ISO 9001 has been world widely implemented in both manufacturing and service organizations. A lot of studies have been conducted to investigate the effects of ISO 9001 implementation on the performance of these organizations. Most of these studies show that ISO 9001 implementation realized positive operational improvements and financial success. Building on the merits of successful implementation of ISO 9001 quality management system in manufacturing and service, educational institutions have been attempted to adopt it in their operations. Even though there are studies relating ISO implementation to education, no research has been done to investigate the effects of ISO 9001 at the individual level. The objective of this research is to investigate the effects of ISO 9001 quality management implementation on the performance of administrators and teachers. The Indonesian vocational education system is selected as a case example as there is a significant number of such institutions in Indonesia that attempt to achieve ISO certification and there is a national need to improve the performance of vocational education. It is a challenge to assess objectively the degree of ISO 9001 implementation in this specific educational context because of the size and diversity. This study relies on survey that measures the respondents’ perception. Hence, this study applies a self-reported survey based performance measurement. The questionnaires are developed based on extensive literature review. Partial Least Squares Structural Equation Modeling (PLSSEM) has been used to examine the relationships between the different elements of quality management systems, quality culture; administrator and teacher performances. The study is able to examine multiple interrelated dependence and subsequent relationships simultaneously among examined factors such as teacher and administrator performance, existing iv quality culture and ISO principles; and to incorporate variables that cannot be directly measured, such as leadership, for example. The findings of this study show that ISO 9001 implementation has positive significant effect on the performance of the vocational school administrator and teacher. The study also identifies key influencing elements of the ISO quality management system and examines their direct and indirect relationships with teacher and administrator performances. This study is expected to improve the current practices in implementing ISO and quality culture in any educational settings, specifically in the case of vocational educational system.

Many cultural and social psychological studies have been conducted at the societal level and at the individual level and generalised for all members in that society. This ignores the fact that there are many distinctive subgroups with their own subgroup cultures within a society. These subgroup cultures also have an influence on individuals, and need to be explored at an individual level. A survey in both English and Chinese was posted to 1,869 Chinese private equity professionals in the People’s Republic of China and Hong Kong and resulted in 376 responses. The survey measured the core values and beliefs of individualism, collectivism, power distance, social axioms, Machiavellianism, Confucianism, and preferred negotiation style for those who have had overseas exposure in Anglo-Saxon countries and those who have not. The theories employed in the study were institutional theory, the resource-based view, and social psychological theories. A partial least squares structural equation model was used to determine relationships. Significant differences between Chinese private equity professionals who have worked or studied in Anglo-Saxon countries and those who had not were found for individualism, vertical collectivism, Machiavellian control and status, three aspects of Confucianism, and also the controlling negotiation style. The model devised can be adapted for other societal subgroups to measure, not just preferred negotiation styles, but other important organizational relationship-dependent factors such as leadership style, decision-making, and trust. The model can be employed to further understand many types of organisations and industries anywhere in the world.

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<p> In this project we used structural equation modeling to analyze the data collected for the Canadian Community Health Survey (CCHS) Cycle 1.2 - Mental Health and Well-Being conducted by Statistics Canada. The data are cross-sectional.</p> <p> We looked at the relation between depression and obesity adjusting for gender, socioeconomic status, gene-environment interactions, eating and physical activity and stress.</p> <p> We used the AMOS and Mplus softwares to analyze our data. The first one used continuous variables for depression ("persistence of depression", in years) and obesity ("body mass index"-BMI), while the second used categorical variables: lifetime depression, 12 month depression and obesity (normal weight, overweight and obese). We also used two variables to measure different aspects of stress: self-perceived ability to handle an unexpected problem and work stress-social support.</p> <p> We fitted the models across the entire data, but also across different groups: males versus females and groups based on gender and BMI.</p> <p> The results indicated that the relationship between depression and obesity is different across gender.</p> <p> The limitations of the study are also discussed. </p> / Thesis / Master of Science (MSc)

High rates of medical errors are well documented within the healthcare industry. Nurses, in particular, play a critical role in the quality and safety of healthcare services. Fatigue is a factor that has been linked to stress, safety, and performance decrements in numerous work environments. Within healthcare, however, a comprehensive definition of fatigue encompassing multiple dimensions has not been considered, but is warranted since nurses perform tasks consisting of diverse physical and mental activities. As such, "total fatigue" was examined, as were interactions between its underlying dimensions and the effects of these dimensions on performance, in the context of actual and simulated nursing work. In a survey study (Chapter 2), registered nurses reported relatively high levels of mental, physical, and total fatigue, and higher levels of fatigue were associated with perceived decreases in performance. Work environment variables, such as work schedule or shift length, were also related to differences in reported fatigue levels. An experimental study investigated causal effects of mental and physical fatigue on mental and physical performance (Chapter 3). Mental fatigue affected a measure of mental performance, and physical fatigue had a negative effect on measures of physical and mental performance. A multidimensional view of fatigue that considers direct and crossover effects between mental and physical dimensions of fatigue and performance is relevant when quantifying effects of fatigue on performance. A model of the relationships between fatigue dimensions and performance in nursing was developed using structural equation modeling techniques (Chapter 4). The model supported the existence of a total fatigue construct that is directly affected by mental and physical fatigue levels. The final model also provides quantitative path coefficients defining the strength of relationships between mental and physical dimensions of fatigue, total fatigue, and mental and physical performance. The current research provides an increased understanding of fatigue levels in registered nurses across work environments, as well as the underlying causal mechanisms between dimensions of fatigue and performance decrements. The findings and the final model can aid in designing interventions to reduce or eliminate the contributions of fatigue to the occurrence of medical errors. / Ph. D.

Although research describing relationships between psychosocial factors and various eating patterns is growing, a model which explains the mechanisms through which these factors may operate is lacking. A model to explain overeating patterns among normal weight college females was developed and tested. The model contained the following variables: global adjustment, eating and weight cognitions, emotional eating, and self-efficacy. Three hundred ninety-one participants completed the following self-report indices: the Questionnaire on Eating and Weight Patterns-Revised, the Student Adaptation College Questionnaire, the Weight Efficacy Life-Style Questionnaire, the Center for Epidemiological Studies on Depression, the State-Trait Anxiety Inventory, the State-Trait Anger Expression Inventory, the Emotional Eating Scale, the COPE, the Dutch Eating Behaviors Questionnaire - Restraint Scale, and a self-reported frequency of current eating patterns. Forty participants were excluded based on responses suggestive of obesity (BMI>27.3), severe dietary restraint, or bulimia nervosa, resulting in a final sample of 351. Correlational matrices, factor analysis and structural equation modeling with LISREL 8.B were progressively used to develop the best measurement model and assess the goodness of fit of the proposed structural model. The model provided an excellent fit to the data (GFI=.95; AGFI = .92; RMSEA = .048) and explained as large amount of the observed variance in overeating patterns among normal weight college females (R² = .78). An alternative model, which included dietary restraint as a predictor variable was also tested and compared to the proposed structural model. On all indices of model fit and model parsimony, the proposed model without dietary restraint appeared superior. Moreover, dietary restraint was not a significant direct contributor to the explanation of overeating patterns among normal weight college females. In the final structural model, all variables had a significant direct effect on eating patterns (p < .01). Further examination revealed a large total effect of adjustment as well as a strong direct influence of emotional eating on overeating patterns (direct effect =.52, p <.001). Because emotional eating captures the extent to which negative emotions produce an urge to eat, treatment and prevention programs should specifically target acquisition and practice of alternative coping strategies for dealing with negative emotions. / Ph. D.

This study seeks to offer a meaningful statement about the relative importance of self-processes and activated social capital in the process that links high school students and educational outcomes. The conceptual model for the study draws on the large and diverse body of research that aims to understand the process and effects of the interaction of the person and his or her environment. It is hypothesized that adaptive self-processes and social capital are positively related to school engagement, educational aspirations, and actual performance in school; and, that these factors mediate the effects of family background and other potential social capital on educational outcomes. The data for this study were obtained from a sample of N=1,176 in grades 9-12 from three school divisions in Virginia. Students completed the School Relationships and Experiences Survey (SRES), an instrument designed for this study. The study uses structural equation modeling (SEM) to model the relationships between the variables of interest. Data were analyzed using LISREL 8.3 (Jöreskog & Sörbom, 1993). The covariance structure models tested include both single-indicator and multiple-indicator constructs. The analysis follows the two-step procedure suggested by Anderson and Gerbing (1988). First, a measurement model was tested using confirmatory factor analysis to develop a model with acceptable fit to the data. In step two, the theoretical model of interest was specified as an a priori model. This theoretical model was then tested and revised until a theoretically meaningful and statistically acceptable model was found. In conclusion, the results of the analyses are discussed, and possible explanations for the results are proposed. Directions for future research are outlined, including the need for cross-validation of this model on additional samples of high school students. Social capital has previously been conceptualized primarily as family resources and parent-child relationships. This study provides promising initial evidence that activated social capital (education-related support received by adolescents from the broader social network) has stronger and more meaningful effects on academic engagement and other educational outcomes than the more passive indicators of social capital used in previous research. This work was supported by a doctoral fellowship from the Social Sciences and Humanities Research Council of Canada (SSHRC) and a grant from the ASPIRES program at Virginia Tech. / Ph. D.