Integrative behaviours in professional medical practice are those actions taken by a physician to better coordinate practice with other physicians to ensure that the most appropriate care is offered to patients. It has long been argued that the nature of differentiation measured between collaborating physicians affects such integrative activities and integrative success. This research employs professional identity as a basis for describing the nature of differentiation between members of two medical specialists – general surgeons and anesthesiologists – and then examines the impact of such differentiation on integrative behaviours in medical practice. A qualitative approach, employing an embedded case design, was used to observe the practice of anesthesiologists, general surgeons, and their respective residents over a period of eight months. A model of identity-in-use comprising three co-mingled and overlapping identities (professional, role, personal) is developed, and then used to describe the implications for Integrative practice. The demands of medical practice experienced by the general surgeons and anesthesiologists are powerful, almost factory-like in the value placed on speed of action and efficiency of patient throughput. These demands shaped and increased the strength of the contribution role identity made to each participants’ identity-in-use. Personal identity appears to play an important role in blunting the harshness of role demands in at least some of the participants. Personal identity also appears to draw out elements of the professional identity in some individuals, fed by curiousity, empathy, and the ability to be self-reflective. Despite observing little successful integrative behaviour, there are indications that differences in identity are associated with participants’ willingness to collaborate and possession of the skills necessary to collaborate. Potential implications for both the training and development of medical practitioners and the design of hospital work are outlined. / Thesis (Ph.D, Management) -- Queen's University, 2007-09-30 22:47:33.394

I conduct two experiments to examine the effects of different types of stress on individuals' willingness to cooperate. The experience of stress is characterized by the primary cognitive appraisal of threat. It activates the emotion of anxiety and induces stress coping behaviors. I posit that because different types of stress differ in terms of the secondary dimension of cognitive appraisal, the responsibility of possible failure, they lead to different stress coping behaviors in collaborative contexts. Based on the attribution of threat, I classify stress into two types, ego and external stress. Under ego stress, the possible failure is attributed to one's capabilities. Ego stressors, such as lack of skill, cause individuals to worry about their capabilities, posing a threat to goal achievement. I argue that ego stress motivates an individual to seek affiliations for joint protection. I provide experimental evidence that ego stress increases cooperation. Under external stress, on the other hand, the possible failure is attributed to factors in the environment. External stressors, such as environmental uncertainty, cause individuals to worry about threat related factors in the environment, which also may hinder goal achievement. I argue that external stress motivates people to avoid risks, including the risk of being exploited by a partner. I provide evidence that external stress reduces cooperation.

Thirty percent of the doctor of pharmacy degree program, the sole degree recognized by the Accreditation Council for Pharmacy Education (APCE), is dedicated to experiential education. Experiential education is comprised of introductory pharmacy practice experiences (IPPE's), which are interwoven throughout the first three years of the professional curriculum, and advanced pharmacy practice experiences (APPE's), which serve as a capstone in the final year of the degree program. The majority of these experiences are supervised by external pharmacist practitioners or preceptors. Although ACPE mandates adequate preparation and development for preceptors, it does not define the content of such training. Little is understood regarding effective preceptor characteristics and behaviors. The pharmacy literature in this area is scant. <br>Studies in the medical, nursing, and other health-related professional literature suggest that students and preceptors do not always agree on preceptor characteristics and behaviors that are conducive to student learning. Other studies suggest that students who are more experienced may value preceptor characteristics and behaviors differently than novice students. <br>This study conducted a qualitative content analysis to identify preceptor characteristics and behaviors that are valued by experiential experts and pharmacy students. It further examined whether there are differences in the value placed on these characteristics and behaviors between experiential experts and students and between the IPPE and APPE students. Preceptor evaluation instruments as developed by experiential experts from 44 schools of pharmacy and open-ended comments derived from preceptor evaluation instruments completed by IPPE and APPE students from Duquesne University Mylan School of Pharmacy over the 2009-2010 and 2010-2011 academic years were analyzed. <br>Results uncovered four distinct themes: preceptor as professional, instructor, support, and partner. These themes find their roots in transformational leadership theory, adult learning theory, social cognitive theory, and experiential learning models. Results also demonstrated that IPPE and APPE students closely resemble each other in the value they place on desirable preceptor characteristics and behaviors. There was weak correlation between the experiential expert and student voices. Results from this study can be foundational to future research and used to inform preceptor selection criteria, preceptor development programs, and the design of preceptor evaluation instruments. / School of Education / Instructional Leadership Excellence (ILEAD) / EdD / Dissertation

Employee support is a key factor in creating more welcoming and accepting work environments for lesbian, gay, bisexual, and transgender (LGBT) individuals in sport. As such, organizations need to understand what factors encourage employees to display attitudes and behaviors that support inclusion. Thus, the purpose of my dissertation was to advance the literature by examining antecedents and outcomes related to employee support for LGBT inclusion and equality in the workplace. In Study 1, I provide LGBT employees the opportunity to share their perceptions of support for LGBT inclusion, particularly how the attitudes and behaviors of their coworkers foster or inhibit acceptance in the workplace. Results indicate that various micro-level (demographics, personality, experiences with LGBT individuals) and meso-level factors (organizational culture for diversity, support of relevant others) influenced the level of employee support for LGBT inclusive policies. Furthermore, power meaningfully influenced these dynamics, such that individuals in low status positions within the athletic department were hesitant to show support for LGBT equality. However, those who did champion LGBT inclusive initiatives successfully modeled supportive behaviors and positive attitudes toward LGBT individuals, vocally opposed discriminatory treatment, and provided sexual minorities with a safe space at work. In Study 2, I develop a multilevel model that addresses factors at the macro-level (i.e., mass media, inclusive community), meso-level (i.e., sexual orientation diversity, presence of other allies), and micro-level (i.e., personality, personal values, attitudes toward LGBT individuals, contact with LGBT individuals) that influence ally support. In addition, I differentiate between attitudinal and behavioral support for LGBT equality, and discuss various factors that may encourage allies to engage in more active ally behaviors. In Study 3, I drew from the multilevel model to examine how micro-, meso-, and macro-level factors influence attitudinal support for sexual LGBT inclusion among sport employees, and determine if these attitudes affect behavioral support for LGBT inclusion in the workplace. The results from the study offered support that multilevel factors relate to support for LGBT inclusion. Specifically, sex, supervisor support, and typed of media consumed were related to attitudinal support for LGBT inclusion, and these attitudes positively associated with championing behaviors.

This study explored the stability and heritability of novelty seeking, defiance, and rule-breaking in early childhood using a twin sample. Parent reports of novelty seeking were assessed at ages 3 and 4, parent reports of rule-breaking were assessed at ages 5 and follow-up (6-16), and observer reports of defiance were assessed at age 5. Results showed that novelty seeking increased between ages 3 and 4, and rule-breaking remained stable from age 5 to follow-up (6-16). All constructs demonstrated significant heritability. Finally, neither novelty seeking nor defiance predicted 5-year-old rule-breaking. Defiance was the only construct that significantly predicted follow-up rule-breaking. Defiance and rule-breaking in early childhood were predictive of later rule-breaking, indicating that children may benefit from early intervention to reduce later rule-breaking behaviors.

School principals’ leadership is key to successful school reform, as is increased student achievement. This nonexperimental ex post facto study tested relationships among secondary school principals’ leadership behaviors, school climate, and student achievement. Of 165 secondary school principals from the three largest school districts in South Florida, 58 completed three online survey instruments: the Leadership Practices Inventory, School Climate Inventory-Revised, and researcher-designed Demographic Questionnaire. Student achievement was measured by students’ scores on the reading and mathematics Florida Comprehensive Assessment Tests. Three null hypotheses tested relationships among (a) five principals’ leadership behaviors and seven domains of school climate; (b) principals’ leadership behaviors and student achievement; and (c) principals’ leadership behaviors, school climate, and student achievement. Multiple linear regressions were used to determine the degree to which the independent variables predicted the dependent variables for the first two hypotheses. ANOVAs tested possible group differences between the demographic and research variables as controls for the third hypothesis. Partial correlational analyses tested the strength and direction of relationships among leadership behaviors, climate, and achievement. Results revealed partial support of the hypotheses. None of the leadership variables significantly predicted school climate. No significant relationships were found among the five leadership behaviors and student achievement. Demographic group differences in school climate and student achievement were marginally significant. The leadership behaviors of Inspiring a Shared Vision and Enabling Others to Act were positively linked to reading achievement. Partial correlations were found (r .27 to -.35) among school climate variables of Order, Involvement, and Expectation and achievement variables. The Modeling the Way leadership variable was negatively associated with reading achievement. After controlling for gender, years at current school, and years in the district, partial positive correlations were found among leadership, school climate, and student achievement. Inspiring a Shared Vision, Enabling Others to Act, Encouraging the Heart, and Challenging the Process leadership variables were partially correlated to Order, Leadership (Instructional), and Expectation climate variables. Study results should provide policymakers and educators with a leadership profile for school leaders challenging the status quo who can create schools for enhanced student learning and relevance to the needs of students, families, and society.

Student characteristics that indicate a questionable professional fit are often more evident in the field than in the classroom, yet faculty have a responsibility to students and field supervisors to identify and address these issues earlier. This workshop will discuss a systematic approach for implementing gatekeeping across the program.

This thesis is a reception study that examines potential reasons why the adolescent to college aged demographic of youth culture is embracing communicative and informational mobility. The project attests that the move to mobility is motivated by two major factors, the attraction of being an early adopter of technology and the way social behaviors are made attractive in mobile marketing. Chapter 1 explores the importance of these social behaviors, as they are very much intertwined and contribute to how youth acclimate into society. Chapter 2 demonstrates that creating social distinction and cultural capital is linked to being an early adopter of technology. The remaining portion of the document examines recent mobile advertisements and why youth would be attracted to the aesthetic and thematic elements contained in the advertisements. Chapter 3 examines how Blackberry utilizes the behavior of creating and expressing identity in their advertisements. Chapter 4 focuses on how Apple has worked to create a community centered around their brand. Finally, Chapter 5 looks at how Google/Android has highlighted the acquisition, sharing, and utilization of content through the phenomenon of applications. With this project, I hope to illustrate the rationale why youth would be attracted to communicative and informational mobility.

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Research in the area of feedback seeking behaviors (Ashford & Cummings, 1983) has failed to examine the impact of a supervisor's feedback style on a subordinate's subsequent feedback seeking. This is an important area for investigation due to the positive relationship between feedback seeking and performance. Deci and Ryan's cognitive evaluation theory suggests that intrinsic motivation may be an important mediator between feedback style and FSB in that feedback style impacts an individuals desire for mastery of his or her environment which is related to feedback seeking in Ashford and Cumming's model. It is hypothesized that a controlling, in contrast to an informational, feedback style will decrease feedback seeking. It was found that feedback style, while it did impact intrinsic motivation, did not have an effect on feedback seeking behaviors. The valence of the feedback also impacted intrinsic motivation but only had a marginally significant effect on feedback seeking from the experimenter and no effect on feedback seeking from the task itself. Feedback style and valence did not interact to effect level of intrinsic motivation or FSB. In only one case, the effect of feedback valence on feedback seeking from the experimenter, did it appear that intrinsic motivation acted as a mediator. Possible explanations for the results are discussed, including the nature of the task itself. / Master of Science