Thesis advisor: Lauri Johnson / This qualitative case study explored how educators of color experienced recruitment and hiring practices in the Cityside Public School District (pseudonym). It was part of a larger group case study that sought to capture the perceptions of educators of color related to racial disproportionality and its impact on the educator pipeline and schools. Two research questions guided this individual study: (1) How do Cityside educators of color experience Cityside’s recruitment and/or hiring processes? (2) What practices and policies might Cityside school and district level leaders utilize to increase the number of educators of color recruited and hired? Data for this study were collected from semi-structured interviews with nine Cityside faculty of color and with six Cityside administrators (of different races), as well as from a document review. Analysis of these data through the lens of Critical Race Theory (CRT) revealed study participants’ perception that implicit racial bias had the potential to negatively impact Cityside's hiring of educators of color. Additionally, leveraging social networks as an essential recruitment strategy to increase the presence of educators of color, and the benefits of hiring committees with a racially diverse membership, emerged as key findings. Finally, this study illuminated counter narratives that powerfully captured instances of microaggressions and perceived racism experienced by Cityside educators of color. Recommendations include requiring professional development with an anti-bias focus for all hiring committee participants, increasing the utilization of social networks to enhance recruitment efforts, ensuring a racially diverse composition of hiring committees, and actively seeking the counter narratives of Cityside educators of color. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

High-achieving African American students are not immune to the issues that underlie racial inequalities in school achievement. There is much to learn from these students in terms of how they navigate schools and achieve according to conventional standards. Further, serious questions remain about the social and racial costs to being constructed as high-achieving against broader narratives of African American students as deficient. This qualitative inquiry uses participant interviews and document analysis to explore the Discourses on achievement and leadership produced by minority recruitment programs and the students who participate in them. Specifically, the research uses critical discourse tools to look at the narratives produced both by African American students and by (and through) program documents. It seeks to understanding where these narratives converge and where there might be tension. This research is conducted by incorporating a socio-cultural literacy and critical race theory framework. This dissertation study is at the intersection of equity and access; it problematizes progressive arguments against a segregated curriculum for high-achieving students by invoking a social justice argument in favor of leveling the playing field for traditionally marginalized students, specifically African Americans. Much of the existing literature on high achievement and African Americans takes place in traditional classrooms. Glaringly absent from the literature on achievement are the ways in which some high-performing students of color are positioned to succeed in competitive, non-school environments. Specifically, I look at minority recruitment programs because these programs teach a particular type of literacy. The study explores the degree to which students’ home literacies are being honored. Findings indicate that students’ perspectives on achievement were much more critical than those of the programs with students overtly challenging meritocracy. Students were less critical of leadership, and both programs and students offered views that privileged particular literacies of leadership. The researcher offers recommendations for MRPs that calls for programs to involve students in more critical inquiries through the use of a Critical Race English education lens.

Why does merit-based elite recruitment exist under authoritarianism, notwithstanding its adverse impact on elites' private interests? In my dissertation, I develop an argument that centers on the role of upward mobility in authoritarian regime dynamics. I argue that merit-based elite recruitment provides individuals from non-elite background an opportunity to move into the ruling class by effort; it enhances their perception of upward mobility and thus reduces their discontent with the status quo. An authoritarian ruler, therefore, may deliberately adopt and institutionalize meritocracy in elite recruitment to engineer limited but sustained upward mobility, which co-opts large numbers of non-elites and helps stabilize the regime. Focusing on the case of China and its national civil service examination (NCSE), I draw on qualitative, quantitative, and experimental evidence to triangulate the complex dynamic between the CCP leadership, local officials, and ordinary citizens in merit-based elite recruitment. I employ two survey experiments to demonstrate that, by imposing institutional constraints on local officials, the CCP leadership can make its commitment to merit-based recruitment credible and enforceable. Analyzing data from two national representative surveys, I find that the institutionalization of NCSE forges a widespread and persistent perception of upward mobility among citizens eligible for the exam and weakens their pressure on the regime for income redistribution; it also strengthens public support for local government and contributes to the legitimacy of the CCP regime. These findings contribute to our understanding of the effects of meritocracy under authoritarianism and highlight the importance of upward mobility in relation to regime resilience.

The U.S. Department of Defense spent $11 billion in enlistment and retention bonuses from 2006 to 2010, which had only a marginally positive effect on the enlistment rate for the Army. The case study addressed this business problem of recruiting by exploring marketing strategies successful recruiting professionals used to motivate individuals to join the military. The purpose of this study was to determine effective recruiting strategies. Therefore, it incorporated the conceptual framework of emergent strategy theory, which postulated the best strategies are neither completely planned nor completely random, but are rather an adaptation to changing dynamics and circumstances. The population consisted of 2 former recruiters, 1 from the Army and another from the Marine Corps, as well as 38 college students located in Wilkes-Barre, Pennsylvania. Data for the study morphed from face-to-face interviews and 3 focus groups comprised of 10 to 15 students each, for the purpose of addressing the research question. Data analysis occurred through a process of coding and theming. The 9 themes identified included tell the story, advertising strategies, and fit for duty. A lesson learned from these themes was that the key for successful recruiting strategies lies in aligning with the wants and needs of individuals in the target demographic. If senior leaders in the Department of Defense followed the recommendations provided, each of the branches of the military service could potentially achieve higher recruiting rates at a lower cost. The study could result in social change whereby eligible recruits could view the Army and Marine Corps as professions of arms in which individuals can live out their ideals of patriotism but also have a good quality of life due to the benefits of military service.

Prior research has demonstrated that CEO behavior influences how people perceive corporations and that CEOs associated with controversy can damage corporate reputations. Research also illustrates that attitudes based on prescribed racial and gender characteristics render Black and female CEOs as incongruent with leadership positions. The purpose of this study is to examine the impact of two different corporate errors as justification factors leading to prejudicial evaluations of leaders with stigmatized identities (e.g., race and gender), with a particular emphasis on the intersection of race and gender on leader- and organization-based evaluations. Participants were randomly assigned to one of 12 corporate conditions ([CEO race: white v. black] x [CEO gender: male v. female] x [Corporate error: no error v. diversity error v. non-diversity error]) and assessed to provide responses via an online experiment. Although results revealed a significant main effect of corporate error on leader and organization perceptions, there was no evidence of an interactive effect of CEO race and gender on leader and organization perceptions. Furthermore, the non-significant interaction of race and gender was not impacted by the context of the corporate error. I discuss theoretical and practical implications, study limitations, and avenues for future research.

COMPARISON OF HIRING STRATEGIES OF ORTHODONTIC PRIVATE PRACTITIONERS By Steven C. Petritz, D.D.S. A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Dentistry at Virginia Commonwealth University Virginia Commonwealth University, 2018 Thesis Director: Bhavna Shroff, D.D.S., M.Dent.Sc., M.P.A. Virginia Commonwealth University Department of Orthodontics Program Director Purpose: Evaluate factors that influence hiring outcomes of clinical and non-clinical staff in orthodontic private practices. Methods: Orthodontists (n=1968) were surveyed regarding their hiring methods and outcomes. Responses were summarized using descriptive statistics. Chi-square tests were used to compare between hiring strategies and outcomes. Results: Survey response rate was 23% (n = 452 responses). 65% received 1-10 applicants and 54% utilized online job sites. Online job sites was associated with increased number of applicants (p<0.0001) and number of days to fill the position (p<0.0001). Forty-seven percent of respondents used the internet to screen candidates. Sixty-two percent of respondents hired based on personality. Fifty-seven percent of respondents plan to use employee referrals for future hiring needs. Conclusion: Online job sites accounted for the majority of the most recent hires. Orthodontists indicated that their future preference to be employee referrals. Social and professional relationships may lead to a more efficient hiring process.

Thesis (MPA)--University of Limpopo, 2011 / The paper examines the causes of the high turn-over rate and the non-retention of the academic staff at the University, and come up with possible solutions to curb the problem. The study addresses the factors that affect the academic staff recruitment and retention strategies. The paper further address identification of factors contributing to the high turnover rate of the academic staff at the University of Limpopo, analyze causes of the problems, work on the feedback obtained from interviewees, and make recommendations that will enable the University to come up with possible and implementable strategies for the recruitment and retention of the academic staff. This was evident by the results of the study through the literature review and the interviews held that academic staff recruitment and retention is a problem. It is therefore advisable for the University to take note of the results of this study, and that there should be a turn-around strategy that could be implemented and monitored. The Human Resource department should have a database that tracks the career path of all academic staff, and notify all appointees who are coming up for tenure. This notice could go out at the start of the last but one year before the appointees become eligible for appointment with tenure. The university must develop a culture of reasonable, clearly articulated, and enforced deadlines for processing applications for promotion. Human Resources department have a role to play in the promotion process as well. Access to information about the promotion process can be enhanced by revamping the websites for some of the institutions which are not really helpful in this respect. Relevant documents (e.g., conditions of service, appointment and promotion guidelines, benefits) can then be made accessible via institutional websites in a very organized manner than is currently the case in many universities

壹、本研究目的 　　一、了解國民小學校長的職責。 　　二、了解國民小學校長所應具備的能力。 　　三、了解中、韓兩國國民小學教育人員的養成制度及其異同。 　　四、了解中、韓兩國國民小學校長甄選制度之異同。 　　五、探討中、韓兩國國民小學校長甄選制度之優缺點，並提出改進之建議。 　　貳、研究方法及程序 　　本論文的研究方法係以「文獻分析法」和「比較法」為主。在第二章中，筆者依據「文獻分析法」，探討比較教育學理論、甄選理論的學理基礎、校長之職責及其應具備之能力。第三章則根據「文獻分析法」，探討並介紹韓國教師及校監之任用與升遷制度和韓國小學校長之甄選制度。第四章亦依據「文獻分析法」，探討中華民國教師及主任之任用與升遷制度以及中華民國小學校長之甄選制度。第五章則比較和分析中、韓兩國小學的師資來源、新教師任用辦法、教師升遷制度及校長甄選制度。 　　參、研究結果 　　本研究的若干結果如下： 　　一、為達成其學校教有目標與促進有效的學校管理，小學校長應注重「計劃、組識、管理、教學視導及公共關係等」五種基本職責，而且為了圓滿達成其職責，小學校長應具備專業能力和領導統御之技巧。 　　二、中、韓兩國師資之培育均由以專門培養小學教師之機構為辦理之主體。韓國由各教育廳主辦小學初任教師甄選，經初、複選通過者，按初、複選成績合併之高低列冊候用；如按現行之師範教育法，從中華民國之師資培育機構結業者，得依其結業之學校及地區，並按結業成績之高低分發到校。再經實習一年期滿且通過檢定之後，始能取得合格教師資格：如按新訂定之師資培育法，從中華民國之師資培育機構畢業並通過初檢者，須再經實習一年期滿且複檢及格之後，始能取得合格教師資格。 　　三、中、韓兩國的小學主任（中）與校監（韓）甄選、儲訓及派任辦法，則各比照其小學校長甄選制度辦理。 　　四、中、韓兩國小學校長之任用程序都經初、複選及儲訓通過者列冊派任，但其甄選及列冊辦法顯然有差異。 　　五、中、韓兩國小學校長候選者初選評分內容，均包括碩士以上學歷、教學年資、曾擔任行政工作之年資、最近幾年內之考核成績、研究訓練、學分進修、著作、獲獎、特殊事蹟、偏遠及特殊地區服務年資等各項目。因此其小學校長初選評分辦法能鼓勵教育人員自願參與進修、訓練及其他各種教學活動，或擔任教育行政業務及偏遠特殊地區之教育工作。但其所設定之計分比例不夠理想，且也不是很公平。而且所設定之項款中，對各候選者之品德並無法充分評量。 　　六、韓國小學校長候選者之複選，只透過口試去過濾候選者是否適任，且其口試未打分數，因此作用並不大；而在中華民國，經初選及格者，須再參加筆試及口試，最後再依據候選者之資績評分、筆試、口試合併成績高低錄用，其三個項目中，筆試項目對複選結果影響最大。 　　七、在中、韓兩國，經初、複選及格之小學校長候選者均須參與儲訓，成績及格者則列冊候用。韓國之初任小學校長係依據資績評分高低列冊派任；而中華民國則依據候用校長之甄選及儲訓合併成績高低列冊派任。 　　肆、建議 　　一、建立小學校長甄選制度方面 　　　（一）教育當局應依據小學校長之職責及其應具備之基本能力，再就各方面之意見加以綜合研討，而後明確地制定出最適當擔任小學校長者的基本條件。 　　　（二）小學校長甄選標準及歷程應符合如上第一項所述之具體、公開及公平之原則。 　　　（三）小學校長甄選辦法應符合如上第一項之精神，並透過科學方法分析、評估此甄選辦法的各變項因素之後，再根據其結果去設定評分辦法。 　　　（四）小學校長甄選評分辦法應以多元、有效、而客觀地長期評量其服務成績，俾能對各候選者之品德加以充分評量。 　　　（五）在小學人事體制上，應考慮設定教師、主任（校監）及校長等各階段應有之合理的服務年限。 　　　（六）繼續分析、評估影響小學校長甄選之各變項因素。如因社會需求、價值觀或其他因素之需要而必須改進此甄選評量辦法時，則應公開研討以修改之。 　　二、尚待繼續研究之問題 　　今後如想作更深一層之分析探討，則有待學術機構及有關人士對於小學校長甄選制度，進一步採取文件調查法，以及使用問卷調查法深入了解各界人士對小學校長甄選制度之看法，以建立健全而完整的小學校長甄選制度。

<p>The general contract law principle of loyalty between negotiators, in deliberation, leads to a duty of disclosure for negotiators. The extent of this duty of disclosure is influenced by many different factors; amongst others the type of agreement, the negotiators knowledge and opportunity of procuring knowledge. The general duty of disclosure is both a part of the contract law principle of loyalty between negotiators in negotiating a contract, and an indirectly statutory obligation, that, if neglected will lead to nullification of the agreement. The legislator has stated that the general contract law, Lag (1915:218) om avtal och andra rättshandlingar på förmögenhetsrättens område (avtalslagen), should be used to regulate negotiating of contracts, including the negotiation of contracts of employment. In arbetsdomstolens judging, additional factors have been weighed in, and the judgement is done also through the use of a concept taken from employment law, the concept of ”saklig grund för uppsägning”. Arbetsdomstolen appear to prefer using employment law and principles of protection for the employee, even though the legislators opinion was that general contract law should regulate negotiations of contracts of employment. This way, other factors are included in the judging of the duty of disclosure when seeking employment than in the general judging of duty of disclosure. Amongst other the interests of society and the will of protecting the person seeking employment, affects arbetsdomstolens judging of the duty of disclosure in negotiating contracts of employment. The thesis arguments that this interpretation, of the confines between contract law and employment law, is contrary to the statements of the legislator, and also an unfit interpretation of the principle of duty of disclosure, in terms of reaching partition of risks between negotiators of contracts of employment.</p>

The purpose of the study is to identify the perceived successful practices that led to improved teacher recruitment, preparation and retention efforts within the nine universities of The Texas A&M University System brought about by the Regents' Initiative for Excellence in Education. The data for this study, gathered through interviews, document reviews and observation, revealed that the Regents' Initiative was considered by project directors to be a challenging but rewarding educational reform initiative. The lessons learned through the experience reflect the general findings common to the research literature on school-university partnerships. Research findings of this study revealed that the successful implementation of the Regents' Initiative involved strategies to overcome challenges and develop processes for recruiting, improving teacher preparation and teacher retention. Selecting the right person as the teacher recruiter was paramount to the successful attainment of A&M System university teacher recruitment goals. Operationalizing teacher recruiting included developing recruiting targets, organizing data management, tracking student recruits in the teacher preparation pipeline and periodically reporting progress to stakeholders. Quality improvement of teacher preparation involved recruiting higher achieving high school and community college students, setting higher standards for teacher candidate performance and aligning course curriculum within the college of education and with community college partners to the state standards. Institutional leadership was required to promote and build meaningful partnerships combining efforts to recruit, prepare and retain quality teachers in the profession. A&M System institutions developed a communications campaign to build legislative, institutional and public awareness and support of the Initiative. Institutional involvement was broadened by providing opportunities for interaction between arts and sciences faculty and college of education faculty through collaborative research grants, presentation conferences and symposia. Finally, the successes were celebrated with all stakeholders, and rewards were provided to those who made significant contributions to the effort.