Thesis (Ph. D.)--University of Sydney, 2004. / Title from title screen (viewed 7 May 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work. Degree awarded 2004; thesis submitted 2003. Includes bibliographical references. Also available in print form.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references. Also available in print.

<p> A qualitative research study utilizing the Delphi research technique was used to explore the integration of leadership, ethics, and organizational culture into the curriculum of a Military Aviation Safety Leader. Despite the existence of safety programs and education, the military services still experience deadly aviation mishaps. There is a dearth of literature that has focused on curricula for Military Aviation Safety Leaders, specifically on whether or not leadership, ethics, and organizational culture should be integrated into safety topics. As a result, there is wide variance in curricula for Military Aviation Safety Leaders across the military services. The problem addressed in the present study is the incomplete understanding of how integration of leadership, ethics, and organizational culture may enhance the unique educational needs of the Military Aviation Safety Leader and the issues that stem from the dearth of research and understanding. The issues that directly stem from the paucity of research and understanding include poor standardization in curricula; curricula that are inadequate to the needs of the Military Aviation Safety Leader; and ultimately, poor safety practice and increased aviation mishaps as a result of non-optimal education for the Military Aviation Safety Leader. A qualitative research method utilizing the Delphi research technique was chosen as the best approach to investigating the research problem. The Delphi technique of probing experts over several rounds of focused questions achieved development of information in the form of expert consensus which in turn yielded relevant information for the literature and school curricula. In turn, future Military Aviation Safety Leaders will benefit from the information generated by the study, elevating their awareness of how ethics, leadership, and organizational culture may enhance safety in the organization. Thirteen Military Aviation Leaders were chosen to participate in the Delphi study. The research revealed that there are positive relationships between ethics, leadership, organizational culture, and safety. The research demonstrated that these topics should be integrated in safety curricula for Military Aviation Safety Leaders. The research examined methods and media for curriculum delivery. Case studies and small group scenario-based discussions ranked as methods of curriculum delivery most preferred by the experts. Resident teaching was preferred over on-line teaching media for curriculum delivery. The expertise and experience of the Delphi panel was a significant strength of the study in its findings which will improve and enhance understanding of the benefits of integrating leadership, ethics, and organizational culture into the curriculum for a Military Aviation Safety Leader.</p>

This study was designed to investigate problems of perceptual biases in needs assessment data from different sources, to demonstrate a methodology for addressing biases, and to determine the relationship of teaching experience and length of training to perceived safety program needs. The sample consisted of 10 administrators, 44 technical instructors, and 92 technical teacher students. A structured questionnaire was used to collect the data. Data was analyzed utilizing descriptive statistics, Multivariate Analysis of Variance (MANOVA), and multivariate regression. The safety program needs identified by the three groups of respondents were integrated and prioritized by using the Multiattribute Utility Analysis (MAUA). / The following were the study findings and conclusions: (a) Administrators, instructors, and students perceived considerably high safety program needs at Medan technical Teacher Upgrading Center Medan. (b) The perceptions of safety program needs between administrators, instructors, and students were different. (c) Administrators perceived higher needs than did instructors for safety programs that affected the general appearance of the center. (d) Instructors perceived higher needs than did administrators for safety programs that affected every day operations of the center. (e) Instructors' perceptions regarding safety program needs were positively related to their length of technical training. (f) Teaching experience was not linearly related to perceptions of safety program needs. / Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0493. / Major Professor: Garrett R. Foster. / Thesis (Ph.D.)--The Florida State University, 1993.

This study examined the developmental process of female faculty within the framework of the Levinson theory of adult development. Four stages of Levinson's model were selected for investigation because they included the ages most often found in the academic profession: The Age-Thirty Transition (ages 29-33), the Settling-Down Period (34-40), the Mid-Life Transition (41-45) and Entering Middle Adulthood (46-50). This study included 100 full-time female faculty employed at Stetson University, Rollins College and the University of Central Florida. / Since there was a paucity of literature on the developmental process for female faculty, literature on theories of adult development, female faculty, and theories of career development were examined. Themes of women's developmental process emerged form the literature review and included the importance of relationships, meaning of work, achievement, mentor relationships, and multiple role involvement. / The 100 participants were sent a questionnaire in order to obtain demographic data and information on their developmental process, both personal and professional. Additionally, interviews were conducted with five women in each age group. Demographic characteristics of the faculty participants were presented. Common developmental tasks that characterize each age stage were identified. Also, significant events in the lives of female faculty were identified that affected the developmental process. It was found that women experience most of the developmental tasks described by Levinson in his theory of adult development and that the developmental process continues through the life course for the ages of female faculty included in this study. Most female faculty had traditionally ordered career progressions and were pleased with their career choice. Significant personal and professional life events were found to affect the developmental process for female faculty and although more professional events were identified, personal events were found to have greater influence on the developmental process. / Source: Dissertation Abstracts International, Volume: 50-06, Section: A, page: 1643. / Major Professor: David Leslie. / Thesis (Ph.D.)--The Florida State University, 1989.

Fire service field staff instructors seek and share information and use information sources during their instructional work of teaching, training and curriculum development. This study is the first attempt to study their information-seeking and sharing behaviors, which have not previously been investigated empirically. Twenty-five fire service instructors who are field staff instructors of the Fire Academy were recruited to participate in the study. Semi-structured interviews as primary data along with secondary data were employed and examined to answer the research questions. / Today's firefighters' responsibilities cover a wide range of emergencies in areas such as firefighting, emergency medical care, hazardous materials incidents, rescue operations, terrorism and other emergency responses. The increasing complexity of the fire service requires firefighters to continually hone their skills and improve their knowledge of various hazards through training. This study's findings reveal that the field staff instructor participants rely extensively on multiple types of information sources, while seeking and sharing information during the instructional process. These sources include formal/institutional, informal/personal and group network-mediated sources of information. This study identifies three collaborative information-seeking forms of joint, tag team, and intra-group and categorizes sequences of information activities the instructor participants undertake. It also characterizes their unique attributes as information seekers. Fire service knowledge structures of KSA -- (Knowledge [cognitive], Skills [psychomotor] and Affective [attitude]) -- influence the changing needs of instructor participants, define the boundaries of information sources in these three required domain areas that firefighters learn and train, and dictate multiple types of information sources that are used and needed by the instructor participants. The dynamic nature and uncertainty of the fire service business as well as the task complexity are basic catalysts for the instructor participants' information-seeking and sharing behaviors, which motivate them to keep seeking the best piece of information to ensure the safety of firefighters. The Recognition-Primed Decision model leads instructor participants toward a heavy reliance on experiential knowledge. Furthermore, the selection of information sources is determined by the quality of the source, and multiple types of sources of information are constantly integrated to meet the field staff instructors' constantly changing needs. Armed with new evidence, this study revises and expands Leckie's model of information-seeking of professionals. / This study recognizes the critical roles of field staff instructors in fire service training as they create, retain and share knowledge, skills and experience. The study also conceptualizes their multi-dimensional information environment with a cyclical and interactive informationseeking process that would best support their work activities. It makes suggestions for future research and lays out recommendations to improve library and information services, so fire librarians and information professionals can better provide more timely services to support fire service field staff instructors' information-seeking and sharing in a complex information use environment for their daily work, practices, and routines.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: K. Peter Kuchinke. Includes bibliographical references (leaves 241-252) Available on microfilm from Pro Quest Information and Learning.

International students attending colleges and universities in the United States are eligible for temporary professional employment to complement their academic training. However, most of these students, who are culturally different, have not had the exposure to career development concepts that would prepare them for the job search and American workplace. Most educational institutions do not have available the specialized career counseling and job placement information needed to prepare this unique population for their cross-cultural vocations. A handbook with a cross-cultural perspective was developed to aid the international student in identifying career resources available in this country, interpret the immigration regulations governing practical training and prepare him or her for reentry into a career in the home country.

<p> The purpose of this project was to design a career development program for individuals with serious mental illness to explore career interests and further develop their vocational identities. This program will act as an enhancement to MHA's The Village Integrated Services' existing supported employment program. MHA's The Village Integrated Services, the hosting agency of this project, is located in Los Angeles County, California.</p><p> After conducting a review of the literature, the grant writer designed a focused career development service enhancement, the Career Development Project. After researching funding sources, the Weingart Foundation was determined to be the most applicable match for the funding of the project based upon an alignment of the goals of the funder with the purpose of the project and the mission of The Village Integrated Services.</p><p> Actual submission and funding of the grant were not required for the successful completion of this project.</p>