<p> Political advocacy is comprised of speaking on the behalf of a cause or participating as part of a political action group (Weerts, Cabrera, &amp; Sanford, 2010). Because state financial support for public higher education has not been maintained at previous levels, higher education (HE) institutions have been recruiting alumni in an attempt to win state appropriations. As discovered by Avery (2012), very little research exists on the role of alumni associations in political advocacy efforts. In this study, a quantitative research approach was conducted to gather data on D1 public college and university alumni associations. The instrument utilized in this study was an online survey. Executive directors of alumni associations were invited to partake in the political advocacy survey over a 30-day period. The majority of alumni association executive directors reported their alumni association played a minor role in political advocacy. The largest group of alumni directors stated their associations had been politically active for more than 20 years. The most used tactic in political advocacy efforts was email. The least used tactic was to organize and hold public demonstrations. Data were collected for alumni associations nationwide and were compared by region of the country where each alumni association primarily operated. A majority of alumni directors said they did not collaborate with other colleges and universities. Even fewer alumni directors admitted collaborating with non-profit organizations or corporations. Alumni directors were asked to rate their level of support from the two major political parties in state legislatures. Ratings were assigned for political parties, HE committee members, and party leaders. Overall, Democrats and Republicans were rated somewhat similar except in the descriptive options of very supportive and unsupportive.</p>

<p> The belief that business students are ready for work in the real world is mostly false (Fabris, 2015). Fabris found just 24% of employers believed college graduates were ready to start their careers. Research has shown that 61% of business decision-makers and 63% of corporate recruiters indicated a real problem with how well college graduates were prepared for their first job. Colleges and universities are increasingly under criticism for using outdated pedagogy and not preparing students for the future. To that end, business simulations have now become mainstream as an instructional tool at universities worldwide. Simulations provide experiences similar to those in the real business world. Through simulations students learn how their business decisions affect revenues, net income, market share, and stock prices. Since the 1970s business simulations have been studied from many perspectives to determine which factors relate to successfully competing in the workplace. One such perspective is that a student&rsquo;s previous academic performance is an indication of how well the student will navigate the simulation. Previous research is dated and of mixed findings. Further, the factors of leadership, commitment and teamwork in business simulations have only begun to be studied. This dissertation used the GLO-BUS business simulation to determine to what extent a student&rsquo;s previous academic performance (indicated by the student&rsquo;s GPA and grades on prerequisite courses), and the concepts of leadership, commitment, and teamwork predict the team composite score earned on the business simulation. A regression analysis of the data was performed for all factors. The average team grade in the Marketing course and the Commitment factor were the only two factors providing any predictive ability of the team&rsquo;s performance on the simulation.</p>

<p> Leaders of corporations existing in this global economy endure and face complexities of uncharted precedents and leadership is foundational to the success and sustainability of this navigational process. Transformational leadership and self-efficacy are primary constructs, which profile successful leadership, and executive coaching is instrumental in defining the development of these constructs. This research project added empirical data to the inventory of knowledge of these three constructs transformational leadership, self-efficacy, and executive coaching through a quantitative study with a descriptive correlational design. The relationship was studied between transformational leadership, self-efficacy, and the propensity to pursue executive coaching. One-hundred and eighty-six respondents were surveyed with 110 respondents completing the survey. The MLQ5x and the NGSES assessment tools were utilized to assess and have respondents self-rate their transformational leadership and self-efficacy. Four research questions and alternative hypotheses were formulated to ascertain the relationships and links between the independent variables, transformational leadership and self-efficacy, and the dependent variable, executive coaching. The results demonstrated relationships between transformational leadership and self-efficacy, and transformational leadership and executive coaching. Evidence was produced to support further research into these variables and their correlated relationships. Finally, the results produced original information and knowledge into understanding the variables on the propensity to pursue executive coaching. Recommendations for continued research based on this foundational study were provided.</p>

<p> The purpose of this phenomenological study was to discover how experienced teachers, new to a grade-level team within a public elementary school, perceive and make meaning of their organizational entry experiences. The rationale for this study lies in the need to better understand the environmental factors that influence a newly hired, experienced teacher&rsquo;s desire to remain in his or her current position and within the profession. </p><p> The literature review outlined the resulting effects of organizational entry processes on individuals, groups, and organizational culture, as well as the factors influencing the effectiveness of the process. The use of phenomenological interviews gathered descriptive data regarding the lived experiences of 15 newly hired, experienced public elementary school teachers to answer the question: In what ways did new team members experience the organizational entry process as they joined an existing grade-level team within a public elementary school? </p><p> In essence, newly, hired experienced teachers wanted to stay in their current positon when provided with the necessary supports so they could competently perform their newly assigned role without feeling overly dependent upon existing team members. Several themes emerged. Newly hired, experienced teachers spoke of needing support in three areas to make an effective transition to a new position: (a) instructional; (b) logistical; and (c) emotional. Both the new-hire and existing school personnel influenced the degree to which the felt needs of the newly hired teachers were met. Participants stressed having to self-advocate to their needs met. Participants suggested mentoring and the use of a common grade-level meeting time as key mechanisms school personnel could use to meet the needs of newly hired experienced teachers. </p><p> As a result of this study, schools may consider examining existing organizational entry processes at organizational, group, and individual levels. Newly hired experienced teachers may consider preparing lists of question prior to meeting with the administration and grade-level team to advocate for their needs.</p>

<p> Over 35 years of gross economic mismanagement and business failures led Liberia&rsquo;s gross domestic product to collapse by 90% in less than two decades. As a result of a general lack of business skills, up to 80% of Liberian small-business entrepreneurs fail in business beyond the first year. Based on the theory of constraints, the purpose of this exploratory multiple case study was to explore the business skills that Liberian small-business entrepreneurs used to succeed in business beyond the first year. Data came from semistructured face-to-face interviews with 5 central regional Liberian small-business entrepreneurs who had succeeded in business beyond the first year. Participant observation, the use of company documents, and the use of member checking allowed for methodological triangulation and verification of the themes. Analysis of data involved using pattern-matching technique and date coding to evaluate, organize, code, and analyze the raw data. There were 3 prominent themes that emerged among entrepreneurs during data analysis: business knowledge, bookkeeping, and pricing skills. The data from the results indicated, within this particular context, Liberian small-business entrepreneurs used business skills for knowledge, finance, and marketing. Focusing on these practices may lead to increased profit and business success beyond the first year for other Liberian small-business entrepreneurs. The findings from the study could provide mechanisms for social change by giving Liberian small-business entrepreneurs additional ideas for using their business skills in their businesses. Furthermore, the findings may aid the Liberian communities to create training programs and curriculums for numerous Liberian colleges and institutions for future Liberian small-business owners. </p>

<p> As the country looks to increase the STEM workforce it is important to examine the effect of the programs in place, specifically the effect on the students choices in education. The Mathematics &amp; Science Academy (MSA), is a STEM-themed, public magnet school in Southern California whose mission is to increase the nation&rsquo;s pool of graduates in mathematics and science. It is 1 of the many schools and programs in place to increase the United States (U.S.) Science, Technology, Engineering, and Mathematics (STEM) workforce. This study, designed as a qualitative case study investigated how MSA has influenced female, African American students who attended a STEM magnet school in their educational pathways. Data was collected from 9 former African American, female graduates from the MSA class of 1998 primarily through interviews. Additional data was received from a pre-interview questionnaire and artifacts from their high school experience.</p><p> This study yielded 4 conclusions. First, the push to study STEM must be intentional and should be influenced by more factors than the school environment alone. Without mentors and an explicit thrust towards STEM, other factors may lead students away from STEM majors. Second, family and society are especially influential in directing a student&rsquo;s pathway. They along with the navigational and resistant capital gained by a student can divert a student&rsquo;s chosen path. Third, students are influenced by multiple factors (e.g. community, school environment, peers, family) each of which can impel them in a certain direction. Lastly, post-secondary (college) educational experiences are highly influential on choice of major and career pathways. </p><p> Based on the findings of this study, recommendations were made for leaders and administrators of STEM-themed magnet schools to consider, when developing programs that will encourage students to pursue STEM careers.</p>

<p> The purpose for this study was to add to the current research on the perceptions of superintendent preparation programs within Pennsylvania by examining how participants felt their preparation program prepared them for their current role as a superintendent, assistant superintendent, or assistant to the superintendent. One of the school board&rsquo;s most important responsibilities is selecting a superintendent who is prepared for the position. A superintendent is the top administrative position within a school district with roles and responsibilities that have evolved and changed over time. </p><p> With these various responsibilities, changes in preparation programs must occur in order to prepare qualified candidates for this role. Studies have occurred around the topic of superintendent preparation programs; however, no studies have been conducted examining superintendents&rsquo; perceptions of the preparation programs within Pennsylvania. </p><p> This study used a mixed-method sequential design to answer the four research questions utilizing a survey and an interview. The survey was used to examine how the participants perceive how their superintendent training program prepared them to perform their daily responsibilities as a superintendent, assistant superintendent, or assistant to the superintendent. For the qualitative component of the study, participants were chosen purposefully from those who completed the survey to participate in an interview. Three individuals from each position participated in the interview process.</p><p>

<p> School reforms in the 21st century led the educational systems in the United States to raise levels of achievement in order to compete globally with international students. The intention of the No Child Left Behind (NCLB) initiative was to reduce the achievement gap among student subgroups, compared to high achieving students. The School Improvement Grant (SIG) served as a funding resource for underperforming schools to quickly improve academically. Schools underperforming for five consecutive years received mandates from the state and federal governments to select a turnaround model to increase student achievement. </p><p> This mixed methods study investigated the implementation of the turnaround model, while improving leadership characteristics, raising student achievement, engaging professional learning communities, and retaining teachers in a Midwestern public high school. A qualitative study was conducted with two focus groups, one with parents and the other with teachers. Both groups were critical with EGJ High School regaining its accreditation status. The themes that emerged were similar across both focus groups and featured theories of educational frameworks needed to increase student results. </p><p> A quantitative study was also conducted by surveying parents, teachers, assistant principals, and instructional coaches to analyze their perceptions on the way leadership guided turning around the school. Underperforming schools were always seeking ways for school improvement. The data and results from this study specified support systems required for a successful turnaround school.</p><p>

<p>Currently, three out of 10 parents fear for their students? safety while attending classes within the public school setting (McCarthy, 2015). This study focused on two elements that directly affect safety within schools: visitor management and intruder prevention. To analyze each of these two elements, qualitative methodology was utilized through four focus groups to determine the perceptions of Elementary school administrators, parents, and school resource officers on school safety. After conducting multiple interviews, four common themes emerged. The first theme was monitoring access to school buildings. Participants asserted taking an active approach in this area would increase the overall safety of students. The second theme discussed by multiple participants was to take additional measures to make the entrances of school buildings secure. The third theme that emerged was the importance of the role of the school resource officer. The fourth and final theme that developed was the importance of training and communication for administrators, school resource officers, staff, students, parents, and community members. After facilitating focus groups and analyzing the data obtained, it became evident the measure of a safe school depends on two variables. These variables are (1) to create a safe building for students managed by procedures designed with student safety at the forefront and (2) to employ trained individuals with the purpose of generating a positive and secure atmosphere. The data collected in this study could prove useful to district administrators wishing to design a safe and secure learning environment for students.

<p> The purpose of this mixed-methods, sequential, explanatory study was to investigate the differences regarding the status of mature-interpersonal-relationship (MIR) development in first-year engineering students who elected to live within residential learning communities (RLCs) when compared to the status of MIR development in those first-year engineering students who lived within a traditional residential environment at a science, technology, engineering, and math (STEM) institution. A survey of 582 first-year engineering students at a STEM institution yielded quantitative results. Then, to explore the initial results in more depth, a follow-up study using two separate focus groups was completed with purposefully selected respondents. The follow-up qualitative phase attempted to provide logical connections to the findings from the original quantitative phase, which showed that students who live within RLCs have experiences that provide those students with opportunities for MIRs. In the quantitative phase, statistically significant results were limited to a difference by gender. The quantitative and qualitative findings from the two phases of the study are discussed, with reference to prior research. Implications and recommendations are provided.</p>