Thesis (Ph.D.)--University of Tulsa, 1989. / Bibliography: leaves 77-83.

Thesis (Ph.D.)--University of Tulsa, 1989. / Bibliography: leaves 77-83.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.S. in Systems Engineering Management)--Naval Postgraduate School, Sept. 2004. / Thesis advisor(s): Walter E. Owen, Michael W. Godwin. Includes bibliographical references (p. 161-163). Also available online.

Examining the impact of gender leadership differences on organisational change management outcomes in Nigeria, Africa was one of the main aims of this study. Existing literature reports that only one third (30 per cent) of change programmes in organisations meet the desired outcomes, thereby leaving 70 per cent of organisational change programmes failing to achieve anticipated expectations. Some scholars (e.g., Paton and Dempster, 2002) report that the gendered aspect of organisational change management has been largely ignored, and may be one of the contributing factors to organisational change programmes not meeting desired outcomes. Given the increasing rate of change implementations in organisations and the reported failure rate, this study reviews the current trends, strategies and approaches adopted by change leaders. Furthermore, it examines men and women’s differences in their approach to organisational change management in Nigeria, and the impact that this might have on organisational change management outcomes. This research was undertaken in order to identify and recommend strategies that will assist with successfully managing change programmes in organisations. Qualitative research methods through the use of 40 semi-structured interviews were conducted in five organisations (one federal medical health centre, two banking organisations and two government parastatal/ministries). Analytical tools including inductive content analysis, descriptive data analysis, thematic template and cross-case analysis were used to analyse the obtained data. The results show that there may be some differences in the way that men and women approach and manage change scenarios in organisations, which may have some potential impacts on OCM outcomes. However, certain factors appear to affect the observed leadership behaviour and adopted styles. Firstly, leaders’ behaviour and choice of leadership style is influenced by national and sector culture, therefore some of the leaders are unable to adopt their preferred way of approaching and managing the implemented changes as they have to conform to organisational set principles in managing the change programmes. Secondly, the results further show that leaders’ leadership behaviour and style is influenced by the gender and behaviour of the followers. Thirdly, gender leadership differences emerge as a result of leaders’ age and personality, and not necessarily because of their gender or sex. In summary, both men and women may bring intrinsic benefits to the management of organisational change programmes, and these may have a significant and positive impact on the outcome of organisational change programmes. This is based on the perspective of the larger sample of this study’s respondents and some existing views in the literature. This study suggests a gender-inclusive methodology developed from the empirical findings of this study and existing literature, which provides comprehensive guideline on how organisational change programmes can be approached and managed from a more gender-inclusive perspective. The results from the present study raise many interesting issues for both the academic community and practising managers and agents. This is the first study of its kind that has looked at the impact of gender leadership differences on organisational change management outcome in developing countries like Nigeria.

The purpose of this study was to build an understanding of the transitional experiences of four Directors of Education who led school division restructuring initiatives in rural Saskatchewan. The data regarding the participants experiences were collected through participant observation, a survey, and a series of three interviews in which the participants were asked to describe their transitional experiences. Additionally, an interview with a member of the Restructuring Coordinating Committee and a process of document analysis provided further information about the restructuring initiative in which the Directors were involved.<p> The conceptual framework for this study included the work of several researchers who had previously focused on transitions. It included the concept that transitions took place in three non-linear stages: the ending, the neutral zone, and the beginning. Additionally, the conceptual framework reflected the belief that transitions are influenced by the individuals personal circumstances. This study added to the collective knowledge of change leadership as it chronicled the lived experiences of leaders who went through personal transitions while in the process of leading change and managing the transitions of employees within their organization.<p> This study utilized a multiple case study design to explore the transitional experiences of educational leaders, charged with the task of leading organizational restructuring. Participants included four Directors of Education from rural Saskatchewan school divisions that were involved in the January 2006 provincial restructuring initiative.<p> The data analysis resulted in three understandings: a) Variations in personal circumstances have a significant impact on the way that individuals experience transitions. b) Relationship building is a key component of the transition process. c) The leader must first negotiate interpersonal relationships and then focus on repatterning processes and building relationships within the organization.

The purpose of this study was to build an understanding of the transitional experiences of four Directors of Education who led school division restructuring initiatives in rural Saskatchewan. The data regarding the participants experiences were collected through participant observation, a survey, and a series of three interviews in which the participants were asked to describe their transitional experiences. Additionally, an interview with a member of the Restructuring Coordinating Committee and a process of document analysis provided further information about the restructuring initiative in which the Directors were involved.<p> The conceptual framework for this study included the work of several researchers who had previously focused on transitions. It included the concept that transitions took place in three non-linear stages: the ending, the neutral zone, and the beginning. Additionally, the conceptual framework reflected the belief that transitions are influenced by the individuals personal circumstances. This study added to the collective knowledge of change leadership as it chronicled the lived experiences of leaders who went through personal transitions while in the process of leading change and managing the transitions of employees within their organization.<p> This study utilized a multiple case study design to explore the transitional experiences of educational leaders, charged with the task of leading organizational restructuring. Participants included four Directors of Education from rural Saskatchewan school divisions that were involved in the January 2006 provincial restructuring initiative.<p> The data analysis resulted in three understandings: a) Variations in personal circumstances have a significant impact on the way that individuals experience transitions. b) Relationship building is a key component of the transition process. c) The leader must first negotiate interpersonal relationships and then focus on repatterning processes and building relationships within the organization.

The study reported in this thesis investigates how change was managed within one school with a view to drawing out implications for the relationship between school improvement and leadership. Significantly, it examines the challenge of bringing about school improvement in a highly centralised education system, using the example of Cyprus.

In 2015, the COP21 creates a new hybrid mode of multilateral governance, which aims to make the action of non-states actors a bridge between the political commitments and the government’s actions. The business world is one of these actors with ambitious new roles to implement the Paris Agreements and its NDCs. Yet it seems that nobody has yet questioned whether companies can also act as leaders at their level or at least help their country/organisation to take the lead. To understand how business perceived their roles in the governance landscape post Paris-Agreement, several questions were asked to see what kind of leadership themselves were looking for. Who are the designated leaders for business when it comes to climate leadership? How have them evolved ? Why are they recognized as such? And what is the role of business in delivering Parties' NDCs in the post Paris-Agreement area? Thanks to a unique data collection of questionnaires distributed on COP22 to 25, it appeared that European leadership is not only the most consistent but also the most recognised, although the other EU partners in the BIG3 are far from demeriting. As the issue is particularly political, it was found that the recognition of leadership is not only due to certain leaders but also to many laws, which create and restrict many opportunities for business. The history and culture of the countries concerned also provided many answers. Finally, it seemed unanimous that a cooperative work between governments and business would allow a better and faster reach of both NDCs and SDGs.

No description available.