The purpose of this qualitative, single case study was to explore strategies that leaders used to engage employees. The conceptual framework for this study was Saks's multidimensional approach to employee engagement. Semistructured interviews were conducted with 5 leaders from an office design company in the midwestern region of the United States who had a minimum of 2 years of experience of engaging employees. Company archival documents related to employee engagement were also collected. Data analysis consisted of compiling the data, coding for emergent and a priori codes, disassembling the data into common codes, reassembling the data into themes, interpreting the meaning, and reporting the themes. Seven themes emerged from data analysis: (a) communication, (b) employee involvement, (c) employee development, (d) top-down approach with manager buy in, (e) flexibility with time, (f) tailored strategies for different demographics, and (g) engagement with the workspace/environment. The implications of this study for positive change are that organizational leaders can incorporate these strategies to engage employees to achieve a competitive edge over competition. Engaged employees could benefit local communities and could have the flexibility to participate in community activities and foster positive social change.

Patient participation is a central theme in health care policy in the United Kingdom (U.K.). Indeed, there is a trend in health care policy and practice towards encouraging patients to participate actively in their care, treatment and the services they use (Department of Health, 1989, 2003; 2004; 2005; 2006; 2008; 2009; 2010; 2011; 2012). Despite the current popularity surrounding such an approach to care, the concept remains elusive. Patient participation in nursing care specifically has not been examined adequately and remains one of the least understood ideas in clinical practice. The contribution that nurses make to this important activity has also not been explored. Furthermore, only a few studies have examined the nature of patient participation in nursing care from the frame of reference of the acute surgical patient (Henderson, 1997; Sahlston et al., 2008 and Larsson et al., 2011). Most studies have targeted clinically distinct patient groups and discrete aspects of patient participation within the context of chronic illness or medical and primary care practice. They are therefore limited by their precision and narrow focus (Cassileth et al., 1980; Haug & Levin, 1981; Vertinsky et al., 1984; Caress et al., 2005; Entwhistle et al., 2004; Collins et al., 2007; S. Parsons et al., 2010). Most have also drawn on positivist epistemologies and derived data from self-completed fixed choice questionnaires. An empirically grounded theory that explains the process of patient participation in surgical nursing care within the empirical world has yet to be published. The purpose of this grounded theory study was to explore the nature of patient participation in nursing care within the context of the acute surgical care setting. Ultimately the aim was to generate a substantive theory that could account for, and explain, the process by which patients’ participate in their surgical nursing care. A qualitative, inductive design, based on the classic grounded theory approach to data collection and data analysis (Glaser & Strauss, 1967; Glaser, 1978) was employed to examine the complex nature or natural history of patient participation within the context of contemporary surgical nursing practice. The informants of the research were patients and nurses on three acute surgical wards in an NHS Trust Hospital. Data were collected through 61 unstructured, audiotaped interviews (47 patients and 14 nurses) and 72 hours of participant observation. The interview and observational data were analysed using the constant comparative method of analysis (Glaser & Strauss, 1967; Glaser, 1978). The analytic process generated a substantive theory, labelled Engaging in Nursing Care. The theory explains how patient participation in nursing care within the acute surgical setting is established, developed, maintained or inhibited. It reveals an evolutionary context-sensitive process, which describes the complex and challenging nature of patient participation in nursing care as experienced by patients and nurses in the pre and post-operative period. Three dynamic phases: Establishing Readiness, Shaping Work and Incurring Rewards and Costs describe how patients engage in their nursing care prior to and after surgery. The phase Establishing Readiness describes the structural, organisational and environmental antecedents of patient participation within the context of the surgical care setting. Shaping Work describes the range and variation in participatory behaviour and the levels at which patients participate in their own nursing care throughout their surgical experience. The phase Incurring Rewards and Costs explains the varied effects of patient participation in surgical nursing care on the individual patient, the nurse and surgical ward performance and resources. A number of recommendations are made to enable nurses, educationalists, health care managers and policy makers to develop substantiated strategies and initiatives for the effective implementation of patient participation in modern surgical nursing practice.

Engaging Space focuses on arranging as means to engage with space. The adaptive arrangements and spatial negotiations of street vendors provide the stimulus for my inquiry. Noticing the various ways vendors constantly engage spatially has led me to observe the ways spatial practices are adapted to suit various requirements. What might I learn, as an interior practitioner, from the spatial practices of street vendors? How might this be applied to an interior practice, to inform an understanding of adaptive methods to engage with space? Undertaking a practice of vendoring, the projects then become engaging spaces - exploring a practice of arranging to produce interiors.

This journal-article-formatted dissertation explores university professors’ and trainers’ practices in engaging students in their classrooms. By systematically examining the current literature related to engaging instruction, I identified the core components of engaging instruction, as well as the strategies to effectively engage students. Despite the paucity of available empirical studies investigating the ‘engagement’ concept for professors and trainers, the available studies were examined to understand how researchers conceptualized and operationalized “effective engagement.” Findings from this literature review provided a theoretical foundation for the research. I explored the perceptions and practices of college professors regarding engaging instruction. I interviewed seven professors face-to-face. Subsequently, I analyzed the interview transcripts using the constant comparative method. Findings from the study showed that the participants had varied views. Nevertheless, they agreed that an engaging professor must focus on learning; consider various aspects of students’ personal development including their cognitive, social, and emotional development; and take care of different student learning styles, for example, visual, auditory, and kinesthetic. Participants expressed the importance of student engagement. Body language, verbal and non-verbal cues, and eye contact were the main parameters used by the participants to evaluate student engagement. Participants also emphasized the importance of asking questions, judging from student responses and assessing instructional effectiveness by evaluating the questions asked by students. Similarly, I also explored seven trainers’ perceptions on engaging instruction and the strategies they used for engaging trainees by conducting face-to-face interviews. I utilized the constant comparison method to analyze the interview transcripts. Major findings indicate that trainers should be trainee-centered in instruction, accommodate different learning styles, elicit trainee participation by creating an encouraging class environment, and connect with trainees by building rapport early in a training session.

This thesis considers pupils attitudes, teachers (and pupils ) creativity and teacher well-being. These three terms represent factors that are closely linked and have a synergistic relationship in determining learning outcomes. Research concerning these factors, and in particular the findings of action research concerning teachers well-being, are presented through eleven publications. This thesis, when viewed as a single piece of work, provides an insight into teachers everyday experiences, professional lives and their responsibilities. It utilises several research methods including questionnaires (approx. 200 teachers; 150 pupils), interviews (approx. 50 trainee teachers), and diaries (N = 2). The key findings suggest that more clarity is required concerning the meaning of creativity for all primary and secondary teachers and how it should be embedded in teachers practice. A safe classroom, one where a child can make mistakes, take risks and share their thoughts and feelings, is necessary for this to occur; teachers understanding of this concept is considerable and broadly based; however, results suggest that teachers approach this in different ways. Trainee teachers well-being is affected by their school placements and therefore time for them to learn and share with their peers was found to be both necessary and important. It was also found that the trainee teachers benefited from being taught about time-management as this skill was beneficial for their role. An intervention of a 90 minute lecture addressing stress, time-management, psychology models such as Maslow s hierarchy of needs and Rogers core conditions, was researched and proven helpful for trainee teachers (primary and secondary science). However, more discussion of the topics and models was required and therefore three workshops per academic year were trialled with the aim of creating a community of practice to normalise experiences. Questionnaire and interview data were highly positive about this intervention and evaluation of the content showed it was beneficial during school placements. The conclusion of this work is that creative pedagogy and a teacher s well-being are related: if we want our teachers to be creative practitioners in the classroom, we need to ensure that they are well in themselves. Although this conclusion is from a small case study, it could be generalizable to other teacher training courses and a crucial area for those working in teacher education to consider. Supporting and training trainee teachers in how to manage their professional lives so they are equipped personally and emotionally is reported in the findings as necessary for the profession.

No description available.

Lack of management in software projects is among the most important reasons for the failure of this kind of projects. Considering this fact, in addition to high rate of IS (Information System) projects’ failure, and the lack of leadership studies in IS field, it is necessary to pay more attention to the concept of leadership in software projects. Transformational leadership as one of the most popular leadership theories, although might bring specific advantages for this kind of projects, has not been outlined in this field of study. Therefore this study has tried to understand the meaning of transformational leadership in software projects and outline corresponding ideal pattern of this concept. Taking into account unique potentials qualitative research has in relation to research questions, Myers model of research design is selected to found whole study on. This model is especially designed to be used in business and management researches. Myers research model has five blocks. First block is related to philosophical assumption which for our study is interpretive. Second block is related to research method which is case study inspired by grounded theory, in our study. Data collection technique, the third block, is semi-structured interview. The fourth block which concerns data analysis approach is grounded theory encompassing analytic induction for our study. Finally the fifth block, written record, took the form of thesis report in current research study. This study has found required characteristics and behaviors of software project managers and drawn the lines of relationship between those attributes and transformational leadership. Comparing materialization of transformational leadership in software projects with the theory, led to finding of nearby transformational leadership or engaging leadership model as the ideal pattern of such concept in software projects. Finally shortages of that model in relation to software domain are investigated and consequent suggestions are provided.

Life is meant to be lived with happiness and joy, but what happens when you don't feel as if you're living, and your life feels worthless and filled with sadness? When your daily routine is disrupted? When things go left instead of right? The mental state of many individuals has progressively worsened over the past few years. There are many reasons for this. One being the overwhelming use of mobile devices and living within a digital world which has isolated us from people and communities. This thesis addresses the lack of human interaction and community support through the design of a mental health museum. The project creates a place whose program provides spaces that support wellbeing while designing a museum that explores the issues and history of mental health. The museum provides these spaces that focus on the journey towards a state of well being. While not instantaneous, the journey within the museum is both physical and psychological. The journey within the museum is experienced through a series of ramps that flow through the building, acting as a transition from one exhibit space to the other. The ramps allow the visitors to slowly move between galleries, providing time to walk and, perhaps, reflect and understand the contents of the exhibits, as well as to benefit the visitors in other ways. One of the overarching goals for the museum was to create a safe space or spaces for those who visit. As well as a journey that becomes one of mindfulness and consists of learning, reflecting, engaging, and decompressing from the stress of living in today's world. The thesis and museum addresses four ideas: Learning through exhibits and talks hosted in the lecture hall or resources within the bookstore. Reflecting while traveling to the next gallery space, or on the rooftop garden. Engaging in wellness areas through interactive displays, galleries, or use of a wellness room. Decompressing within the planted areas and green spaces intertwined with the museum's journey and the adjacent woodland with its walking trail to the nearby community garden. This thesis opens up a conversation about mental health through the design of the museum to spark the topic as a positive, encouraging and natural subject of discussion. / Master of Architecture / The mental state of many individuals has progressively worsened over the past few years. This thesis addresses the lack of human interaction and community support through the design of a mental health museum. When it comes to mental illness, from the start of symptoms and receiving treatment there is an average 11 year gap. The stigma about mental illness and mental health can be seen as a cause for this delay. Everyone is affected by mental health in one way or another. Specifically communities of low-income. The resources for mental health in these neighborhoods are low. Which is why the museum is located in Washington, D.C. across the Anacostia River in Ward 8; one of two of the poorest wards in DC. The St. Elizabeths Hospital East Campus, located in ward 8, is in the process of being redeveloped. In redevelopment is my addition of a mental health museum that contains spaces for learning, reflecting, engaging, and decompressing. This thesis opens up a conversation about mental health through the design of the museum to spark the topic as a positive, encouraging and natural subject of discussion. The project is designed to create spaces for connecting with others who have found themselves wanting to learn about the history of mental health as well as view artwork created about mental health.

Yes / Team-based Learning (TBL) is a new teaching strategy that may take small group learning to a new level of effectiveness. TBL shifts the focus from content delivery by teachers to the application of course content by student teams. Teams work on authentic problems, make collaborative decisions, and develop problem-solving skills required in their future workplace. Prior to redesigning the MPharm programme according to TBL principles, several pilots were set up to research how students responded to this new way of teaching. One pilot focussed on the introduction of TBL as a phenomena and aimed to find out if and how TBL engaged students, how students were held accountable by their teams, and more importantly how that affected their lifeworld. Ashworth’s lifeworld contingencies provided the theoretical framework as it ranges from students’ selfhood, embodiment and social interactions to their ability to carry out tasks they are committed to and regard as essential (Ashworth, 2003).

Corporate storytelling is a recognized marketing strategy, however the usage of it is regarded to be unclear from a theoretical perspective. Further, the internal usage of storytelling among organizations is more common than the external use. Hence, this research was aimed towards storytelling for external stakeholders.