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Dissertations / Theses on the topic 'The formation of the leadership'

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Published: 4 June 2021
Last updated: 3 February 2022

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1

Volkoff, Laurent. "Leadership et formation des managers." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3069/document.

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Le cadre en entreprise est appelé à jouer deux rôles distincts : celui de manager et celui de leader. Grâce à une étude pluriréférentielle une modélisation définitoire de la notion de leadership est proposée. Cette modélisation sera comparée avec l’analyse d’entretiens conduits auprès de cadres praticiens. Un approfondissement des concepts de formation et d’apprentissage tentera de résoudre la question de la possibilité de formation pour le rôle de leader
A Business executive is called to play two distincts roles : the manager’s one and the leader’s one. Through a multirefrential study, a defining model of the leadership concept is proposed. This model will be compared with an analysis of interviews conducted with business executive practicians. A deep investigation of learning and training concepts will try to resolve the question of effective training leader possibility
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2

Dake, Charles S. "Spiritual development for church leadership." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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3

Carter, Sandra Efird. "Life story of a reluctant leader (identity formation in educational leadership) /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1466Carter/umi-uncg-1466.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Kathleen Casey; submitted to the School of Education. Includes bibliographical references (p. 140-147).
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4

Sawatzky, Gordon P. "African leadership formation networks in the Azande context." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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5

Billington, Mark Timothy. "The Sabbath as a theological framework for leadership formation." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2007. http://www.tren.com.

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6

Rea, Janella. "Young Adult Ministry: Challenge to Faith Formation and Leadership." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/134.

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7

Gray, Franklin Henry. "A study of character formation in spiritual leaders." Theological Research Exchange Network (TREN) Access this title online, 1994. http://www.tren.com/search.cfm?p030-0050.

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8

Kow, Shih-Ming. "The impact of a spiritual leadership program based on spiritual disciplines on leadership competencies." Available from ProQuest, 2008. http://proquest.umi.com.ezproxy.drew.edu/pqdweb?index=0&sid=9&srchmode=2&vinst=PROD&fmt=6&startpage=-1&clientid=10355&vname=PQD&RQT=309&did=1626351431&scaling=FULL&ts=1263920262&vtype=PQD&rqt=309&TS=1263920267&clientId=10355.

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9

Oyejola, John A. "A formation program for effective leadership development of Nigerian youth." Thesis, Saint Mary's College of California, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1536159.

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Nigeria is a country blessed with human and natural resources; but, due to the miss-management of her resources, Nigeria is crippled with massive unemployment an issue that continues to exact a considerable toll on its socio-economic prospects. The population that is mostly affected with the situation is the youth, who are unable to secure decent employment and progress in life. The immediate symptoms of the socio-economic situation in the country are evident in the palpable rise in organized crime, armed insurgency, vandalism, terrorism, kidnapping and drug trafficking. Given the abundant natural and human resources that Nigeria possesses, she can attain her full potential and bring development to the citizens by overcoming the following challenges: poor utilization of oil money, bridging the widening gap between the urban rich and the rural poor, and encouraging talented Nigerians to stay in the country. To respond adequately to the challenges, the present leadership style has to change, and a new form of learning and engaging people in leadership is required. The proposed group presented in this

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10

Brown, Steven A. "Evaluating leadership development curriculum based on learning contract feedback." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0564.

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11

Zagarese, Vivian. "Leadership During Action Team Formation: The Influence of Shared Leadership Among Team Members During the Perioperative Process." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/100875.

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There are many leadership theories that dominate the field of Industrial and Organizational Psychology, however there is a lack of understanding as to which leadership processes may be most appropriate for action teams in high stress environments. Previous research has articulated leadership behaviors, but has largely ignored the temporal processes of leadership, and how it changes throughout the operating team’s tenure. The proposed study investigates two types of leadership, namely shared and autocratic leadership, that take place during critical steps of the perioperative process and relates these leadership behaviors to team dynamics and psychological processes. Specifically, this study builds upon other studies by testing how leadership behaviors are related to levels of psychological safety and the optimization of teamwork and communication among team members. We were also interested in understanding if the surgeon’s perception of past performance of their team has an impact on the amount of trust the leader has in his/her team and if this in turn, has an impact on the type of leadership utilized during the team’s tenure. As an exemplar environment, we explored these dynamics in the operating theater, which is a high stakes environment requiring both technical and non-technical skills, such as leadership, communication, and teamwork. Results show that the correlation between the surgeon’s perceived past performance of the team and the trust the surgeon has in his/her team and the relationship between team’s trust and teamwork and communication were significant at the alpha =.1 level. All other relationships were non-significant.
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In the field of Industrial and Organizational Psychology, many leadership theories have been developed, however, there is a lack of understanding as to which type of leadership is best for teams who work in high-stress environments, such as the operating room. This study looks at two types of leadership: shared leadership and autocratic leadership. Shared leadership is when all team members emerge and have a leadership role, whereas autocratic leadership is when one person makes all the decisions without consulting other team members. Previous research has articulated leadership behaviors, but has largely ignored the temporal processes of leadership, and how it changes over time throughout the surgical procedure. This study builds upon other studies by testing how leadership behaviors are related to levels of psychological safety and the optimization of teamwork and communication among team members. We were also interested in understanding if the surgeon’s perception of past performance of their team has an impact on the amount of trust the leader has in his/her team and if this in turn, has an impact on the type of leadership utilized during the team’s tenure. As an exemplar environment, we explored these dynamics in the operating theater, which is a high stakes environment requiring both technical and non-technical skills, such as leadership, communication, and teamwork. Results show that the relationship between the surgeon’s perceived past performance of the team and the trust the surgeon has in his/her team is significant and the relationship between the trust the surgical team members have in each other and the amount that they communicate with each other is also significant.
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12

Jordan, Robert Lancaster. "Silent submission a reformed path toward integrative leadership /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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13

Parrish, David Wayne. "An Action Research Study: Inclusive Culture Formation in a New High School." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898740.

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The culture of a school community is critical to every aspect of its existence, including academic expectations, degree of inclusiveness, safety, and overall well-being of students and staff. While culture can be an abstract, elusive concept, it makes itself known upon entering the school. School culture can exist on multiple levels, exerting a cohesive impact on relationships and interactions and opportunities. Adding to its complexity, a school culture can be perceived differently by individuals, depending on their unique experiences. Further, a school culture is inevitable and difficult to change; a culture will form and once formed, is resistant to even the best intentions to alter it. These factors make attention to an emerging culture of importance to new schools. The purpose of this action research was to examine the impact of the explicit focus on culture through the creation of a Community of Practice (CoP). Additionally, a CoP can support collaboration between department members. Interview results and activities originating from CoP planning reveal that teachers are concerned with student inclusion and want to contribute to a welcoming, accepting school. It is important for school leaders to facilitate and support these opportunities. Further, action research can help create a focused renewal of culture. Major elements of a developing school culture to emerge from this study were multiple opportunities for informal communication, encouragement of individual as well collective investment in inclusive activities, creation of and encouragement of a creative, entrepreneurial impact on the school and its activities. Recommendations are that schools wanting to contribute to a positive, inclusive culture would do well to make purposeful, explicit efforts toward this endeavor.
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14

Semon, Karen L. "An Impact Study On Developing Leaders Through A Leadership Formation Approach." Ashland Theological Seminary / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=atssem1600801597769299.

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15

Bradley-Levine, Jill. "The role of leadership preparation in teacher leaders' formation of critical consciousness and enactment of critical teacher leadership." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344626.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2008.
Title from PDF t.p. (viewed on Oct. 6, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0417. Adviser: Leonard Burrello.
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16

Jupp, J. A. "Egalitarian teams in a military hirearchy : a study of the formation of the Royal Air Force senior leadership team." Thesis, Cranfield University, 2015. http://dspace.lib.cranfield.ac.uk/handle/1826/9183.

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This thesis is a participant observer and action research case study of the Royal Air Force’s efforts to improve its senior leadership from2007 to 2010. It addresses the research question: what are the conditions required to establish an egalitarian team in a military hierarchy? It examines the establishment of the Senior Leadership Team, designed to operate as a forum for the dissemination of the leader’s intent, dissemination of information, and generation of ideas. The literature review argues there are four bodies of relevant knowledge that derive from the research question: forming large teams, use of power, changing culture, and building interpersonal trust. From the literature, two models are considered, one for formation of large teams and another for establishing an egalitarian culture in a hierarchy. The theoretical position to examine the case study from is a combination of the four areas and the two models. The conclusions emphasise the need for leadership and facilitation to deal with the issues of behaviour; charade of cooperation; homogeneity and heterogeneity; effects of power, particularly on trust; group size paradox; and creating open discussion. The thesis argues, in this context, culture is akin to organisational identity and it examines how culture might be changed and sustained in a strict hierarchical organisation to ensure open discussion where all opinions are equal. The thesis identifies the fundamental importance of interpersonal trust for large informational or consultative teams that hold a different culture to their host organisation. In conclusion, the thesis argues that the models examined do not provide an adequate framework for this case study and tentatively puts forward a 7-factor model representing the conditions required to establish an egalitarian team in a military hierarchy.
© Cranfield University, 2014
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17

Mackin, Sean M. "A conversion process for pastoral leadership based on the RCIA." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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18

Charlebois, René-Lyne. "Le leadership des directeurs des centres de formation linguistique des forces canadiennes." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26654/26654.pdf.

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19

Boswell, Charles E. "Developing a spiritual formation curriculum for maturing emerging leadership in the church." Theological Research Exchange Network (TREN) Access this title online, 2006. http://dx.doi.org/10.2986/tren.049-0481.

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20

Boswell, Charles. "Developing a spiritual formation curriculum for maturing emerging leadership in the church." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p049-0481.

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21

Fang, Lois Li-Huci. "Formative evaluation of a leadership development course in spiritual formation for the China Free Methodist Church in Taiwan." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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22

Evans, Stacy. "A study to measure the effects of spiritual disciplines on lay leadership roles in a multiple charge parish." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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23

Kao, Yi-Ming. "Mental health crisis and spiritual resilience a manual for church leaders /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p078-0061.

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24

Yoder, Amy Christine. "Spiritual Formation Strategies for Generation Z Students in a Secondary Christian School." Thesis, Grand Canyon University, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=22621273.

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Adolescent spiritual formation continues to decline despite the intentional efforts of religious organizations, including Christian schools. Christian schools remain tasked with fostering spiritual development in the lives of students with spiritual formation strategies (SFS), despite generational changes. The following qualitative single-case study examined how 20 Generation Z students perceived their personal spiritual formation and the influence of SFS within a single Christian school in the southwestern United States. Fowler’s stages of faith theory and Westerhoff’s spiritual development theory served as the frameworks in this study to examine the spiritual development of adolescents. Through purposeful sampling, the case unit of analysis for this study included Grade 10 and 11 Generation Z students. Three sources of data included school documents, questionnaire, and semi-structured interviews. Clarke and Braun’s thematic data analysis strategy was used to develop codes and themes. Nine themes that emerged as findings from the data: faith community, relationships, Bible relevancy, owned faith, personal awareness, faith matters, faith requires action, faith must be owned, and faith involves trust. Results indicated that the SFS of Christian schools could reach all stages of faith development. However, SFS that included mentoring relationships with teachers, relevant Bible teaching and application, support during spiritual struggles, and authenticity served as the greatest spiritual catalysts in the lives of Generation Z students. These results implicate that Christian schools do not need to adopt new SFS for Generation Z, but rather they need to modify and change the approach of these SFS. Keywords: Generation Z spiritual formation, adolescent spiritual development, Christian education, spiritual formation strategies, spirituality, Bible classes
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25

Brinks, Raymond G. "The formation of a non-formal education team." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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26

Little, Brenda J. "Nurturing spiritual and leadership formation among lay leaders at Bethany Baptist Church of Christ through a small spiritual formation group." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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27

Deranger, Susana. "The relationship between leadership identity formation and motivation for further educational pursuits as seen through a First Nations Summer Leadership Institute." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30463.pdf.

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28

Matyjasik, Erin Laurel. "Thinking with the Posts: Towards a New Understanding of Identity Formation and Agency of Aspiring Latina Leaders." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613101.

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Drawing on Butler’s (1990, 1997) concept of performativity and the new materialist work of Barad (2007), Coole and Frost (2010), Pickering (1993), and others as a theoretical framework, this dissertation presents three articles that demonstrate the new ways to envisage the agency of human, nonhuman, and material bodies in the educational environment by examining the discursive, performative, and material practices of six Latina aspiring educational leaders. Guided by Gee’s (2014) critical discourse analysis methodology, the first article examines how my participants were constrained from moving toward their career goals and how they subverted constraints as they moved towards their goals. The second article aims to show how these women use performative, material, and discursive agency to position themselves as viable leaders in their school districts. The third article provides an argument for using posthumanist and new materialist concepts as a new way of understanding women’s leadership ontology by drawing on two examples from my broader study with aspiring Latina educational leaders.
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Caminata, James P. "Spiritual formation restoring evangelical Christianity's spiritual influence in Italy /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Milleson, Emily Kate. "Oral history exploration of teacher decision-making and empowerment within the formation of professional development schools." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10320.

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Thesis (Ed. D.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains viii, 336 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 279-289).
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31

Herrstrom, Eric P. "Character-based leadership formation : enhancing the spiritual maturity of small group leaders at Lake Arlington Baptist Church." Mill Valley, CA : Golden Gate Baptist Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.116-0006.

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Kelley, Kelvin J. "A call to spiritual formation learning spiritually formative practices for the leaders of Mount Zion Baptist Church /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p050-0146.

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33

Outhwaite, Deborah Emily. "Educational leadership in the International Baccalaureate : critical reflections on modern elite formation and social differentiation." Thesis, University of Derby, 2017. http://hdl.handle.net/10545/621613.

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This thesis has focussed on the International Baccalaureate’s Diploma Programme (IBDP). This focus arose from the author having worked in three centres which had subsequently gone on to adopt the IBDP, and which had thus given the author access to an initial purposive sample. This sample was later extended to include another five schools/colleges, as the author found that the initial interviewing sample had yielded inconclusive findings. The extended sample, however, provided a significantly rich source of qualitative data. This thesis examines leadership, and how leaders choose to implement non-mandatory curricula choices in schools and colleges. It also addresses whether leaders believe that these choices make differences to their students’ life chances through social mobility. This thesis investigates what happens when leaders can no longer afford to offer such choices to their students: how this makes them ‘feel’, and what they have ‘experienced’, through the removal of a curriculum option for educationalists and learners alike. It also addresses how leaders ‘feel’ when their students maintain access to curricula choices that other post-16 students are unable to access. The thesis also considers the development and extension of ‘a globally mobile transnational elite’ group (Savage et al, 2015: 244), and the leaders in education who deliver and extend this position. There have been eight phases to this research process, including four strands of data collection, with post-16 students, middle tier staff, HEI students, and Senior Leadership Teams in providing institutions, but the determining focus is with the SLTs interviews (N=28), conducted in 2014 and 2015. These were the individuals who had taken the decisions on the implementation of this non-mandatory curriculum area. The thesis analyzes some of the current areas of ‘distinction’ (Bourdieu, 1986) on independent schooling, and the research process demonstrates the significant gaps that are opening up between more traditional upper middle class groups in contrast with more adept transnational students and their parents. The thesis confirms that a global transnational elite exists inside the English education system, and that it uses the IBDP extensively to establish its separate cultural identity. It identifies ways of access to HEIs that are now a critical part of that cultural entity, as discussed by Savage et al (2015). This thesis is therefore an indicator of new and emerging forms of social differentiation, and examines how this is created using the IBDP. At a time of decreasing social mobility for the mainstream population, the thesis explores whether education environments are able to influence either their students or the wider education policy agenda, in order to actively achieve social justice.
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34

Card, Michael Andrew. "Creating your job : leadership, executive succession and strategy formation by state agency directors in Ohio /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1271714344.

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35

Moore, Aminah. "A case study of the role of leadership behaviour in the formation of organizational culture." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62061.

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This case study research on the effect of leadership on organizational culture, is based on a small luxury tourism organization – Belmond Safaris – based in Maun, Botswana. The study set out to determine critical incidents that occurred during the tenure of the current general manager with the intention of uncovering her leadership behaviour and how it has shaped the culture of the organization. The literature review identified quantitative and qualitative approaches to researching organizational culture, but settles on Schein’s theory of organizational culture (Schein, 1992; 2010) as the approach adopted in this study. Furthermore, it reviews the various roles of strategic leaders and how these affect the culture of the organization. The study follows a qualitative methodology and applies the Critical Incident Technique to explore how, as a leader, the behaviour of the general manager shaped the organization’s culture. Data triangulation is achieved through the use of multiple sources – interviews, analysis of company documents and the examination of minutes of management meetings. Following the fieldwork, the evidence within the findings of the study required a theoretical reorientation and a shift from strategic leadership to a new focus on relational leadership, highlighting the prominence of social exchanges between the general manager and employees, as opposed to economic exchanges. The study concludes by acknowledging the limitations and delimitations of the study, which include time constraints as well as the deliberate exclusion of certain participants (e.g. camp managers) from the study. In its conclusion the study also presents recommendations for future studies. The researcher recommends a broader study within the tourism industry, as well as a larger and more inclusive sample size, in order to obtain better insights into the study of culture and leadership within organizations.
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Hand, Larita M. "Spiritual transformation of Christian leaders through biblical application of spiritual phenomenon in the Christian church." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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37

Morrisroe, Richard F. "Northlake Deanery search for a vital vision to aid lay leadership formation in industrial northwest Indiana /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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38

Florek, Thomas W. "Constructing a theological methodology for a lay leadership formation situated in the Midwest pastoral de conjunto." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Thesis (D. Min.)--Catholic Theological Union at Chicago, 2001.
Abstract. An inculturated lay leadership formation methodology as a commitment to the new evangelization in the Midwest Hispanic community--Cf. Introd. Includes bibliographical references (leaves 182-188).
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Mancinelli, Marc D. "First impression processes| Awareness, comprehension, and opinion-formation and their effect on implementation of state education policy." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622656.

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This study seeks to address the question "How do school and district leaders and teachers become aware of, take steps to comprehend, and form opinions about state policies?" These "first impression processes" represent significant parts of the processes by which district administrators, school administrators, and teachers make sense of state policies in the course of implementation. In some settings, educators, particularly school administrators and teachers, may be less likely to be aware of and fully understand important policies by virtue of their distance from state-to-district policy messages. They also may be more likely to be subject to outside influence in forming opinions. The "first impression processes" are examined within the specific context of implementing Achieve NJ, a policy which sets forth rigorous new guidelines for teacher evaluation in New Jersey and "lands" in districts in the course of the research. It uses as a theoretical framework Weick's (1995) model of sense-making applied to a schools context. A total of 293 surveys and 71 interviews were conducted with policy pilot and non-pilot district and school administrators and teachers.

Findings indicate that district administrators best and teachers least understood policies. Awareness typically depended on position in district hierarchy. Comprehension depended on individual research and collaborative, collegial processing opportunities. These efforts were particularly effective when paired with NJDOE personnel. Opinion formation occurred in conjunction with collaborative comprehension processes and was less dependent on existing perceptions or media influence. Pilot and non-pilot educators were most similar in opinion formation, and differed most in comprehension. District officials were more aware of and better comprehended policy specifics and policy contexts. School officials were less aware and comprehending, and teachers were comparatively the least in these areas.

The following recommendations emerge from this work. State departments of education may benefit from engaging teachers more directly through diverse policy communication efforts. Departments might also work to become collaborative collegial partners with schools as educators in school settings make sense of new policies. Implementation liaisons or more-permanent support structures such as the NJDOE Regional Achievement Centers may provide opportunities for state departments of education to partner with schools in collaborative processing of significant new policies and, in turn, bring about more effective implementation and policy outcomes.

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40

Chaplin, R. Mark. "Developing holistic spiritual formation in the pastoral leadership of the South Dakota District Council of the Assemblies of God." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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41

Bracken, Anthony John, and res cand@acu edu au. "The Principal's Leadership Role in the Spiritual Formation of Teachers in Catholic Schools: a case study in one educational system." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp72.25092005.

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This study arose out of experiences within the Parramatta Diocese, a large diocese located on the western edge of Sydney, associated with spiritual formation programs and initiatives within the diocese between 4 990 and 2004. These experiences reinforced the pivotal role of principals in encouraging and facilitating teacher spiritual formation and also identified a lack of role definition for principals in this area. The importance of the spiritual formation of teachers to the authenticity and vitality of Catholic schools signalled a need to clarify the principal's leadership role in the spiritual formation of teachers in Catholic schools in the Parramatta Diocese. The case study methodology utilised different data collecting methods including individual and group interviews, survey, document analysis and observation to draw different perspectives from teachers, principals, and personnel from the Catholic Education Office, Parramatta. The research explored the range of spiritual formation experiences valued by teachers, both within structured programs and in the day-to-day experiences within schools. It identified responses of teachers to spiritual formation, the challenges in this area, and the role of principals. The research findings suggest that the principal's leadership roles in the spiritual formation of teachers apply at the every-day cultural level of school experiences for teachers, where the principal shapes and strengthens experiences of Catholic culture for teachers, and the school community; at the whole school level, where the principal has a key role in strategic planning in relation to spiritual formation, in extending individual consideration to teachers, and in nurturing teacher leadership and co-leadership; and finally, at the diocesan level, where the principal has a stewardship role with other principals in relation to the long term spiritual formation of teachers. At the diocesan level the principal also participates in collaborative alliances with diocesan personnel which increase opportunities for teacher spiritual formation A fundamental leadership responsibility for principals is to nurture a spiritual base to their own leadership. Support for the spiritual formation of newly appointed principals and those aspiring to the role should be a system priority and would augment initiatives currently in place for experienced principals in the diocese. The research findings point to multiple leadership roles for principals in the spiritual formation of teachers. These findings expand and elaborate the existing role description for principals in Catholic schools in the Parramatta Diocese.
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Moody, Craig William, and res cand@acu edu au. "An Exploration of the Role of School Principals in Faith Formation Leadership Within the Educational Mission of Two Australian Anglican Schools." Australian Catholic University. School of Education, 2009. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp234.01072010.

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This study offers a response to the question facing the Australian Anglican Church about how the mission of Anglican schools is aligned with the mission of the whole Church. The study explores two Anglican school principals’ faith formation leadership, as they engage in this mission. Fundamental to understanding the context of this study is awareness of Anglicanism’s broad variety of expression balanced with unity through Scripture, Reason and Tradition. In spite of differences, the Anglican Church seeks the ‘Via Media’, the middle way, held together in a dynamic tension of debate. Anglican school principals lead faith formation in this context of diversity, which leads to the purpose of this study: to explore two Australian Anglican school principals’ perceptions of their role and capability as school leaders of faith formation within the Anglican Church’s mission. The three questions guiding this study relate to the ways in which the principals understand their role, their capability for the role, and the ways in which the Anglican Church has equipped them to be faith formation leaders in their schools. Various Anglican sources note that these questions have been on the Anglican Church’s agenda for several decades. A recent report on the governance relationship between an Australian Anglican Diocese and its schools noted lack of Anglican identity and role definition of schools’ mission in the Church as significant issues (Nicholson, 2007), and this appears to be the case in faith formation leadership also. Underpinning this study are assumptions that the nurturing of the Christian faith in the Anglican tradition is a core task of Anglican schools as agents of Anglican mission, and that the principal of an Anglican school plays a key role in leading faith formation by authentic personal Christian witness. In this study, Anglican school faith formation leadership has been explored in cultural and symbolic dimensions of leadership. Catholic and Lutheran schools’ faith formation leadership practices are reviewed to inform the study. This exploratory, qualitative study has an orientation of social constructionism, seeking two purposively sampled Australian Anglican school principals‟ perceptions from an open research stance. A theoretical framework of symbolic interactionsism has valued the participants’ context. A phenomenological research methodology has used data gathering methods of interview, survey questionnaire, observation and documentary analysis. The study indicates that areas for further study include the shared faith formation leadership roles of principals and school chaplains; the fostering of a culture of research about Anglican school faith leadership; the provision of professional mentoring for principals; the relationship of principals to the Anglican Church; and provision by the Anglican Church of guiding statements and training to equip principals for their faith leadership roles.
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43

Jovelin, Emmanuel. "Les travailleurs sociaux d'origine étrangère : vocation ou repli professionnel ? : analyse sociologique d'un groupe professionnel." Lille 1, 1998. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/1998/50377-1998-205.pdf.

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Depuis quelques années, on trouve dans le secteur social un grand nombre de travailleurs sociaux d'origine étrangère (Afrique noire, Maghreb). L'arrivée de cette + population particulière ; à été présentée comme une forme novatrice et progressiste dans le travail social. La question centrale qui a guide cette thèse est celle-ci : comment peut-on analyser sociologiquement les facteurs qui conduisent les personnes d'origine étrangère à s'orienter vers les professions sociales et comment ces personnes expliquent-elles le fait d'occuper dans le rapport de production une place assignée par leur origine sociale? Cette recherche basée sur un travail empirique, analyse les trajectoires sociales des travailleurs sociaux d'origine étrangère (et des travailleurs sociaux français d'origine), en privilégiant les informations fournies sur les caractéristiques sociales, économiques et scolaires de leur famille et d'eux-mêmes, en mettant en exergue + l'univers des significations auxquelles ils se sont réfères ; pour accéder aux professions sociales. L'auteur a analysé (dans une perspective comparative avec les français d'origine), les facteurs qui ont mené cette population à choisir les professions sociales, les conditions de détermination de ce choix et il a montré comment les conditions objectives liées a une position sociale ou à la conjoncture ont favorise l'émergence d'un tel choix
Social workers from different countries (black africa, the maghreb) have been found in great numbers in social sector for some years. The arrivals of this " particular population " was presented as innovative form of social work. The main point of this thesis is : how can we sociologically analyse factors which lead the people from different countries towards social professions and how did these people explain the fact they have in the report of the production a place assigned to them by their social origin? This research, which is based on an empiric work, analyses the social paths of social workers from foreign (and those of french origin), in taking mainly into account the social, economical and academic characteristics of both, their family and themselves, highlighting " the universe of significations that they refer " to have access to social professions. The author has analysed (in a comparative viewpoint with the people of french origin), the factors which have led that population to choose social professions, the conditions determining this choice and he has also shown how the objective conditions related to a social position or to the conjoncture favoured such a choice
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44

Sanchez, Sierra Juan Carlos. "Worshiping Leadership: Morality, Revolutionary Values, and the Politics of Magnicidio (Assassination) in the Case of Camilo Torres and Fabio Vásquez with the ELN, Colombia 1963-1978." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/27786.

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This research explores cult formation and sect-like worship in the Ejército de Liberación Nacional (ELN), around the figures of both the priest and guerrilla fighter Camilo Torres (1929-1966), and Fabio Vásquez, leader and founder of the group in 1963-1978. I examine the relationship between authority and obedience that shaped political leadership in Colombia since the late 19th century. In particular, I consider how collective moral and individual values become ritualized in daily practices and moral discourses fostered by leaders that promoted drastic social change along Colombian history. This analysis of authority and obedience facilitates interpretations into how leaders create allegiances and legitimize violence as a strategy to bring about change in Colombian politics. I argue that the politics of magnicidio demonstrates how the formation of leadership is hampered by the use of selective violence, as a strategy to dismantle or deter political opponents from participation. This happens in both mainstream politics and within insurgent groups. In this vein, I argue that by approaching the figure of Camilo Torres and the reverence to his memory, it is possible to understand the importance of leadership and authority both in a guerrilla group, and in social mobilization, particularly the student movement, intellectual sectors, and the youth. I sustain that reverence to Camilo Torres has been fostered primarily outside the ELN. Although the ceremonies around his figure and the revolutionary project progressively furnished the group with a consistent pattern of belief for individual and group interaction, his leadership in the groups was not substantial. I demonstrate how Camilo Torres surrendered to the leadership of Fabio Vásquez in an attempt to become a suitable guerrillero. I argue that beyond claims for Camilo Torres' political legacy, guerrilla fighters in the ELN used his thought to challenge and undermine Fabio Vásquez' personalistic leadership in 1967-1974. Although the figure of Camilo Torres created internal cohesion, the ELN‘s re-conceptualization of the revolutionary project used his life only as a paradigm of commitment, sacrifice and revolutionary redemption, ignoring the priest's political ideals and assertions on social justice, charity and love. I conclude by exploring Camilo Torres' thought and actions in order to demonstrate how the ELN selectively interprets his legacy, and thereby justify the last months of his life to legitimize radical left leaning fighting.
Ph. D.
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45

Joe, Kyungchool. "Qualities of Informal Leaders, Factors Influencing the Formation of Informal Leadership, and the Paradox of Formal Power." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2610.

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Informal leaders can have similar effects on firm performance as formal leaders. Although informal leadership can play a critical role in organizational functioning, empirical research concerning this issue is scarce. I conceptualized informal leadership as a continuous variable, and tested the relationship between informal leadership and the following variables. First, this study examined how informal leaders can influence over other members, even though they do not possess formal power. Five indicators, i.e., performance, turnover intention, career satisfaction, work engagement, and optimism were selected to assess the qualities of informal leaders as role models. Second, this study advanced our understanding of how demographic factors (i.e., age, educational background, and work experience) contribute to shaping informal leadership. In addition, T-test was chosen to test whether informal leadership is more noteworthy in women than men. Lastly, this study compared the effects of informal and formal leaders on team effectiveness.
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Breen, Clairissa D. "TESTING CRIMINOLOGICAL AND SOCIOLOGICAL EXPLANATIONS FOR THE FORMATION OF HATE GROUPS." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/209545.

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Criminal Justice
Ph.D.
The purpose of this dissertation is to employ simulation modeling to test theories of group formation as they pertain to hate groups: groups whose hate ideology may or may not condone violent criminal behavior. As of 2010, there were 1002 hate groups known to be active in the United States. Previous examinations of hate groups have assumed formation. This dissertation uses simulation modeling to test Hamm's (2004) criminological theory of collective hate and Weber's (1947) socio-political theory of charismatic leadership. Simulation modeling is designed to create a computer simulation that simplifies people and their interactions to mimic a real world event or phenomena. Three different experiments were tested using five models of hate group formation. These experiments test the importance of personal and societal levels of hate in group formation and the influence of charismatic leadership. These experiments also tested hypotheses regarding the number of groups that form, the speed of formation and group size. Data to test these hypotheses was collected from fifteen thousand model iterations. All three models successfully generated hate groups. Hate groups were generated at all levels of societal hate. An in-depth understanding of how hate groups form may assist in slowing the proliferation of these groups and decreasing their appeal.
Temple University--Theses
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47

Andal, Guillrey Anthony M. S. J. "Leading from the Margins: The Educational Leadership Experiences of Jesuit Directors of Mission High Schools in the Philippines and the Implications for the Leadership Formation of Filipino Jesuits." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/935.

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Educational leadership preparation is not an explicit priority in the scholastic formation of future Catholic priests in the Philippines. Consequently, there may be those assigned to lead in parochial mission schools early on in their ordained ministry but lack leadership training and experience. Thus, this study sought to answer the following research questions: What are the experiences of educational leadership successes and challenges of newly ordained Jesuit priests assigned as directors of Jesuit mission high schools in the Philippines? What are the perceptions of newly ordained Jesuit priests assigned as directors of Jesuit mission high schools in the Philippines on how their seminary formation contributed to their preparation as school leaders? This phenomenological research explored the experiences of seven first-time Jesuit school directors of mission high schools in the Southern Philippines and examined their perceptions about the leadership formation that they received as seminarians before being missioned to the ministry of leading high-needs schools in the peripheries of rural Philippines. Through a modified educational leadership preparation framework presented originally by Capper, Theoharis, and Sebastian (2006), I analyzed the qualitative data from the field and determined how the participants’ peculiar leadership experiences and keen assessment of their seminary formation can inform enhancements in the Jesuit leadership formation’s context-specific curriculum, andragogy, and holistic evaluation to prepare future Jesuit educational leaders’ critical consciousness and socially just leadership knowledge and skills. In line with this, I recommended the institutionalization of programmatic leadership training modules for Jesuits before they are missioned as first-time school directors.
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48

Rambo, Ricardo Albino. "Formação política e educação popular : um estudo da formação de líderes na Lomba do Pinheiro - Porto Alegre/ RS." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172183.

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Esta dissertação tem como objetivo analisar uma experiência de formação política no curso de formação de Líderes Comunitários dentro de uma perspectiva da Educação Popular. Para a realização deste trabalho, buscou-se aprofundamento teórico em Paulo Freire, porque é um educador voltado para a emancipação e educação popular, bem como em Boaventura de Sousa Santos, que aborda as questões políticas e sociais da atualidade, além de Enrique Dussel, o qual reflete sobre a práxis libertadora. Adotando a metodologia da análise qualitativa, com ênfase na pesquisa participante, descrevem-se os conceitos e analisam-se as vivências relacionadas à temática, como forma de trabalhar a teoria, relacionando-a com a prática. Nesta perspectiva, buscou-se, junto aos antigos moradores do Bairro Lomba do Pinheiro, do município de Porto Alegre, RS, retomar a história da organização desta comunidade desde os meados do século passado. Constata-se que a comunidade sempre esteve preocupada com a sua organização política, social e comunitária. A partir de vários movimentos na comunidade, em 1992, foi criado o Conselho Popular, com Coordenação instituída pela organização dos movimentos populares do bairro A função deste Conselho é de articular todas as frentes de trabalho comunitário existentes no local. Este Conselho deu continuidade, com uma organização mais aprimorada, ao trabalho de formação das lideranças interessadas em projetos sociais. O Conselho percebeu o esvaziamento da luta popular no bairro e, diante disso, em 2015, ofereceu um curso organizado em cinco módulos, com o objetivo de ampliar a formação das lideranças locais. Foram ofertadas 70 vagas com rápido preenchimento. Ao término de dois anos, em junho de 2017, pesquisou-se, junto aos egressos deste curso, e respostas muito positivas foram obtidas em relação ao compromisso de cada participante com a comunidade na atuação em projetos sociais, em lutas populares e com a Educação Popular. Os resultados desse trabalho de formação política e educação popular são o foco central desse estudo.
This dissertation aims to analyze an experience of political formation in the training course of Community Leaders within a perspective of Popular Education. In order to carry out this work, we sought theoretical deepening in Paulo Freire, because he is an educator focused on emancipation and popular education, as well as in Boaventura de Sousa Santos, which addresses current political and social issues, as well as Enrique Dussel, which reflects on the liberating praxis. Adopting the methodology of the qualitative analysis, with emphasis on the participant research, the concepts are described and the experiences related to the thematic are analyzed, as a way of working the theory, relating it to the practice. In this perspective, the history of the organization of this community has been sought since the middle of the last century, together with the former residents of the Lomba do Pinheiro neighborhood, in the city of Porto Alegre, RS. It is noticed that the community has always been concerned with its political, social and community organization From several movements in the community, in 1992, was created the Popular Council, with Coordination instituted by the organization of the popular movements of the neighborhood. The function of this Council is to articulate all existing Community work fronts. This Council continued, with a better organization, the training work of leaders interested in social projects. The council realized the emptying of the popular struggle in the neighborhood and, by that, in 2015, offered a course organized in five modules, with the aim of expanding the formation of local leaderships. 70 vacancies were offered with fast filling. At the end of two years, in June 2017, the students of this course were interviewed, and very positive responses were obtained regarding the commitment of each participant to the community in the performance of social projects, popular struggles and Education Popular. The results of this work of political formation and popular education are the central focus of this study.
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49

Jones, Trevor Pryce. "The leadership role of the Bishop and his staff team in the formation of strategy for missional ministry." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/8479/.

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Dioceses of the Church of England are engaged in the process of forming strategies for missional ministry. Three facts influence this process: the decline in the number of stipendiary clergy, the decline in Church attendance, and the decline in financial resources. In the latter part of the 20th century the assumptions behind the ‘Christendom model’ of Christianity have been challenged. It was recognised that the Church needed to reconceive itself as God’s agent for mission in the world. The narrative of growth has displaced the narrative of decline. Diocesan strategies and recent Church legislation have placed mission at the centre of the Church’s task in witnessing to the nation. Ministry is called to be missional. In the formation of strategy for missional ministry, the leadership role of the bishop and his staff team is crucial. The context of their work is the diocese; a complex diverse organisation set in the wider institutional Church. This study draws on Trinity as a model of relational diversity and Body of Christ as communal diversity. Organisation studies offer a model of organisational diversity, drawing on complexity theory and practical tools for change and development. The research focuses on four dioceses and the bishop’s oversight and leadership role in collaboration with his staff. Such leadership calls for a balance between leading in mission and holiness, reversing decline and encouraging growth. This thesis argues that the formation of strategy is not primarily about plans but the engagement of people through consultation and listening, envisioning a future they can work together for and own. However, in the formation process a tension emerges between the conceptual and the pragmatic, vision and utility. This calls for a locally adaptive re-shaping of the role of leadership and oversight; a development encouraged by an Anglican theology of episcopacy.
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Yang, Yi. "Elite formation in market transition : changing opportunity structures and the rise of the sixth generation of Chinese leadership." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:7b2488b0-2538-4fde-8e20-1ac0aa6477e4.

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Scholars often credit China's bureaucracy with successfully manufacturing and tapping individual career inspirations and life chances for governance, giving rise to a robust organization and a resilient authoritarianism. My research challenges this view by examining how such authoritarianism has persisted in China since the third democratization wave starting in the late 1970s, with a case study of the career trajectories and behavioural decisions of bureaucratic elites in China who had achieved accelerated promotion, using deep interviews and multivariate statistics on an original and randomly sampled dataset of the cadre population whose career timeline corresponds to China's early market transition (1977-2006). Empirically, no prior research has focused on achieving accelerated promotion that measures the speed of mobility towards bureaucratic elite status (deputy-ministerial/provincial level) as the dependent variable to be explained: such mobility rate determines one's later chances to top politics. Findings show that cadres achieved accelerated promotions because they made counter-intuitive choices throughout their careers, against the prevailing social norms (social structural priority) of chasing immediate monetary rewards, but these decisions reflected their capacity to cater to their political structural priority reflected in the bureaucratic promotion logic. Thus, these unconventional yet conservative choices during China's market transition decades set statistically significant impact on their ways to a political promotion fast track. Theoretically, Giddens' structuration theory suggests agency action being shaped by structure also reproduces structure in democracies. My research develops his theory in an authoritarian context, by proving that multiple structures started to emerge in China's reform era, compared to the pre-1977 periods, and thus the significance of agency action does not rest soley on one's capacity to reshape structure but also on one's capacity to choose one structure (political career) over another (more profitable private sector career), within which to engineer his/her own mobility path.
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