termer av transformativa egenskaper. Utöver bidraget kopplat till en ökad förståelse inom området ger studien förslag på hur dessa teknologier kan utvärderas samt hur utvärderingsmetoder kan tillämpas vid investeringsstrategier.The transformative capabilities of technologies have great potential contributing to change that benefits society, the environment and human well-being. The world faces many grand challenges today, such as climate change and extensive digital change. Investors affect which technologies shaping our societies and organizations that are mission-driven, rather than entirely profit-driven, can affect the paradigm shifts that are to come. Despite an increased interest in the field of “transformative technologies”, there is a lack of consensus on basic characteristics and what the term entails. The lack of defining characteristics results in a risk of the term being diluted, which further has negative effects linked to decision-makers’ lack of approaches to evaluate transformative abilities in technologies. Decision-makers can be helped by a more defined concept, and through applicable methods, decision-makers can be helped to achieve their goals. Existing methods for evaluation of so-called “responsible investments” such as ESG and Impact investing are not focused on transformative capabilities of technologies. Furthermore, some limitations make them less applicable in cases where transformative technologies are relevant. The study contributes to an increased understanding of the concept and provides methods for evaluation by analyzing transformative capacities in Industrifonden's portfolio companies in the field of transformative technology. The empirical basis consists of 12 portfolio companies. The study highlights three dimensions of characteristics for transformative technologies, value changes, mimicry and diffusion, and contributes to an understanding of their meaning. Furthermore, the study shows recurring patterns in terms of transformative characteristics. In addition to the contribution linked to an increased understanding in the area, the study provides suggestions on how these technologies can be evaluated and how evaluation methods can be applied to investment strategies.
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Rice, Claire Michele. "A Case Study of the Ellison Model's Use of Mentoring as an Approach Toward Inclusive Community Building." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/37.
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The Ellison Executive Mentoring Inclusive Community Building (ICB) Model is a paradigm for initiating and implementing projects utilizing executives and professionals from a variety of fields and industries, university students, and pre-college students. The model emphasizes adherence to ethical values and promotes inclusiveness in community development. It is a hierarchical model in which actors in each succeeding level of operation serve as mentors to the next. Through a three-step process--content, process, and product--participants must be trained with this mentoring and apprenticeship paradigm in conflict resolution, and they receive sensitivitiy and diversity training, through an interactive and dramatic exposition. The content phase introduces participants to the model's philosophy, ethics, values and methods of operation. The process used to teach and reinforce its precepts is the mentoring and apprenticeship activities and projects in which the participants engage and whose end product demontrates their knowledge and understanding of the model's concepts. This study sought to ascertain from the participants' perspectives whether the model's mentoring approach is an effective means of fostering inclusiveness, based upon their own experiences in using it. The research utilized a qualitative approach and included data from field observations, individual and group interviews, and written accounts of participants' attitudes. Participants complete ICB projects utilizing the Ellison Model as a method of development and implementation. They generally perceive that the model is a viable tool for dealing with diversity issues whether at work, at school, or at home. The projects are also instructional in that whether participants are mentored or seve as apprentices, they gain useful skills and knowledge about their careers. Since the model is relatively new, there is ample room for research in a variety of areas including organizational studies to dertmine its effectiveness in combating problems related to various kinds of discrimination.
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Alfredsson, Josefine, and Rebecca Farrensteiner. "Framtiden är självorganiserad? : Så ett frö och få det att växa." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41582.
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Background: Since the 1980s, society has been hit hard by economization and deprofessionalization through neoliberal abstract forms of governance. Control is achieved by measuring efficiency through simplified models. The demand for measurability has also hit the art field where administration and paperwork have increased. As an effect, a large part of cultural funding goes to non-artistic activities. Values other than those of art are focused on and art institutions are having to adapt to the logic of the market and meet commercial interests. In addition, the conditions of artistic production have deteriorated: there are no resources, space or time yet, which threatens art production. The situation is, to say the least, strained for many artists, who are more or less forced into their own corporate activities by the field's surrounding organizations and institutions. However, there are those who work against this development and act for change. Artists have collectively organized themselves outside the city that no longer meets the condition for artistic production. They are about 40 organisations spread across Sweden. Through networks, they have united under one designation; the self-organized. They could be said to constitute a micro-resistance to the current order. Purpose: The purpose of this study is to investigate what the self-organized means. Which ideas and practices make sense and distinction concerning the self-organised? We want to understand and highlight how the self-organised are motivated and how they go about trying to alter and expand the artistic field and the society at large. Methodology: Using a qualitative approach, the study has been a case study of a central actor in the self-organized fields; Art Lab Gnesta. Materials have been collected through a group interview, participant observation and through written sources produced by the study object itself. This is to better understand underlying ideas and what it is that makes sense for self-organized arts organizations. Conclusions: This study is about a possible institutionalisation process in its future. The self-organised is a kind of avant-garde of the 20th century. In this study, we conclude that the self-organised should be understood as a concept that provides alternative frameworks in a world characterized by an unsustainable order. The self-organised opens up opportunities and shows other ways to go. If many join the concept, changes can possibly be achieved. We have seen that they succeed in reaching out and are legitimized by both the authorities, the art world and the local population. When enough people act on similar ideas, they can constitute institutional pressure and possibly create change. We understand the self-organised as a predestination and a strategy for a potential future. It is about change, nothing else can be determined since we are in the initial stage of the course of event. They are a grassroots movement.Bakgrund: Samhället har allt sedan 1980-talet drabbats av en hårt driven ekonomisering och avprofessionalisering via nyliberala abstrakta styrformer. Kontroll uppnås genom att via förenklade modeller mäta effektivitet. Kravet på mätbarhet har även drabbat konstfältet där administrationen har ökat. Således går en stor del av kulturfinansieringen åt till icke-konstnärlig verksamhet. Andra värden än den av konsten fokuseras och konstinstitutioner har i större utsträckning marknadsanpassas och möter kommersiella intressen. Utöver detta har konstnärers produktionsförhållandena försämrats: det finns inte rum, tid och resurser nog, varvid konsten hotas. Situationen är minst sagt ansträngd för många konstnärer, som mer eller mindre tvingats in i egen företagsverksamhet av fältets omgivande organisationer och institutioner. Det finns dock dem som tar spjärn mot denna utveckling och verkar för en förändring. Konstnärer har kollektivt organiserat sig utanför staden som inte längre erbjuder. De är ett fyrtiotal verksamheter spridda över Sverige. Genom nätverk har de förenat sig under en beteckning; de självorganiserade. De skulle kunna sägas utgöra ett mikro-motstånd mot rådande ordning. Syfte: Syftet med denna studie är att undersöka vad de självorganiserade betyder. Vilka idéer och vad för praktiker ger mening och distinktion gällande de självorganiserade? Vi vill förstå och belysa hur de självorganiserade motiveras och hur de går tillväga för att försöka uppnå förändring av den ordning som de tar spjärn emot på det konstnärliga fältet och i samhället i stort. Metod: Utifrån en kvalitativ ansats har studien utgjorts av en fallstudie på en central aktör på de självorganiserades fält; Art Lab Gnesta. Material har samlats in genom en gruppintervju, en deltagande observation samt genom skriftliga källor producerade av studieobjektet själv. Detta för att bättre förstå bakomliggande idéer och vad det är som ger mening för självorganiserade konstorganisationer. Slutsatser: Denna studie handlar om en eventuell institutionaliseringsprocess i sitt blivande. De självorganiserade är ett slags 2020-talets avantgarde. I studien kommer vi fram till att de självorganiserade ska förstås som ett koncept som ger alternativa ramverk i en värld präglad av ohållbar ordning. De självorganiserade öppnar upp för möjligheter och visar på andra vägar. Ansluter många till konceptet kan eventuellt förändringar uppnås. Vi har sett att de lyckas nå ut och legitimeras av både makthavare, konstvärld och lokalbefolkning. När tillräckligt många handlar utifrån liknande koncept kan de utgöra ett institutionellt tryck och eventuellt skapa förändring på fältet. Vi förstår de självorganiserade som en predistination och en strategi för en potentiell framtid. Det handlar om förändring, inget annat kan slås fast då vi är i skeendets initiala stadie. De är en gräsrotsrörelse.
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Huang, Cian-Zi, and 黃千子. "Understanding Knowledge assets of professional VirtualCommunities：An extension of the resource based theory andsocial capital theory." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/22596925752830310899.
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碩士國立高雄第一科技大學
資訊管理所
95
Professional virtual communities (PVC) are place where people with common interests share knowledge of specific domain on the Internet. The objective of PVC encourages members to get or share knowledge through the websites. Recently, Knowledge assets .are important assets to effects the successful of PVC and related to the growth of community. However, the members intention to continue using the PVC as determinant of the PVC success. While initial use (adoption) of the PVC is the important first step toward realizing PVC success, an eventual PVC success further depends on its continued use or continuance after initial use. In order to make initial users to change continue users that it must be add the knowledge assets. According to literature review, this study indicated knowledge assets to classify with four assets. (1)human assets such as expert and to accumulate members’ knowledge,(2)technical assets such as shareable technical platforms and functional support,(3)complementary assets such as reputation, rules, an appropriate culture encourages human to share knowledge within a community,(4)relational assets such as interpersonal relationships. The resource based theory(RBT) provides a theoretical basis for linking knowledge assets and community success, and explain how community continue use resides more in those assets to leverage website than in the technology itself. The social capital theory (SCT) provides a theoretical basis for explaining interpersonal relationship build and became relational assets. This study integrated resource based theory and social capital theory to propose the model for PVC members’ satisfaction and continuance intention. The results finding that technical assets, complementary assets and human assets positive related of PVC members’ satisfaction and indirect influence members’ intention of continuance use. Relational assets positively related of PVC members’ intention for continuing use. Some implications for practice and research are identified.
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"Influencing social capital in times of change: A three pronged approach to instructional coaching at the middle school level." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.24783.
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abstract: This mixed methods participatory action research study explored how an instructional coach influenced a state mandated curriculum adoption at a Title 1 urban middle school. The purpose of this study was to identify ways in which an instructional coach supported a veteran staff during the adoption of new curriculum standards. The instructional coach/action researcher employed a three pronged coaching approach that incorporated individual and team coaching sessions and increased networking to encourage and support the development of social capital. This study was informed using Vygotsky's Social Learning Theory, Wenger's Communities of Practice, Coleman's Social Capital Theory, and Hall and Horde's Concerns-Based Adoption Model. The study is heavily weighted in favor of qualitative data which includes participant reflections, coach individual session and team session reflections, field-notes, team meeting videos, and exit interviews. Several themes emerged supporting the use of a differentiated coaching approach, the promotion of social capital, and the identification of initiative overload as a barrier to curriculum adoption. The quantitative data analysis, pre and post study Stages of Concern Questionnaires, produced evidence that participants experienced minor shifts in their concerns relating to the adoption of Common Core State Standards. Results were used to inform coaching decisions based on individual participant needs as well as to augment the qualitative findings. Ideas for further research are discussed.Dissertation/Thesis
Ed.D. Educational Leadership and Policy Studies 2014
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Norman, Christian. "Narrative Change in Professional Wrestling: Audience Address and Creative Authority in the Era of Smart Fans." 2017. http://scholarworks.gsu.edu/communication_diss/77.
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This dissertation project provides a methodological contribution to the field of critical rhetoric by positioning narrative theory as a powerful yet underutilized tool for examining the power dynamic between producer and consumer in a participatory media context. Drawing on theories of author and audience from rhetorical narratology, this study shows how producers of media texts provide rhetorical cues to audiences that allow them to reassert their power in the form of creative authority vis-à-vis consumers. The genre of professional wrestling serves as an ideal text for examining such power dynamics, as WWE has adapted to changing fan participatory behaviors throughout its sixty-year history. Focusing on pivotal moments in which WWE altered its narrative address to its audience in order to reassert its control over the production process, this study demonstrates the utility of narrative theory for understanding how creative authority shows power at work in media texts. Further, this study situates rhetorical narratology in conversation with theories of rhetorical persona, scholarship on subcultures, and the discursive construction of the “people.” In so doing, I show how a nuanced understanding of author and audience augments critical rhetorical scholarship’s focus on power. Finally, by applying narrative theory as a method for both close textual analysis of single texts as well as a tool for piecing together a critical text from narrative fragments, I also address questions of the role of the text in rhetorical criticism and the role of authorship in an era when audiences exert influence on media texts as they are produced.
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Cho, Ching-yi, and 卓靜宜. "Leveraging on Program Change Theory to Examine Teachers’ Professional Development Paths— Three Case Schools in High Scope Science Curriculum Program." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/24903316507636458098.
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碩士國立臺灣師範大學
科學教育研究所
99
The purpose of this study was to investigate how high teachers went through the professional development process and the influencing factors for curriculum development in the High Scope program. Following Weiss’ (2000) program change theory, we first developed an analysis framework to serve as a theoretical professional development path; following the actual professional development the high school teachers were examined for comparison. Research data were collected from three high schools and analyzed by interviewing 17 teachers who participated in the High Scope program. The study resulted in the following conclusions: First, teacher professional development of the program can be divided into four stages: decision-making and formation of the project goals, peer exchange and seeking assistance from academic experts, application of the knowledge and skills learned in teaching practice, and maintain the skill and knowledge of the curriculum. (A) The main activities of the first stage are making plan, coordination and dividing the works. (B) The main activities of the second stage are peer exchange through meetings, and seeking professional or science education experts. (C) In the third stage, the participant teachers developed curriculum according to students' background and change their teaching method. (D) In the fourth stage, the participant teachers spread the developed teaching materials to others or integrated the teaching materials and teaching methods into the general curriculum. Second, the leadership style affected the first stage of teacher professional development. Teamwork of professional learning communities helps to deprive individual practice and enhance the effectiveness of teacher professional development. (A) The leadership style of professional learning community affect the decision-making and formation of the project goals of the teachers’ professional development. (B) The teamwork of professional learning community enhanced links between teachers and peer exchange, and enhanced the effectiveness of teacher professional development. Third, the teacher's self-understanding promotes teachers to find their roles in their classrooms and their function to improve student learning. (A)Teachers understood their limits of teaching knowledge and skill. The understanding promotes teachers’ continuing learning for professional development. (B) Teachers understood their role of guiding students to learn. The understanding helps the teachers to change their past teaching method.
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"Energy, capital, and technological change in Mexico and the estimation of the complete Mexican oil and gas supply model: 1965--2000." Tulane University, 2003.
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The first purpose of this research is to build a Cobb-Douglas Production Model considering capital, labor, and energy as the main inputs, in order to identify the role of energy, investment, and new technology in Mexico's economic growth. The estimation of this model shows that energy stands as a source of growth independent of capital and new technology. As a conclusion, Mexico must either develop its domestic sources of natural gas or substantially increase imports. The second purpose of this research it to build a complete oil and gas supply model for Mexico in order to identify the financial variables that could affect future oil and gas drilling, reserves, and production in order to secure the hydrocarbon supplies required for future generations The results of this research will be of vital interest to the staff of President Vicente Fox and to top-level officials at PEMEX. Energy in Mexico is of highest-order importance, stressed by both President Vicente Fox and PEMEX. The main issues debated in the Mexican political scenario are: (1) PEMEX could generate a huge economic surplus, but it is not possible because it plays an important role as a source of economic resources for Federal Government projects through a high Tax Burden. This statement is supported with econometrics. (2) PEMEX's challenge is to increase oil and gas exploratory and development drilling activities. There has been a lack of investment for these activities during the last years. The Secretary of Energy designed the Multiple Service Contracts (MSC) to invite foreign companies to invest in a state-owned company. This sounds as a probable promising alternative supported by the results of this research; however, there is still great debate about the MSC and the Energy Reform needed to let the energy sector support a successful Sustainable Development Growth Policy The analysis of the oil and gas supply model in this study leads to important economic policy recommendations that could support future debates on these issuesacase@tulane.edu
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Slott, Jordan Matthew. "Numerical Modeling of Coastline Evolution in an Era of Global Change." Diss., 2008. http://hdl.handle.net/10161/661.
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Scientists expect temperatures on Earth to get substantially warmer over the course of the 21st century, causing storm systems to intensify and sea-level rise to accelerate--these changes will likely have dramatic impacts on how the coastlines of tomorrow will evolve. Humans are also playing an increasingly important role in shaping Earth's coastal systems. Coastal scientists have only a general understanding of how these three factors--humans, storms, and sea-level rise--will alter the evolution of coastlines over the coming century, however. I conduct numerical modeling experiments to shed light on the relative importance of these factors on the evolution of coastline geomorphology.
In a series of experiments using a numerical model of large-scale (1 to 100's km) and long-term (years to centuries) coastline evolution that results from gradients in alongshore sediment transport, I explore how the patterns and rates of shoreline erosion and accretion are affected by shifts in 'wave climate' (the mix of influences on alongshore sediment transport of waves approaching from different directions) induced by intensified storm systems and the direct manipulation of the shoreline system by humans through beach nourishment (periodically placing sand on an eroding beach). I use a cuspate-cape coastline, similar to the Outer Banks, North and South Carolina, USA, as an important case study in my experiments. I observe that moderate shifts in the wave climate can alter the patterns of shoreline erosion and accretion, potentially increasing migration rates by several times that which we see today, and nearly an order-of-magnitude larger than sea-level rise-related erosion alone. I also find that under possible wave climate futures, beach nourishment may also induce shoreline change on the same order of magnitude as does sea-level rise.
The decision humans make whether or not to nourish their beach often depends upon a favorable economic outcome in the endeavor. In further experiments, I couple a cost-benefit economic model of human decision making to the numerical model of coastline evolution and test a hypothetical scenario where two communities (one 'rich' and one 'poor') nourish their beaches in tandem, under different sets of economic and wave climate parameters. I observe that two adjacent communities can benefit substantially from each other's nourishment activity, and these effects persist even if the two communities are separated by several tens of kilometers.
In a separate effort, I employ techniques from dynamic capital theory coupled to a physically-realistic model of coastline evolution to find the optimum time a community should wait between beach nourishment episodes ('rotation length') to maximize the utility to beach-front property owners. In a series of experiments, I explore the sensitivity of the rotation length to economic parameters, including the discount rate, the fixed and variable costs of beach nourishment, and the benefits from beach nourishment, and physical parameters including the background erosion rate and the exponential rate at which both the cross-shore profile and the plan-view coastline shape re-adjusts following a beach nourishment episode ('decay rate' of nourishment sand). Some results I obtained were expected: if property values, the hedonic value of beach width, the baseline retreat rate, the fixed cost of beach nourishment, and the discount rate increase, then the rotation length of nourishment decreases. Some results I obtained, however, were unexpected: the rotation length of nourishment can either increase or decrease when the decay rate of nourishment sand varies versus the discount rate and when the variable costs of beach nourishment increase.
Dissertation