Private equity fund managers (PEM, or the general partner/GP) exhibit certain performance persistence, or lack thereof, over time. Most scholarly research to date examines inter-fund performance persistence, or the performance at a fund level across multiple specific funds over time. This dissertation examines intra-fund performance, i.e., performance within a specific fund, and posits that investments made later in a specific private equity fund’s lifespan will perform worse than earlier investments, reflecting agency cost in terms of residual loss to principals as a result of the direct and indirect compensation structures. Using ROIC (Return on Invested Capital) and the sequence in which investments are made in a fund as empirical evidence of these negative effects of the compensation and contractual arrangements common throughout the industry. This performance analysis will be done within each specific fund in consideration of the effects of both direct compensation from the current fund and indirect compensation expectations of the PEM from future funds. This dissertation relies on agency theory to explain the incentives and costs that lead to a negative relationship between the sequence of an investment in a fund’s life and the ROIC of the specific investment. Concepts of risk sharing and information asymmetry, specifically from an agency theory perspective, and the misalignment of interested between investors and PEM support this hypothesis. The most notably areas impacted by this research relate to governance (both investors and public policy), compensation, and incentive structure of private equity funds. / Business Administration/Finance

As schools are growing more diverse and opportunity and achievement gaps remain, educational leaders are called to develop an equity lens to meet the needs of students (Grissom et al., 2021). The Professional Standards for Educational Leadership explicitly outline critical dispositions for educational leaders to act with equity and cultural competence in all decisions (National Policy Board for Educational Administration, 2015). The purpose of this study was to identify principals' self-reported equity leadership practices and their perceptions of their preparedness to lead for equity in one urban school division. For the purposes of this study, equity leadership was defined as "conditions for learning that interrupt historically discriminatory practices, support democratic schooling, and achieve fair, inclusive, and just outcomes. Further, leadership for equity is acting on those beliefs and understandings intentionally, regularly, and systematically" (Rigby and Tredway, 2015, p. 6). The following research questions guided this study: (a) How do principals in one urban school division indicate they demonstrate equity leadership practices outlined in the Leadership for Equity Assessment and Development framework? (b)What are principal perceptions regarding their preparedness to lead for equity? (c)What professional development do principals indicate they need? This study utilized a convergent-mixed-methods design with self-rated surveys and semistructured interviews. Findings included that while principals (n = 44) felt they were prepared to lead for equity, their practices fell on a continuum with majority of responses associated with the emerging to proficient equitable practices ratings based on the Leadership for Equity Assessment and Development (LEAD) rubric. Moreover, principals noted that personal backgrounds and professional learning helped shape their preparedness to lead for equity most significantly. Principals indicated a need for professional growth relative to developing and evaluating teachers to be more equitable and culturally responsive. Additionally, principals suggested a need for more equitable approaches in engaging families and communities. Implications and recommendations for future studies were provided. / Doctor of Education / As schools are growing more diverse and opportunity and achievement gaps remain, educational leaders are called to develop an equity lens to meet the needs of diverse students (Grissom et al., 2021). The purpose of this study was to identify principals' self-reported equity leadership practices and their perceptions of their preparedness to lead for equity in one urban school division. Through surveys and semistructured interviews, this study examined the current equity leadership practices of 44 principals in one urban school division in southeastern Virginia leveraging the Leadership for Equity Assessment and Development (LEAD) framework (Galloway and Ishimaru, 2017). Additionally, this study examined the perceptions of preparedness of principals to lead for equity and what professional development is still needed in this school division. The results of this study indicated that while principals felt they were prepared to lead for equity, their practices fell on a continuum, with a majority of responses associated with the emerging to proficient equitable practices ratings outlined on the LEAD rubric. Moreover, principals noted that personal backgrounds and professional learning helped to shape their preparedness to lead for equity. Implications for school division leaders and school leadership preparation programs were described based on the findings, as well as considerations for future research.

Equity theory has long been used to predict individuals' responses to equity and inequity. Tests of these predictions have been inconsistent, particularly for inequitable conditions of low inputs and high outcomes, or overreward. Based on empirical evidence pointing to the powerful effects of moods on cognitive tasks, this study incorporates mood into equity theory's propositions, with the expectation that considering mood will enhance equity theory's predictive power. Specifically, as Wyer and Carlston's (1979) "feelings-as-information" hypothesis suggests, subjects who receive favorable outcomes may use their positive outcome-based mood in judging the fairness of the situation. Cognitive research suggests that positive mood reduces the accuracy of judgments, which would explain the inconsistencies in equity perceptions. However, Schwarz and Clore (1983) discovered that the effect of mood on judgments may be eliminated if the mood can be attributed to a logical external source. Two studies were conducted using similar procedures with different overrewards and external sources. In both studies, overrewarded subjects rated the fairness of being overrewarded and the fairness of the procedures used to allocate the reward. These ratings were analyzed to assess the effects that subjects' inputs, outcomes, and procedures had on their perceptions of fairness. Two groups were given the opportunity to attribute their moods to a source other than the reward. It was hypothesized that mood effects on fairness judgments would be eliminated when subjects were able to attribute their mood to its correct source (i.e., undeserved reward) or to an incorrect but logical source (i.e., music or cheerful surroundings). Specifically, the elimination of the effect of positive mood should serve to increase accuracy in judgments of fairness. The hypothesis that subjects who were treated with fair procedures would view their outcome as more distributively fair was supported in both studies. In Study 1, the hypotheses regarding changes in judgment accuracy as a function of external attribution of positive mood were not supported. The results of Study 2, which used a different overreward and transient source, revealed that external attribution of positive mood had a significant effect on subjects' fairness ratings. / Master of Science

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No description available.

The murders of Ahmaud Arbery, Breonna Taylor, and George Floyd in 2020 renewed efforts to address long-standing inequality within American society (M. Lewis et al., 2023; E. Meyer et al., 2022). Some school districts responded to these demands by increasing attention to diversity, equity, and inclusion (DEI) efforts. These efforts sometimes included hiring equity directors to advance DEI priorities (M. Lewis et al., 2023; Matschiner, in press). However, districts had little information to draw from either the empirical and/or professional literatures to inform decisions regarding these roles. Superintendents set conditions for change within a district and are key players in establishing and supporting equity director positions. Yet little is known about the factors that influence superintendents’ conceptualization and decision-making involving these positions. There is also a paucity of research regarding the role that superintendents play in creating the necessary conditions (before and after hiring) for equity directors to succeed in their roles. To begin to address this limitation in the literature and profession, this study examines internal and external factors that influence superintendents’ conceptualization, establishment, and support of equity director positions within their districts. Drawing on racialized organizations theory, the study explores the impact that internal and external factors play on decision making regarding the equity director role. Qualitative analyses of interview responses from 15 superintendents and 19 equity directors showed that superintendents relied on their understanding of their community’s needs and on colleagues in and out of their districts to inform their conceptualization and operationalization of the equity director’s roles and responsibilities. Moreover, internal factors like organizational and budgetary constraints and the stance of the school board; as well as external factors like the suburban context, and political and community dynamics, influenced decisions to establish and operationalize equity director positions. Internal and external factors impacted the structure of the position and the experiences of those hired to serve in these positions. Equity directors and superintendents reported wrestling with the complexities of navigating equity work in dynamic political conditions within a racialized context. Participants reported that equity work was unlike other change work that educators engaged in and required attentiveness to the dynamics of race (McCambly and Colyvas, 2023). / Educational Leadership

Purpose: The purpose is to explain what factors affect brand equity for SBOs. Hypotheses: These hypotheses were derived from a literature review. H1 - Perceived Quality has a positive effect on SBO brand equity H2 - Brand Association has a positive effect on SBO brand equity H3 - Brand Awareness has a positive effect on SBO brand equity Method: The researcher conducted an quantitative research where the empirical data was collected through a questionnaire. Conclusion: This research show that perceived quality, brand association and brand awareness positively affects SBO brand equity.

Zugl.: München, Universiẗat, Diss., 2008.

Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy (M=19.35). Each factor showed a significant positive correlation (p<.01) to each of the other two factors. ANOVA procedures compared all female subgroups in their science self-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science, It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest. Asian/Pacific and Native American females fared better than White, Black, and Hispanic female counterparts respectively. Triangulation of interview and quantitative data showed that classroom factors, specifically academic engagement, influenced participant perceptions of science self efficacy the greatest. Suggested further studies on the impact of science self-efficacy and science achievement are discussed. Information gleaned from the continued study of science self-efficacy may influence the ability of traditionally underrepresented racial/ethnic females to persist in their science preparation and training in an effort to prevent leaving the STEM pipeline at this crucial juncture.

No description available.