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The intention of this essay is to study the Swedish General Staff as a learning organisation during the period of 1914-1918 based on the theoretical work developed by the philosopher Bertil Rolf. Previous international research on the Prussian/German General Staff has shown that it is considered to be the first learning organisation in history. The Swedish General Staff was based on the German General Staff model and the focus of this study is to compare the development the tactics in Germany and Sweden regarding defence and attack in trench warfare. The questions are: How were the possibilities for gathering and analysing informa-tion affected by the war? Which conclusions were made for trench warfare in Swedish conditions? What experiences from the war and exercises in Swedish army were implemented in manuals and training?The conclusion of the study is that the Swedish General Staff was functioning as a learning organisation during the WWI through the ability to follow the international development, mainly in the Central Powers, and by modifying the experiences to the prevailing Swedish strategic and tactical conditions. During the war the German experiences, mainly from the eastern front, were used as a model combining movement and trench warfare. The main reasons were that the conditions on the western front with the concentration of artillery and troops were considered as an anomaly.The learning was created by processing the war experiences and experiences from the annual field exercises in several studies. One additional condition for the learning process was the demanding selection process for the employment of new General Staff officers, a process which meant that only a very small number of officers annually were appointed to general staff officers.

Doctor of Philosophy / Department of Educational Leadership / Sarah Jane Fishback / This study describes how combat experiences affected female Army officers who attended the Command and General Staff College (CGSC) in Fort Leavenworth, Kansas. The female Army officers’ combat experiences were found to affect their academic learning, classroom experience, and coping mechanisms in a graduate-level professional military education. The themes identified included combat-related gender specific experiences and additional gender themes related to learning in a male-dominated military education environment. Nine female active duty Army officers who were attending CGSC participated in this research with each having a minimum of two combat tours. In addition, two active duty Army CGSC military instructors with multiple combat tours and two behavioral counselors specializing in military patients were also interviewed. The findings of this case study indicated that combat experiences affect t a degree the female students who served in the Army in Iraq and Afghanistan. The level of perceived academic stress was contingent upon the impact of the CGSC classroom environment, personal combat experiences, prior education, gender related combat stress, and other factors. Also, the learning experience of female students at CGSC was influenced due to marginalization in the classroom, instructor biases, and two-female limitations. This study contributes the continued research on effects of combat on adult learning, specifically adding to the limited works on being a female serving in the Army.

This thesis examines the U.S. Army’s GREEN series of war plans from the establishment of the Army General Staff in 1903 until the final update of the plan in 1940. It focuses on the evolution of the plans from their inception until they were declared obsolete. The content of the plans is analyzed in the context of U.S. relations with Mexico and the evolution of the General Staff and U.S. Army war planning. At present, no comprehensive examination of the U.S. Army’s war plans for Mexico exists. Examinations of the U.S. Army’s interaction with Mexico focus almost entirely on the Mexican-American War and the two interventions in 1914 and 1916. This thesis represents the first examination of how the U.S. planned for military interventions in Mexico. The central area of research of this thesis is the U.S. Army’s strategic plans. Each of the editions and revisions of the plan are described and assessed to identify strengths and weaknesses. The plans are analyzed as a series to identify patterns and trends. This examination determined that, while the plans were feasible, they were often disconnected from political reality, and sometimes had significant omissions, most notably in the area of occupation. This thesis is based on primary sources, including the War Department’s strategic plans, records of the War College and War Plans Divisions, and Joint Board records. Secondary sources are used to place War Plan GREEN in the context of U.S.-Mexico relations and the development of the Army General Staff and Army war plans and war planning.

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Doctor of Education / Department of Educational Leadership / Sarah Jane Fishback / This qualitative case study explored how U.S. Army Command and General Staff College (CGSC) students decided whether or not to attend graduate school. The focus was on how U.S. Army students made their decision. The purpose of the study was to illuminate the issues related to this decision in adult development, adult learning, career decision making, and participation in adult learning activities. These issues were explored using the students’ own words during their interviews in which they described how they made their respective decisions. This research analyzed interviews with 26 students, 12 who either decided to attend one of the graduate programs available to CGSC students or were already in a master’s degree program, and 14 who elected not to attend any of the graduate programs offered. The analysis explored how U.S. Army CGSC students made their decision about graduate school, the process used in making their respective decisions, and the factors that influenced their decisions. Analysis of the students’ interviews answered the primary research question and the four subordinate research questions. Not surprisingly, all the students indicated that military career requirements, post-military career aspirations and requirements, family considerations, and previous academic experience influenced their decision whether or not to attend graduate school. The extent to which their decision was influenced varied, but everyone interviewed expressed some degree of influence of those factors. Not expected were the common themes that emerged from analysis of the interview transcripts of CGSC students. Those themes centered around self-efficacy and confidence, goal setting and achievement, persistence, time management, life issues, guidance and mentorship, perceived quality of the degree or value, and the CGSC master’s program (Master of Military Art and Science).

Surprisingly few studies have been performed regarding gender and general staff in higher education, a workforce that in Sweden is called stödpersonal, meaning supportive staff (my translation). Academic staff is called kärnpersonal, meaning core staff (my translation). The academy is a hierarchical organisation where core staff holds the decisive power of the means and the goals of the organisation. These terms can be seen as symbols for gendering processes, constructed by what Acker (1990) calls a gendered organisation. There is a gender imbalance between the categories, for example at Umeå University, 77 percent of those who work with administrative tasks are women (i.e. supportive staff), and 68 percent of the professors are men (i.e. core staff). In order to study the experiences of the supportive staff, qualitative interviews were made with members of the supportive staff at Umeå University. The study shows that supportive staff experiences a lack of participation in meetings and working teams, and it also experiences that the core staff doesn’t recognise its competence. The supportive staff also sees that there are few possibilities to career development. Supportive staff in this study might not know how to improve its situation, but it knows that in order to reach respectability and valuation (Skeggs, 1997, 2014) it should create a distance to an image of a secretary, a subject position that is created for the supportive staff by the university. A secretary represents a woman without a decisive power of her own; she is also a generalist, which is not meritorious in an organisation where the highest power is held by people with high level of specialist knowledge.

A commonplace observation among historians describes one or another historical period as a time of "transition" or a particular person as a "transitional figure." In the history of the United States Army, scholars apply those terms especially to the late- nineteenth century "Old Army." This categorization has helped create a shelf of biographies of some of the transitional figures of the era: Leonard Wood, John J. Pershing, Robert Lee Bullard, William Harding Carter, Henry Tureman Allen, Nelson Appleton Miles and John McCallister Schofield have all been the subject of excellent scholarly works. Tasker Howard Bliss has remained among the missing in that group, in spite of the important activities that marked his career and the wealth of source materials he left behind. Bliss belongs on that list because, like the others, his career demonstrates the changing nature of the U.S. Army between 1871 and 1917. Bliss served for the most part in administrative positions in the United States and in the American overseas empire. Seeing hardly any combat and spending only a few years commanding troops, Bliss contributed instead to the creation and development of the army's post-graduate educational system, and he was deeply involved in the Elihu Root reforms of the army and the War Department. Thus what makes his career especially noteworthy, more than many of the soldiers on that list of biographies, is that Bliss helped to create the changes that laid the foundations for the modern army. During the First World War, Bliss worked more closely with the Allied leadership than any other American with the possible exception of Edward M. House. President Woodrow Wilson named Bliss as one of the five commissioners leading the U.S. delegation to the Versailles Peace Conference in 1919. In this position he influenced many members of the American delegation who would remain leaders in the foreign policy elite into the 1940s, and he helped to create the Council on Foreign Relations, an important organization for the foreign policy elite. For Frederick Palmer, the author of the family-authorized biography, the Great War and the Peace Conference were the climax of Bliss's career. A substantial modern scholarly literature exists on Bliss's service in the Great War and the Peace Conference, but none of those works present his earlier career in any detail. As a result, when planning this dissertation with the late Professor Russell F. Weigley, we decided to concentrate on Bliss's activities before 1917. Bliss helped shape the institutions the United States needed as it became a world power, and he trained some of the leaders who would exercise that power. He left a legacy of thoughtful consideration of the organizational, political and moral issues that the exercise of power posed for the United States. It was a life that still teaches us how to face the issues involved in the exercise of world power. / History

Doctor of Education / Department of Educational Leadership / Sarah Jane Fishback / This study examined faculty self-efficacy beliefs at the United States Army Command and General Staff College (CGSC) at Fort Leavenworth, Kansas. Faculty members at this military graduate degree-producing institution engaged in collaborative, student- centric, discussion teaching. The study considered how the independent variables of gender, age, ethnicity, academic title, leadership position, education level, and years of teaching experience affected faculty self-efficacy beliefs. Social cognitive theory provided the primary theoretical lens for the study. Discussion teaching and a framework for culturally responsive teaching formed part of the theoretical foundation. The goal included extending teacher self-efficacy concepts to higher education, further developing operational definitions, and providing an instrument suitable for measuring self-efficacy in higher education contexts. The study used mixed methods sequential explanatory research design with two data collection and analysis components: quantitative and qualitative. Faculty members (N = 417) received a 30-question Likert-type survey in December 2010. After quantitative data analysis concluded, in-depth interviews took place with 12 faculty members. A semi-structured interview of nine open-ended questions supported the qualitative portion of the study. Parametric analysis procedures examined the dependent variable, faculty self-efficacy beliefs, with respect to the independent variables. The results showed no significant differences in self-efficacy beliefs. Qualitative analysis using a computer-assisted program identified five themes: establishing a positive classroom environment, facilitating discussion, faculty and student preparation for discussion, questioning, and classroom sharing of combat and deployment experiences. Results of the study provided insights about faculty self-efficacy beliefs regarding facilitation of discussion that informed CGSC leadership decisions for future faculty development initiatives as well as insight for faculty to reflect on classroom best practices. The study contributed to the field of adult education by providing greater understanding of the faculty self-efficacy construct. Further research could examine faculty self-efficacy beliefs in non-military higher education contexts, among various faculty demographics and groups, and across higher education academic disciplines. Future studies could address how interventions such as faculty development or observation and feedback affect faculty self-efficacy beliefs in the classroom.

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No. of bitstreams: 1 TeseMFM.pdf: 19936307 bytes, checksum: bb6831111044af86d003aa060e33ab99 (MD5) Previous issue date: 2017-06-27 / Não recebi financiamento / The Army General Staff School was created in 1905, and its main function was provide Brazilian Army officers to a higher military education that qualified them to serve on the General Staff of the Army. The present thesis analyzes the education regulations of the EEM, trying to identify the type of training planned for official students in the period from 1905 to 1937. The five EEM regulations, published between 1905 and 1934, were consulted. (1905, 1913- 14, 1920, 1929 and 1934-35). The first years of operation of the EEM were marked by simple physical structure, the frequency of a few students and the influence of German military thinking. This scenario changed considerably from 1919, when the Brazilian government contracted a French Military Mission (MMF) to carry out a major reform in the Brazilian Army and the EEM was one of the first military institutions to be reorganized by French officers. The period of French presence from 1919 to 1940 was marked by the construction of its own school building, the increase of courses, the creation of boards, the writing of own textbooks, the introduction of new teaching methods and the training of Brazilian officers to act as instructors and lecturers in the EEM. The non-renewal of the contract with the MMF in 1940 marked the end of the presence of French officers in the structure of the Army and the EEM, but not the influence of their military thinking. The outbreak of the 1930 Revolution provoked intense transformations in the Army, in military education, and consequently in the EEM. In the analysis of official documents is essential to consider, in addition to its content, the historical circumstances they are made, those responsible for its making, and finally, their relationship with the concrete reality. At various times it is seen that the provisions of the regulations found great difficulties in implementation, as evidenced by the reports of the Ministers of War, the Army General Staff Chiefs and some memories of former students and former instructors. These documents are listed as the main sources of research, in which were also consulted documents relating to the French Military Mission, newspapers of the time and extensive bibliography. Another important source were the documents relating to education in EEM: schoolwork, teaching manuals, guidelines for applicants, evaluation, among others. The study on the Army General Staff School provides an in-depth understanding of the formation of the official student of the Brazilian Army, and the relations between the military and civilians in the first decades of the twentieth century. / A Escola de Estado-Maior (EEM) foi criada em 1905, e tinha como principal objetivo fornecer aos oficiais do Exército Brasileiro uma instrução militar superior que os habilitasse para exercer funções no Estado-Maior do Exército. A presente tese o analisa os regulamentos de ensino da EEM, procurando identificar qual o tipo de formação prevista para os oficiais-alunos no período de 1905 a 1937. Foram consultados os cinco regulamentos da EEM, publicados entre 1905 e 1934 (1905, 1913-14, 1920, 1929 e 1934-35). Os primeiros anos de funcionamento da EEM foram marcados pela estrutura física simples, pela frequência de poucos alunos e pela leve influência do pensamento militar alemão. Tal cenário foi consideravelmente alterado a partir de 1919, quando o governo brasileiro contratou uma Missão Militar Francesa (MMF) para realizar uma grande reforma no Exército Brasileiro e a EEM foi uma das primeiras instituições militares a ser reorganizada pelos oficiais franceses. O período de presença francesa, de 1919 a 1940, foi marcado pela construção de um prédio escolar próprio, pelo aumento de cursos, pela criação de diretorias, pela redação de manuais próprios, pela introdução de novos métodos de ensino e pela capacitação de oficiais brasileiros para atuar como instrutores e professores na própria EEM. A não renovação do contrato com a MMF, em 1940, marcou o fim da presença dos oficiais franceses na estrutura do Exército e da EEM, mas não da influência de seu pensamento militar. A eclosão da Revolução de 30 provocou intensas transformações no Exército, na educação militar, e, consequentemente, na EEM. Na análise de documentos oficiais é fundamental considerar, além de seu conteúdo, as circunstâncias históricas em que foram elaborados, os responsáveis por sua feitura, e, por fim, a relação destes com a realidade concreta. Em diversos momentos percebe-se que as determinações dos regulamentos encontraram grandes dificuldades de concretização, como atestam os relatórios dos Ministros da Guerra, dos Chefes do Estado-Maior do Exército e algumas memórias de ex-alunos e ex-instrutores. Estes documentos figuram como as principais fontes da pesquisa, na qual também foram consultados documentos referentes à Missão Militar Francesa, jornais da época e extensa bibliografia. Outra fonte importante foram os documentos relativos ao ensino na EEM: trabalhos escolares, manuais de ensino, guia do candidato, avaliações, entre outros. O estudo sobre a Escola de Estado-Maior do Exército proporciona uma compreensão aprofundada sobre a formação do oficial-aluno do Exército Brasileiro, e as relações estabelecidas entre militares e civis nas primeiras décadas do século XX.