Bakgrund: Att kvinnor har svårare att göra karriär jämfört med män är något tidigare forskning menar kan bero på det som definieras som glastaket. Frågan är om detta glastak finns inom fler faktorer än kön? Syfte: Syftet med vår uppsats är att ta reda på om kön, ålder, nationalitet, informella nätverk, samhällsklass och hemmabild påverkar individers möjlighet till att göra en högre karriär. Detta vill vi göra genom att studera hur faktorerna påverkar individers möjlighet till högre karriär efter att ha läst en MBA eller EMBA utbildning. Vi ämnar studera detta med hjälp utifrån de tre teorierna, sociala identitetsteorin, homosocialitet och human capital teorin, samt fenomenet glastak. Metod: Vi har använt oss av deduktiv ansats där vi utgår från teorierna den sociala identitetsteorin, homosocialitet och human capital teorin. Vi har valt att utgå från fenomenet glastak. Med hjälp av teorierna försöker vi besvara våra ställda hypoteser. Studien och informationen är insamlad och utförd under år 2017 genom en enkätundersökning. Materialet analyserades utifrån en bivariat korrelation samt regressionsanalyser. Slutsatser: Vi kan i vår studie påvisa att det finns ett glastak för variabeln ålder. De resterande variablerna (kön, nationalitet, informella nätverk, samhällsklass och hemmabilden) har vi inte funnit att ett glastak existerar för individerna som har genomgått en MBA/EMBA-utbildning.

The objective of this research is to test human capital theory via the earnings announcements through the returns within the for-profit education and training services industry. This theory posits that enrollment levels would rise during recessionary periods and this should be reflected in better earnings announcements of the education firms. Data was retrieved from the Compustat, CRSP, Thompson IBES, Google Finance, and Yahoo! Finance databases spanning the recessionary years of 2008 through 2010. The first hypothesis utilized a price index weighted by the education firms' market capitalization and the Russell 3000 Index as a proxy for the market to assess the daily returns of the education industry relative to the market. The second and third hypotheses involved assessing the quality of the earnings announcements within the education industry on a Friday vs. non-Friday report basis. The fourth hypothesis explored the actual EPS vs. forecasted EPS in consecutive quarters to test for differences in the earnings of that are better-than and those that are the same-or-worse than expected. The final hypothesis utilized the cumulative abnormal returns and cumulative excessive returns methodologies to compare the performance of the periods before and after the announcements. No support for the first four hypotheses was found. Consistent with expectations established by other research using CAR and CER methodologies, the fifth hypothesis was supported. Support for human capital theory was not found because four hypotheses were unsupported. This study was limited to U.S. education firms that were publicly traded on major U.S. exchanges. No private for-profit or non-profit firms were included in this study. Knowledge was gained by exploring the earnings announcements of the education industry for evidence of human capital theory. The absence of support for the theory within the industry during a recession could be an indicator of other issues affecting the industry that need to be researched further before any conclusions can be reached. This study extends the research in earnings announcements by examining the relationship the education industry has with the market. It also contributes to the work in human capital theory by testing the education industry's performance during recessionary years.

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Thesis advisor: Vincent Cho / Oftentimes, during the transition of key leadership positions in the public school district setting, multi-year initiatives and core values are disrupted as a new leader assumes their role. The purpose of this research is to examine how district leaders leverage a proactive approach to planning for transitions in key leadership positions. This dissertation used a case study of an urban district with a stated core value of equity to examine the approach of assessing, selecting, developing, and promoting future leaders. Through document reviews, meeting observations, and 14 interviews, this study examines the transition of key leadership positions within the district by addressing the following research question: How do the practices of district leaders foster equity through planning for future changes in leadership? Using the framework of succession planning, findings of the study included the complexities of the district’s approach to planning for future human capital needs in alignment with the values of equity, through both existing strategies and the goals of a new superintendent. Additionally, the bar was raised for initiatives to develop talent from within the organization as pipeline programs were re-emphasized and meeting the needs of students and families were prioritized. Finally, the district aspired to sustain these efforts through systemic equity and a recommitment to ensuring linguistic, cultural, and ethnic diversity among leadership positions. This case study suggests the complex nature of organizational change and the importance of coherence in supporting the vision of the district during periods of leadership transition. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Non-formal adult education and training (NFET) in South Africa was adopted in 1990 with the aim to respond to the learning needs of adults who do not have access to formal education; to increase their employment opportunities; to reduce the high rates of poverty in the country and to enhance social inclusion (Aitchison, 2007:2-4). The study was informed by a concern that graduates from NFET centres in KwaZulu-Natal continue being unemployed and excluded from the labour market. The goal of the study was to assess the enabling environments (internal and external) of non-formal adult education and training centres in enabling trainees’ employment and poverty reduction in KwaZulu-Natal. The researcher used the mixed methods research approach in conducting the study. Quantitative data was gathered through a survey and qualitative data by means of multiple-case studies and interviews. A total sample of 472 participants was drawn from 21 centres in four districts of KwaZulu-Natal (KZN). The study’s findings indicate that at micro-level, the internal training delivery environments are significantly effective in contributing to technical and business skills acquisition. At macro-level, the policies, regulations and institutional environments create external enabling environments to foster skills utilisation in the labour market. However, at meso-level (centre level), the weak institutional centre linkages result in graduates not having access to essential post-training support, community resources, public goods and services which could enable them to access employment in KwaZulu-Natal. The study concludes that NFET programmes can foster adult trainees’ employment if the centres create adequate linkages with external enabling environments for skills utilisation in the labour market in KwaZulu-Natal. Adult centres that focus on self-employment in income-generating activities are more likely to create external enabling environments in terms of formal and informal linkages with other stakeholders who provide post-training support to graduates. The study proposes an integrated framework for NFET centres to create the internal and external enabling environments for wage-employment and/or self-employment of NFET graduates in KwaZulu-Natal. To ensure that the adult NFET programmes lead to employment, a key recommendation from the study is that centre managers should establish strong institutional linkages with community leaders, public agencies and private sectors from the beginning of the training programmes. / Thesis (PhD)--University of Pretoria, 2014. / tm2015 / Social Work and Criminology / PhD / Unrestricted

The study investigated how principals discharge their responsibilities with regard to educator professional development and what factors, if any, assist or hinder principals in the execution of their responsibilities for educator professional development. The following research question informs this study: "What role do principals play in educator professional development in secondary schools in Gauteng Province?" The theoretical framework used in this study is that of human capital theory. In the words of Van Loo and Rocco (2004:99), human capital theory is "an economic approach to the evaluation of the costs and benefits of the investment in skills and knowledge", and in this regard, it implies investment in people themselves in education and training with a view to enhance economic productivity and competence, in this case, educational output. The study followed a qualitative research design wherein data were collected through semi-structured interviews with principals and two educators in four secondary schools, two fee-paying and two no-fee paying schools, in Gauteng Province. The sampling method used was convenience sampling because of practical constraints, namely, time and costs, involved. This study found that principals do play a role, though not appropriately, in educator professional development in secondary schools. In some schools, it was found that proper management of professional development programmes was non-existent, and this led to educators being not clearly sure of what role their principals play exactly in their professional development. Principals indicated that most professional development activities were carried out by the district offices. Some principals were not certain of what the scope of professional development entails and in this way, they were not quite sure where exactly development was required. It became evident that the Integrated Quality Management System (IQMS), as a developmental tool, was reported not to be efficiently implemented in most schools in this study, and challenges faced were also attributed to poor management of the process by the Staff Development Team (SDT), including the principals. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

Between 2000 and 2011, the United States suffered the loss of manufacturing jobs 6 times faster than the rate in the 20 years prior. North Carolina ranked first in manufacturing employment in 1992; however, in 2012 it ranked fourth. The loss of manufacturing jobs created a trend away from manufacturing industries to services industries. The purpose of this study was to explore strategies that nonmanufacturing managers use to facilitate the transferable skills of displaced manufacturing workers to nonmanufacturing industries. To address the problem, a purposeful sample of 3 nonmanufacturing managers in service industries was obtained from a major manufacturing city in North Carolina. The human capital theory was used as a conceptual framework. Data for this case study were collected from face-to-face, semistructured interviews and review of company documents. Data were coded and analyzed using a qualitative analysis software to identify recurring themes. The 4 prominent themes that emerged were: (a) characteristics that displaced manufacturing workers possessed for employment in service industries, (b) workers' willingness to obtain training and education, (c) managers' specific strategies, skills, and experience for hiring displaced manufacturing workers, and (d) workers' transferable skills. The findings from this study could contribute to social change by defining strategies nonmanufacturing leaders could use to identify and transfer skills from displaced manufacturing workers to nonmanufacturing labor sectors, thereby introducing transferable skills for diverse labor sectors for increasing employment and increasing the standards of living for employees and families.

In the health and human service industry, employee turnover affects business practices and causes disruption of the lives of vulnerable individuals with intellectual disabilities receiving support. Using a human capital conceptual framework perspective, the purpose of this multiple case study was to explore strategies used to increase employee retention. The criteria for participation included organizational leaders from 3 Pennsylvania human service agencies that supported individuals with intellectual disabilities, tracked employee turnover for at least 2 years, and developed strategies to increase employee retention. Organizational leaders volunteered to participate and the first 3 organizations meeting the criteria were selected. Data collection included semistructured telephone interviews with organizational leaders, in addition to a review of company policies and turnover data. The interviews were transcribed and participants were asked to member check the draft findings. Constant comparison analysis occurred to analyze collected data. The findings included that the human capital theory alone did not inform retention strategies. Reoccurring themes included retention strategies that focused on developing the organization's intellectual capital through development of human capital, structural capital, and relational capital. Organizational leaders could develop intellectual capital to reduce employee turnover costs, increase employee productivity, create a stable life for the individuals in need of support, and develop relationships with the community where integration occurs. The implications for positive social change include the potential to reduce employee turnover to organizational leaders from Pennsylvania agencies supporting individuals with intellectual disabilities.

Lesotho is a country plagued by underdevelopment and poverty. This research is a case study of an indigenous community organisation in the northern district of Botha-Bothe in Lesotho. Boseele is a rural development organisation which attracted international donor investment in the aftermath of the Lesotho Highlands Water Project. The study aims at investigating the impact of capacity development processes on Boseele and its members. The study identified capacity building landmarks over a period of ten years. A case study approach was used within a qualitative research design. Data was collected through individual and group interviews, observations, story-telling and transect walks. The results were analysed through thematic, chronological, narrative and document analysis. Boseele’s successes with CIDA funding reflect positive foreign aid contributions towards the work of civil society organisations in Lesotho. However, setbacks and lack of continuity by a nursery project funded by MS-Lesotho show that the empowerment process is vulnerable where social and economic problems of individual members and communities are not fully addressed.

<p>This study employs the Human Capital Theory (HCT), which postulates that the education of women is positively related to the likelihood of their labour force participation, in order to investigate quarterly dynamics in the labour force. This approach is an advancement of knowledge gained from previous studies such as Serumanga-Zake and Kotze (2004) and Ntuli (2004) who investigated the annual dynamics in FLFP. Investigating quarterly dynamics in FLFP is prudent as the market economy is very dynamic particularly at a point when the world economy is experiencing recession. Data for the study are extracted from the 2008 Quarterly Labour Force Survey conducted by Statistics South Africa. Logistic regression analysis modeling was employed with the dependent variable, FLFP, as a binary outcome. Other variables controlled in the analysis are gender, population group, age, marital status, education status, sector, main industry, main occupation and province. The results show that there is association between education status and FLFP status. Findings from this research are expected to contribute to the knowledge about trends in FLFP in South Africa and aid in planning of interventions aimed at improving the status of women as one of the critical steps in achieving the Millennium Development Goals.</p>