This study examined the career paths of women administrators serving as chief academic officers in Christian colleges and universities which belong to the Council for Christian Colleges and Universities (CCCU). The CCCU is a professional association of evangelical Christian institutions dedicated to integrating faith and learning. The exploration included each administrator's demographic information; her early, adolescent, college, and graduate school experiences; early vocational experiences; the effect of marriage and motherhood on her career; critical factors she identified as important in achieving her current position; and the importance of spiritual convictions or Christian faith in career decision making. Sixteen of the eighteen identified women holding the rank of chief academic officer agreed to participate in the study. The typical woman administrator was 50, married, and the mother of one or more children. She most likely had received her education in the humanities, with the terminal degree of choice being a Ph.D. She had served at her current institution for more than five years, but in her current administrative position for less than five. As an adolescent she excelled in the humanities, less so in math and science, and was involved in many extracurricular activities, including music endeavors, leadership, and her local church. She had received the most encouragement from her mother, although both parents expected her to do her best in school. For post secondary education, she had benefited from a mentor, had excelled easily, and had taken no time off between her bachelor's and master's degrees or between her master's or doctoral degrees. Although she had aspired to teach and received most of her early vocational experience in the professoriate, she had not aspired to be an administrator. As an adult, she had married in her 20's and had children before the age of 30. She had an unusually supportive spouse and believed her marriage to be a key factor in her career success. Her family and professional roles were potentially conflicted and required her to "juggle" her responsibilities. She believed the influence of her mentors, faith influences, and chairing an academic department were critical experiences that had led to her position in administration. Regarding her spiritual convictions and disciplines, she adamantly believed both affect her daily work and personal life. CCCU women administrators are deeply committed to their Christian higher education callings, highly educated, persistent, spiritually minded, and devoted to their families.

D.Ed. (Educational Management) / Please refer to full text to view abstract

Le droit français des procédures collectives a connu pas mal de modifications ces dernières années. La profession d’administrateur judiciaire pour sa part, n'a également pas cessé d’évoluer avec des succès et des échecs qui ont attiré notre attention. Il s’agit d'examiner cette évolution pour la modernisation de la profession dans le contexte actuel de la mondialisation. En droit chinois il n’existait pas une vraie loi sur les procédures collectives au sens strict avant la publication de la nouvelle loi du 27 août 2006 sur la faillite d’entreprises. Par rapport à l’ancienne loi de 1986, la nouvelle loi adoptée après 12 ans d’élaboration, est venue apporter des changements importants et constitue un effort majeur pour constituer un système juridique correspondant au développement vers une économie de marché. Parmi de nouveaux régimes établis par la nouvelle loi 2006, nous notons que la mise en place du régime d’administrateur de faillite est un des plus remarquables. Toutefois étant un régime établi dans le droit de la faillite, qui lui- même est apparu assez récemment, le dispositif ne peut que fournir un cadre juridique pour l’administrateur de faillite. Pour autant, la recherche sur l’administrateur de faillite, s’investissant d’un rôle très important, dans les procédures collectives chinoises est sans aucun doute un sujet nécessaire et urgent. Espérant pouvoir faire progresser le régime chinois d’administrateur judiciaire vers une profession libérale juridique en s'inspirant de l’expérience française, nous traitons successivement la nature juridique de l’administrateur judiciaire du point de vue historique et de droit positif, les conditions d’accès aux fonctions d’administrateur judiciaire, ainsi que sa rémunération, ses fonctions, et sa responsabilité en droit français et en droit chinois. / In the last years, the French and Chinese Bankruptcy law has been quite changed. So has the profession of « Judicial administrators » (administrateurs judiciaires), with more or less success. Both the successes and failures of these changements have drawn our attention. Our scope is to analyse the evolution of this profession in the perspective of its modernisation in the today's context of a global economy. There was no specific Chinese Bankruptcy law until the publication of the new law of August 27th 2006 on Enterprise Bankruptcy. The new law which has been prepared for 12 years has brought some remarkable improvements to the existing law of 1986 and has been a major effort to build up a complete legal system in line with the modern open market economy. One of the most remarkable features of the new 2006 law has been the implementation of the « Judicial administrators » profession. Nevertheless, the « Judicial administrators » profession, who was established within the Bankruptcy Law, which has itself been defined quite recently, must only be considered but as an initial framework for the profession. Yet, as the « Judicial administrators » plays an important role in the Bankruptcy Law, making research on this subject appears to be both necessary and urgent. Our hope is to help transforming the « Judicial administrators » profession into a « liberal profession », similarly to their equivalents in the French system. We therefore analyse successively the juridical nature of the profession, from an historical point of view and in the perspective of the « effective law » (droit positif), the access conditions to this profession, its remuneration, the involved functions and responsibilities in both the French and Chinese law.

Existing research shows the importance of teacher professional development and that decisions regarding professional development in schools lie with administrators. However, while studies have been conducted on the need for administrators fostering professional development in schools in the USA, there appears to be limited research on administrator views of professional development in international school environments. The purpose of this study was to consider views of administrators in international schools regarding professional development activities. Using a mixed methods sequential explanatory design, a questionnaire followed by in-depth interviews, data was collected from a convenience and purposive sample of administrators from international schools in Europe, Asia, Africa, Latin America and the Middle East so as to explore and provide answers to the main research question: “What are the views of administrators on how professional development is planned, implemented, evaluated and resourced in international schools?” Findings from quantitative data indicated strong agreement that administrators should work collaboratively with teachers to determine the professional development needs of the school and that teachers should be involved in assessing professional development effectiveness. Analysis of qualitative data indicated the following themes: teachers are sent to conferences/workshops for professional development or content experts are brought to the school; decisions about professional development should align with school goals; professional development needs should be determined by teachers and administrators collaboratively; there are no significant professional development evaluation processes in place; 2% of the budget is standard allocation in schools for professional development and school boards approve the budget while administrators decide on allocation. By addressing the study’s purpose, this research seeks to contribute to the larger conversation on how administrator views on professional development in international schools can add knowledge to the limited research on effective avenues to professional development in the international school context.

High occurrences of student incivilities are a growing concern in the K-12 education system. This problem may be directly impacted by systems thinking and inconsistent school policy enforcement. At a local high school, this problem affected student learning outcomes and teacher-student interpersonal relationships. The purpose of this case study was to explore the perceptions of teachers and administrators regarding consistency in discipline policies and practices, as well as student incivilities as they related to Senge's 5 disciplines. The conceptual framework for this study was Senge's 5 disciplines of organizational learning: systems thinking, mental models, team learning, shared vision, and personal mastery. Using a case study design and responsive interviews, data from discipline procedure documents and data on student incivilities were collected from 9 teachers in Grades 9-12, as well as 2 administrators. The data were analyzed using Hatch's interpretive method. Findings indicated discipline policies and practices were ineffective and inconsistent, due to poor systemic communication structures and lack of classroom management. A recommendation was made to implement systemic classroom management policies and Positive Behavior Intervention and Support trainings. Positive social change occurs when administrators and teachers implement the systemic policies and trainings identified in this study in order to motivate students to change their patterns of incivility and, as a result, focus on learning.

E-learning is a fast growing trend worldwide but it is still not universally accepted and practice does not always reach national government and tertiary institution expectations, especially in Taiwan. While issues around the effective implementation of e-learning to produce high quality education are being raised internationally, very little research has been undertaken in Taiwanese tertiary institutions, particularly for science education. No research was found that addressed the various perspectives of the stakeholders involved in blended courses which had both face-to-face and online learning components. The link between e-learning practice and views of learning had also received little attention. This study investigated how e-learning practice was perceived and experienced at a national research-based university in Taiwan. The main focus was to identify the challenges, benefits and related success factors of e-learning practice as part of blended learning courses from the perspectives of university administrators, support people, instructors and students. An interpretative methodology using questionnaires and interviews was employed to generate data from these participant groups. Both quantitative and qualitative data were collected. This study provides empirical evidence that e-learning practice is perceived and experienced as a technology-mediated and collaborative practice that is socially and culturally situated. The study supports the view that e-learning practice as a whole is a socio-cultural system, although when looking at instructor and student preferences for instructional design and learning processes there is a fit with both behaviorist and constructivist approaches to teaching and learning. However, instructors and students need to be active and self-managed to find e-learning efficient and effective. Students, instructors, support people and administrators held very similar perceptions of the benefits of and influences on lecturer and student use of e-learning as a component of blended learning. Based on the findings, an explanatory model for the influences on e-learning practice as part of blended learning in a Taiwan university context was developed. E-learning teaching and learning approaches are initiated by and created within a multi-layered context. At the first level, e-learning practice is accomplished via instructor and student engagement in day to day teaching and learning and as an educational reform it cannot separated from the ICT technologies which mediate their interaction. Put another way, because instructor and student participation in e-learning as part of blended learning is voluntary students are included with instructors and the technology in the core enactment zone for practice. At the next level this three-way instructor-student-technology interaction is affected by and nested within the university instructor professional community and student peer community, which in turn is shaped by and nested in university-wide policies and practices. These three levels are nested in and influenced by the national policy context, external professionals, private enterprise and the public at large. The model and associated suggestions presented in this study are expected to assist governments and universities to play a more constructive role in the development and implementation of e-learning education to improve the quality of courses for students and instructors. The hope is that the findings will contribute to enhanced teaching and learning supported by better administrator decision-making regarding institutional policies and practices including investment in learning technologies and support services for e-learning.

This study was designed to compare teachers' perceptions of teaching autonomy at two economically diverse elementary school campuses to determine factors that influence teachers' perceptions of their ability and authority to make important decisions regarding their classrooms and students. Using a quantitative measure developed by Pearson & Hall (1993), the Teaching Autonomy Scale (TAS), fifty teachers, twenty-five from each campus, rated their teaching autonomy. The TAS served as a sorting and selecting tool to place teachers in two cohorts: low and high teaching autonomy. From these cohorts, ten teachers were selected to participate in an interview and discussed factors that influence their individual authority in making important classroom decisions. Teachers also discussed actions of resistance and conformity to mandates, reform initiatives and policies, which influence their ability to exercise teaching autonomy. Previous research has defined teaching autonomy as a measurable and quantifiable construct (Pearson & Hall; Pearson & Moomaw, 2005), as well as a professionally conferred characteristic awarded the teaching professional upon completion of the degree and meeting the licensing requirements for public school educator. Findings of this study point to teaching autonomy as a state of being that is best understood through a theoretical framework of symbolic interactionism (Blumer, 1966; Mead, 1934) and role-identity theory (McCall & Simons, 1966). The findings indicated a need for a different conceptualization of teaching autonomy. An original grounded theory is proposed that describes teaching autonomy as a series of identities, which are by nature transitory and shifting, rather than as a fixed score on a set of indicators. Further complicating this theory are the varying governance structures in schools that contribute to teachers taking both active and passive roles when exercising authority over the decisions important to the classroom. Schools that operate democratically, as learning organizations, cultivate teaching autonomy and value the professional input of teachers concerning decisions that impact the classroom and student achievement. Schools that operate bureaucratically do not necessarily value a teacher's input into decision-making. Additionally, teachers in the study acted autocratically regarding their teaching autonomy and made decisions in isolation, even in a tightly coupled policy environment. Governance structures influenced the teachers' selection of two roles, ruler or ruled and eight identities were described by teachers in the study they used when exerting or deferring individual authority over the top-down decisions imposed by external authorities. The role identity theory presented by the author offers a better explanation of how teachers enacted and described the phenomenon of teaching autonomy at their campuses than does previous research. Implications for future research, for school leaders and for policy are based on the conclusion that teaching autonomy is state of being that must be understood from an interactionist perspective alongside the characteristics of the teachers' workplace.

Magistro darbe yra vertinamas Administratoriaus vaidmuo Vilniaus miesto savivaldybės komunalinių atliekų tvarkymo sistemoje. Pirmajame skyriuje aptariamas komunalinių atliekų tvarkymo sistemos valdymas, atliekų tvarkymo politikos principai ir prioritetai, atliekų tvarkymo sektoriaus teisinis reglamentavimas Europos Sąjungoje ir Lietuvoje. Antrajame skyriuje nagrinėjama Vilniaus miesto savivaldybės komunalinių atliekų tvarkymos sistema: savivaldybės institucinė samprata ir jos funkcijos, atliekų tvarkymo sistemos teisinis reglamentavimas, administravimas ir organizavimas, viešosios paslaugos pirkimas ir jos objektas, finansavimo mechanizmas, jos kontrolė ir priežiūra, apibūdinami Administratoriai, veikiantys Vilniaus miesto savivaldybės komunalinių atliekų tvarkymo sistemoje. Trečiajame skyriuje atlikta Administratoriaus vaidmens Vilniaus miesto savivaldybės komunalinių atliekų tvarkymo sistemoje analizė, UAB ,,Naujamiesčio būstas“ pavyzdžiu. Aptariamos Administratoriaus specifinės funkcijos ir uždaviniai susiję su komunalinių atliekų tvarkymo veikla. Pristatoma administravimo tarifų apskaičiavimo metodika, pateikiami atliekų surinkimo ir išvežimo tarifo apskaičiavimo pavyzdžiai. Pateikiami ekspertų ir Žvėryno bei Naujamiesčio seniūnijų gyventojų požiūrio į Administratoriaus vaidmenį komunalinių atliekų tvarkymo sistemoje tyrimo rezultatai. Nustatyta, kad tiek ekspertai, tiek gyventojai išskiria atliekų tvarkymo sistemos trūkumus (netinkamas mokesčio dydis už atliekų... [toliau žr. visą tekstą] / The focus of this master’s final thesis is on administrator’s role in the waste management system of Vilnius municipality estimation. Chapter One describes the waste management system’s administration, the main principles and priorities of waste management policy, waste management legal regulations in European Union and Lithuania. Chapter Two analyses waste management system of Vilnius municipality: the institutional conception of municipality and functions, legal regulations, management and administration of waste management system; procurement of public facilities – object, financial management, control and supervision, also operating administrators in waste management system of Vilnius municipality. Chapter Three analyses administrator’s role in waste management system of Vilnius municipality on the joint stock company “Naujamiesčio būstas” example and describes administrator specific functions and tasks related to waste management activities peculiarity. Also presents administration tariffs calculation methodology and waste gathering and transportation tariff calculation examples. This chapter represents experts and Žvėrynas and Naujamiestis communities expressed views for the administrator’s role in waste management system. Establishment of the fact, that both experts and residents defines the same weaknesses of waste management system (inappropriate waste transportation tariff, lack of collaboration between administrator and the waste holders that influences... [to full text]

Darbo objektas – Kauno miesto viešbučių administratorių motyvavimas ir motyvacija. Tyrimo problema – nuo kokybiško viešbučių administratorių darbo ženkliai priklauso viešbučių paslaugų kokybė, atitinkamai, ir klientų pasitenkinimas. Todėl viešbučiai turi motyvuoti administratorius net ir ekonominės krizės laikotarpiu. Tyrimo tikslas – atskleisti Kauno miesto viešbučių administratorių motyvavimo ypatumus ir motyvaciją ekonominės krizės metu. Tyrimo uždaviniai: 1. Išanalizuoti viešbučių administratorių motyvavimo ir motyvacijos teorines prielaidas. 2. Ištirti Kauno miesto viešbučių administratorių motyvaciją skatinančius veiksnius ekonominės krizės metu. 3. Ištirti Kauno miesto viešbučių administratorių motyvavimo veiksnius ekonominės krizės metu. Tyrimo hipotezė: ,,Ketinimas nekeisti darbo susijęs su pasitenkinimu užimamomis pareigomis, motyvavimo sistemomis, darbo vieta ir pasitenkinimu darbo užmokesčiu“. Svarbiausios išvados: Kauno mieste viešbučių, motelių, svečių namų administratoriai gana patenkinti darbu. Išeiti iš dabartinio darbo galvoja penktadalis respondentų. Nepasitenkinimas darbo užmokesčiu ir karjeros galimybėmis yra svarbus veiksnys, skatinantis išeiti iš darbo. Dauguma respondentų negauna premijų, menkai patenkinti materialiniu motyvavimu ir patenkinti moraliniu motyvavimu. Yra ryšys tarp pasitenkinimo užimtomis pareigomis, ketinimo nekeisti darbo, pasitenkinimo motyvavimo sistemomis ir darbo užmokesčiu bei pasitenkinimo darbu. Yra ryšys tarp pasitenkinimo... [toliau žr. visą tekstą] / Object of work- motivating factors and motivation of Kaunas city hotels’ administrators. Problem of research – the quality of hotel activity and customer satisfaction highly depends upon the quality of work of hotel administrators. That is why hotels must motivate hotel administrators even during the economic crisis. Goal of research – to reveal peculiarities of Kaunas city hotels’ administrators motivating factors and motivation during the economic crisis. Tasks of research: 1. To analyse theoretical basis of hotel administrators motivating factors and motivation. 2. To research motivation factors of Kaunas city hotels’ administrators during the economic crisis. 3. To research motivating factors of Kaunas city hotels’ administrators during the economic crisis. Hypothesis of research:,,The intent not to quit work is related to the satisfaction with working position, motivating systems, work place, and work payment”. Main conclusions: Kaunas city hotels’ administrators are rather satisfied with their job. One fifth of respondents are thinking about quitting the work. Low level of satisfaction with work payment and career are important factors motivating to quit work. Most respondents get no premiums, are not satisfied with material motivating factors, bus they are satisfied with psychological motivating factors. There is a relation between satisfaction with working position, motivating systems, an intent not to quit work and the work satisfaction. There is a relation... [to full text]

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Typescript; issued also on microfilm. Sponsor: Cynthia Johnson. Dissertation Committee: Dawn Person. Includes bibliographical references (leaves 104-115).