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1
Harte, Patrick. "An analysis of EHEA Business School approaches to the development, configuration and management of international academic alliances." Thesis, Edinburgh Napier University, 2016. http://researchrepository.napier.ac.uk/Output/976954.
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The purpose of this study is to investigate the motivations for international academic alliance development, the configuration of alliance networks and their sustained management in Business Schools within the European Higher Education Area (EHEA). A purposive sample of Higher Education Institutions (HEIs) engaged with international alliance activities was selected from seven Business Schools within the target markets of France, Germany and Scotland. In order to investigate issues inherent within international alliance development this sample provided access to academic and administrative elites competent to discuss their alliance portfolios, from a strategic perspective, through semi-structured interview conducted in their home institutions. A key feature of the research was that, in the interest of minimising the potential for superficial or pre-conceived conclusions to be drawn, interviews with participants from two respondent institutions were positioned outside the researcher's direct ‘preferred partner' network. This insider-outsider perspective reduced potential bias through over-familiarity with solely networked institutional respondents when analysing the development, configuration and management of international academic alliances and alliance portfolios (APs).The study identifies three key findings on the basis of the analysis of institutional alliance activity. Firstly, that HEIs, operating within an appropriate regulatory environment can utilise both exploitation and exploration alliance strategies simultaneously to extend their resource base. The two strategies can be mutually reinforcing, and are not contradictory in tertiary education. Secondly, the analysis indicates that the extent to which resource extension may be achieved is reflected in the alliance strategy employed as HEIs internationalise. The movement from exploitation to exploration alliance strategy signifies a fundamental change in strategic intent and direction of the Business School, so new internationalisation strategy definitions are proposed for tertiary education. Thirdly, alliance management capability has the potential to develop, within complex partnership scenarios, as an institutional core competence, providing the potential for sustainable competitive advantage. On the basis of this analysis tools are developed which can assist in the strategic decision-making process for further evolution of alliance networks within institutional internationalisation strategies. The resultant application of these strategic tools allows for Business Schools to determine the characteristics of appropriate alliance partners to fill the gaps identified within their alliance network or portfolio.
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LaPrince, Shelly L. "A qualitative exploration of management education| Business school offerings in comparison to employer expectations." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568149.
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<p> The exploratory qualitative research study explored management education business school offerings in comparison to employer expectations. Through the lens of alumni and human-resources personnel participants, the research examined the skills deemed as transferrable to the workplace and competencies that undergraduate-management education alumni lack upon entry into the workplace. This research study used interviewing as the data-collection method to explore the experiences of undergraduate business-school alumni from two universities, which from here on out will be referred to as University A and University B, as well as human-resources personnel from the states where these universities are located. Existing literature relating to the effectiveness of management education programs did not fully address the problem at the undergraduate level. The findings of this study reaffirmed the need for employers, business school administrators, and faculty to increase collaborative efforts to ensure that undergraduate business-school program competencies are aligned with employer expectations.</p>
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Bartell, Nancy O. "Implementing Total Quality Management in Business and Academe: A Case Study." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2635.
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Total quality management (TQM) is a philosophy and process that has been successfully implemented in many business firms. Other organizations, including institutions of higher education, have become increasingly interested in adopting it. It is likely that facilitators need to be cognizant of organizational differences and adjust facilitation methods and strategies accordingly. This dissertation is an exploratory study designed to examine the role of the TQM facilitator in diverse settings. Specifically, the study is an in-depth two-case research study of TQM implementation in an international manufacturing firm and a regional institution of higher education. The primary foci of this dissertation are to (1) investigate differences in context and processes of each organization, (2) compare implementation events, (3) examine the facilitator's role at various stages of TQM implementation, and (4) identify barriers involved with TQM implementation in each organization. Conclusions of the study are that the facilitators' level of involvement in TQM implementation varied over time and at different stages of team development. Facilitators at the manufacturing firm used TQM tools and techniques more frequently than did facilitators in the academic setting. Lastly, outside facilitators had to adjust language, stories, and examples in the academic setting. They also relied heavily on an internal steering committee to plan agendas and assess the degree of acceptance by those involved in early stages of implementation.
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Kroll, Diane M. "Role expansion in student affairs : student affairs officers and fundraising in selected midwestern liberal arts colleges /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382626157.
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Cruickshank, Mary Therese. "Developing a quality culture within a school of nursing in higher education /." View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030424.121009/index.html.
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Sesate, Diana Beth. "A Matthew Effect?: Undergraduate Institutional Prestige, Admission to Medical School, and Medically Underserved Communities." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556663.
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Admission to medical school is key to addressing medically underserved communities because over 90% of medical students graduate and become physicians. Yet, members of populations most likely to serve medically underserved communities as physicians remain chronically underrepresented in medical education despite initiatives aimed at increasing their representation among medical students. Meanwhile, traditional determinants of medical school admission fail to fully predict success in medical school, but have a disparate impact on applicants from underrepresented populations. Other determinants are underexplored, especially undergraduate institutional prestige. This study used a quantitative case study approach to examine the relationship between undergraduate institutional prestige, admission to medical school, and potential to serve medically underserved communities via specialty. Using a synthesis of the frameworks of symbolic capital, the iron triangle, and manifest and latent functions as a lens, this study analyzes (1) the relative impact of undergraduate institutional prestige on predicting admission to medical school holding constant the effect of traditional determinants of admission to medical school (i.e., MCAT, GPA), (2) how undergraduate institutional prestige varies by admissions stage, and (3) the relationship between undergraduate institutional prestige and specialty. Overall, findings show that undergraduate institutional prestige is important throughout the medical school admissions process; yet, undergraduate institutional prestige is not related to specialty. Nonetheless, findings imply preferences for applicants from more prestige undergraduate institutions may be contradictory to fulfilling organizational missions concerned with addressing healthcare disparities.
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Cruickshank, Mary T., of Western Sydney Hawkesbury University, and Faculty of Management. "Developing a quality culture within a school of nursing in higher education." THESIS_FMAN_XXX_Cruickshank_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/604.
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During the past decade, nurses in the clinical setting have began making a paradigm shift from Quality Assurance to Total Quality Management, or as it is commonly referred to within health care facililties, Continuous Quality Improvement.In contrast, scant attention has been paid to quality management practices in nursing in the higher education sector. This study provides an applied example of where it investigates quality management practices in the context of organisational culture and human resource management with the aim of developing a quality culture model for a school of nursing in higher education.The research study that was conducted produced several major findings from the views of nurse academics who participated in it. Several issues associated with nurse academics' opinions of quality management practices utilised in schools of nursing have been unravelled.The fundamental issue is that procedures and policies formulated for nurses in the hospital setting do not serve the needs of nursing education.The most crucial factor to be considered in policy developments and future research is that it needs to be contextualised in the culture of nursing in higher education.It has become imperative that a transparent quality culture reflects contemporary nursing in Australia and the proposed model in this thesis provides nurses with an opportunity to shape a quality system for the nursing profession.<br>Doctor of Philosophy (PhD)
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Nieto, Michael Lewis. "What does leadership and followership mean in a post-1992 university business school?" Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5991/.
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The purpose of this research study is to evaluate what leadership and followership means in a Post-1992 University Business School. The focus of the research study is in the areas of transformational leadership, followership and distributed leadership within three English post-1992 university business schools. The research proceeds from the perspective of exploring leadership through qualitative methodology and constructivist analysis. The majority of respondents’ reported the perception that they did not experience transformational leadership. Furthermore, the respondents reported a propensity by those in management posts to approach complex leadership and followership situations with more controls and reporting systems, and /or as critical events requiring major staff restructuring and redundancies. Whereby the cases study managers perceived themselves unable to resist what the system required and/or were compelled to impose control measures. On the basis of the findings, what is required is a more inclusive academic community. Within a complex knowledge based environment, such as a business school, individuals might be both leaders and followers at different times. The research indicates that blended leadership, which is consultative and distributed, will encourage more collegiate engagement and thereby promote a climate within which each person can contribute to the effective leadership of the institutions concerned.
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Horn, Daniel Alan. "The effects of curricular and institutional changes on student-faculty and student-student relations at the Sloan School of Management." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289758.
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This study tests hypotheses posed in a 1983 article regarding the Sloan School of Management and the Harvard Business School (HBS). In this article, Van Maanen (1983) states that student-faculty and student-student relations in the two MBA programs differ due to their contrasting institutional and curricular characteristics. Subsequently, the Sloan School of Management adopted some of the same characteristics found at HBS. By adopting a cohort system, eliminating the master's thesis as a degree requirement, increasing its program size, and placing greater emphases on student in-class participation and faculty teaching quality relative to research production, the Sloan School has begun to resemble HBS structurally. Through interviews with MBA students, faculty members, and administrators as well as observations of classes and analysis of documents including course syllabi, this study attempts to determine whether the Sloan culture resembles that found in the literature on HBS. The results show that Sloan's culture looks more similar to that at HBS in some ways. Most importantly, the implementation of the cohort system has increased the sense of cohesiveness among students. In this manner, the Sloan culture has begun to resemble that at HBS. The more dramatic effects on student-faculty and student-student relations that are attributed to the HBS cohort, however, have not begun to appear at Sloan. Nor have the increased emphases on student in-class participation and faculty teaching quality had the same effects at Sloan as they have at HBS.
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Skordouli, Rosemary. "Operationalisation of strategic change in business schools identity deconstructing and integration management /." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=58977.
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Yalley, A. A. "Service productivity measurement : an application to higher education business and management schools." Thesis, Coventry University, 2012. http://curve.coventry.ac.uk/open/items/a4899d9c-dabc-4480-8fac-ff06e606ed8a/1.
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The service sector over the last few decades has become a symbol of prosperity and growth in many economies around the world in terms of its contribution to GDP growth, employment and standard of living. Despite this, the perception among most economists that productivity of services lags behind manufacturing still persists. Several scholars have attributed this to the conceptual, empirical and practical problems of measuring productivity in services. In an attempt to address these problems, the systematic review of extant literature and existing scales and semi-structured interviews led to the development of a theoretically grounded model and multi-item scales for measuring service productivity and its related constructs. The data was collected from higher education academics using a questionnaire instrument and was analysed using exploratory factor analysis, confirmatory factor analysis and structural equation modelling to empirically assess and validate the proposed service productivity model and to test the research hypotheses. The findings reveal that resource commitment positively and significantly influences employee readiness and customer readiness. In addition, resource commitment, employee readiness and customer readiness positively and significantly impact on service productivity. Finally, service productivity positively and significantly influences stakeholder satisfaction. Each of the relationships in the conceptual model was supported and resource commitment has the greatest impact on both employee and customer readiness. Overall, the results suggest that the antecedent determinants of service productivity are resource commitment, employee readiness and customer readiness and the consequential determinant of service productivity is stakeholder satisfaction. Theoretically, this thesis advances our understanding of productivity measurement in services and contributes to its multidisciplinary theory building by establishing the determinants of service productivity and proposing and validating a conceptual model for measuring service productivity. Methodologically, this thesis contributes to the existing scales in marketing by developing new scales for measuring the researcher`s proposed constructs. Managerially, the proposed model and conceptual framework highlight the factors that service managers can employ in measuring, managing and improving productivity in their organisations.
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Weller, Stephen Adrian. "A study of organisational justice and participative workplace change in Australian higher education." full-text, 2009. http://eprints.vu.edu.au/2028/1/weller.pdf.
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This thesis explores employee participation in the management of workplace change through an organisational justice framework within the context of the Australian Higher Education (HE) sector. The thesis examines the extent to which the Australian HE sector makes provisions for participative workplace change, the extent to which participants within the sector perceive participative workplace change as providing fairness, and practices that can facilitate and foster participative workplace change. The provisions for participative workplace change are examined through a longitudinal study of enterprise bargaining agreements across all public universities in Australia for the period of 1997-2006. The research findings identify a decline in both the degree and form of employee participation in workplace change across this decade. The perceptions of participative workplace change are examined through an altitudinal survey of management and union executives within all public universities in Australia. The research findings identify considerable divergence between management and union executives in relation to employee participation, workplace change and organisational justice. The practices for participative workplace change are examined through twenty semi-structured interviews with management and union executives drawn from amongst the respondents to the attitudinal survey. The research findings identify areas of convergence around organisational justice dimensions and workplace change practices between management and union executives. The thesis concludes that it is a combination of fair processes and fair interactions which are most effective in facilitating workplace change and fostering employee participation in the Australian HE sector and which in turn are seen to be able to contribute to shared perceptions of organisational justice.
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Ramsey, Reginald. "Correlative Study of Emotional Intelligence and the Career Intentions of First-Year School of Business Students." Thesis, Indiana Institute of Technology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3634067.
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<p> Globalization has resulted in the need for not only competent leaders but also leaders who have high levels of cultural intelligence. Currently there is a paucity of empirical research demonstrating causes of cultural intelligence, especially in the educational setting (Haigh, 2002; Knight, 2007; Rivera, Jr., 2010). The purpose of the current investigation is to examine whether educational experience (class level) has an impact on cultural intelligence and whether there is a statistical interaction between levels of cultural exposure and educational experience (class level) on cultural intelligence scores. A causal-comparative quasi-experimental cross-sectional quantitative study was used for the current investigation to describe differences between selected independent variables of educational experience (class level) and cultural exposure (none, minimal, moderate, high) on the dependent variable of cultural intelligence scores as measured by the Cultural Intelligence Scale (CQS) (Ang et al., 2007). Main and interaction effects of the independent variables on the dependent variable indicated that differences in educational experience (class level) and/or cultural exposure level have an impact on cultural intelligence scores. The data were collected from a population consisting of business administration students at a community college in the midwestern United States. A convenience sampling technique was used, drawing from the database of students enrolled in the business administration program. Because differences in cultural intelligence scores were found between class levels in college in the additional analyses, education might impact cultural intelligence positively, and strategies to foster more educational opportunities were recommended. Differences in cultural exposure levels resulted in differences in cultural intelligence scores in both the primary and the additional analysis and additional opportunities for cultural exposure expansion were recommended. The results of this study are useful because institutions of higher education prepare students for a global environment and advance the cultural knowledge of their students. The information from this study corroborates and adds to the literature on education and cultural intelligence and may suggest that institutions of higher learning should promote augmented cultural information/exposure.</p>
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Anderson, Andrew Edward. "Leadership or management : an examination of the expectations on a Head Teacher in a serious weaknesses school." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1480/.
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This thesis is an ethnographic study over an 8 year period of the leadership and management strategies involved in school improvement. The study takes place in a residential special school for pupils with BESD. The research specifically explored whether it is possible to distinguish between leadership and management activities, explores the role of the head teacher in relation to leadership and management and looks at change management against the context of school improvement. The methodology involves the interrogation of key documents covering the period from central government, local government agencies and documents produced by the School. There is a focus on identifying specific leadership approaches, matching actions to the National Standards for Head Teachers, matching change management actions to models defined by the Audit Commission. Use is made of document analysis methodologies in particular verb use to explore these matches. Findings suggest that the concept of leadership has been exploited commercially, and that leadership is defined by what an individual perceives it to be. That there is lack of clarity within central government about leadership in terms of its role and in education it has been used politically as opposed to practically. That models of leadership and management could not be clearly identified from the documents analysed. That it was not possible to identify many leadership actions through verb analysis. That verb analysis predominately identified administrative and management based actions. The findings suggest that head teachers should be able to model leadership strategies which are responsive to changing circumstances. That for change to be effective, the process needs to be considered, manageable, incremental, meaningful and owned. That Ofsted needs to measure the effectiveness of school leadership and management from an outcome based perspective which is derived from the National Standards for Head Teachers. The thesis provides a rational from which head teachers faced with leading a failing school can measure their thinking.
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Couch, Gene C. "A Measurement of Total Quality Management in Selected North Carolina Community Colleges." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2898.
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Many of the colleges in the North Carolina Community College System have embarked on a "quality" journey to continuously improve the educational programs and services that they provide to their communities. The primary focus of this study was to determine the level of Total Quality Management (TQM) principles implemented in selected North Carolina community colleges and to determine if there was a difference in the perception of its implementation between administrators and faculty. Additionally, this study examined the influence of the following variables on the implementation of TQM in selected North Carolina community colleges: personal factors (age, gender, ethnicity, and length of employment) and organizational factors (length of institutional involvement in TQM, institutional service area, institutional size, and institutional participation in the Carolina Quality Consortium). Furthermore, the study also gathered data about the positive and negative outcomes as a result of TQM/quality. Data for this study were obtained from a survey instrument that was based on the Malcolm Baldridge National Quality Award. The survey instrument was mailed to eight full-time administrators and eight full-time faculty members from 29 North Carolina community colleges. Twenty of the institutions belonged to the Carolina Quality Consortium. The remaining institutions represented a convenient sample of the 36 North Carolina community colleges that were not members of the Carolina Quality Consortium. Four hundred sixty-four surveys were mailed and 368 were returned. The overall percentage of survey return was 79.3. The Statistical Package for the Social Sciences (SPSS) was used for the analysis of data. An alpha level of.05 was used for all statistical tests. The major conclusions were: (1) there are different levels of TQM implementation among! the community colleges identified in this study, (2) there is a difference between the perception of TQM between administrators and faculty members, (3) the length of employment at the institution is a factor in the perception of the implementation of TQM, (4) age, gender, and ethnicity are not factors on the perceptions of the implementation of TQM, (5) the length of involvement in TQM, the service area, the size of the institution, and participation in the Carolina Quality Consortium are not factors on the overall quality ratings, (6) the positive outcomes perceived as having resulted from TQM/quality initiatives included improved communication, improved support systems, customer service, and increased involvement in planning and decision-making, and (7) the negative outcomes perceived as having resulted from TQM/quality were incongruence in philosophy and practice, too much time wasted, work overloads, and endless paperwork.
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De, Weese Bill Carl. "Variables influencing recent high school graduates' choice of postsecondary proprietary schools or community colleges: A study of business administration and related curricula at the Virginia Beach campuses of Commonwealth College and Tidewater Community College." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618894.
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The purpose of this study was to investigate the reasons why recent high school graduates choose to attend a postsecondary proprietary school or a community college. Choice models based on the choices of prospective four-year college and university students provided the basis for the study. Three sets of variables--significant persons, relatively fixed institutional characteristics, and other institutional characteristics--were analyzed in order to determine students' choice of the two types of institutions.;The populations of this study were a group of 22 students in business and related curricula at the Virginia Beach Campus of Commonwealth College and a group of thirty randomly selected students in similar curricula at the Virginia Beach Campus of Tidewater Community College. The participants had to have graduated from high school during the spring of 1986 or 1987 and had to be enrolled in an associate degree program in business or related curricula. They did not have to be enrolled full-time. These participants responded to a survey addressing variables which caused them to choose a postsecondary proprietary institution or a community college. Interviews were conducted with five survey respondents from each of the populations.;Data were analyzed using a one-way analysis of variance to investigate the differences between the two institutions. Statistically significant results were established at the.05 level of confidence. The results support the theory that recent high school graduates planning to matriculate at four-year colleges and universities choose their institutions for some of the same reasons that students planning to enroll in proprietary institutions or community colleges choose their schools. Differences were also identified.;Future research on student choice in higher education is needed in localities across the country. More information is essential regarding students who intend to enroll in local/regional proprietary schools and community colleges so that institutions may respond to the needs of prospective students.
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Rudzki, Romuald Edward John. "The strategic management of internationalization : towards a model of theory and practice." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/149.
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The research is concerned with examining the process of internationalization within higher education and specifically within UK Business Schools. The fieldwork includes the first ever national survey of such institutions conducted in 1992 and was followed by detailed case studies of two institutions - one in the UK and the other in the Netherlands, both of which included staff and student interviews. The findings examined the existence of policies and strategies, as well as critical factors for success, reasons for failure, obstacles and probable future directions. The results show that internationalization within the UK is taking place in a variety of ways, with little or no consideration of the strategic management of the process and is driven both by the need to increase fees from overseas students and to attract external funding such as that available from the European Commission. The thesis goes on to provide a fractal process model of internationalization which can be equally used by individual academics, as well as departments, faculties, institutions, national systems of education or for transnational organizations. The model is located within a conceptual framework developed using the methodology of grounded theory. The thesis concludes with an examination of possible future trends within higher education before returning to first princples in the form of a re-examination of the reasons for internationalization
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Johnson, Miriam S. "The Efficacy of Using Enforceable Statements as a High School Classroom Management Technique." Thesis, Jones International University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632214.
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<p> The purpose of this study was to evaluate how well one technique of a classroom management program, the <i>9 Essential Skills of the Love and Logic Classroom</i> (Fay & Fay, 2002a), fulfilled its claims to reduce teacher stress, decrease student argumentation, and improve teacher-student relationships at the high school level. Faculty members of a rural high school in upstate South Carolina completed pre- and post-study surveys, attended a training seminar, and implemented one technique, the enforceable statement, with students in their existing classes during April and May 2013. Weekly support sessions gave participants opportunities to ask questions and share successes and concerns. A mixed-methods, quasi-experimental study examined the perceptions of the participating high school faculty members to determine if they perceived significant changes in teacher stress, student argumentation, and teacher-student relationships pre- to post-implementation of the treatment. The overall quantitative findings indicated statistically significant differences, while the qualitative narratives provided conclusive evidence that the claims of the Love and Logic Institute are valid as they apply to the implementation of the enforceable statement. The participants further indicated that they found the enforceable statement an effective and positive technique for classroom management. The study was limited to the selected high school and to one Love and Logic classroom management technique. This study contributes to the literature by adding research on the Love and Logic approach at the high school level. The researcher recommends continued training and implementation of the enforceable statement at the selected school and in other high school settings.</p>
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Rutherford, Ginger J. "An Analysis of Reported Paid and Unpaid Time Off for Administrative Employees at Selected Public Universities in Tennessee." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2783.
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Lack of research on the use of the leave fringe benefit (paid and unpaid time off) as it related to administrators in higher education was the problem of this study. The main purpose of this study was to increase the body of knowledge by analyzing the differences among paid and unpaid time off and selected demographic data for administrators at four selected public universities in Tennessee (Austin Peay State University, East Tennessee State University, Middle Tennessee State University, and Tennessee Technological University). This descriptive study was conducted to provide a historical data base on the use of paid and unpaid time off in higher education in Tennessee. Data collection was accomplished using specialized computer programs to select information from existing data bases of the four universities. Conclusions of this study were based on reported paid and unpaid time off for 480 administrative employees from four public universities in Tennessee. Female administrators used reported annual and sick leave at significantly higher rates. Administrators with 11 to 15 years of seniority had significantly higher reported use of annual leave. Administrators in the state retirement plan had a higher use of reported sick leave. Administrators with salary ranges of $55,001 to \$65,000 had the lowest use of reported sick leave. Employees with doctorate degrees had significantly lower use of reported sick leave. There were no significant differences for reported annual and sick leave between the four age categories and the four institutions in the study. Recommendations were based on the analyses that significant differences exist in the amount of paid leave used and various demographic variables. Calculations on the research questions indicated that the cost for unpaid leave and paid leave types (jury duty, civil leave, military leave, and bereavement leave) were minimal. However, the calculated mean cost per employee for paid leave types (holiday, annual leave, and sick leave) were more costly. Public institutions should manage and market the leave fringe benefit as a major component of personnel cost.
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White, Deborah H. "The Impact of Cocurricular Experience on Leadership Development." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2992.
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This study investigated the impact of cocurricular activities on leadership development. College graduates recognized as community leaders were selected from three communities in Georgia, Kentucky, and Tennessee. Through survey and interview techniques, the leaders were asked to reflect on high school and college experiences that led to their development as leaders. The study included a focus on differences in experiences of male and female leaders. Developmental influences such as family, mentors, global experience, and the cocurricular activities engaged in during high school and college were explored. Title IX had no impact on increased opportunities for women in this group of participants, as only two female participants were in college in 1972. Results of the study include the importance of mentors, the strength of high school teachers and cocurricular activities, and the weak influence of college cocurricular activities. High school activities most frequently reported to have influenced leadership development include student government, group music experiences, athletics, and church youth groups. College activities with the most impact include resident hall living and internships. Gender differences in experiences include women's lack of identified community mentors and the importance of a college internship experience for women. Opportunities for men's participation in sports in high school and college as well as their descriptions of community mentors provided different learning experiences for men. Recommendations include a call to higher education to develop a more comprehensive and integrated approach to leadership education. Teaching mentoring skills to future K-12 education professionals as well as college faculty and administrators is recommended to higher education. Student Affairs preparation programs have a role to play in training future professionals how to plan meaningful leadership learning opportunities for students on campus and through distance education. Applying the best practices in experiential education will move college cocurricular activities to a higher level in achieving student learning outcomes. Accreditation bodies are also called to include such criteria in the evaluation of leadership education programs. The community leaders in this study offered leadership development advice to college students including becoming lifelong experiential learners, giving back to community, and preparing broadly for the future.
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Chun, Hans H. "Crisis planning at private residential institutions of higher education in Northern California." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2371.
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The purpose of this study was to analyze critical elements for crisis planning at seven private four-year residential colleges and universities in Northern California. The researcher reviewed each campus's written crisis plans and interviewed campus officials in charge of leading their respective institution's crisis planning efforts. The data revealed that the threat of natural disasters was a common impetus for formal crisis planning. Institutions borrowed information from other campuses and public and private organizations to develop institutional crisis plans. Outside agencies both contributed to and gained from collaboration with these institutions, although all institutions sought a degree of self-sufficiency for food and water supplies. Emergency Operations Centers were designed to focus staffing and resources in a single, in some cases moveable, location in the event of a crisis. Campuses in this study invested considerable resources in systems of communication with students, faculty, and staff, including sirens, digital displays, and Connect-ED, but individual subscription remained a barrier to the smooth functioning of Connect-ED. Multi-layered communication systems enhance a campus's ability to communicate with all stakeholders. Philosophies varied on specificity versus flexibility as the framework for crisis planning. Campuses used threat assessment teams as proactive intervention to identify students who pose a threat to themselves or others. The State of California Standardized Emergency Management System (SEMS), which became a template for the Federal National Incident Management System (NIMS), has become the unifying factor for crisis planning among these institutions. SEMS/NIMS, while not a mandate, emerged as a driving force for planning, because compliance with SEMS/NIMS is a requirement for receiving federal disaster emergency reimbursement for property damage. Practicing the plan, through tabletop and functional simulation exercises, allowed campus officials and civic safety agencies to develop a shared vocabulary and procedures. Crisis planning is a means to help a campus prepare for and respond to an incident in an effective manner, thus reducing harm to people and property damage. Although crisis planning cannot completely prevent incidents from occurring, appropriate and advanced planning and preparation can allow campus leaders to contain both the duration of and the damage caused by major crises.
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Vilares, Sofia Nascimento. "Analysis of the progress of lifelong learning strategies of Portuguese Economics and Management Schools." Master's thesis, NSBE - UNL, 2014. http://hdl.handle.net/10362/11819.
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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics<br>Lifelong learning (LLL) is becoming increasingly relevant to today’s society, not only to individuals, but also to higher education institutions (HEIs). This is due to the fact that external forces such as globalization and technological change are pressuring individuals to constantly update their knowledge, and HEIs, to respond to societal and market demands. To engage in LLL strategizing HEIs have to overcome some
barriers while at the same time assure the response to labor market and students’
needs. Therefore, more and more HEIs have to engage in strategy making in a way
more similar to the one of business world. Portuguese HEIs are facing even greater
external forces’ pressure due to the economic crisis the country is going through,
which has implied state funding cuts but also low available income to families.
The main aim of this master thesis was to study empirically the LLL strategy content
and process of Portuguese economics and business schools and departments. This was
assessed through semi-structured interviews performed to the schools. Further, there
was the aim to understand the perspective over LLL of potential students as it affects
the LLL strategy making, and, so, would be valuable in the provision of
recommendations to the schools. This was assessed through a survey. The study
allowed the conclusion that there is an increasing market-orientation from the schools, and a stakeholder-orientation, with increasing relevance given to corporate partners, Alumni and students’ opinion.
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Hicks, Terence. "Spirituality Research Studies in Higher Education." Digital Commons @ East Tennessee State University, 2016. https://amzn.com/0761867406.
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Finding meaning and purpose in loss : insights into spiritual aspects of the grieving process of college students / The relationship between spirituality and sexual identity among lesbian and gay undergraduate students : a qualitative analysis / A profile of choice/responsibleness and goal-seeking attitudes among first-generation and non-first-generation college students / Spiritually driven strategies employed by first-generation college aspirants of color to resist stereotype threat and discrimination / African American males' college preparedness : the role of spirituality in home-based education / African American college women's reactions : a group program providing counseling and spiritual support / Internalization of the African gods and academic achievement perceptions. Spirituality Research Studies in Higher Education offers two uniquely designed sections that showcase a group of talented scholars from major research institutions.
This edited volume by Terence Hicks provides the reader with topics such as spiritual aspects of the grieving college students, spirituality and sexual identity among lesbian and gay students, spirituality driven strategies among first-generation students, the role of spirituality in home-based education, and counseling and spiritual support among women.<br>https://dc.etsu.edu/etsu_books/1094/thumbnail.jpg
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Cargill, Barbara Joan. "Leadership in institutions of higher education, 1988-1991 : on the experience of coping with crises /." Connect to thesis, 1995. http://eprints.unimelb.edu.au/archive/0002040.
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Seema, Phuti Julius. "The role of the principal towards effective educational leadership in selected secondary schools in Waterberg Education District." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1513.
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Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2016<br>The main purpose of this research study is to investigate and analyse the role of the Principal towards effective educational leadership in selected Secondary schools in Waterberg Education District. The effectiveness of the educational leadership depends on the educational managers’ personal backgrounds, con-duciveness of the school climates, positive learning school cultures, availability of resources in the classrooms, utilisation of learner-teacher support material (LTSM), effective organisation of educational excursions, and other related issues. Principals, by virtue of their positions need to be empowered so as to coordinate activities and provide resources that can be used to enhance effect-tive educational leadership.
The most important aspect pertaining to effective educational leadership in schools, is that it must be managed properly. This actually implies that correct and relevant resources should be provided to reinforce the quality of effective educational leadership. The primary study revealed that effective educational leadership cannot be achieved by school Principals in isolation, but through the School Management Team as a whole.
Due to the nature of the study, the researcher has employed phenomenology, stratified random sampling and qualitative research design to achieve the in-tended goal of the research project. The researcher has also used case studies and interview research instruments to collect relevant data from twenty (20) SMT members in area of the study. The data collected through case studies and interviews was analysed by coding derived from audio tape recorder. Descriptive analysis was used to analyse the data whose findings were based on to make conclusions and recommendations.
The results indicated that the role of the Principal contributes significantly to the quality of effective educational leadership. The results also showed that there is a need for continued support from the members of the School Management Teams. The need for support from the parents, SGBs and government in terms of resources, is vital. The abovementioned support, can also assist the Principals to make a positive impact on effective educational leadership.
The researcher believes that, if the findings and the recommendations from the study can be applied properly, they can add value to the educational practice in Waterberg District in particular and Limpopo Province as a whole.
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Wedlin, Linda. "Playing the ranking game : field formation and boundary-work in European management education." Uppsala : Företagsekonomiska institutionen, Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4131.
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Mitchell, Lorianne D. "The Business of Higher Education: Recommendations for Business Schools Faced With Rapid Technological Advancements." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/8324.
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Slone, Michael J. "Supporting Students| The Role of High School Athletics." Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816019.
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<p> The majority of American high school students compete in school sponsored athletics (NCES, 2017; NFSH, 2017). Therefore, it is important for students, parents, educators and other pediatric professionals to be aware of the benefits and costs of participation. High schools and their associations are also often put in a position of determining what, if any, academic requirements should exist for athletic eligibility. This paper provides a thorough literature review of more than sixty references related to the benefits, costs, eligibility standards and legal issues associated with high school athletic participation. In addition, to gather and analyze input directly from the classrooms and playing fields, a novel survey on the topic was conducted with more than 130 high school employees at various high schools in Northern California, including teachers, coaches, athletic directors, administrators, psychologists, counselors and other staff. Findings from the literature and survey overwhelmingly support the immediate and long-term academic, occupational, social-emotional and health benefits of high school sports. More controversial, however, is suspending athletic participation for students who do not meet academic requirements. The author explores this issue taking into account the proven benefits of high school sports, procedural and legal concerns, and best practices for students. In particular, the effects are considered by gender, race, English-language status, socio-economic status and students with disabilities. Conclusions and recommendations are provided to assist stakeholders in understanding the role of high school athletics and developing fair and appropriate procedures and interventions for supporting all student-athletes. </p><p>
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Ziduli, Mlungiseleli. "The managerial leadership styles of school principals for school effectiveness: a study of six Secondary schools of the Dutywa Education District." Thesis, Walter Sisulu University, 2016. http://hdl.handle.net/11260/504.
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The purpose of this study was to investigate the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District in the Eastern Cape Province of the Republic of South. The literature review reflects theories concerning the managerial leadership styles of school principals for school effectiveness. In order to attain the aims and objectives of the study, the researcher used the qualitative research method, both in collecting and analyzing the data. The case study design was used to describe and access the phenomenon and the purposive sampling method was used to select (6) secondary school principals. An open ended interview schedule was used for the face-to-face in-depth interviews on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District. Themes were drawn from the responses of the participants and analysed. Some of the findings were: Democratic and participatory leadership styles were used by the school principals to achieve maximum co-operation from both experienced and beginning teachers and the learners in the schools. Laissez fair and autocratic styles of leadership appeared to be undesirable for the management of schools. For school principals’ effective management, they need to do proper planning, organising and scheduling of activities, assigning duties to teachers and delegating some of their work to competent teachers. The reasons for school principals’ ineffectiveness in this study were: favouritism, over-familiar relationships with some teachers, ignoring teachers’ personal problems, workload, lack of support and co-operation from teachers. Incorrect interpretation of educational policies were seen to lead to chaotic situations, poor performance of both teachers and learners, division between learners and teachers, a lack of unity between school stake-holders, poor job satisfaction and lack of trust and respect for the principals concerned. Factors contributing to principals’ incorrect interpretation of educational policies and execution of management roles were: negligence, lack of knowledge and ability to interpret educational policies, lack of proper induction programmes and training of principals and lack of support on policy matters from the Department of Education. Contributing factors resulting in barriers to principals’ ineffectiveness in the management of schools were: failure to give proper instructions to teachers and learners, failure to effectively use of available funds in the school, failure to implement all educational programmes in the school including co-curricular and extra mural activities, lack of experience, lack of support from both the Department of Education and the parents, lack of resources, high staff turnover, favourtisms and failure to hold teachers accountable for poor work done. Mechanisms deemed to overcome the factors leading to barriers to principals’ execution of their management roles at schools were: making the effort to be knowledgeable about educational policies, timely responses to problems in the school, regular consultation with stakeholders, employment of SGB teachers, taking direct supervision of instructions in classrooms and endeavoring to have good relations and gaining support from the SGB and the parents. The researcher made some recommendations on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District.
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Muffet-Willett, Stacy L. "Waiting for a Crisis: Case Studies of Crisis Leaders in Higher Education." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1290118943.
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Chow, Wai-yee. "How do school leaders shape school culture? a multi-dimensional perspective /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35344222.
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August, Thozama Ncediwe. "Improving school management systems of low pass rate of high schools in the PE school district." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/12571.
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The DoE is structured in such a way that in all the provinces there are Districts which are formed by clusters. The performance of each province is measured according to that of the different Districts. This District performance reflects back to the schools in the clusters where they are found. Everyone is keen to know which District will be the top performer in the Grade 12 results in the Eastern Cape; because this is where performance of each school is measured. In the past years it was sad to notice that the Eastern Cape schools have had a very low pass rate. The DoE (PE) District has a challenge to change the situation in which the province finds itself. This research seeks to address the challenges encountered by the schools which are not able to improve their pass rate. It focuses on the school management systems of low pass rate schools; and how can they be modified. It is vitally important to manage the organisation or institution in a way which will optimize performance. That is the reason for discussing and debating the way school management is operated in the high pass rate schools, so that differences between the two categories of schools are noted and good strategies are utilised in low pass rate schools. For the PE District to improve; the schools in the circuits must improve in their performance. Each circuit is allocated an Educational Development Officer (EDO). It is the duty of the EDO to monitor and evaluate the schools in their circuits. These departmental officials have to ensure that schools are managed well; that is, that the school management systems are functioning properly. They need to assist the schools in any way they can, in order to improve the performance of the schools. This research study seeks to bring forward the challenges faced by the low performing schools so that every stakeholder in the schools and in the DoE is on board to improve the situation. Improvement in the circuit will help the province to enhance its overall performance.
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Hamza, Enayatulla. "The role of higher education in public sector education and training : the case of the School of Government, University of the Western Cape." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5212.
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Thesis (MPA (Public Management and Planning))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: The provision of Public Administration education and training has been under the spotlight by Higher Education
Institutions (HEIs) since the early 1990’s and has received further prominence by the South African government in recent
years. The 1994 democratic elections has brought about challenges and opportunities for educational and training
institutions, among others, to reflect on their programme content, methodology and clientele and to gear themselves
towards the needs of a “developmental state”. In response to these challenges and opportunities, South African HEIs of
various types and sizes have attempted to introduce or reform Public Administration education and training programmes
to both fit into the new political dispensation and help transform its public service. However, the emergence of these
new education and training programmes have not been without difficulties.
Notable efforts have been the emergence of schools of governments or public management at various tertiary
institutions all of which purport to educate and train public officials for a democratic service. The euphoria that
accompanied the institutional reforms might suggest that all is well, but the reality records that not all programmes have
lived to their ideals. In the light of the above context, this study focuses on the School of Government (SOG), University
of the Western Cape (UWC). The school has been selected due to its formal commitment to the provision of public
service education and training for the post-apartheid civil service. The study focuses on the role of the school, its
leadership, structure, content and processes of education and training programmes for the public service in the country.
The study explores the broad global and national role of HEIs in general, and their particular role in the provision of
Public Administration education and training. The study traces the global and national debates with respect to how public
servants ought to be educated and trained, and illustrates the Public Administration education and training challenges
faced in South Africa. The study also explores the legislative and policy framework governing HEIs and public sector
education and training in South Africa.
The evaluation of the UWC School of Government is based on the adaptation of the IASIA/UNDESA Standards of
Excellence model to measure the role and performance of the case. The case study is measured through the application
of institutional and programmatic criteria. In addition to the institutional criteria, the programme criteria focuses on the
SOG’s programme development and review processes, its programme content, programme management and
administration, and the performance of its programmes. The analysis of the case study is preceded by a historiography
and background of the SOG and its education and training programmes. A critical analysis of the case study is
undertaken in relation to the institutional and programmatic criteria mentioned above. Based on the findings of the study,
the thesis concludes with recommendations relevant to the case study and provides more general recommendations
applicable to institutions involved in the provision of Public Administration education and training.<br>AFRIKAANSE OPSOMMING: Die voorsiening van Publieke Administrasie onderrig en opleiding is onder die vegrootglas by hoër onderwys instellings
(HOIs) sedert die vroeë 1990’s en het in onlangse jare verdere prominensie verkry by die Suid Afrikaanse regering. Die
1994 demokratiese verkiesing het uitdagings en geleenthede vir onderrig en opleiding instellings teweeg gebring om,
onder andere, te besin oor programinhoud, metodologie en kliëntebasis en om hulself in rat te kry vir die behoeftes van
die ontwikkelingstaat. In reaksie op hierdie uitdagings en geleenthede poog Suid Afrikaanse HOIs van verskillende tipes
en groottes om Publieke Administrasie onderrig en opleidings programme in te stel of te hervorm sodat dit by die nuwe
politieke bedeling inpas en help om die publieke diens te transformeer. Die ontwikkeling van nuwe onderrig en
opleidings programme sou egter nie sonder sy eiesoortige probleme wees nie.
Die ontstaan van Skole vir Openbare Bestuur (SOB) by verskeie tersiêre instellings was aan die orde van die dag en kort
voor lank was voormelde instellings almal daarop uit om staatsamptenare vir ‘n demokratiese staatsdiens op te lei. Die
euforie wat met hervorming gepaard gegaan het, sou die skyn wek dat alles goed en wel is, maar die realiteit toon dat
nie alle programme aan die ideale wat gestel is voldoen het nie. In die lig van voormelde, fokus hierdie studie op die
Skool vir Openbare Regering (SOR) aan die Universiteit van Wes-Kaap (UWK). Die SOR is gekies vanweë sy formele
toewyding tot die onderrig en opleiding van studente vir die publieke sektor in post-Apartheid Suid-Afrika. Voorts sal die
ondersoek fokus op die rol van die Skool, leierskap struktuur, onderriginhoud asook programprosesse vir onderrig en
opleiding in die openbare sektor.
Die studie ondersoek die globale en nasionale rol wat HOI’s in die algemeen speel en in besonder die voorsiening van
onderrig en opleiding in Publieke Administrasie. Verder volg die studie die globale en nasionale diskoerse oor hoe
staatsamptenare opgelei en onderrig behoort te word en illustreer, aan die hand hiervan, die uitdagings waarmee die
onderrig en opleiding van Publieke Administrasie in Suid-Afrika te kampe het. Die studie ondersoek ook die wetlike en
beleidsraamwerk waarbinne HOI’s en die publieke sektor in Suid-Afrika gereguleer word.
Die SOR aan die UWK word dan geevalueer aan die hand van die IASIA/UNDESA Model van Standaarde van
Uitsonderlikheid wat ook die rol en vordering in die gevallestudie meet. Meting van gevallestudie geskied met behulp van
die toepassing van institutionele en programmatiese kriteria. Addisioneel tot die institutionele en programkriteria word
daar ook gefokus op; programontwikkeling en hersieningsprosesse, programinhoud, programbestuur en administrasie
en program vordering binne die SOR. Ontleding van die gevallestudie word voorafgegaan deur ‘n historiese oorsig en
agtergrond van die SOR; en sy onderrig en opleidingsprogramme. In verhouding tot sy institutionele en programmatieka
kriteria, soos vermeld, word die studie onderwerp aan kritiese ontleding en ondersoek. Gebaseer op die bevindings van
die ondersoek, maak die tesis direk-verwante aanbevelings asook algemene aanbevelings gerig op instellings in die
breë wat betrokke is by die onderrig en opleiding van Publieke Administrasie.
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Mathern, Rebecca Ann. "The Role of the Academic Analyst in Shared Governance." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4653.
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This research explores the roles of academic professionals in higher education, specific to how they engage in decision-making processes. Academic professionals provide important functions in higher education work but there is little in the literature about these actors and their contributions to leadership and governance. A literature review triangulated role theory, organization theory, and the shared-governance field of study to bring together actors within higher education and compare their involvement based on the shared-governance model in operation at different institutions. The researcher introduced the hypothesis that when registrars are not involved in curriculum management, there may be negative effects on student success. In the study, a survey was administered to registrars and faculty members representing nearly 200 institutions to ask about the role of the registrar in specific policies and curriculum practices. Results were measured using Fisher's Exact Test but also interpreted through multiple qualitative approaches, including inductive analysis. Outcomes were not significant in the quantitative test results, but respondents overwhelmingly indicated that the role of the registrar in shared governance affected student success. Themes were recorded to articulate the most common reasons respondents offered for how the registrar was involved in academic policy, curriculum management, and supporting student success. Results of the inductive analysis provided several themes that pointed to unique roles for the registrar, such as leading from behind and acting as a compliance authority, even when partners do not appreciate being held to compliance standards. Implications for practice focused on the qualitative outcomes of the survey. Suggestions for future research included further review of quantitative data outcomes and exploring ideas from inductive analysis around leading from behind and acting as a compliance authority.
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Velempini, Kgosietsile M. "The Integration of Environmental Education in the Secondary School Curriculum: A Case Study of a 10th Grade Junior Secondary School Curriculum in the Okavango Delta, Botswana." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1451919034.
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Winkler, Tamara Maria. "Creating change sophisticated people : a change competencies workbook based on school support staff's perceptions of strategic change in a post '92 higher education institution." Thesis, Cardiff Metropolitan University, 2013. http://hdl.handle.net/10369/5255.
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This research critically examines school support staff’s perceptions of strategic change within a post ’92 higher education institution. The need for effective communication as well as valuing and empowering employees during any change process is discussed. The research uses a mixed methods approach. Qualitative and quantitative data are obtained from questionnaires and emerging themes identified. Further qualitative data are gathered from diary logs, interviews and focus groups. This research represents the opinions of school support staff at a particular moment in time within a particular educational context. The results suggest some limitations to the change capabilities of the post ’92 institution, but also some areas of good practice. The production of a change framework and the change competencies workbook provides both the institution and its employees, with an opportunity to explore further the prospect of improving their ability to manage change. Both the framework and the competencies require an environment of trust for them to work effectively. The subject headings of identity, perception and communication are utilised in the change framework and the change competencies. The subject headings were chosen in order to assist the researcher to categorise various data covering areas of concern raised by research participants. This thesis suggests that the post ’92 institution has yet to establish a corporate change policy or embed a continuous change culture within its organisation. This thesis concludes that incorporating the following could assist the institution’s management of change: * create a culture of change by utilising the change framework and implement a corporate change strategy based on Kotter’s (1996) eight steps for change; * create an environment of trust through excellence in two-way communication by promoting Perkins (2008) supportive communication and listening skills; * create empowered and change sophisticated people by improving their change competencies using the workbook and regular targeted staff development.
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Gillis, Robert James. "How Academic Department Chairs View the Influence of Corporate Ethics Scandals on Ethics Education in Arizona Business Schools| A Qualitative Case Study at the Postsecondary Level." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638144.
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<p>Abstract
The purpose of this qualitative single case study was to explore how department chairs described the influence of recent corporate ethics scandals on content and availability of ethics education in postsecondary business schools in Arizona. The following research questions guided this study: RQ1: How do department chairs describe the influence of recent corporate ethics scandals on the content of ethics education in postsecondary business schools in Arizona? RQ2: How do department chairs describe the influence of recent corporate ethics scandals on the availability of ethics education in postsecondary business schools in Arizona? RQ3: How do department chairs feel that ethics education can be improved in postsecondary business schools in Arizona? R4: How have postsecondary business schools in the state of Arizona changed their ethics curriculum in response to recent corporate ethics scandals? The sample for this study was 9 department chairs out of 40 in postsecondary schools in Arizona that offer business degrees. It was important for the purpose of this study to focus on department chairs, because of their direct involvement in the management of their business degree programs (i.e., design and accreditation of required curriculum), faculty, and business schools. The Hosmer and Kiewitz managerial ethics theory provided the foundation of this research. The data analysis procedure chosen was the thematic analysis from the triangulation of three data sources. The results found that a higher number of participants perceived that recent corporate ethics scandals did have an influence on content and availability of ethics education.
Keywords: ethics, education, business, management, Arizona, scandal, corporate, social responsibility, post-secondary education
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Leboea, Paulos Dipholo. "Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South Africa." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2293.
Full textAbstract:
Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
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Gibson, Greg Camp William E. "School resource allocation in Texas public schools study of high-poverty, high performing schools and high-poverty, low performing schools /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9927.
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Hamilton, Lorna C. "Constructions of higher ability in two maintained and two independent schools." Thesis, University of Stirling, 2001. http://hdl.handle.net/1893/2610.
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This research is an exploration of constructions of ability, especially 'greater ability' within four Maintained and Independent case study schools in Scotland, from a variety of group perspectives. It seeks to illuminate the commonalties and differences between and within schools in individuals' implicit theories of ability and explores the possible implications of such constructs. An analysis of policy and political debate provided the starting point for this research. This led into the empirical work in four case study schools. Data were gathered from semi structured interviews with headteachers, principal teachers of English, Maths, Art and music, class teachers, parents and pupils. In addition, non-participant observation took place for each subject area and class. Multiple perspectives helped to create meaningful layers of perceptions of ability while also making it possible to analyse the complexity of values and beliefs within each class and school. The research found that there were distinctions to be made between schools in both sectors which reflected contrasting viewpoints, echoing 'communitarian concerns' and the 'culture of self interest' (Ball, 1997). However, the experiences, judgements and choices of individuals presented a more complex pattern in which contradictory beliefs could lead to experiences of dissonance in maintained schools and highlighted the importance of the negotiated ability constructs being brought to bear by individuals within institutions.
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Simpson, Jim Blanton. "High school block-scheduling and selected school variables /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841202.
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Bales, Jon R. Pancrazio Sally B. "Graduate preparation in educational administration among high school principals and its relationship to school effectiveness." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803719.
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Thesis (Ph. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 1, 2006. Dissertation Committee: Sally B. Pancrazio (chair), Ronald S. Halinski, Dianne E. Ashby, Ramesh Chaudhari, Robert F. Hall. Includes bibliographical references (leaves 172-186) and abstract. Also available in print.
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Byrd, Dechele Marie. "Parental Involvement| The Impact of One-Parent Households on Postsecondary Educational Attainment of African American High School Males." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809521.
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<p> This study explored of the practices and routines of one-parent households and the impact on post-secondary educational attainment of African American males. It adopted a post-positivist approach, using a qualitative phenomenological study design to construct descriptions of the lives of one-parent households whose sons are accepted and planning to enter college in the fall or are currently completing their freshman year. </p><p> The study used data from 10 1-parent households with African American sons committed to attend a college in the fall semester of 2018. The population sought to address maximum variability in participants’ parenting background, and the routines and practices in that existed in the home and contributed to their sons achieving educational attainment beyond high school. In doing so, the study sought to provide a comprehensive understanding of the characteristics of one-parent households who have provided an environment for their African American sons to seek and obtain post-secondary educational attainment. </p><p> The study used multiple methods of data collection for a 5-week period. I collected data through a questionnaire and semi-structured interviews. The study may enhance current knowledge of this subject in a variety of ways. It strove to understand specific ways the parent actions influence African American males to attend post-secondary options by identifying the routines and practices of 10 one-parent households who have African American sons who are committed to attend a college or a university in the fall immediately after graduation from high school. It also sought to identify further significant influences of one-parent households’ strategies that guided their sons to seek and attain post-secondary options through continuing their education. Additional inquiry seeks to add to our knowledge the ways one-parent households organize their daily routines and support for African American high school males to seek and attain post-secondary options upon graduation from high school.</p><p>
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Bradley, Vaughn Malcolm. "Middle School Parents' Beliefs Regarding Learning Management System Use in Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5055.
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Middle school is a critical time in students' learning of mathematics, something a Learning Management System (LMS) is designed to help parents support. What remains unknown is how parents use an LMS to monitor their children's progress in mathematics. This qualitative case study explored how parents from one midAtlantic middle school with 543 students used an LMS, EdLine, to support their children's autonomous achievement in mathematics. Expectancy-value theory and social cognitive theory made up the conceptual framework used to evaluate study findings. A criterion-based process was used to select nine middle school parents from grades 6, 7, and 8 as participants. Data sources included structured interviews and follow-up questions, EdLine spreadsheets, and parent reflective journals. Data were analyzed through a priori codes based on the literature review. Themes that emerged from the analysis included reoccurring learner autonomy and parents benefiting from their ability to use EdLine to monitor grades, check progress, and provide strategies to support mathematical achievement. Parents indicated they could encourage their children, teach them, and expect them to use EdLine to monitor and manage their grades and achievement in mathematics. This research contributes to positive social change by explaining how administrators can help middle school parents use an LMS to become engaged with their children's mathematics studies and set expectations for their mathematics task completion and achievement.
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Jubilee, Sabriya Kaleen. "The Middle Management Paradox of the Urban High School Assistant Principal: Making It Happen." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216575.
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Urban Education<br>Ph.D.<br>Scholars of transformational leadership literature assert that school-based management teams are a vital component in transforming schools. Many of these works focus heavily on the roles of principals and teachers, ignoring the contribution of Assistant Principals (APs). More attention is now being given to the unique role that Assistant Principals play in school leadership teams (see for example, Muijs & Harris, 2002). While there is a good amount of literature on what APs do in terms of their roles and responsibilities, what remains unclear; is how and why they enact their role in particular ways, especially under the umbrella of urban school reform. This work will address this gap by examining: how Urban High School Assistant Principals come to understand their role as both leader and staff, particularly in the context of transformational models of leadership? Guided by the theoretical framework of middle management, this study utilized a qualitative case study approach to interview seven Assistant Principals in three urban high schools in a large Northeast coast school district. Additionally, a one-time 15 minute interview with the principals and direct reports to the APs was employed to gain a better understanding of the leadership dynamic within the schools. The interviews were transcribed and coded by the researcher using Atlas.Ti. Through the lens of middle management theory, this work focused on a specific group of Assistant Principals working under a distributed leadership model. The findings revealed that the role of the AP is nebulous position that when not appropriately defined can cause professional difficulties that impede the leadership capacity of APs and the growth of school success. As such, stakeholders involved in schooling need to gain a greater understanding of the psychological and sociological underpinnings that impact the functionality of their middle leaders (those not operating in senior level positions). The findings of this work speak to the intricacies of the Assistant Principalship and contribute to a growing body of literature centered on how Assistant Principals navigate their space as leader and staff in an educational setting where leadership is more shared and collaborative.<br>Temple University--Theses
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Shae, Wan-chaw. "A sociological study of authority in two secondary schools in Hong Kong /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14362910.
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Amaro, Mark Stephen. "Voices of Former High School Athletes| Benefits and Drawbacks of Participation." Thesis, Saint Mary's College of California, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685767.
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<p> Most high school students have the opportunity to participate in athletic programs during a transformative time in their personal and academic development. Very little qualitative research examines how former high school athletes perceive these experiences after they graduate. In this descriptive, exploratory study, former athletes viewed their participation as a key experience that continues to affect them positively two to five years later. During semi-structured interviews, they spoke of having developed and maintained new capacities for leadership, greater personal accountability, and healthier overall lifestyle choices. They also learned how to relate to others, both on and off the athletic field in more authentic and caring ways, and thus how to establish and maintain lasting relationships. Many of these outcomes echo aspects of <i>self-concept </i> and <i>character development</i> as described in the literature. Although athletic coaches' behaviors were described as both positive and negative, participants were generally able to overcome the negative aspects. Especially when budget cuts threaten many non-academic and extra-curricular offerings, the results of this small and geographically limited study point to the need to further explore how high school athletics may have lasting positive effects on participants.</p>
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Cheng, Man-wai Anthony. "The management of innovation in a Hong Kong secondary school : a case study /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803570X.
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Jensen, Erick. "An assessment of safety/risk management practices/perspectives among high school/middle school technology education instructors and business/industry professionals." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005jensene.pdf.
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Ale, Joanna L. "Appreciating Neurodiversity: ASD Perceptions of Experiences in a Higher Education Transition Program and the Implications for Higher Ed Leaders." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/738.
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Over the past decade, the number of individuals being diagnosed with Autism Spectrum Disorder has risen substantially. One byproduct of increased diagnosis is that more and more students with Autism Spectrum Disorder are applying and being accepted to colleges and universities (Graetz & Spampinato, 2008; Jones, 2012; Smith, 2007; Taylor, 2005; Zager, Alpern, McKeon, Maxam, & Mulvey, 2013; Longtin, 2013; Adreon & Durocher, 2007; Zager & Alpern, 2010). Research in the field of Autism and Higher Education is in its infancy, with a dearth of the research focusing on the challenges and struggles that degree-seeking students with ASD face within higher education. In an attempt to combat these challenges, many colleges and universities across the nation have begun to create post-secondary transition programs, but little is known from the perspective of the students participating in these programs (Adreon & Durocher, 2012). In this following study, Q Methodology was used to obtain information from 30 degree-seeking college students with Autism Spectrum Disorder on their best experiences within a higher education transition program.