It is often assumed that traditional regulatory regimes centered on governmental action will benefit from greater private sector involvement. And, under the catchy phrase ‘from government to governance’ globally a wide variety of hybrid forms of governance has emerged. However, little empirical insight exists in the actual effects of such hybridization. The author aims at filling up this knowledge gap.He introduces a heuristic tool for comparative policy analysis, and applies this on a series of case studies. Following different building regulatory enforcement regimes in the Netherlands, Canada and Australia the author explains how different forms of private sector involvement play out in different settings. The thesis contains a wealth of scholarly and applied findings. It is insightful in showing different regime types and in suggesting meaningful differences in implementation and potential effects. The thesis adds both to studies on regulation of the built environment and its enforcement, and to studies on governance reform.

The discourse surrounding medical error and its ethical implications has become a pivotal focus within healthcare. Thus, this thesis aims to delve into the multifaceted aspects of and influences on medical error and its disclosure, with each chapter progressively shedding light on their complexities and ethical considerations. The overarching argument posits that despite society’s general intolerance for errors and a recognized aim for perfection, error remains an unavoidable and inevitable aspect of the practice of medicine and medical training. There exists an inherent fallibility in healthcare juxtaposed against the gravity of the profession and its consequent medical and legal ramifications when something goes awry. The following ten chapters collectively highlight the intricacies of error management in healthcare through discussions on societal expectations, medical training, error analysis, accountability, systemic influences, patient-provider relationships, legal implications, and bioethical tenets. Ultimately, advocating for a cultural shift towards greater transparency, collective accountability, systemic quality improvement, and support for healthcare professionals to address errors effectively while upholding patient safety and trust. This thesis also recognizes the ethical imperative of error disclosure and the importance of fostering a balanced approach that acknowledges both the inevitability of errors in healthcare and the significant physical, emotional, and financial burdens caused by medical errors. / Urban Bioethics

Institutions of higher education are entering a new era, one where cost, value, and quality are at the front of mind. To proactively ensure long-term viability, institutions must operate differently. This qualitative case study examined how the St. Alexander University School of Education’s Annual Report Process impacted institutional decision-making. Additionally, the study explored how the Annual Report Process could facilitate learning and improvement for a school of education. Using the Professional Learning Community model as the conceptual framework, document analysis, process analysis, and semi-structured interviews were used as the primary methods for data collection. Using pattern analysis, four themes emerged in the study. First, there is lack of shared vision and understanding regarding the purpose for the SOE Annual Reports. Second, there is a disconnect between the SOE Annual Reports and the impact that they play in the decision-making process related to resource allocation. Third, the level of dialogue and impact that the SOE Annual Reports facilitate at the department and programmatic level is mixed. Finally, there has been minimal training for the SOE Annual Report process, which has resulted in a lack of quality in the reports. In turn, this has resulted in an overall frustration with the process for those that are involved in the SOE Annual Report process. The findings and recommendations in this study provide the SOE at St. Alexander a pathway to move forward with an Annual Report Process that positively influences the building of learning community, while positively impacting the decision-making process.

The number of Ombudsman offices in U.S. federal agencies rose dramatically in the 1990s. This study investigates why, despite the efforts of policymakers to force staff reductions across the federal government, Ombudsman offices continued to be established to the point that almost every agency has an Ombudsman. This study uses neo-institutionalist theory to pinpoint indicators that explain what has triggered the proliferation of external facing Ombudsmen in the federal government. The results of this historical retrospective investigation, which uses a mixed methods approach, indicate that the offices were created to ensure procedural justice and as a response to both: stakeholder pressures (since the population became more vocal and active, demanding access to the government, transparency, and accountability) and congressional mandates (such as the Administrative Dispute Resolution Act (ADRA) of 1990 and 1996 the Alternative Dispute Resolution Acts from 1998). This is consistent with neo-institutionalist expectations that organizations change as the result of pressures from forces in the environment combined with the drive for survival. As change accelerates, isomorphism occurs as organizations and agencies adopt strategies that have worked for other similar organizations in their environment. / Ph. D. / This study investigates why, despite the efforts of policymakers to force staff reductions across the federal government, external facing Ombudsman offices continued to be established in the U.S. federal government, to the point that almost every agency has an Ombudsman. This study uses neo-institutionalist theory to pinpoint indicators that explain what has triggered the proliferation of these entities. The results of this historical retrospective investigation indicate that the offices were created to ensure procedural justice and as a response to both: stakeholder pressures (since the population became more vocal and active, demanding access to the government, transparency, and accountability) and congressional mandates (such as the Administrative Dispute Resolution Act (ADRA) of 1990 and 1996 the Alternative Dispute Resolution Acts from 1998).

The purpose of this study was to investigate turnaround reform by identifying student factors from the perspective of successful turnaround leaders in Virginia that hinder or aid the process and the supports in place to address learning issues. It was determined, through a literature review, that research focused on the school culture, leadership, teacher and parent factors concerning turnaround reform efforts, but there was little mention of students beyond the scores they produce on end-of-the-year standardized tests. The central research question investigated the student-related factors that impact a school's ability to increase academic achievement within the turnaround process. Interviews were conducted with four successful turnaround principals in Virginia. The results of the study indicated the student factors thought to impact learning were reading issues, teacher competency issues, students' personal needs, attendance issues, and discipline issues. While the first inclination of school leaders in a failing school may be to find the 'quick fix' to turn scores around, the principals in this study focused on three fundamental goals: get the students to read more, keep students in the classroom, and meet students' needs. Research in the area of turnaround strategies and implementation is useful for school boards and principals as they endeavor to raise the achievement of their students. This study of successful turnaround organizations focusing on how student-related factors impact academic performance would be beneficial in determining whether the organizational structure supports or hinders Priority School reform. This examination of how student-related factors contribute to an organization's capability to turn around low performance informs administrators and policy makers on strategies to overcome the learning barriers that may exist. / Ed. D. / The purpose of this study was to investigate turnaround reform by identifying student factors from the perspective of successful turnaround leaders in Virginia that hinder or aid the process and the supports in place to address learning issues. It was determined, through a literature review, that research focused on the school culture, leadership, teacher and parent factors concerning turnaround reform efforts, but there was little mention of students beyond the scores they produce on end-of-the-year standardized tests. The central research question investigated the student-related factors that impact a school’s ability to increase academic achievement within the turnaround process. Interviews were conducted with four successful turnaround principals in Virginia. The results of the study indicated the student factors thought to impact learning were reading issues, teacher competency issues, students’ personal needs, attendance issues, and discipline issues. While the first inclination of school leaders in a failing school may be to find the “quick fix” to turn scores around, the principals in this study focused on three fundamental goals: get the students to read more, keep students in the classroom, and meet students’ needs. Research in the area of turnaround strategies and implementation is useful for school boards and principals as they endeavor to raise the achievement of their students. This study of successful turnaround organizations focusing on how student-related factors impact academic performance would be beneficial in determining whether the organizational structure supports or hinders Priority School reform. This examination of how student-related factors contribute to an organization’s capability to turn around low performance informs administrators and policy makers on strategies to overcome the learning barriers that may exist.

Community participation has increased over the last twenty years. The states of California, Florida, Hawaii and South Carolina have mandated representative community advisory councils. The purpose of this study was to investigate on a national level the attitude of local school board members toward community participation-community control within the selected areas of curriculum, finance, personnel and student affairs, and the relationship of this attitude to selected demographic and personal data. The population for this descriptive research was school board member subscribers to The American School Board Journal. A stratified random sample of 17% received the National Questionnaire on Attitudes of School Board Members. Responses were analyzed according to frequency distribution and crosstabulation procedures to determine significance between respondent's attitude and demographic and personal variables. Respondents reported that there were six areas in which the community should be involved, are presently involved, and to which they would be willing to delegate decision-making responsibility. These areas were: Education Objectives; Construction, Renovation or Closing of Schools; Curriculum Evaluation; Determination of Local Tax Rates; Student Discipline; and Expenditures for School Operation. The respondents differed in attitude toward the six areas mentioned above across demographic and personal variables. / Ed. D.

No description available.

The study was designed to investigate the intervention program, PEP-UP, in the Richmond Public Schools in Richmond, Virginia, and to determine if significant differences occurred in the academic achievement and self-concept of the program participants. Data for the study were obtained from SRA Achievement Test scores of the subjects participating in the study and from questionnaires given the participants. The subjects were 15 classes of PEP-UP students who were retained in the second grade on the basis of test scores, and 15 classes of control students composing the lower level reading groups of the third grade. Permission was granted by the Superintendent of Schools to utilize the test scores from school records and to administer the questionnaires to the subjects. The data were analyzed by use of the analysis of covariance with the signicance level set at .05. Major findings were: (1) There was a significant difference in the reading achievement after seven months of instruction between the experimental and control groups; (2) the mathematics achievement scores were similar for both groups and no significant differences were found; (3) the Self-Esteem Inventory (SEI) did not indicate a significant difference between the groups, even though a slight increase in scores was evident for the PEP-UP students; (4) a significant difference in teachers' ratings did occur between the experimental and control groups. / Ed. D.

This study determines how the COBOL competencies taught in information systems programs and those attained by information systems students compare to those needed on the job. Five research questions were posed: 1. What are the introductory COBOL programming competencies required to be a COBOL programmer? 2. To what extent do information systems program faculty perceive that they have taught COBOL programming competencies? 3. What level of competence in COBOL programming do prospective employers expect information systems graduates to have on the job? 4. To what extent do information systems seniors perceive that they have developed COBOL programming competencies? 5. Which COBOL programming competencies did the faculty, prospective employers, and seniors rate similarly in regard to level of skill? The respondents in the study were information systems faculty, prospective employers of information systems graduates, and information systems seniors. Usable responses were received from 85.4% of the total population. Findings reveal that there were two competencies for which the groups responded differently. These competencies were both in the preparation area. They were "Prepare a card record layout," and "Prepare a system flowchart." The two competencies which the groups had the least disagreement on were "Be familiar with group printing," and "Be familiar with accept statement." Based upon the findings in this study, the following conclusions were drawn: 1. The competencies identified through the search of the literature and validated by the panel of experts are the competencies needed on the job for COBOL programming and therefore appropriate for inclusion in the four-year information systems programs. 2. The information systems faculty are adequately emphasizing in their programs the COBOL competencies they should be. 3. The faculty rated the competencies taught somewhat higher than the prospective employers felt they were needed. / Ed. D.

The purpose of this phenomenological study is to describe participants' experiences in a monitoring program for impaired nurses in Virginia, determine what beliefs and attitudes underscore the participants' abilities to cope with the program, and uncover what meaning is made of the experiences. In Virginia, health care providers are supported through the Virginia Health Practitioners' Monitoring Program (HPMP). Limited research exists concerning the lived experiences of substance use nurses who are participating in a state monitoring agency. Research focuses on how a nurse copes with personal and job-related stress and the use of peer support as an important aspect of recovery. This study helps to uncover what policies are effective and ineffective and serves as valuable feedback to ensure the success of monitoring programs, the recovery of substance use nurses, and the safety of the public. In this phenomenological study, five participants were solicited, four females and one male. Three out of the five participants were near completion of the HPMP experience. Two participants were relatively new (over one year) to HPMP. The study focused on three primary research questions: (1) What has been the lived experience of the participant in HPMP?; (2) What beliefs/attitudes are used by the participants to cope with the monitoring experience?; (3) What meaning do the participants give to their experiences in the HPMP? Initially, a pre-interview was held on the phone. Then, two interviews were conducted in the participants' hometowns spaced one week to ten days apart. The first interview centered around gathering a focused life history and on the details of the experience. The second interview afforded the opportunity for reflection on the meaning of the experience in HPMP. Data analysis began with an immersion into the descriptive words of the lived experience of each participant. Through the compilation of textural and structural descriptions, three themes emerged from the rich data. The findings indicated that the participants felt overwhelmed with the program's requirements. Participants found the use of coping skills helped them work through the overwhelming rules and regulations. Finally, participants discovered that with acceptance of the program came accountability. / Ph. D. / A message on a t-shirt read, “I’m a nurse…what’s your superpower? Our society admires and respects the nursing profession. Nurses provide a service that is vital to patient comfort and recovery. Because of this responsibility, nurses are often under a tremendous amount of pressure. For relief, some nurses may turn to substance abuse. The discovery that a nurse has a substance abuse problem may lead to a sense of shame and dishonor and negatively impact the nurse’s career. This study focused on the experiences of nurses who were seeking treatment for substance abuse through the Virginia Health Practitioner’s Monitoring Program. The purpose of this study was to describe the experiences of impaired nurses who had been part of the Virginia Health Practitioner’s Monitoring Program and to find which policies were successful and which were not. Five participants were selected for this study. Two participants were new to the program and three had almost completed it. Three primary research questions were used in the study that focused on what participants had experienced in the program, their attitudes toward the program, and what meaning they gave their experiences. A phone interview was followed by two face-to-face interviews in which participants answered the research questions. The researcher analyzed the data by becoming immersed in the interview transcripts while looking for commonalities. The researcher discovered three themes that emerged. First, participants felt overwhelmed by the program’s requirements. Secondly, they all used coping skills to help them work through the rules and regulations of the program. Finally, they learned accountability and acceptance.