<p> Much attention has been paid to the current state of graduate business education, specifically the MBA degree, and the seeming disconnect between industry needs and what business schools are preparing MBA graduates for. A comprehensive study on the state of MBA education was completed in 2010 by Datar, Garvin, and Cullen (2010), the goal of which was to document the forces reshaping business education and the institutional responses to them, as well as provide suggestions on a path forward for MBA education. This research picked up where Datar et al. (2010) left off: the purpose of this study was to identify criteria for a new model MBA. The Datar et al. (2010) study defined the unmet needs, but what remained undefined were the (a) skills; (b) capabilities; and (c) techniques that are central to the practice of 21st century management, and the (d) values; (e) attitudes; and (f) beliefs that should be part of a 21st century leader's world-view and professional identity. This study used a qualitative approach to add meaning to the variables defined above; specifically interviews with 14 participants were used to gather perceptions of 21st century leadership and management from MBA stakeholders as part of an in-depth and detailed inquiry. This study also reviewed five Southern California business schools in order to identify best-practices curricula. Based on the data gathered in this study a new model MBA was posited. A discussion of the findings and the implications for MBA education was included in <i> Chapter 5.</i></p>

<p> Passage of the Post-9/11 Veterans Educational Assistance Act of 2008 resulted in a dramatic increase in the number of combat-experienced veterans enrolling in institutions of higher learning. While these student-veterans bring unique perspectives to the classroom, they also face many challenges to their educational pursuits. Few educators are aware of how the effects of trauma or recalling combat experiences might support or hinder adult learning in the cognition, emotion, and social dimensions of learning. This qualitative multiple case study explored how combat experiences supported or hindered learning by graduate-level student-veterans within the content of the curriculum, as an incentive to learn the content of the curriculum, and for facilitating social interactions within the learning environment. Semi-structured interviews described how student-veterans perceived the use of their combat experiences within these three dimensions of learning. Ten purposefully drawn participants from graduate-level student-veteran volunteers attending the U.S. Army Command and General Staff College (CGSC) at Fort Leavenworth, Kansas described a variety of military and educational experiences. Data were analyzed and coded using qualitative data analysis software to reveal themes within the perceptions of the participants and across participant cases. All participants described how their combat experiences supported their learning; eight of 10 described how their combat experiences hindered their learning. Themes supported the theoretical proposition that combat experiences could support student learning through the cognitive, emotional, and social interactions of student-veterans with the curriculum and other students. Participants also described how combat experiences and the military lifestyle could hinder learning in all three dimensions suggesting educators should consider adjusting instructional approaches for some student-veterans. Negative cases to the themes were reported. The study added to an understanding of Illeris' learning theory and the application of contemporary adult education models with graduate-level student-veterans. Recommendations for use of the findings in the classroom were made. Proposals for further research included case studies of student-veterans who have experienced flashbacks during instruction, student-veterans at the graduate and undergraduate level for further comparison, and other traumatized student groups such as law enforcement, medical, and first responders.</p>

<p> The purpose of this study was to investigate attitudes toward creativity and leadership characteristics according to the agency context for extension agents in Uruguay. Extension agents come from the three different agency contexts in Uruguay of the University, government, and private institutions. Leadership characteristics are those that combine to describe leadership approaches or styles. Attitudes towards creativity concerns the values one holds about using creativity in work situations. The link between these variables is important due to the diverse challenges that agriculture extension agents face in a small country like Uruguay whose economy depends on agriculture. There are three major conclusions based on the findings of this study. First, factor analysis performed in the scales related with leadership did not cluster as Bass and Avolio (2000) suggested. Rather, results show a different combination of the traits (Motivating demanding, Compliant, and Charismatic controller). The second conclusion is that attitudes and values to promote innovation likely expected to be one of the values of the university group were not shown in the results. One possible explanation could be the philosophy of the university, while the government and private institutions showed an attitude that tends to promote creativity and innovation which in their case is aligned with their jobs goals, which has to do with a model of extension that provides regulation and provision of inputs and also emphasize National production goals and productivity. Third there is a difference between working contexts for agricultural extension agents in Uruguay. The results of the study were able to discriminate between the university context and government and the private contexts which showed a similar behavior. Both the government and the private contexts showed a positive approach to creativity and a compliant leadership behavior.</p>

This study investigated how eight reentering women classified as seniors overcame barriers for completion of higher education programs. In particular, it focused on their responses to personal and institutional barriers as they returned to a college setting following an extended absence from their original entry. It sought answers to the following questions: (1) What constitutes a "personal barrier" for a returning woman? (2) How do reentering women surmount personal barriers? (3) What constitutes an "institutional barrier" for returning women? (4) How do reentering women overcome institutional barriers? / The Cross (1981) chain of response (COR) model provided the conceptual framework. This study investigated reentering women to determine whether their responses supported or failed to support the Cross (1981) theory. It was assumed that reentry women face different barriers than traditional students when they return to the college campus due to their complex roles and life stages. / The methodological approach selected for this study was qualitative research. In-depth interviews were conducted with eight selected reentering women as profiled in the literature. The interviews provided a rich description of the participants' stories as advocated by McMillan and Schumacher (1989). Accuracy checks were made by participants to assure valid reporting of the research. The data were then analyzed for emerging commonalities and/or differences. / The findings of this study show that reentry women experience personal and institutional barriers of the kind delineated in the Cross (1981) COR model both before and after reentry in higher education programs. Data not only support the steps of the COR model before reentry, but extend its constructs to cover continued participation throughout a degree program. / Participants perceived personal barriers as psychological factors that interfered with their optimal learning as a student. They overcame personal barriers by relying on individual determination, informal and formal supportive networks, and interaction with students and faculty. Participants viewed institutional barriers as obstacles or hindrances presented by the university that deterred their learning. They overcame institutional barriers through persistence and utilization of university procedures. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2485. / Major Professor: Barbara Mann. / Thesis (Ed.D.)--The Florida State University, 1993.

The profession of social work has historically placed great emphasis on the centrality of values. However, there have been few empirical studies of specific values education strategies to enhance the professional socialization of social work students. This study assumes that the infused approach of values education is a "necessary but not sufficient" model. It highlights the development of an educational module teaching values integration to graduate social work students. This module integrates the dimensions of personal, social, political, and professional values. The Values Integration Pyramid (VIP) module is theoretically grounded, and incorporates Jack Mezirow's (1991) Transformation Theory, one of the newer adult learning theories. / A quasi-experimental design was utilized to examine the effectiveness of the VIP module. The study also describes the differences among values that entering two-year MSW students enrolled in an introductory practice course at a southern university bring to social work education. Concurrence with social work values was measured by the Professional Opinion Scale (POS) developed by Abbott (1988). The association of students' political philosophy and previous exposure to oppression content course(s), and concurrence with social work values is examined. / ANOVA and ANCOVA procedures did not identify a significant intervention effect of the VIP module. Students' political philosophy and oppression course(s) exposure were found to be associated with social work value concurrence when examined through biserial correlation. Further development of the VIP module is needed, along with continuing research in values education strategies' effectiveness. Additionally, values research is needed to examine differential strategies with students of varying political philosophies. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2735. / Major Professor: Linda Vinton. / Thesis (Ph.D.)--The Florida State University, 1993.

Purpose. The first purpose of this study was to define the concept of autonomy in order to create a multi-dimensional description of meaning. The second purpose of this inquiry was to attempt to discover and analyze those experiences which facilitate the development of autonomy in individuals. The data for the study were the life histories of 18 individuals. The means of gathering the data was a series of in-depth, open-ended interviews with each of the 18 informants. Video footage, letters of correspondence, and published materials were also utilized when available. / Findings. Fourteen dimensions of meaning were identified to describe the concept of autonomy. These dimensions include: awareness, freedom of choice, individuality, love of learning, self-determination, self-defined structure, congruence of beliefs and actions, implementation of beliefs, expression, self-reliance, responsibility, self-worth, happiness and fulfillment. Developmental episodes were found to fall into seven categories of experience: overcoming adversity, participation in formal education, exposure to structure, exposure to models, involvement in relationships, perception broadening (awareness of bias), and self-developmental activities. These findings were synthesized into eight conceptual statements about autonomy. These statements focused on: a mindstate of awareness, individuality, inter-relationships, courage, a sense of freedom, a fulfilling life, and reflective processing of deliberate and serendipitous experience. / Conclusion. This study has contributed to the body of knowledge concerning the concept of autonomy by providing definitional clarification and a categorization of developmental experiences that may facilitate the increase of autonomy in individuals. It has also linked together (through a common goal of facilitating autonomy) the individual, the democratic form of government, and the field of adult education. Finally, it provides adult education a means of fulfilling Lindeman's visions for the field. / Source: Dissertation Abstracts International, Volume: 55-01, Section: A, page: 0033. / Major Professor: Wayne L. Schroeder. / Thesis (Ph.D.)--The Florida State University, 1993.

This correlational study examined study examined the relationships among counseling competencies of Florida Vocational Rehabilitation (VR) counselors and the self-sufficiency level of Florida Vocational Rehabilitation clients whose cases were closed as successfully rehabilitated. The study examined the attained counselor competencies based on self-ratings on the Rehabilitation Skills Inventory (RSI), developed at the University of Wisconsin by Wright, Leahy, Shapson, to the output and outcome levels of client self-sufficiency based on Kaufman's Organizational Elements Model (OEM). A single level of output for the agency was used: the number of rehabilitated clients cases closed as successfully employed in competitive employment. The outcome self-sufficiency level was defined as earnings of the client exceeding the Federal Poverty Level for a single person household 60 days following employment. / The study examined the differences between counselors with high numbers of clients achieving economic self-sufficiency and those counselors with lower numbers of clients achieving self-sufficiency. Differences were examined in areas of demographic characteristics, ratings of counselor competencies as high on importance and on attainment, numbers of successful clients' cases closed, CRC certification, and performance evaluation ratings of counselors. The final regression model identified 10 predictor variables accounting for 67% of the variance in client self-sufficiency. The model included ten predictor variables. The number of successful closures and seven of the competency items had a positive relation to self-sufficiency, while educational degree and one competency item were negatively related. Implications for further research using the OEM planning model in counselor education and training are provided. / Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4663. / Major Professor: Roger Kaufman. / Thesis (Ph.D.)--The Florida State University, 1995.

This study investigated the extent to which the literature of adult education either perpetuated or challenged oppressive educational theory and practice relevant to gender and race issues. A review of ten years of the professional literature of adult education was conducted to locate published work in the areas of civil rights, feminist pedagogy, literacy programs, career education, re-entry programs, and other appropriate topic areas related to the focus of this study. These sources were examined to determine in which theoretical way they addressed current radical thought on cultural and political victimization through education. That is, the validity of the position that American schools victimize rather than liberate disenfranchised people was extended to the adult education enterprise and considered by analyzing the content and direction of the discussion in its contemporary literature. The ways in which social control became a factor in the implementation of adult education was also a focus of this investigation. More specifically, published work which reflected both social thought and practice in relation to people of color and women was critiqued for its ideological perspective. / Three socio-political perspectives were employed in this review of adult education literature. Terry's (1974) model of institutional oppression was central to the detailed analysis of racism and sexism undertaken. This particular model enables one to observe institutional behavior and practice from distinct vantage points involving access to power and resources, and control over culture and policy making. A socialist feminist perspective which complements the institutional approach delineated in Terry's model was also used. Through the use of this theoretical base, not only race and gender were considered, but class as well. Finally, Ryan's (1971) work on the ideological process of victim blaming was applied throughout the social critique in this study. / Source: Dissertation Abstracts International, Volume: 49-09, Section: A, page: 2494. / Major Professor: Sydney R. Grant. / Thesis (Ph.D.)--The Florida State University, 1988.

In this study the results are presented of a disciplined inquiry into the area of motivation to learn and systematic ways of influencing learners in this regard. Attention focuses on the clinical use of motivational messages, a strategy based on Keller's (1984, 1987a&b) ARCS model. Through this strategy learners are prompted, by means of, usually written, messages, normally delivered outside the classroom periods, to adjust their disposition to undertake learning tasks. Such messages are designed and used according to a systematic, replicable process. / It is defended that a naturalistic mode of inquiry is the most appropriate one for the particular research interest, and that, within that mode, a case study approach, within an embedded multiple-case perspective, is called for. Reference is made to the existing knowledge base in the area of motivational design, as well as to that of the chosen research paradigm and methodology. / Three basic research interests are addressed in the study, i.e. that of the validity of the strategy under consideration, the question as to how and why the messages work, and the issue of their optimality. Evidence is presented and discussed to substantiate the proposition that the motivational messages strategy worked similarly well in the case of two of its applications almost three years apart. Of a total of ten propositions regarding the interaction between the messages and the learners, the messages and the instructor, and the messages and the environment, nine are found substantiated and one insubstantiated in the light of the data collected. It is also argued that evidence supports the contention that the strategy adapts itself to the circumstances of its application. / As to the overall interpretation of the totality of phenomena discussed, the study concludes that motivational messages should not be looked upon in isolation, but as part of a more complex motivational system, in the context of which they enhance the effectiveness of the other components involved. / Source: Dissertation Abstracts International, Volume: 51-02, Section: A, page: 0403. / Major Professor: John M. Keller. / Thesis (Ph.D.)--The Florida State University, 1990.

The lack of information about the health care practices and needs of Dade County adults has contributed to a delivery system which is fragmented, uncoordinated and crises-oriented. The overall purpose of this study is to help alleviate those undesirable conditions by developing an information base that will specify the health needs of Dade County adults in terms of their perceived health problems, knowledge of health practices, lifestyles conducive to optimum health and knowledge and use of health care services. / Drawing on literature relating to wellness, health education, health related behavior, the promotion of quality lifestyle, needs assessment and the conceptual framework posited for this study, a needs survey was developed to determine among adults their (1) perceived health status; (2) personal health care practices; (3) frequency of contact with health care providers; (4) personal health behaviors including cigarette smoking, alcohol consumption, exercise, nutrition, stress and hypertension management; (5) experiences with common health problems; and (6) perceived level of control over personal health. / This study, descriptive in nature, followed selected and validated procedures of telephone survey methodology. Data were derived from a stratified random sampling of Dade County non-institutionalized adult residents. Data were tabulated by frequency and percentage distribution and tested with Chi Square at the.05 level to identify the association that may exist between dependent and independent variables. Data obtained was used to address five research questions. / Findings showed significant relationships between independent and dependent variables in the following: cigarette smoking to education level; alcohol consumption to ethnic background/race, age, sex, household income, and education level; amount of stress to ethnic background/race, age, and education level; and hypertension to ethnic background/race, age, sex and household income. / Some implications are that health education programs can contribute to changes in health related practices, and consequently improved health, but such programs are only part of the total effort required to bring about significant change. / Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2072. / Major Professor: Roy J. Ingham. / Thesis (Ed.D.)--The Florida State University, 1988.