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Titel: ”Att känna att man är en fast man är två” Aktionsforskning om hurundersköterskor på en intensivvårdsklinik uppfattar och definierardelaktighet.Nivå: C-uppsats i Ledarskap och organisation, 15 hpFörfattare: Pia Brorsson och Sara EkerothHandledare: Cecilia Franzén och Jonas LundstenProblemområde: En medarbetarenkät som genomfördes på enintensivvårdsavdelning visade förbättringspotential inom områdetdelaktighet. I uppsatsen har vi valt att undersöka hurundersköterskor på en intensivvårdsavdelning uppfattar delaktighetsamt hur de ser på sin egen delaktighet.Metod: Aktionsforskning där ett problem diagnostiserades. Aktionen blevdels de kvalitativa gruppintervjuerna samt aktion inomorganisationen som var baserat på resultatet. Detta kommer attutvärderas. För att ha ett bättre underlag till intervjuerna har vistuderat teorier som varit kopplade till ämnet. Avslutningsvis hardet empiriska materialet analyserats och diskuterats utifrån deinitiala teorierna.Resultat: Resultatet av undersökningen visar på fyra teman om vadundersköterskor på en intensivvårdsavdelning tycker ökar känslanav delaktighet. Temana var en god kommunikation, ett gottteamarbete, respekt för sitt medarbetarskap och feedback både pådet individuella som det organisatoriska planet.Vidare forskning: En yrkeskategori inom den undersökta organisationen som hade ettavvikande resultat i ovan nämnda undersökning var läkarna. Detskulle vara intressant att göra en jämförande undersökning på justden yrkesgruppen.Uppsatsens bidrag: Uppsatsen bidrar till att skapa en förståelse för vilka teman somökar delaktigheten för undersköterskor på Intensivvårdsavdelning. / Title: ”To feel like one when you are two” Action research about howassistant nurses in an intensive care ward apprehend and definesparticipation.Level: Bachelor in Leadership and organization, 15 hpAuthors: Pia Brorsson and Sara EkerothAdviser: Cecilia Franzén och Jonas LundstenProblem: A study on co-workers that had taken place in an Intensive careunit showed improvement possibilities in the subject participation.In this study we have chosen to examine how assistant nurses in anIntensive care ward apprehend and define participation.Method: Action research where a problem was diagnosed. The actioncontained qualitative interviews and the action within theorganization that was based on the result. This will be evaluated.In a preparation phase to the interviews theories aboutparticipation were studied. Finally the empirical materials havebeen analyzed and discussed in relation to the chosen theories.Conclusion: The result of the study showed four themes on what assisted nursesin an Intensive care ward feel improve the participation. It was agood communication, a good teamwork, respect for theirprofession and that feedback was given both on an individual andan organizational level.Further research: One profession within the studied organization that had a divinedresult in the primary study was the doctors. Because of that itwould be interesting to perform the same study on that category.Contributions: The study has a purpose of creating understanding for what themesthat improves participation for assisted nurses in an Intensive careunit.

Background: Evolving technology, practice boundaries, and models of service provision have changed what the diagnostic radiography workforce in Computed Tomography (CT) need to know and be able to do at different career stages. It is unknown whether existing UK educational and practice frameworks support CT roles, or how organisational role descriptors constitute CT competence. Aims: The study explores multiple stakeholder perspectives of competent practice in diagnostic radiography and CT using this information to generate and gain consensus on novel modality-specific skills for the four-tier radiography structure. Methods: Study 1: Document analysis of published UK educational and practice frameworks using content and framework analysis. Study 2: Document analysis of UK CT role descriptors using a context analytical approach. Study 3: Modified e-Delphi study to gain consensus on novel technical and clinical CT practice competencies. Results: Existing radiography competencies were classified into 3 themes: delivering person-centred care; applying technical principles, quality and efficiency; and ensuring best practice. Generic competencies endorsed by professional and regulatory bodies were not consistently replicated within organisational role descriptors. CT practice expectations are ambiguous and modified from radiographic competencies. Modified e-Delphi panellists provided judgement on 215 practice competencies and advanced capabilities which have been refined and organised into a coherent framework. Conclusions: The ComPACT framework formalises the tacit technical knowledge, clinical competencies and professional capabilities that specifically address the practice area of CT. Further work is required to validate the framework and define educational standards, but there is potential to influence future graduates, workforce development and national standards.

Shifting demographics in the U.S. population, persistent disparities in achievement, and student discipline call for school leaders who are culturally responsive to the diversity present in their schools and communities (Brown, 2005; deBrey et al., 2019; Khalifa et al., 2016a). A review of the literature revealed that researchers maintain the position of assistant principal plays a crucial role in moving forward to the principalship and that this position should be leveraged as an embedded opportunity to learn, which can more effectively prepare leaders for the future role of principal amidst changing school demographics (Oleszewski et al., 2012). Without culturally responsive school leaders and school environments, oppressive systems will continue to thrive in our schools, creating a sense of urgency to carefully explore and understand the ideology of cultural responsiveness concerning school leadership (Khalifa et al., 2016). Culturally responsive leadership practices and behaviors have been noted as "one of the most recent extensions of the research regarding how to meet the needs of culturally diverse learners" (Kranzlein, 2019, p. 22). These practices and behaviors create inclusive school environments responsive to all students' needs (Harris, 2020; Hollowell, 2019; Khalifa et al., 2016a). The purpose of this study was to investigate elementary assistant principals' perceptions of their preparedness to lead in diverse school settings through the lens of the culturally responsive school leadership (CRSL) framework. Additionally, this study sought to identify specific professional development assistant principals perceived they needed to lead diverse schools and determine which components of the CRSL framework assistant principals currently utilize in their leadership practice. This quantitative study sample included 26 elementary assistant principals from a suburban PK-12 school division in Central Virginia. The research questions guiding this study were as follows: (1) To what extent do assistant principals perceive they are prepared to lead in diverse school settings? (2) What components of the CRSL framework do assistant principals currently utilize in their leadership practice? (3) What are self-reported professional development needs for assistant principals to lead in diverse schools? The research method included a researcher-developed survey titled the Self-Perceived Culturally Responsive School Leadership Preparedness Survey aligned to the CRSL framework created by Khalifa et al. (2016b). The survey instrument consisted of 17 items: one demographic question, 15 Likert-scale questions, and one open-ended question. The researcher used quantitative methodology techniques to analyze the data, including descriptive statistics. This study offers awareness into the perceptions of assistant principals' preparedness to lead in diverse school settings, identifies CRSL practices utilized by assistant principals, and identifies professional development needs to prepare assistant principals to lead in diverse schools. Results indicated that assistant principals perceive they are prepared to lead in diverse school settings as the building principal and that their duties and responsibilities have prepared them. Additionally, assistant principals indicated a need for professional growth opportunities focused on supporting the development of culturally responsive teachers in their schools and engaging students, parents, and Indigenous contexts. / Doctor of Education / The purpose of this study was to investigate elementary assistant principals' perceptions of their preparedness to lead in diverse school settings through the lens of the CRSL framework. The results of this study offer awareness into the perceptions of assistant principals' preparedness to lead in diverse school settings. Additionally, the study results identify CRSL practices utilized by assistant principals. It also discusses their professional development. In this quantitative study, a survey research design was used. The study was conducted in a PK-12 suburban public-school division in Central Virginia; the study sample included 26 elementary assistant principals. The research questions guiding this study were as follows: (1) To what extent do assistant principals perceive they are prepared to lead in diverse school settings? (2) What components of the CRSL framework do assistant principals currently utilize in their leadership practice? (3) What are self-reported professional development needs for assistant principals to lead in diverse schools? Results indicated that assistant principals perceive they are prepared to lead in diverse school settings as the building principal and that their duties and responsibilities have prepared them. Additionally, assistant principals indicated a need for professional growth opportunities focused on supporting the development of culturally responsive teachers in their schools and engaging students, parents, and Indigenous contexts. Recommendations for future studies and implications for practice were provided.

Though women are overrepresented in education as classroom teachers, they continue to be underrepresented in decision-making leadership positions in education administration (Bynum, 2016; Coleman, 2003; Fuller, 2013; Grogan & Shakeshaft, 2011; Moorosi, 2018; Robinson et al., 2017; Torrance et al., 2017). The cause of the low representation of women in decision making has been attributed to a wide range of reasons spanning from ingrained patriarchal mindsets, societal biases, lack of professional networks, misconceptions of women in leadership, and the lack of leadership opportunities. Other causes of gender inequality in educational leadership are linked to a lack of a systematic mentorship ecology and infrastructure within institutions. Instead, there are hegemonic structures of White males in power who mentor other White males to continue the cycle (Robinson et al., 2017; Shakeshaft, 1989). It is a challenge in the Catholic church because traditional beliefs rooted in conservative Biblical interpretation may support and reinforce male domination in leadership contexts. The steady shift of society’s values and understanding of women, however, has revealed the growing acceptance of women as leaders in other industries beyond education, which contributes to a deeper understanding of leadership styles and how leadership can be androgynous. This study analyzed the experiences of current assistant superintendents or superintendents in a Catholic diocese. Experiences ranged from participants’ early days as teachers, administrators, and assistant superintendents or superintendents. This phenomenological study explored participants’ lived experiences with faith, spirituality challenges and barriers, and navigating relationships and accomplishing goals through transformational leadership.

The purpose of this study was to investigate self-efficacy and organizational efficacy as reported by assistant principals for relationships to their job preparation experiences in one K-12 public school district. Bandura defined self-efficacy as "]belief in one's capabilities to organize and execute the courses of action required to produce given attainments" (1997, p. 3). Organizational efficacy has been defined as "an aggregated judgment of an organization's individual members' assessment of their (a) collective capacities, (b) mission or purpose, and (c) sense of resilience" (Bohn, 2010, p. 233). As efficacious beliefs have reciprocal influence that can better fortify performance (Bandura, 1997), this study explored both self-efficacy and organizational efficacy to provide a bi-level depiction of assistant principal efficacy. The self-efficacy measurement was gathered through the 2006 School Administrator Efficacy Scale (SAES) survey (McCollum, Kajs, and Minter, 2006a, 2006b) and the organizational efficacy measurement was gathered through the 2010 Organizational Efficacy Scale (OES) survey (Bohn, 2010). Additionally, self-reported demographics and job preparation experiences were gathered through a participant information survey. Beyond descriptive analyses that established benchmarking efficacy measurements for the participating school district, ANOVA analyses revealed no significant relationships in self-reported self-efficacy or organizational efficacy based upon the job preparation experiences of assistant principals. The benchmarking measurements were presented to inform school district leaders as they direct future district succession, mentoring, or professional development planning for increased efficacious leadership development and for improved human capital management results. / Ed. D.

Faculty mentorship is considered an important component of graduate education. Faculty supervisors of graduate student assistants are in a unique position to enhance the personal and career development of their supervisees. Yet, little is known about the relationship between supervision and mentorship in graduate education. The purpose of this study was to explore the relationship between mentoring behavior and supervisory approach as reported by faculty supervisors of graduate student assistants at Virginia Tech. Data were collected using the Mentor Behaviors Questionnaire and Supervisory Approach Inventory and analyzed using analysis of variance. The findings suggested that faculty provided career mentoring behaviors as a result of academic culture and the perceived role of faculty rather than the influence of gender, prior mentoring experience, or length of relationship. However, faculty with no prior mentoring experience, might be unaware of the value of psychosocial mentoring in promoting personal development of their assistants, especially in male-male relationships. A positive relationship between synergistic supervision and mentoring was established which suggested that productive supervisory practices and mentoring behavior were similar. Faculty who had more contact with students reported higher levels of career mentoring. Reward and recognition were suggested as incentives for increasing student contact which might foster career mentoring. Surprisingly, graduate assistant supervisors reported higher rates of mentoring behaviors than teaching or research assistant supervisors, thus challenging the commonly held perception that research assistants were more likely to receive mentoring support from faculty than other types of assistants. The information generated by this study is useful in identifying faculty behaviors associated with mentorship and establishing the link between assistantship supervision and mentorship opportunity. Student affairs and graduate education professionals may find that the implementation of faculty mentor training programs is a useful tool in promoting the psychosocial and career development of students. / Master of Arts

In recent years, online deception has become a major threat to information security. Online deception that caused significant consequences is usually spear phishing. Spear-phishing emails come in a very small volume, target a small number of audiences, sometimes impersonate a trusted entity and use very specific content to redirect targets to a phishing website, where the attacker tricks targets sharing their credentials. In this thesis, we aim at measuring the entire process. Starting from phishing emails, we examine anti-spoofing protocols, analyze email services' policies and warnings towards spoofing emails, and measure the email tracking ecosystem. With phishing websites, we implement a powerful tool to detect domain name impersonation and detect phishing pages using dynamic and static analysis. We also analyze credential sharing on phishing websites, and measure what happens after victims share their credentials. Finally, we discuss potential phishing and privacy concerns on new platforms such as Alexa and Google Assistant. In the first part of this thesis (Chapter 3), we focus on measuring how email providers detect and handle forged emails. We also try to understand how forged emails can reach user inboxes by deliberately composing emails. Finally, we check how email providers warn users about forged emails. In the second part (Chapter 4), we measure the adoption of anti-spoofing protocols and seek to understand the reasons behind the low adoption rates. In the third part of this thesis (Chapter 5), we observe that a lot of phishing emails use email tracking techniques to track targets. We collect a large dataset of email messages using disposable email services and measure the landscape of email tracking. In the fourth part of this thesis (Chapter 6), we move on to phishing websites. We implement a powerful tool to detect squatting domains and train a machine learning model to classify phishing websites. In the fifth part (Chapter 7), we focus on the credential leaks. More specifically, we measure what happens after the targets' credentials are leaked. We monitor and measure the potential post-phishing exploiting activities. Finally, with new voice platforms such as Alexa becoming more and more popular, we wonder if new phishing and privacy concerns emerge with new platforms. In this part (Chapter 8), we systematically assess the attack surfaces by measuring sensitive applications on voice assistant systems. My thesis measures important parts of the complete process of online deception. With deeper understandings of phishing attacks, more complete and effective defense mechanisms can be developed to mitigate attacks in various dimensions. / Doctor of Philosophy / In recent years, online deception becomes a major threat to information security. The most common form of online deception starts with a phishing email, then redirects targets to a phishing website where the attacker tricks targets sharing their credentials. General phishing emails are relatively easy to recognize from both the target's and the defender's perspective. They are usually from strange addresses, the content is usually very general and they come in a large volume. However, Online deception that caused significant consequences is usually spear phishing. Spear-phishing emails come in a very small volume, target a small number of audiences, sometimes impersonate a trusted entity and use very specific content to redirect targets to a phishing website, where the attacker tricks targets sharing their credentials. Sometimes, attackers use domain impersonation techniques to make the phishing website even more convincing. In this thesis, we measure the entire process. Starting from phishing emails, we examine anti-spoofing protocols, analyze email services' policies and warnings towards spoofing emails, and measure the email tracking ecosystem. With phishing websites, we implement a tool to detect domain name impersonation and detect phishing pages using dynamic and static analysis. We also studied credential sharing on phishing websites. We measure what happens after targets share their credentials. Finally, we analyze potential phishing and privacy concerns on new platforms such as Alexa and Google Assistant.

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College administrators have been in the business of employing students as RAs or an equivalent position for many years. Over those many years, the students and the type of students hired for this position changed. Once again, it is time for a generational change. Gen Y students are currently entering at least their second year of college and are now eligible to apply for RA positions. The present study operated on the assumption that student motivations to seek the RA position may have changed over time as new generations of students have entered higher education. The perceived benefits of student employments in positions such as the RA position may shift with the change in the characteristics, needs, motivations, and desires of the students to seek employment. Researching employment motivations periodically to gauge shifts in reasons for seeking employment in the RA position may be helpful. The present study has significance for both future practice and future research in student affairs. In terms of future practice, three constituencies might be interested in the results of the study: Residence Life practitioners (RLPs), RAs, and student affairs practitioners. In the current study, there were several significant findings. First, Gen Y students sought the RA position for the following reasons (by order of importance), Helping Behaviors, Career Development, Financial Obligations, RA Cohesiveness, Personal Growth, and Desire for Power. Second, Gen Y females reported Helping Behaviors as an important reason for seeking the RA position significantly more often than did their male counterparts. Third, the research found no statistically significant differences in the reasons majority and minority Gen Y students sought the RA position. Finally, statistically significant differences were found when the reasons Gen X and Gen Y students sought the RA position were examined. Although the study examined only a limited number of Gen Y students, the results indicate that Residence Life professionals and RA staff selections teams may want to reconsider the way in which RA applicants are recruited. / Master of Arts