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1
WORTHINGTON, GWEN GLASEMAN. "PHILANTHROPY AS A VOICE MECHANISM: A STUDY OF THE EFFICACY OF PUBLIC SCHOOL FOUNDATIONS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188083.
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The purpose of this study was to find out under what conditions people would be willing to donate money to public education; and to find out if foundations as an alternative for financial support, are an option for the schools. The study researched two primary questions dealing with individual's willingness to give, a voice factor, and the conditions under which people will philanthropically support public education, a choice factor rooted in exchange theory. The data was collected by structured, open-ended interviews with a selected sample of thirty residents of the subject school district. The sample included fifteen residents who supported a recent, failed budget override effort in the subject district, and fifteen residents who did not support the override. The data was qualitatively evaluated to derive answers to the study's research questions. Analysis of the data found that eighty-three percent of the respondents would conditionally donate money to public education through a foundation. One of the findings was the respondents' desire to have a voice in the functioning of the system through controlling their donations by manner of giving, or through designation of monies by earmarking for specific areas. Among the variables that affected the willingness to allocate private money to public education, perception of quality was the primary factor that was directly responsible for the decisions of the respondents. Conceptually this study looked at voice as an indicia of involvement, and as a way to reverse organizational exit. The ultimate goal of involvement becomes commitment or loyalty. Foundations may precipitate a process of increased community involvement in public schools.
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Ahmed, Shamima. "In search of the "different voice" in the organization: men's and women's construction of their work-roles." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39972.
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The purpose of this study is to examine the influence of women's "different voice" on their organizational behaviors. The phrase "different voice" is used here to indicate that women perceive realities and think about them in a manner distinct from men. The study examines this issue by focusing on how men and women, working in similar positions within similar organizations, construct their work-roles.
The specific research questions that this study pursues are the following:
1. Does the "different voice" find its expression in women's construction of their work-roles? and
2. If so, in what ways?
The study uses the ethnomethodological perspective on understanding roles.
For the purpose of data collection, the study uses several methods. Among them, the in depth interview is the major one. In depth interviews are conducted wi th twelve informants, six men and six women, who are working as heads of various academic departments in a university. All the interviews were tape-recorded and later transcribed.Ph. D.
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Khan, Asima. "Education and Women: Non-Formal Education Among Lower Socioeconomic Status Women in Pakistan In Their Voice." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1355698154.
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Van, Bennekom Frederick C. "The boundary spanning activities of the customer support organization: hearing and articulating the customer's voice to improve software product quality." Thesis, Boston University, 1994. https://hdl.handle.net/2144/33583.
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Thesis (D.B.A.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Quality management has become a key competitive factor (Garvin, 1988). Product design quality requires incorporating the wants and needs of the customer base into new product development, and product conformance quality relies upon identifying and resolving flaws found in the products. Collecting this feedback requires that the boundary between the customer and the firm be spanned, and applying the feedback requires that it be communicated to the functional group that can effect product improvement. Through its constant interaction with customers, the customer support group is well positioned to sense this customer feedback and communicate it to the product development group. This dissertation examined the strategic role of the customer support organization within software companies as a quality assurance agent. While traditionally viewed as a rectifier of external quality failures, the research model proposed that customer support could also serve appraisal and preventive quality assurance roles through its boundary spanning activities. A small sample, comparative case study tested hypotheses about customer support's boundary spanning and provided for grounded theory building. The research revealed three primary findings. First, service delivery designs that included higher levels of customer contact allowed the service agents to sense a broader range of customer issues. Second, product quality increased when the customer data were collected in a detailed format structured to meet the practices of the development group. Third, product quality also increased when the customer support group had more involvement in product management decisions throughout the product development cycle. Through grounded theory-building, the research identified contextual factors that fostered a preventative quality assurance role for customer support.
2031-01-01
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Brasof, Marc Ian. "Student Voice in School Reform: A Case Study of Madison High School's Youth-Adult Governance Model." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/257793.
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Educational LeadershipEd.D.
This qualitative case study examined how Madison High School's governance model generated youth-adult collaborations around school problems. This seven-month intensive study collected data through numerous site observations, semi-structured one-on-one interviews with 27 adults and students, focus group interview with 11 students, and document collection. This data collection answered the following research questions: To what extent does Madison High School include students and faculty into the policy decision-making, implementation, and review process? If so, how? Why is it done this way? How do faculty, students, administration, and staff perceive its impact on improving the school policy creation and implementation process? Student voice scholars are still investigating the ways in which student leadership around school reform can be facilitated (Dempster & Lizzio, 2007; Fielding, 2004; Mitra, 2005; Mitra & Gross, 2009; O'Donoghue, Kirshner & McLaughlin, 2002; Zeldin, McDaniel, Topitzes, & Calvert, 2000; Zeldin, 2004a). And scholars are interested in investigating how participants enact leadership when it is distributed to them (Hallinger & Heck, 1996; Spillane, 2001, 2004). This study found that not only does the school's governance model include students in the policy making, implementation, and review processes, it distributed leadership across the school and aided in organizational learning by designing its structures and processes around constitutional principles.
Temple University--Theses
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McMillan, Kimberly. "A Critical Organizational Analysis of Frontline Nurses’ Experience of Rapid and Continuous Change in an Acute Health Care Organization." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37980.
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The aim of this study was to explore the nature of frontline nurses’ experiences of living with rapid and continuous organizational change in a tertiary health care institution. The phenomenon under study was organizational change. A component of this research was also to explore the possibility of change fatigue in nurses’ discourse.
Change is inevitable, and increasingly rapid and continuous in health care as organizations strive to adapt, improve and innovate in response to external pressures. These pressures challenge hospitals to strive for patient safety, quality assurance and provision of exceptional family centred care. Attending to these pressures require time, energy and money. Rapid and continuous change creates a push/pull relationship between innovation and budget. New technologies require extra resources however, simultaneous restructuring and optimization efforts see hospitals decreasing available resources. This creates a challenging workplace for nurses who must engage in organizational change activities with limited resources.
Organizational change challenges health care providers in a variety of ways because it restructures how and when patient care delivery is provided, changing ways in which nurses must carry out their work. Little research has been done regarding the impact of rapid and continuous organizational change for frontline health care providers, most notably, nurses. In this study a critical hermeneutic design was applied. Guided by the theoretical framework of critical management studies, the researcher explored concepts of organizational change, experience of change, change fatigue, and power and voice. The setting was an urban pediatric teaching hospital located in eastern Ontario. The researcher sought breadth, depth, complexity and richness of data in understanding the experience of organizational change, which supported a decision to seek a sample size of ten to fifteen participants. Thick description commenced at fourteen participants. Face to face interviews were conducted using open-ended questions to understand nurses’ experiences of change. Brown and Gilligan’s Voice-centred relational method of data analysis was used – a multi-levelled analysis exploring the concept of voice in relation to self, other, culture, society and history.
Rapid and continuous organizational change in the workplace profoundly impacted nurses’ work, their relationships to the self, other, culture, society and history. Nurses recognized that many change initiatives reflected an ideological shift in health care that supported a culture of service, whilst sacrificing a culture of care. A culture of service prioritized cost-savings and efficiency, which saw nurses lose the time and resources required to provide quality, safe care. Nurses felt morally responsible to uphold a culture of care, which proved challenging, and at times unobtainable. The inability to provide quality, safe care resulted in a multitude of negative emotional repercussions, which fostered moral distress. Nurses exhibited elements of change fatigue, further contributing to feelings of voicelessness and powerlessness within their workplace.
Organizational change must be re-conceptualized in ways that ensure change initiatives uphold institutional integrity and better support the provision of morally authentic nursing practice. Health care organizations should place nurses at the forefront of planning, implementation and evaluation of change initiatives in order to alleviate the many negative experiences of organizational change noted in this study.
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Durst, Amanda. "An Archival Expedition: My Journey to Organize and Further Document the History of the Voice and Speech Trainers Association." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd_retro/165.
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I joined the Voice and Speech Trainers Association (VASTA) in the spring of 2004 and immediately assumed the position of VASTA Archive Cataloguist. I began to sort and file the history of the organization, as it existed. I worked on the archive project for almost a year before I stumbled onto a second project. In discovering something missing from the VASTA Archive, I began devising a plan to collect stories to flesh out the existing materials. They will be called the "VASTA Stories". In my two years of service to VASTA - as archive cataloguist, and now as archivist - I have worked to develop a system of organization for the existing materials, a catalogue system to document the archive's contents, as well as a system for the collection of new materials. My involvement in VASTA, and the inspiration for these projects, comes from Kate Ufema and Janet Rodgers - both past-presidents of VASTA.
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Kapuire, Dominika Bertha. "Learner voice and leadership: a study of a Learner Representative Council in a primary school in Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62177.
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Numerous literature world-wide emphasises the significance of learner voice and leadership in schools. These concerns are not new to the education system of Namibia, because the education system is shaped by policy which encourages the voices of all stakeholders in the schools. The Education Act 16 of 2001 introduced the Learner Representative Council (LRC) as a legitimised body in secondary schools which represents learners in school level decision-making. Learner Representative Council members in secondary schools are allowed to sit in on School Board meetings and voice their concerns about issues at the school. The Act also involved parents, allowing them to air their views on behalf of their children, by becoming part of the School Board. Although this is what the Act 16 of 2001 introduced, recent researchers have urged for the need to develop learner voice and leadership in schools, as many schools have turned a blind eye to its significance. This is also what prompted me to conduct a study on the development of learner voice and leadership. This research was conducted within the context of learner leadership at a primary school in the Otjozondjupa region, Namibia, focusing on the school’s existing Learner Representative Council (LRC). The study explores the underlying reasons for the current problems in the LRC structure and beyond, opening up leadership opportunities, and promoting learner voice at the school. Participants in the research were drawn from learners, teachers, heads of department, and the principal. As a qualitative case study in the interpretive paradigm, the study employed a range of data collection strategies - questionnaires, interviews, focus group interviews, observation and Change Laboratory (CL) workshops - to gather data to answer key research questions: How is the LRC currently involved in the leadership of the school? What are the factors inhibiting the development of learner leadership in the school? What opportunities exist for the development of learner voice and leadership within the LRC? How can learner voice and leadership be developed through Change Laboratory (CL) workshops? The research was underpinned by the second generation of Cultural-Historical Activity Theory (CHAT) as an analytical framework. CHAT had the potential to bring problems and challenges into focus, which was then used to open up expansive learning in the CL workshops. Data collected from the participants was surfaced as mirror data in these workshops. The study showed that the LRC was not active in their leadership roles and that they were not given enough opportunities to function freely in their roles. These learners were under a traditional system of leadership, whereby teachers had all the control and say in the learners’ leadership roles. The development of learner leadership was only recognised through the leadership training camp. Many factors that inhibited the development of learner voice and leadership also emerged in the study. Lastly, the notion of developing learner voice was also not understood by some teachers, which showed in their contradicting views. This study recommends that learner leadership should be developed, starting at an early age in the primary school. It also recommends that learners, however young, should be given a platform to contribute to the decision making at their schools.
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Halin, Niklas. "Seriell återgivning av två-röstslistor: ord organiseras inte efter röst." Thesis, University of Gävle, Department of Education and Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-323.
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Abstract
Title: Serial recall of two-voice lists: Words are not perceptually organized by voice.
The present study examined how voice affects the perceptual grouping of words in short-term memory that are auditory presented. Three different voice-lists were used: single-voice, alternating-voice and split-voice. In single-voice lists all words were presented in the same voice. In alternating-voice lists words were presented alternately in a male and a female voice. Finally, in split-voice lists words were presented grouped four and four in a male and a female voice. It was hypothesized that recall would be best for split-voice lists, especially at serial position 4 and 5. This was not confirmed. However, in line with earlier investigations, a recall advantage of single-voice lists was found in comparison with recall of alternating-voice lists at the beginning of the serial position curve. Taken together, these results suggest that words are not perceptually organized by voice in short-term memory. Like earlier studies this study found that recall of single-voice lists was better than alternating-voice lists at the first serial position, a result that yet has to be explained.
Keywords: Multi-voice lists, serial recall, short-term memory, perceptual organization
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Haipa, Vistorina. "Developing leadership and learner voice: a formative intervention in a Learner Representative Council in a Namibian secondary school." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62188.
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Learner participation in leadership in Namibian schools was legislated in 2001 through the Namibian Education Act, No. 16 of2001. This has then become a requirement for all secondary schools to establish a Learner Representative Council (LRC). However, this legislation only gives mandates to schools with grade 8-12. Despite the impetus of having a LRC in secondary schools, learner leadership and voice remains limited, given that we are 26 years into our democracy. This awakened my interest to conduct a study aimed at developing leadership and voice within the LRC in a Namibian secondary school. Additionally, this study was conducted to contribute to filling the gap in literature of Cultural Historical Activity Theory (CHAT) studies in the field of Education Leadership and Management. In this critical case orientation, the LRC were the subjects and the object of the activity was voice and leadership development within the LRC. I investigated participants’ perspectives on LRC leadership opportunities that existed in the case study school as well as factors that enabled and constrained leadership and voice development within the LRC of Omukumo (pseudonym) Secondary School in the northern part of Namibia. My study adopted a formative intervention design, using qualitative methodologies such as document analysis, observation, interviews, questionnaires and Change Laboratory Workshops. This study was framed by the second generation of CHAT. CHAT in this study was used as a methodological and analytical tool to surface the contradictions. Additionally, data were analysed by means of constructing categories and themes. Five sets of findings emerged: (1) a lack of conceptual awareness of the construct ‘learner leadership’: learner leadership was understood in terms of the LRC, (2) LRC members were not really acknowledged as equal participants in the school decision-making due to unequal power relations between the teachers and the LRC members, (3) misinterpretation of LRC policy that speak about the establishment of learners club and inadequate LRC training hindered the development of voice and leadership within the LRC, (4) the overall leadership role assigned to the LRC was to oversee the adherence of the school rules, and last (5) learner leadership and voice was still developing in the case study school. My key recommendation based on the research findings is the need for on-going LRC training at regional level; a need for large scale comparative studies between two African countries (Namibia, & South Africa) on the topic of learner leadership development and last, a need for workshops to train teachers on the implementation of national policies in schools, in particular those that speak to issues of learner voice and leadership.
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Amadhila, Linda. "A formative intervention for developing Learner Representative Council (LRC) voice and leadership in a newly established school in Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61744.
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In Namibian schools, learner voice and leadership are being promoted through the policy document entitled the Education Act 16 of2001 which provides an opportunity to establish Learner Representative Councils (LRCs) in secondary schools. However, recent studies have found that this body of learner leaders do not function all that effectively and sometimes exist for the sake of adhering to the policy. This prompted me to conduct an activity theoretical interventionist case- study within the critical paradigm, to develop LRC voice and leadership in a newly established Namibian school. Framed by Cultural Historical Activity Theory, the study was divided into two phases to answer the over-arching question: How can LRC voice and leadership be developed in a school? Phase one was largely interpretive, the contextual profiling phase, where document analysis, individual interviews, questionnaires and observations were used to generate data to answer the following research sub-questions: How is learner leadership understood in the school? What leadership development opportunities for the LRC currently exist in the school? What underlying factors constrain the development of LRC voice and leadership in the newly established school? Phase two of the study was the expansive learning phase, which consisted of three intervention workshops. The Change Laboratory method and a focus group interview were used to generate data in response to the last research sub-question: In what ways can LRC participation in a Change Laboratory process contribute to their leadership development? Data generated were inductively and deductively analysed, using the activity theoretical principles of contradictions and double stimulation. Data revealed that learner leadership was largely understood as managerial roles carried out by the LRC in the school. Unlike many schools in Namibia, this case-study school offered numerous leadership development opportunities for the LRC. The community networking events such as: School Exchange Programmes, Town Council breakfast and Junior Regional Council, were opportunities offered to the LRC to solicit information, exchange ideas and discuss matters of common interest with the LRCs of the fully established schools. However, there were a number of challenges that constrained LRC voice and leadership development, the major one being the fact that this was a newly established school. Of significance was that LRC participation in the Change Laboratory process contributed positively to the development of voice and leadership in learners. During this Change Laboratory process, the LRC developed a new artefact - the vision and mission statement of the school - this signified that the learners expansively transformed the object of their activity. Recommendations emerging out of the study included that the School Management Team see the ‘newly established’ status of the school as an opportunity for development, rather than a limitation, and therefore invite the LRC to participate in the different leadership practices as the school becomes established. A significant recommendation for school leadership research is to use the third generation of CHAT to expand the unit of analysis, in order to understand the leadership relations and power dynamics between multiple activity systems in schools as complex organisations.
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Roberts, Kristopher. "your little voice: An autoethnographic narrative on philosophy, technology, relationships, and the arts." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525293031814062.
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Cooper, Valerie Ann. "Ideologies and practices of public diplomacy media outlets : a critical discourse analysis of China Radio International and Voice of America." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/711.
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Countries around the world are increasingly making use of public diplomacy methods in order to advance their interests and garner favour with foreign publics, with the aim of creating 'soft power'. One of the most direct methods of doing such is through state-sponsored media outlets, which serve as government mouthpieces with the ability to speak directly to foreign populations. Such practices have recently gained more attention from Western practitioners and academics due to their increased use by countries like Russia and China, and especially in regards to their increasing media presence around the globe. However, this ignores the fact that countries like the United States have been using such outlets since the mid-1900s in openly propagandistic attempts to 'win hearts and minds. In order to understand the practices and ideologies used by such media outlets in their quest to influence foreign publics and create soft power, this research combines a content analysis with a Discourse-Historical Approach to critical discourse studies of two state-sponsored radio programmes, China Radio International and Voice of America, broadcast in March 2016. Of particular interest is the ideology and tactics used to portray countries such as China, the United States, and other countries into which these programmes are broadcast. The results demonstrate that cultural and media values feature subtly but significantly in these programmes, offering justification for their respective governments' actions, while also being used to condemn actions of other countries. Furthermore, the results reveal a hierarchical approach to coverage of countries, with many countries being reduced to inactive bystanders in global affairs.
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Zaini, Raafat Mahmoud. "Modeling Manifest and Latent Structures in a University: Understanding Resources and Dissent Dynamics." Digital WPI, 2017. https://digitalcommons.wpi.edu/etd-dissertations/435.
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Using modeling and computer simulation, this research focuses on studying two different views to organizational design and their implications for performance in the context of academic institutions. One view represents the manifest structure that includes resources (students, faculty, administration, facilities, finances, partners, donors, etc.); the other view represents the latent structure that focuses on dissent. The dissertation addresses the following two questions; 1. What are the tangible dynamic interdependencies constituting the manifest structure within academic institutions and their impact on performance? 2. What is the impact of the latent structures composed of intangible organizational processes, especially dissent, on performance? The dissertation proposes generic system dynamics simulation models untangling the complexity of the topic by tackling various slices of the problem in separate papers. The models are based on three different theoretical frameworks addressing resources and their composition, dissent, and stakeholder engagement. It is observed that while both the manifest and the latent parts of the university organization impact its performance, the latent part, being invisible, is often ignored. In the long run, the influence of the latent part of the organization can slowly but seriously compromise intangible performances components like quality, reputation, and attractiveness. When the manifest part of the organization is dysfunctional, its tangible performance rapidly suffers. The damage control policies will often impact the latent organizational performance leading the institution into a vicious cycle. The presence of time delays in this framework may create an oscillatory behavior that might modulate a growth or decline trend. Performance measures addressing intangible performance components must be factored into the organizational design since faculty, students, and other stakeholders are not only driven by financial rewards, but also by the organizational environment. The research, besides addressing the important question of the role of latent elements in organization design and demonstrating this can be done using system dynamics modeling and computer simulation, should also be of value to the design and management of higher education institutions.
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Lundin, Jönsson Joel, and Sofie Rolf. "Chefen och kommunikationsklimatet - en kvalitativ studie med strategiska chefer." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77505.
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This study aims at increasing knowledge about top managers' views on the climate of communication in an organizational context. The main question is "How do strategic managers describe the communication climate?" The study also concerns how the managers describe a communicative action that strives for voice and communicative action that strives for silence. The study also explore the influence of power on the communication climate. The study has a qualitative approach and builds on in-depth interviews with eleven experienced and senior executives. Through the sociologist Goffman's (2009) dramaturgic perspective and through theories of voice and silence, the study tries to interpret the respondents' views. The result shows that respondents describe the communication climate from opposition openness and silence. In an open climate there are open doors, creativity and focus on the business. In a quiet climate, the doors are closed. The focus is on tactics, policies and hidden personal agendas. Although the communication climate is not an established concept among the respondents, everyone strives for an open communication climate and they work differently to reach for it. The study's conclusions confirm previous research that the communication climate is a critical resource for the function and effectiveness of the workplace. The study's conclusions are also that managers should get support, for example from communication departments to learn to read the communication climate in their device and also get tools to develop the communication environment. Not least, managers need help to increase their self-awareness to understand how they personally contribute to an open or closed climate.
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Amjahad, Anissa. "La désaffiliation partisane: pourquoi les adhérents quittent leur parti? étude de cas: le Parti socialiste francophone en Belgique." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209456.
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Cette recherche appréhende la désaffiliation partisane, définie comme le fait de tout membre qui n’assure plus le paiement de ses cotisations au parti, qu’il s’agisse d’un acte volontaire ou involontaire, d’une démarche active ou passive et indépendamment du type d’engagement qui le caractérisait. Cet objet d’étude est quasi inexploré par les politistes et fait des désaffiliés une figure totalement méconnue. Dans ce cadre, il était nécessaire de choisir un cas d’étude et des données appropriés. La recherche se concentre sur le Parti socialiste francophone en Belgique et utilise les données de deux enquêtes par questionnaire auprès des membres et des désaffiliés ainsi que des entretiens menés avec des désaffiliés. Se basant sur le niveau individuel et sur une conception multidimensionnelle du phénomène étudié et utilisant une méthodologie mixte, cette recherche répond à trois interrogations. Pour répondre à la question « qui sont les désaffiliés ?», un cadre théorique systématisé de la désaffiliation partisane a été construit. Suite aux analyses, il s’avère que les anciens membres se distinguent par certains traits des membres qui restent dans l’organisation. Il est donc possible de prédire la désaffiliation par des causes latentes. Ensuite, pour comprendre quelles sont les raisons de sortie de ces membres, cette recherche examine la diversité des parcours d’adhésion et identifie quatre types de désaffiliés :les fidèles, les désengagés, les sympathisants et les décalés. Enfin, il est également question de savoir comment se déroule la désaffiliation. Découlant directement du cadre hirschmanien et de l’approche sociologique du désengagement, l’étude met en exergue différents processus de désaffiliation selon les classes de désaffiliés. Cette partie met en exergue l’existence d’un processus de disqualification du parti opérant à la base des sections locales ou des sollicitations d’adhésion, les conditions de l’occurrence de la prise de parole, des temps de passivité ainsi que le rôle des évènements politiques et personnels. Avec ces trois questionnements, cette recherche analyse les différentes dimensions de la désaffiliation :la variance intergroupe (désaffiliés versus membres), la variance intragroupe (types de désaffiliés) et la dimension compréhensive (déroulement et perceptions). Cette recherche apporte une connaissance fine d’un phénomène inexploré. Elle permet, entre autres, de dégager des pistes de réflexion sur les approches théoriques de la participation, sur les processus de sélection à l’œuvre dans les partis politiques et sur la substance de l’adhésion partisane au 21ème siècle.Doctorat en Sciences politiques et sociales
info:eu-repo/semantics/nonPublished
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Senate, University of Arizona Faculty. "Faculty Senate Minutes October 2, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/626015.
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Lu, Meng-Jen, and 呂孟臻. "Individual-oriented Voice and Organization-oriented Voice: The Relationship Between Colleagues'' Voice and Group Performance." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8a9pv2.
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碩士國立臺灣大學
心理學研究所
107
As a topic that has been actively discussed in recent years, employee voice influence on the organization is obvious. From the perspective of empowerment theory, this study try to conceptualize employee voice as two different forms, individual-oriented voice and organization-oriented voice, which the members of the group have the right to deal with and the members have no power to deal with, and trying to propose that two voice impact group performance through the different psychological autonomy felt by the members of the group, and explore the effect of the voice value on the adjustment of the above relationship. This study obtained 76 groups in Taiwan enterprises. The results of hierarchical regression showed that voice value propensity strengthened the mediating effect of group psychological autonomy on the positive relationship between organization-oriented voice and group performance. Furthermore, individual-oriented voice has little effect on the overall effect. The implications of results, theoretical contributions, the implications for practitioners, limitations, and future research directions are discussed at the end.
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Oscar, Amon Myimbili. "Voice of America and the Zimbabwe crisis." 2008. http://proquest.umi.com/pqdweb?did=1500103101&sid=1&Fmt=2&clientId=42585&RQT=309&VName=PQD.
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Thesis (M.A.)--Northern Kentucky University, 2008.Made available through ProQuest. Publication number: AAT 1450570. ProQuest document ID: 1500103101. Includes bibliographical references (p. 93-98)
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TSAI, JU-YU, and 蔡如淯. "The Relationships among Ethical Leadership,Organization Identification, and Voice Behavior: the Case of H Company." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/q9697b.
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碩士靜宜大學
國際企業學系
106
According to employee voice behavior generally is influenced by different leader styles perspective to how to enable employees to make suggestions and develop gradually stay on the organization is the great challenge for the leader. Previous studies have verified that the demonstrated attitude and response of leaders are critical key point to whether employees are willing to express opinions. Also effect to organizations bring about judgment of self-efficacy and organizational identification for employees. This study that from the past research hypothesis focuses on ethical leadership extend to explore organizational identification and employee voice behavior. Therefore, we propose self- efficacy may be a viable way to affect employee voice behavior. We also propose ethical leadership is a way to influence employee voice behavior through organizational identification. We believe this study which can provide new and insightful findings in employee voice behavior. This study was conducted to investigate the relationships between ethical leadership, organizational identification, self-efficacy and employee voice behavior. A questionnaire survey was administered to collect data from corporation H Of the 110 questionnaires distributed, 110 were returned, among which 3 were invalid, yielding 107 valid questionnaires(valid return rate = 97.2%). The empirical results showed that (1) ethical leadership positively affected organizational identification and (2) employee voice behavior. (3) organizational identification mediated the relationships between ethical leadership and employee voice behavior. (4) self-efficacy moderated the relationships between organizational identification and employee voice behavior.
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KUO, SZU-YIN, and 郭思吟. "Person–job fit, person–organization fit and voice behavior: the mediating role of organizational identification." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/aa5n3e.
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碩士國立高雄師範大學
人力與知識管理研究所
107
This study aims to examine the correlations among person-job fit, person-organization fit and voice behavior, where organizational identification serves as a mediator. This research indicates five results. (1) person-job fit positively impacts on organizational identification. (2) person-organization fit positively impacts on organizational identification. (3) organizational identification positively impacts on voice behavior. (4) person-job fit positively impacts on voice behavior. (5) person-organization fit positively impacts on voice behavior. (6) organizational identification has partial moderating effect of person-job fit and voice behavior. (7) organizational identification has partial moderating effect of person-organization fit and voice behavior.
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WU, YU-FANG, and 吳羽芳. "The Influence of Perceived Overqualification on the Voice Behavior: The Roles of Organization-based Self-esteem and Feedback Seeking." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8r5zcs.
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碩士國立屏東大學
企業管理學系碩士班
105
The main purpose of this study is to explore the relationship among the perceived overqualification、voice behavior、organization-based self-esteem and feedback seeking. First of all, we investigate why employees will feel perceived overqualification and whether these employees will give voice behavior to the organization, and further determine the mediation effect of organization-based self-esteem in this relationship. Furthermore, we test organization-based self-esteem as a moderator between perceived overqualification and organization-based self-esteem. We employ a sample of 239 supervisor-subordinate dyad in insurance industry widely in the South of Taiwan. The effective response rate is 69.5%. The results show that there are there is a positive relationship between organization-based self-esteem and perceived Overqualification whereas organization-based self-esteem has no significance effect on voice behavior, leading no mediation effect found. The moderating effect analysis suggested that feedback seeking may mitigate the negative relationship between perceived overqualification and organization-based self-esteem.
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Chien, Mei-Ting, and 錢美婷. "The Study on the Relationships among Abusive Supervision, Affective Commitment, Voice and Emotional Exhaustion: The Mediating Effects of Organization-Based Self-Esteem." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/3wza6y.
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碩士國立中正大學
勞工關係學系暨研究所
103
Abusive supervision is a phenomenon which can’t be easily noticed within an organization; however, it impacts on employees most directly and negatively (for example: abusive supervision may lead bad working attitude, behavior, and performance.). In this study, it is expected that the relationships between abusive supervision, employees affective commitment, voice behavior, and emotional exhaustion can be affected by using organization-based self-esteem as a positive psychological resource. After the relationships above are verified, the management will know the negative influence of abusive supervision on the organization and employees and begin to pay attention to this kind of organizational behavior, and provide effectively prevention and improvement. The subjects of this study are employees in high-tech industry. Abusive supervision is in relation to a subordinate’s perception of hostile level from his/her direct manager either verbally or non-verbally; the samples are collected from employees who are currently employed and work under their own mangers. Last but not least, this study was done by a statistical analysis and was based on a total of 252 valid questionnaires. Followings are summaries of this study: 1.Abusive supervision has partially significant negative effects on organization-based self-esteem, affective commitment and voice. 2.Abusive supervision has partially significant positive effects on emotional exhaustion. 3.Organization-based self-esteem has partially significant positive effects on affective commitment and voice. 4.Organization-based self-esteem has partially significant negative effects on emotional exhaustion. 5.Organization-based self-esteem has mediation effect abusive supervision among affective commitment, voice and emotional exhaustion.
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Patuawa, Jacqui. "Principal voice trials, triumphs and training : the experience of beginning in principalship from the perspectives of principals in years 3-5 /." 2006. http://adt.waikato.ac.nz/public/adt-uow20070127.165825/index.html.
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CHANG, CHING-WEN, and 張靖雯. "A Study on the Relationships among Person-Organization Fit, Distributive Justice of Compensation, Organizational Citizenship Behavior, and Voice Behaviors: Proactive Personality as a Moderator." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/53ts48.
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碩士國立中山大學
人力資源管理研究所
107
This study is to explore the influence of person-organization fit on organizational citizenship behavior and voice behavior, and the mediating effect of the distributive justice of compensation and the moderating effect of proactive personality. This study is based on employees with direct supervisors and does not limit to specific industries. In order to reduce common method variance, the two-wave questionnaire survey was used to collect data in the study. There were 281 questionnaires distributed at the first phase and 260 valid questionnaires were returned. The valid response rate was 92.5%. Furthermore, 260 questionnaires were issued at the second phase and 243 valid questionnaires were returned. The valid response rate was 93.46% and 211 valid questionnaires ultimately. There is an 81.15% return rate. Based on the statistical analysis, results are as follows: 1. Person-organization fit is positively impact on distributive justice of compensation. 2. Person-organization fit is positively impact on organizational citizenship behavior -individuals /organizational citizenship behavior-organization, respectively. 3. Person-organization fit is positively impact on promotive/prohibitive voice behavior, respectively. 4. Distributive justice of compensation has a fully mediating effect between person-organization fit and organizational citizenship behavior-individuals/ organizational citizenship behavior-organization, respectively. 5. Distributive justice of compensation has no effect between person-organization fit and promotive/prohibitive voice behavior, respectively. 6. Proactive personality has no moderating effect between distributive justice of compensation and organizational citizenship behavior-individuals/organizational citizenship behavior-organization. 7. Proactive personality has no moderating effect between distributive justice of compensation and promotive/prohibitive voice behavior. Based on the research results, the concrete conclusions and suggestions will provide for HRM practice and further study as the references.
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Shanggao, Chen. "The influence mechanism of regulatory focus on employee voice behavior: an empirical study on China's private manufacturing industry." Doctoral thesis, 2020. http://hdl.handle.net/10071/22692.
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This thesis explores the influential mechanism of regulatory focus on employee voice behavior from the perspective of individual motivation. The study was conducted in 17 Chinese manufacturing enterprises. Through questionnaire collection and questionnaire pairing at two time points, 329 pairs of valid data are obtained. After the empirical analysis, the study comes to three conclusions. Firstly, promotion focus positively affects acquiescent voice and prosocial voice. Secondly, disintegration avoidance mediates the relationships between promotion focus and defensive voice as well as acquiescent voice. Harmony enhancement mediates the relationship between promotion focus and prosocial voice. Thirdly, psychological safety negatively moderates the relationship between disintegration avoidance and defensive voice as well as acquiescent voice. From the perspective of individual motivation, the study has revealed the influential mechanism of regulatory focus on voice behavior. Meanwhile, the study is of practical value to human resources management practices.Esta tese explora o mecanismo de influência do foco regulatório no comportamento da voz dos colaboradores a partir da perspetiva da motivação individual. O estudo foi realizado em 17 empresas de manufatura chinesas. A recolha de dados foi realizada com questionários e foi realizado o emparelhamento em dois pontos de tempo, tendo sido obtidos 329 pares válidos. Após a análise empírica, o estudo apresenta três conclusões. Em primeiro lugar, o foco na promoção afeta positivamente a voz aquiescente e a voz pró-social. Em segundo lugar, a evitação da desintegração medeia as relações entre o foco de promoção e a voz defensiva, bem como a voz aquiescente. A melhoria da harmonia medeia a relação entre o foco na promoção e a voz pró-social. Em terceiro lugar, a segurança psicológica modera negativamente a relação entre a evitação da desintegração e a voz defensiva, bem como a voz aquiescente. Do ponto de vista da motivação individual, o estudo revelou o mecanismo de influência do foco regulatório no comportamento da voz. Este estudo tem também um valor prático para as práticas de gestão de recursos humanos.
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Dufour, Marie-Ève. "Rupture du contrat psychologique et effets sur le cynisme cognitif, la voix et le silence : effet modérateur de la culture organisationnelle et de la congruence personne-organisation." Thèse, 2008. http://hdl.handle.net/1866/6711.
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