The purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation strategies described by Eckel and Kezar (2003). The study indicates that although part of the same institution, each advising team has a unique culture and approach to doing their work. In turn each team has a different approach to their adaptation to the change that affects them. The study began with an examination of how and if the advising teams use the five core adaptation strategies described by Eckel and Kezar (2003). It was found that these adaptation strategies were not utilized because they require authority and the advisors do not have the organizational control necessary to use these strategies. However, the study revealed that the advising teams adapt to their environment through coping mechanisms depending on the type of adaptation. It was also found that the responses the advising teams have to particular change events depends on when they find out about the change as well as the culture and leadership of the teams. Consequently, their resilience to changes is a result of their ability to either absorb the change or alter their system quickly in reaction to the change. Implications are presented for universities and the advising teams in addition to recommendations for future study. / by Leigh A. McFarland. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Thesis advisor: Lauri Johnson / This individual study was part of a larger group case study about how educators of color experience racial disproportionality in the Cityside Public Schools (pseudonym). The purpose of this individual study was to identify factors that influence job satisfaction for teachers and administrators of color and how teachers and administrators of color perceive how these factors might influence their job retention. This study included both teachers and administrators of color from one urban school district in Eastern Massachusetts, the Cityside Public Schools (CPS). Data sources included 11 semi-structured interviews with educators of color and 40 completed Likert scale surveys measuring job satisfaction and retention. The data was collected during a one-month period. All data was coded thematically using three levels of ecological framework, as well as factors that contribute to job satisfaction and retention. The interview data was coded first, and then the survey data was coded. The data was coded using identified themes from previous research, as well as new themes that emerged from the interviews. All the data was then combined and synthesized to determine findings and make recommendations. This individual study found that many of the Cityside participants were satisfied with their job, while still recognizing that their work is challenging. Factors that influenced their job satisfaction were embedded in themes of connections, support, racial identity, resources and fatigue. These factors, except for the last, predicted slightly higher rates of perceived retention within the district among the teachers of color than the administrators of color. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Este trabalho foi desenvolvido tendo como tema principal a metodologia de simulação chamada Jogos de Empresas. Este tema ganhou destaque no cenário empresarial e acadêmico nas últimas décadas e tem sido utilizado como ferramenta de treinamento no meio empresarial e de aprendizagem no meio acadêmico, além de ser amplamente discutido em artigos, dissertações e teses. Tendo isto em vista, destaca a relevância dos jogos de empresas como metodologia de aprendizagem no ensino de Administração. Seu enfoque está baseado no conceito de aprendizagem vivencial, no qual o aluno participa ativamente do processo de aprendizagem e também na técnica de simulação com ênfase nos jogos de negócios; apresentando sua evolução, classificação, pesquisas sobre o seu emprego, a estruturação básica e a forma geral de funcionamento, além das suas utilizações, seu desenvolvimento e suas perspectivas, tendo em vista os grandes avanços tecnológicos que permitem hoje, maiores aproximações das simulações com a realidade. Apresenta um novo modelo de jogo de empresas a ser utilizado como instrumento de apoio à formação e treinamento de administradores, enfatizando principalmente o processo decisório, dando nova dinâmica a esta metodologia, visando estabelecer melhores resultados em termos de aprendizagem e motivação aos participantes. O modelo proposto foi aplicado em seis turmas diferentes, de cursos de administração, sendo então apresentados os principais efeitos da aplicação e uso do modelo proposto, mostrando que embora não tenha sido possível mostrar que o aprendizado foi maior, a percepção dos participantes mostrou resultados muito positivos. Finalmente apresenta sugestões para futuras pesquisas. / This work was developed seeking as main theme the simulation methodology. This theme stood out in the managerial and academic scenery in the last decades and it has been used as training tool in the managerial way and of learning in the academy, besides being discussed thoroughly in papers, dissertations and theses. This way, it detaches the relevance of the business games as learning methodology in the teaching of Administration. Your focus is based on the concept of experimental learning, in which the student participates actively of the learning process and also in the simulation technique with emphasis in the business games; presenting your evolution, classification, researches on your employment, the basic structuring and the general form of operation, besides your uses, your development and your perspectives, considering the great technological progresses that allow today, larger approaches of the simulations with the reality. It presents a new model of business game to be used as support to the administrators in your formation and training, emphasizing mainly the decision process, giving new dynamics to this methodology, seeking to establish better results in learning and motivation to the participants. Finally, it presents the principal effects and results of the application and use of the proposed model, besides the recommendations for future researches.

Submitted by Marlene Aparecida de Souza Cardozo (mcardozo@pucsp.br) on 2016-11-25T12:03:43Z No. of bitstreams: 1 Gabriel José de Orleans e Bragança.pdf: 1093764 bytes, checksum: 2be05561dbd1bc4d4f73473a8c1b554c (MD5) / Made available in DSpace on 2016-11-25T12:03:43Z (GMT). No. of bitstreams: 1 Gabriel José de Orleans e Bragança.pdf: 1093764 bytes, checksum: 2be05561dbd1bc4d4f73473a8c1b554c (MD5) Previous issue date: 2016-10-27 / This dissertation aims to analyze the duties of the judicial administrator in the bankruptcy process. Have a look at the duties of the judicial administrator carries the distinction of two basic roles: (i) the duty of inspection; and (ii) the duty of management of the bankruptcy process. From these basic functions, it is possible to extract the need for a greater respect for the principle of transparency, in order to better undertake its role within the duty of information according to the LRF. The process of bankruptcy and the dealing conditions related to the judicial recovery plan must comply with the principle of transparency, which is the greater goal of all functions of the judicial administrator, who will make the best efforts to have all involved parties aware of the financial, asset and management status of the rebound company. Moreover, as per the importance of the judicial administrator’s duties, it is intended also to demonstrate its importance in managing the legal proceedings, despite of the fact that it lacks adjudicative power. Relies at the judicial administrator figure the main weapon against the information asymmetry in bankruptcy proceedings, especially in the relation between the rebound company and its creditors. Having that in mind, aspects of law and economics, which is the doctrine cradle of this matter, will be addressed. Indeed, it is important to explore all duties of the judicial administrator according to Law No. 11,101, of February 9th, 2005, which, as will be demonstrated, does not embrace all powers of the judicial administrator. Therefore, it is essential the research at academic level the laws not in force anymore, as well as the law in force currently, in order to explore the Judicial administrator’s acting powers according to each law and to analyze the increase or the decrease of its rights. To this end, it is analyzed the pertinent disciplined institutes as well as the study of the existence and operation mode of the same players and their characteristics at all times. In addition to laws, doctrine and jurisprudence will also be consulted sources / Este trabalho tem por objetivo analisar os deveres do administrador judicial no processo de recuperação judicial. Lançar um olhar sobre os deveres do administrador judicial leva à distinção de duas funções básicas: (i) o dever de fiscalização; e (ii) o dever para com a gestão do processo de recuperação judicial. Dessas funções básicas, extrai-se a necessidade de maior respeito ao princípio da transparência, de maneira a melhor empreender o seu papel nos deveres de informação a que está submetido pela LRF. O processo de recuperação judicial e as condições de negociação relacionadas ao plano de recuperação judicial devem estar de acordo com o princípio da transparência, objetivo maior entre as funções do administrador judicial, que envidará seus esforços para que todos os envolvidos estejam a par da situação financeira, patrimonial e gerencial da empresa recuperanda. Além disso, pela importância de suas atribuições, pretende-se, ainda, demonstrar a importância do administrador judicial na gestão do processo, apesar de lhe faltar poder judicante. Será a pessoa do administrador judicial a principal arma contra a assimetria informacional na recuperação judicial, sobretudo na relação empresa recuperanda e credores. Por isso, abordar-se-ão aspectos da análise econômica do direito, berço doutrinário dessa problemática. Com efeito, será importante explorar todos os deveres do administrador judicial segundo a Lei nº 11.101, de 9 de fevereiro de 2005, os quais, como se pretende demonstrar, não encerram todas as atribuições do administrador judicial. Para tanto, mostra-se imprescindível a investigação das legislações pretéritas e na corrente que tratam da matéria, a fim de que seja possível explorar em que medida puderam atuar, a cada regramento, e se houve, até a legislação atual, uma evolução ou involução de seus direitos. Com esta finalidade é realizada a verificação dos institutos disciplinados, o estudo sobre a existência e o modo de atuação dos idênticos órgãos e suas características em cada momento. Além de normas, a doutrina e a jurisprudência também serão fontes de consulta

The problem of this study was to analyze faculty perceptions of the performance of current institutional governing boards in academic affairs, and the alternate patterns of faculty participation in governance in Texas senior colleges and universities. The purposes of the study were (1) to determine the current faculty perceptions of the importance and effectiveness of governing boards in academic boards in academic affairs, (2) to discover the level of satisfaction and knowledge of faculty of governing boards in their handling of academic affairs, and (3) to determine the faculty perceptions of the potential alternative patterns of governance in academic affairs.

Considerando contexto de massificação e mercantilização da educação, dado aumento significativo de cursos de Administração no Brasil, buscou-se compreender a percepção dos alunos egressos e de final do curso acerca das competências desenvolvidas na graduação em Administração de 3 campi da Universidade Federal de Rondônia (UNIR) e, em especial, como tal formação se alinha às orientações das normas (Lei de Diretrizes e Bases – LDB; Diretrizes Curriculares Nacionais – DCN; Projeto Político Pedagógico – PPP) e demandas de mercado/organizações endereçadas aos cursos encontradas na teoria. Foram adotadas a abordagem francesa de noções de competência, um modelo de competências inglês validado no Brasil por meio de Modelagem de Equações Estruturais (MEE) em 2005 por Godoy et al.(2009), ensejando a busca de aprofundamento acerca das três grandes tradições da ética e sobre reflexividade, supermeta do referido modelo. Partindo-se de uma abordagem preponderantemente quantitativa, foram aplicados questionários estruturados impressos tipo survey (2011 e 2012), que também foram enviados em 2012 por meio de link aos contatos, utilizando-se da técnica Snow Ball. Aplicaram-se 4 instrumentos de coleta (2 replicados), visando identificar o grau de concordância (questões abertas e fechadas em escala Likert de 6 pontos) sobre o desenvolvimento de competências; a) identificar as competências mais e menos desenvolvidas; e verificar a concordância sobre orientações das DCN‟s (escala Likert de 5 pontos) e também para, b) identificar aspectos quanto ao desenvolvimento em especial de ética e valores e reflexividade. Os resultados permitem responder aos objetivos no sentido de que todas as categorias de competências foram identificadas, com maior desenvolvimento da Competência Social e menor para a Técnico Profissional, observadas algumas diferenças de percepções entre faixas etárias e motivos de escolha do curso, evidenciando que experiência e expectativa de formação influenciam a percepção. Disciplinas como Administração de Recursos Humanos e Planejamento Estratégico são as que mais contribuem para a aquisição das competências desejáveis ao administrador. A formação percebida alinha-se parcialmente às normas e demandas, cujas lacunas merecem atenção, aprofundamento investigativo e intervenção da IFES. Enquanto as demandas orientam para competências de natureza comportamental, os sujeitos apontam maior desenvolvimento das relacionadas à Solução de Problemas e menor desenvolvimento para as Técnico Profissionais, divergindo em parte das DCN‟s e maior proximidade da proposta do PPP e LDB. Sobre o desenvolvimento de Ética e Valores e reflexividade, estas foram identificadas e incluídas ao MEE elaborado para o caso da UNIR, onde a Capacidade para Reflexão compõe a Dimensão Básica e, a Ética e Valores é Dimensão que, juntamente com a Competência Social, forma a Metacompetência Ético Social, recebendo influência da Metacompetência Funcional composta pelas Dimensões Técnico Profissional, Básica e Solução de Problemas. Realizaram-se ainda 6 entrevistas em profundidade aliada à técnica laddering, apoiadas por roteiro semiestruturado cujos sujeitos, selecionados segundo divergências de percepções entre faixas etárias e motivos de escolha do curso, e analisadas pelo conteúdo de forma categórica e interpretativa, corroboraram para constatar em que momentos e atividades do curso oportuniza-se o ser/agir ético e o ato de refletir, bem como respectivas influências percebidas decorrentes da reflexão. / Considering the context of massification and commodification of Education , given the significant increase of Business Administration courses in Brazil , we explored the perceptions of undergraduate and graduate students on the skills developed undergraduate course of Business Administration taught on three campuses of the Federal University of Rondônia (UNIR). We have particular interest in investigating how such training is aligned with the guidelines of the rules (National Law of Basic Guidlenes – LDB; National Curriculum Guidelines – DCN; Political Pedagogical Project – PPP) and market demands /organizations assigned to the courses found in theory. We adopted the French approach relating to notions of competence, an English competence model validated in Brazil through Structural Equation Modeling (SEM) in 2005 by Godoy et al. (2009), allowing for the search of deepening about the three major traditions of ethics and on reflexivity, super goal of that model. Starting from a predominantly quantitative approach, we applied structured questionnaires printed in survey type (2011 and 2012) , which were also sent in 2012 through a link to contacts, using the technique Snow Ball. We applied four instruments for data collection instruments ( 2 replicates ), aiming at identifying the degree of agreement (open and closed questions on a Likert scale of 6 points) on the development of skills, a) identify skills more and less developed, and to verify the agreement on guidelines of DCN 's (5-point Likert scale) and also to, b) identify aspects in the development particularly of ethics, values and reflexivity. The results allow to meet the objectives in the sense that all categories of skills were identified, with further development of social competence and less for the Technical Professional, observed some differences in perceptions between age groups and reasons for choosing the course, showing that experience and expectation formation influence perception. Disciplines such as Human Resource Management and Strategic Planning are the biggest contributors to the acquisition of skills desirable administrator. The training perceived partially aligns to the standards and demands, whose gaps deserve attention, deepening IFES investigative and intervention. While the demands for guided behavioral skills, subjects show greater development of related Troubleshooting and less development for Technical Professionals, dissenting in part of DCN 's and greater proximity of the proposed PPP and LDB. Development of Ethics and Values as well as reflexivity were identified and assigned to the SEM prepared in case of UNIR, where the capacity for reflection composes Basic and Dimension, Ethics and Values is Dimension that , along with Social Competence, form the Ethical Social Metacompetence, receiving influence of Functional metacompetency, composed by Technical Professional Dimension, and Basic Troubleshooting. There were also six in-depth interviews combined with laddering technique, supported by semi-structured routs, whose subjects, selected according to differing perceptions among age groups and reasons for choosing the course and the content analyzed categorically and interpretive corroborated to note what course‟s moments and what course‟s activities give opportunities to the “act” and being ethica”l, as well as to realize the perceived influences arising from reflection. / Teniendo en cuenta el contexto de masificación y mercantilización de la educación, dado el aumento significativo de los cursos de Administración en Brasil, se buscó comprender la percepción de los estudiantes egresos y de los que se encuentran en el momento final del curso, sobre las competencias desarrolladas en la graduación en Administración de 3 Campi de la Universidad Federal de Rondonia (UNIR) y, en especial, como tal formación se acerca a las orientaciones de las normas (Ley de Directrices y Bases – LDB; Directrices Curriculares Nacionales – DCN; Proyecto Político Pedagógico – PPP) y demandas Del mercado/organizaciones dirigidas a los cursos encontradas en La teoría. Han sido adoptadas el abordaje francés de nociones de competencia, un modelo de competencia inglés validado en Brasil por medio de modelos de ecuaciones estructurales (MEE) en 2005 por Godoy et al. (2009), proporcionando la búsqueda de profundizar sobre las tres tradiciones principales de la ética y sobre reflexividad, super-meta del ya mencionado modelo. A partir de un abordaje predominantemente cuantitativo, han sido usados cuestionarios estructurados, impresos, tipo survey (2011 y 2012), que también fueron enviados en 2012 por un link a los contactos, utilizando la técnica Snow Ball. Aplicando 4 instrumentos de recolección de datos (2 replicados), para identificar el grado de acuerdo ( preguntas abiertas y cerradas en una escala Likert de 6 puntos ) sobre el desarrollo de competencias, a) identificar las competencias más y menos desarrolladas, y verificar la concordancia sobre orientaciones de las DCN´s (escala Likert 5 puntos) y también, b) identificar aspectos relativos al desarrollo, particular de la ética y los valores y la reflexividad. Los resultados permiten cumplir con los objetivos en el sentido de que se identificaron todas las categorías de competencias, con mayor desarrollo de la Competencia Social y menor para el Profesional Técnico, observadas algunas diferencias de percepciones entre las edades y razones para elegir el curso, demostrando que la experiencia y expectativa de formación influyen en la percepción. Disciplinas como la Gestión de Recursos Humanos y Planificación Estratégica son las mayores contribuyentes a la adquisición de competencias deseables por el administrador. La formación percibida se alinea parcialmente a las normas y necesidades, cuyas lagunas merecen atención, mayor investigación e intervención de la IFES. Mientras que las necesidades de competencias de naturaleza comportamental, los sujetos muestran mayor desarrollo de las relacionadas a la Solución de Problemas y menor desarrollo para los Profesionales Técnicos, divergiendo en parte de las DCN´s y mayor acercamiento de la propuesta del PPP y LDB. Sobre el desarrollo de Ética y Valores y reflexividad, éstos han sido identificadas e inclusas al MEE preparado para el caso de La UNIR, donde la Capacidad para Reflexión compone la Dimensión Básica y, la Ética y Valores es Dimensión que, junto con la Competencia Social, forma la Meta-competencia Ético Social, recibiendo influencia de Meta-competencia Funcional compuesta por las Dimensiones Técnico Profesional, Básica y Resolución de Problemas. También han sido realizados 6 entrevistas en profundidad junto a la técnica laddering, con el apoyo de rutero seme-estructurado cuyos sujetos, seleccionados conforme las diferencias de percepciones entre los grupos de edad y razones para la elección del curso y analizadas por el contenido de forma categórica e interpretativa han corroborado para verificar en que momentos y actividades del curso se ha dado la oportunidad al ser/accionar ético y el acto de reflejar, así como respectivas influencias percibidas por la reflexión.

There is a growing interest in understanding recruitment, retention, and turnover of allied health professionals in consideration of employment trends and workforce mobility, an increased need to understand the healthcare delivery system and the dynamic nature of the allied health workforce, especially for rural areas. A survey was sent to allied health administrators across a variety of allied health disciplines from the state of Tennessee hospitals in order to gauge opinions on retention and recruitment strategies. Overall, successful strategies for recruitment and retention of radiography professionals were reported, as well as, differences between urban and rural areas, differences among allied health disciplines, perceptions of strategy effectiveness, and key strategies for rural allied health recruitment.

Sabbaticals have long been linked to higher education institutions and their employees. Sabbaticals have been granted for the development and respite of employees teaching classes and conducting research. However, sabbaticals are not just limited to faculty at colleges or just linked to education. A number of businesses have also turned to sabbaticals to help recruit, retain, and develop employees and administrators. This study examines the practice of administrative sabbaticals to provide empirical research regarding sabbatical policies and benefits for administrative staff (professional, exempt staff). This study provides empirical research to understand how sabbaticals benefit institutions and their employees and how sabbatical policies are structured, conceptualized, and communicated. Content analysis and qualitative inquiry were used to examine sabbatical granting institutions and the individuals who use sabbaticals. This multi-institutional case study sampled a variety of institutional types in the United States. Data were obtained from 20 sabbatical policies (representing a total of 166 institutional locations) and nine semi-structured case study interviews with both the sabbicants and the administrators of the programs. The data for this study were analyzed through Amabile's organizational creativity theoretical framework. An extensive literature review on sabbaticals both inside and outside of academia provided the foundation for the study. Furthermore, document analysis of sabbatical proposals and final reports provided important background information. This study answered the following questions: How are staff sabbaticals structured and used at colleges and universities? How do administrators and sabbaticants in colleges and universities conceptualize and communicate individual and organizational benefits of staff sabbaticals? How do these individual and organizational benefits compare to the sabbatical policy?

Academic nurse leaders hold an essential role in preparing future nurses who have the skills and abilities to meet complex healthcare system. However, vacancies in academic leadership positions are on the rise and may be connected to faculty incivility which affects job satisfaction of academic nurse leaders. The purpose of this descriptive correlational study, guided by Herzberg'€™s two-factor theory, was to explore the relationships between perceptions of and experiences with faculty incivility and job satisfaction in a population of academic nurse leaders. Leader perceptions of and experiences with faculty incivility were measured using the Workplace Civility/Incivility Survey and leader job satisfaction was measured using the Job Satisfaction Survey. Data were collected through an online survey from 142 academic nurse leaders and analyzed using nonparametric correlation testing. The results revealed that academic nurse administrators serving at the associate degree level are victims of faculty incivility and that their experiences with uncivil faculty behavior is significantly correlated to their job satisfaction (p <0.01). Study results suggest that academic nurse leaders will likely encounter uncivil faculty behavior during their tenure as administrators. It is imperative that academic leaders engage in professional development opportunities to address complex and difficult relationships that may occur in the work setting which will foster and advance the skills needed to effect positive social change. Further research that explores the causality of faculty incivility on job satisfaction and other outcomes of the work experience in this and other populations of nursing leaders is warranted.

Whether or not to provide post-high school education for the farm youth and adult is a highly controversial issue facing many school administrators and teachers of vocational agriculture in Utah today. If one is to start farming and make continuous progress until he becomes a full-fledged farmer in requires several years of training beyond the high school vocational agricultural period. This is because of a lack of maturity and lack of time, during the high school period, when the individual must and should get a general education.