Nowadays, organisations are seeking to understand how one of the last truly competitive resources, their human resources, can be managed for competitive advantage (Allen and Wright, 2006). As Wright and McMahan (2011) state, today an organisation’s human resources have become more important than ever to their success. Consequently, a better understanding is needed of the role of HRM in creating better organisational performance. Although, human resource management practices have continued to be the focus of strategic HRM research (Combs et al., 2006), human capital has received little attention (Takeuchi et al., 2007), and human resource behaviours have received even less (Sun et al., 2007). This study theoretically develops and empirically tests a conceptual model that describes how the system of HRM practices is likely to have an impact on organisational performance. Drawing on the Resource Based View, the Behavioural Perspective and the Social Exchange Theory, the study provides a conceptual framework consisting of five constructs through which the underlying mechanisms linking the system of HRM practices and organisational performance are examined. It is proposed that HRM systems improve organisational performance by strengthening human capital and employee attitudes and behaviours (employee commitment). Primary data was collected from public and private universities in the Republic of Cyprus. The empirical analysis investigates the interrelationships between multiple independent and dependent variables that exist in the relationship between the perceived system of HRM practices and organisational performance. The study also intends to test the Resource Based View (RBV) and Social Exchange Theory at the higher education sector, by examining the level of human capital and employee commitment as mediating mechanisms through which a system of HRM practices affects university performance. To analyse the data and test the proposed hypotheses, Multivariate Analysis of Variance (MANOVA) and Structural Equation Modelling (SEM) were employed. Goodness-of-fit measures were utilised to assess the structural fit of the overall model. As the aim of the study was to test and investigate the structural model that explains the relationship between the five constructs, standardised path coefficients and the significance of the hypothesised relationships were utilised to test the postulated hypotheses in a causal diagrammatic form. The results of the analyses revealed that the perceived system of HRM practices has significant positive effects on both, the level of human capital and employee commitment. In addition, the analysis indicated that the level of human capital has significant positive effects on employee performance, while at the same time employee commitment has also significant positive effect on employee performance. Moreover, the impact of employee performance on organisational performance was found to be positive and statistically significant. The analysis also revealed that the perceived system of HRM practices has a significant positive and direct impact on organisational performance. Finally, the relationship between employee commitment and organisational performance is significant and direct. Interestingly, the model indicates no significant direct impact between the level of human capital and organisational performance. The current research can be considered as pioneering in the area of strategic HRM in higher education, since it demonstrates that the simultaneous use of the Resource Based View and the Social Exchange Theory can provide empirical evidence for examining the mediating role of organisational resources (the level of human capital) and employee attitude and behaviour (employee commitment) as well as employee performance at university-level education. In addition, the results of this thesis contribute to the existing body of research and knowledge and provide recommendations regarding the role of the perceived system of HRM practices as an organisational mechanism that may help universities to configure valuable bundles of committed administrative employees who are equipped with high level of knowledge, skills and abilities (KSA’s).

This study is a quantitative, quasi-experimental inquiry into the effectiveness of motivational instructional strategies on undergraduate math students' subject learning. Secondarily, it examines the effects of the motivational strategies on the effort students exert in lesson activities, and on their motivation within the lesson. The treatment in this study is based on the MUSIC® Model of Academic Motivation and was conducted within a single lesson. The existing literature shows that motivational instructional design by lay educators is often hindered by the complexity of the field, and by the specialization of existing motivational models. The MUSIC Model holds some promise in organizing and simplifying motivational strategies such that classroom educators and non-instructional specialists can apply them in their lesson design. The research questions for the study are "How do MUSIC based motivational instructional strategies affect student learning, student effort and the five components of students' motivation within an undergraduate math lesson?" Two sections of a single mathematics course, taught by one instructor, were participants in the study. The treatment section received the MUSIC intervention for the lesson. This research intervention was created by mapping each of the lesson activities to each component in the motivational model, thereby generating motivation enhanced adaptations of lesson activities. Students were tested and surveyed post-lesson for all three variables; subject learning, effort and lesson motivation perceptions. Results of the study inform and facilitate the design and implementation of further engaged lessons based on the MUSIC Model. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / November 8, 2018. / Higher Education, Learning and Motivation, Mathematics Teaching, Motivation and engagement, MUSIC Model of Academic Motivation, STEM Teaching / Includes bibliographical references. / Vanessa Dennen, Professor Directing Dissertation; Stephen McDowell, University Representative; James Klein, Committee Member; Insu Paek, Committee Member.

This mixed methods study collected data from a sample of Deans of Students in the Florida State University System (SUS). The study sought to determine deans of students’ definitions for crisis and crisis management with an analysis of the institutional chain of command for a more in depth understanding of crisis management response processes. The study also sought to identify development levels of deans of students’ leadership competencies as crisis managers, gauge crisis management training frequencies for each dean of students as it related to 14 crisis scenarios commonly found on higher education campuses, and identify crisis management program foci for the institutions participating in this study. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Thesis (Ed.D.)--Teachers College, Columbia University, 1989. / Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Pearl R. Kane. Bibliography: leaves 149-153.

The problem explored in this study is that African American, Hispanic American, and Native American students have a tendency to experience much lower levels of academic success in United States public schools than do European American and Asian American students. With such a problem defined, the purpose of the study becomes clear; to facilitate increased academic success of African American, Hispanic American, Native American, and other minority youth not experiencing academic success. The problem is shown to be pervasive by examining indicators of academic success and ethnic group membership on both the national level and on the level of the researcher's data from some of his teaching experiences in multicultural classrooms (N = 39) and from surveying experienced ESL teachers in a MAT program (N = 23). A survey was also given to middle and high school teacher interns being trained at a major U.S. university (N = 62). It was found that although these interns were well aware of how ethnic differentials in academic success were manifest in the U.S., they had little factual knowledge as to why these differentials exist and are a serious problem in need of speedy solutions. Hence, this study proposes that one way to facilitate minority academic success is to educate future teachers about the true reasons for ethnic differentials in academic success and about why these differentials are indeed a serious problems. Also generated from the teacher intern survey were data identifying some proposed teacher, school administrative, and teacher training program initiatives that were seen by the teacher interns as being potentially highly effective in facilitating the academic success of minority youth. The study concludes with suggestions for teacher, curriculum, school administrator, and teacher training program initiatives to facilitate increased academic success of African American, Hispanic American, and Native American youth, mainly by reducing the need to adopt alternation models of behavior in order to do well in school. It is proposed that such a goal can be accomplished through the inclusion of minority cultures and knowledge in the curricula, pedagogy, evaluation, and governing of schools.

The retention of Black students in higher education is a problem faced by virtually all institutions. Despite early contact programs and admissions procedures designed to best assess the likelihood of success, and despite the plethora of programs intended to relieve the discernible problems facing students, the attrition rate for Black students remains high. Vincent Tinto suggests that we understand early departures from higher education as a process. He discusses leaving as a function of social or academic "incongruence," the mismatch of student and institution that makes leaving seem the only choice. Effective planning thus necessitates our understanding the students' experience from their perspective, and mandates that "local conditions," the circumstances which determine the particular suitability of any program to an institution, be accommodated. Research data about retention concerns was gathered from three sources: (1) the review of literature, which was used as the external criteria for discussing the university's programs; (2) the programs of the university as described in its publicly-disseminated material; and (3) the perceptions and experiences of Black students, gathered through an interview-survey-data process. Additional data about the university came from the experience and observations of the researcher, a teacher there for six years. These data were then compared: literature to university, university to student perception and experience, and literature to student concerns. Racism was a key student concern. Yet what emerged as an equal or greater concern was their experience of "welcome" or "unwelcome" in their relationships with faculty, administration, and the social environs. Faculty and administration behaviors and priorities, understood as part of the "local conditions" and whether or not directly aimed toward students, had a pronounced negative effect on the Black students' experiences and perceptions. Potential areas of academic and social "incongruence" ultimately centered not in the programs which were offered (or their lack thereof), but in the students' general and specific experiences of unwelcome at the institution.

A relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on what they believe constitutes their effectiveness as leaders in higher education. Attempting to identify and analyze requisite personality traits, skills and behaviors of department chairs is vital for understanding the nuances that influence and shape their abilities to become accomplished leaders in their field. Surveys containing 12 open-ended questions were electronically distributed to department chairs at a private college in central Florida. Analysis of the data collected resulted in the development of four themes, supported by three styles of leadership. The themes were correlated with their corresponding research questions and the correlation process was used to draw several conclusions. First, department chairs incorporate a variety of skills and a combination of leadership styles that best fit their abilities and personalities, into their work performance. Second, department chairs in higher education require specific skills and tools to help them achieve their strategic vision they set for their departments. Some of these tools are learned and acquired through experience, while others inherent, grounded within instinctive and innate personality traits and values they already possess. Third, personal and interpersonal skills, knowledge, and competencies form the cornerstones of a leaders’ abilities, successes and failures. Building upon the foundation established in this study, future researchers could expand upon the scope of this research to include a larger sample size, more diverse participants, private vs. public educational institutions, gender, race and ethnic specific sampling, national and international sampling, and more in-depth research questions that include personal and environmental influence. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

This exploratory study offers a discussion of Piaget's and Kohlberg's theories of moral development, with a brief explication of each stage. It then applies this theory to moral judgment and its development. The approach was premised mainly on Kohlberg's stages of moral reasoning. The problem under investigation was to examine four real-life story dilemma discussions, and their effectiveness in the promotion of children's moral judgments at the primary level. The subjects consisted of fifty-four (54) students (twenty-seven (27) males and twenty-seven (27) females) from the southwestern part of Boston. They ranged in age from eight to nine. The design used in the study parallels the model described by "Campbell and Stanley" (1973), as the Non-Equivalent Control Group Design. The subjects were pretested and posttested, using a non-standardized test device. This instrument was designed to obtain both the qualitative and quantitative data needed to answer the five research questions which guided the study. The comparison of groups on the pretest and posttest substantiates the findings that there were no appreciable differences among the groups tested. However, the behavior of group participants differed substantially following the treatment. The results led to the conclusion that moral development can, in fact, increase the moral reasoning of primary school children. However, it was further concluded that real-life dilemma discussions are more effective in promoting children's moral judgments at the primary level, and are useful in teaching moral education as an integral part of the curriculum.

This study investigates factors affecting Black students' retention rates at predominantly White institutions. It examines Black undergraduate students' experiences and perceptions of their college environment and determines factors in that environment, which influence persistence and withdrawal behaviors. Data were obtained by conducting focus group interviews with Black undergraduate students of varying age, gender, and academic status at a predominantly White institution. The participants were randomly selected from the undergraduate student body at the University of Massachusetts at Amherst. The students reported having had average expectations before entering the University; however, their experiences fell far below their expectations. They experienced vast amounts of stereotyping and discrimination from White faculty and staff; they had limited social activities; they often felt unsafe at the University; they encountered continual negative interactions with University law enforcement officers; and they had feelings of not belonging. Consistent with other quantitative studies examining factors affecting Black students' retention rates at predominantly White institutions, this study identifies racial stereotyping and discrimination, feelings of not being safe, a lack of social integration and feelings of isolation to be important factors influencing a Black student's decision to withdraw. Students felt that the presence of and interaction with minority faculty and staff were crucial to their academic success at the University. Therefore, a lack of Black faculty presence is a factor encouraging the attrition of Black students at a predominantly White institution. The following suggestions are recommended to improve the climate for Black students at the University: institute diversity training and classes for White faculty, staff, students and the campus police; introduce the presence of committed mentors and role models of Black and White faculty; make efforts to combat racial harassment and discrimination at all levels of these institutions. Fighting discrimination will help to foster a better environment for Black students, an environment in which they will feel motivated to persist in their efforts towards obtaining their academic goals.

Statement of purpose. The purpose of this study was to explore through in-depth interviewing the impact of childhood experiences on secondary teachers who were raised in alcoholic homes, and to raise the awareness of school administrators and secondary teachers about the characteristics of Adult Children of Alcoholics (ACoAs). This research examined how those experiences influenced teachers' feeling of self, their interpersonal relationships, and their lives in the school workplace. The process. Thirty-three teacher volunteers were drawn from three large secondary schools in the Commonwealth of Massachusetts. All participants were asked to be interviewed about their childhood experiences, supply family background data, take an Attitude Audit Questionnaire, and a Gregorc Style Delineator. All participants' names were coded to protect the rights and welfare of the volunteers. Their principals were asked to identify which teachers on their staff were the most controlling, which teachers viewed the world in terms of black or white, who were the most sensitive to criticism, the most isolated, the most responsible, and who most desperately want to please. The findings. Of the thirty-three volunteers, twenty-six teachers self-disclosed in their interviews that they had grown up in a home where there was at least one parent who was a problem drinker. Those ACoAs were affected by their childhood experiences and continue to use past survival tactics in their adult lives. Data suggests that these adults experience problems in interpersonal relationships with their peers and their supervisors. These teachers did not respond in positive ways to their principals, appeared more serious than their colleagues, less trusting of their supervisors, and were more rigid in their attitudes and behaviors than non-ACoA teachers in the study. Conclusions. ACoA teachers work in the secondary schools of Massachusetts, and they exhibit similar symptoms and behaviors to ACoAs in other professions. Data suggests that a significant number of ACoAs may exist in every secondary school. If so, large numbers of ACoAs in a secondary school could negatively effect teacher morale in that school.