The purpose of this study was to determine the perceptions of selected aspects of high fidelity simulation among students enrolled in a baccalaureate nursing program and the influence of these perceptions on students satisfaction and self-confidence in learning. In order to collect the necessary data, the Satisfaction and Self-confidence in Learning and Simulation Design Scale instruments were used. These instruments were completed by both sophomore and senior baccalaureate nursing students following simulation lab experiences. The majority of students surveyed was female of the Millennial Generation and averaged a GPA of 3.14. There were approximately equal numbers of sophomore and senior students, as well as students who had previous healthcare employment and those who did not have previous healthcare employment. The demographics of age, gender, and GPA had few significant relationships. The most significant relationships identified were between sophomore and senior students and those with and without previous healthcare employment. Generally, students perceived they were satisfied and were self-confident in learning through the use of simulation. They also agreed that all simulation design elements were used during their simulation experiences. Using multiple regression analysis, models were found that explained 68.3% of the variance in satisfaction in learning and 60.1% of the variance in self-confidence in learning through the use of simulation. The majority of the factors identified were elements of simulation design that require direct interaction with faculty. Based on these findings, the researcher concluded that simulation is an effective modality to teach the practice of nursing. Also, although most students were generally satisfied and self-confident in learning through the use of simulation, senior students and those with previous healthcare employment were less satisfied and less self-confident. The researcher recommends that schools of nursing expand their use of simulation as a clinical teaching experience, and that administration supports the development of faculty in the implementation of best practices in simulation.

The primary purpose of this dissertation was to examine the criterion-related validity of all 16 LTSI General and Specific Scales in relation to training transfer. Using an ex-post facto design the researcher analyzed secondary data that included measures of key transfer system variables, as captured by the LTSI scales, and individual training transfer as indicated by supervisory ratings. The dataset comprised of employees from diverse organizations who had participated in different types of organizational instructor-led classroom training programs. Confirmatory factor analyses supported the construct validity of the LTSI General and Specific Scales (N = 619). Hierarchical multiple regression analysis measured the unique impact of four sets of variables (i.e., secondary influences, motivation factors, ability/enabling factors, and work environment factors) on training transfer as measured by the difference score between supervisory pre- and post-training ratings indicating the frequency in which trainees utilized the behaviors on-the-job taught in training (N = 202). Results suggested that as a group the LTSI factors explained 10.3 percent of variance in training transfer. Performance outcome expectations emerged as the only significant predictor. Supplemental analyses controlling for the impact of supervisory pre-training rating scores and using supervisory post-training ratings as the dependent variable identified four significant predictors all stemming from the LTSI General Scales: two factors reflect training-motivation constructs (i.e., performance outcome expectation and transfer effort performance expectations), and the other two reflect work environment factors (i.e., performance coaching and openness to change). LTSI factors explained 10.3% of explained variance in training transfer. Overall, the results supported the notion that the transfer system as a complex of factors is important in explaining training transfer. However, the modest variance in training transfer explained by the LTSI factors in this study should be interpreted in light of the studys limitations. Avenues for future research are discussed.

This study investigated the impact participating in S.T.R.I.P.E.S., a leadership and extended orientation program, had on the philanthropic giving of recent alumni at a research university in the Southeastern United States. The dependent variable for this study was philanthropic giving to the institution during the three years immediately following graduation, as defined by their personal donations as recorded in cumulative giving by the universitys foundation. The goal of the study was to determine to what extent, if any, school leadership development, loyalty, and engagement taught through leadership and extended orientation programs influence the donation behavior of recent graduates. The target population for this study was defined as undergraduate program completers (obtained a bachelors degree) at large, public, research universities in the Southeastern United States. The accessible population for this study was defined as all recent alumni (100%) who graduated with a bachelor degree from one large, public, research University in the Southeastern United States in 2009, 2010, and 2011 (N = 12,511). Of this 12,511, there are 625 alumni who participated in the S.T.R.I.P.E.S. as indicated in their alumni record. Data analyses were conducted utilizing inferential statistics including Chi-Squared analysis, t-tests and analysis of variance (ANOVA). In addition, a Multiple Discriminant Analysis was conducted to assess if alumni could be correctly classified into donor vs. non-donor status. Results indicate that participation in S.T.R.I.P.E.S. has a positive influence on whether or not an alumna/us becomes a donor as a recent graduate. A greater proportion of S.T.R.I.P.E.S. participants (29.4%) are donors when compared to non-participants (15.2%). Participation in the program increased the likelihood that a recent graduate would become a donor. S.T.R.I.P.E.S. has a higher percentage of women, minorities and out-of-state participants than the general alumni population. A higher percentage of participants pursue additional degrees at the institution. S.T.R.I.P.E.S. participants have a higher percentage of donors who are female, although males gave a greater cumulative amount of money, gave more frequently and made larger average donations than females. Black/African Americans and Hispanics gave greater cumulative amounts than Whites. A predictive model exists regarding philanthropic giving by recent alumni.

I spåren av kunskapssamhället med ett ökat fokus på humankapital, har vikten av personalarbete betonats allt mer. Personalarbete, som numera kallas human resource, hanterar den mänskliga resursen i organisationen vilken ofta betraktas som organisationers viktigaste. Human resource-yrket ses inte alltid som en central funktion i organisationen trots att de arbetar med HR-frågor, och kämpar med problematik i status, legitimitet och yrkesidentitet. Syftet med vår studie är att undersöka hur human resource-medarbetare uppfattar sin status och legitimitet i organisationen. Det är också av intresse att undersöka hur human resource-medarbetare i praktiken upplever sin yrkesidentitet i organisationen. Vi har genomfört en kvalitativ studie där vi har intervjuat åtta kvinnliga respondenter som sitter i organisationernas olika ledningsgrupper. Utifrån empirin ser vi mönster kring att respondenternas syn på sin yrkesroll inte stämmer överens med hur de tror att övrig personal i organisationen ser på human resource. Majoriteten av respondenterna upplever att de har status och legitimitet i organisationen, men att de kan möta motstånd på olika sätt. Vi har fått ta del av respondenternas upplevelser kring vad som påverkar deras status och legitimitet negativt, men också vad som påverkar deras status och legitimitet positivt. Tydliggörandet av arbetsuppgifterna och kommunikation ut i organisationen har visat sig vara centrala aspekter i respondenternas upplevelser avseende status, legitimitet och yrkesidentitet.

occupied by the consequences of the major legislative and structural changes of the last decade, are failing to recognise and cultivate the full professional potential of their academic staff to the detriment of the college, those individual members of staff and the students. This work investigates the current application of Human Resource Management in the Further Education sector and the consequences for the professional development of academic staff. In doing so, it examines current theories relevant to the organisational perspective and to the perspective of the individual member of staff. These include theories of organisational change, as well as career theory, adult development and motivation. Studies one and two focussed primarily on the whole college perspective, while three and four canvassed the views and opinions of individual members of academic staff. Most of the analysis concentrates on study four as this emerged as the most significant data. The first two shorter studies provided a benchmark for the rest of the research. Studies one and two examined the current organisational perspective on professional development. Study one involved content analysis of staff development policies collated from colleges throughout the sector, while study two followed up this information with a series of in-depth interviews with staff development managers from a range of colleges. The second half of the research concentrated on an examination of the views of as many staff as possible at a small number of colleges. Study three, a questionnaire survey undertaken with academic staff at two large Further Education colleges, provided useful quantitative data. Based on the findings of the questionnaire, the fourth and final study involved detailed one-to-one interviews with individual members of staff, which were then examined using qualitative data analysis methods. Coupled with data drawn from the questionnaire survey, the key conclusions are presented in chapter seven and used as a basis for the recommendations in chapter eight. The thesis concludes that current Human Resource Management approaches have led to a neglect of the career and professional development interests of the individual and an alternative model of the employment relationship is proposed. It is also suggested that the current rhetoric of Human Resource Development is inappropriate to the field of Further Education and has underestimated and misinterpreted the unique and peculiar qualities of an academic culture. It concludes that by shifting the strategic focus to the professional development of its individual members, the organisational as well as the individual will benefit.

Sammanfattning Titel:                                   Talent Management inom den svenska banksektorn. Författare:                         Martin Eriksson och Oscar Alfelt  Handledare:                      Timurs Umans Nivå:                                  Kandidatuppsats 15 hp, Ledarskap, VT 2012  Frågeställning:                  Hur använder svenska banker talent management processen som en del av sitt HR-arbete?  Syfte:                                  Syftet med denna uppsats är att undersöka hur banker använder talent management processen som en del av sitt HR-arbete och på så sätt öka sin konkurrenskraft och effektivisera sitt arbete. Vi ämnar undersöka hur processen kan anpassas till en specifik sektor vilket i vårt fall är den svenska banksektorn. Metod:                               Studien gjordes med ett beskrivande angreppssätt. Vi använde en kvalitativ ansatts med individuella öppna intervjuer. Intervjuerna gjordes över telefon med fem stycken respondenter från svenska banker.  Teoretisk referensram:    Den teoretiska referensramen består av tre delar där första delen handlar om att förklara vad talent management är för att sedan presentera två talent management processer samt att beskriva HR inom banksektorn. Detta ligger som grund för vår talent management modell som presenteras i slutet.  Resultat:                            Här återges vad respondenterna uppgav under intervjuerna.  Analys:                               I analysen jämförs respondenternas empiri och analyseras efter den teori som vi har använt. Slutsatser:                          Här presenteras de ändringar som gjorts i modellen sedan den först presenterades i den teoretiska referensramen. Med hjälp av teorin och informationen från respondenterna har vi kunnat skapa en relevant och giltig talent management modell för den svenska banksektorn. Nyckelord:                         Talent Management, Human Resource Management, banksektorn, personalarbete. Centrala begrepp:            HRM (Human Resource Management): Handlar om arbetet med personal och humana resurser. Talent Management: Ett verktyg inom HRM med fokus på arbetet med att attrahera, bibehålla och utveckla nyckelpersoner inom företaget.

The aim of the study was to investigate flexitime as a potential moderator to reduce the administrative employee stress, and to reduce the negative aspects associated with stress through the use of flexitime programmes. This exploratory study was conducted in a tertiary environment. The literature review explores the core areas of the main and sub-variables. A literature review was conducted relating to the key variables of the study, that is, flexitime and stress. In terms of flexitime, emphasis was placed on the benefits of flexitime, flexible work practice and the drawbacks of flexitime. In terms of stress, emphasis was placed on stress reduction, work/life balance and employee commitment. This study was conducted with a sample of 97 subjects from a tertiary environment. The data was collected using questionnaires, and reliability was also determined. Various statistical techniques were used to test the hypotheses. Data was analysed using both descriptive and inferential statistics and the results were presented using tabular and graphical representations. Furthermore, comparisons were made with studies of other researchers who have embarked on this area of the study or studies close to this research topic. The study shows correlations and significant associations with employee stress and flexitime. The findings also indicate that stress can be reduced through the moderator, that is, flexitime. / Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2011.

Abstract The primary purpose of this study was to determine whether or not selected demographic, academic, and institutional characteristics influence the decision of admitted transfer students to enroll in a research-extensive university in the southeastern region of the United States. The transfer student population is an untapped student population that could help benefit many universities. If these students are targeted like potential freshmen, then universities can increase their enrollment. Being able to identify the correct characteristics for potential transfer students would help conserve resources and maximize the incoming transfer student population. This study used the standards of a research-extensive university in the Southeastern region of the United States to identify transfer students who were admitted and either enrolled or did not enroll. A transfer student was defined as a student with at least 30 hours of college course work, a college-level English, a college-level math, and a minimum 2.5 GPA. The population came from the summer 2013-spring 2014 academic semesters. There were 12 independent variables provided by the Office of Enrollment Management and input into a computerized statistics program. Using logistic regression, the researcher was able to identify two characteristics that were statistically significant in correctly classifying enrollment status. Residence and having a higher education degree correctly classified 77.5% of the transfer student population. The other variables that were statistically significant were the variable multi-racial, transfer hours attempted, and transfer hours earned. The researcher recommended that surveys be conducted to determine why students complete a higher education degree and get admitted, but do not enroll in university. The researchers also recommended working with different ethnicities to determine why multi-racial students have a different enrollment pattern than the other ethnicities. Research also needs to be conducted concerning the role transfer parent alumni have on whether or not a student will or will not enroll after being admitted to the university.

The primary purpose of this study was to determine the influence of selected demographic and perceptual characteristics on the culture and desirability of Distance Education among faculty at a research extensive university in the southeastern region of the United States. The study was conducted using a survey research design. The electronic survey was distributed to full and part time faculty of the College of Agriculture at Louisiana State University using faculty email addresses provided by the college. The survey instrument consisted of questions concerning demographic characteristics, perception of Distance Education, culture of Distance Education, desirability of Distance Education and extent of use of electronic resources by faculty in face to face and Distance Education courses. The overall mean culture score reported was a 3.4 placing this result into the neither agree nor disagree category. It was concluded that this faculty is ambivalent toward the concept of Distance Education as a viable means of instruction in a university environment. The researcher recommends that experience and expertise in Distance Education along with Distance Education instruction expectations are included in the job description for any new faculty hired within the college. It is also recommended that some form of compensation be offered to faculty responsible for Distance Education courses. This compensation should be in the form of incentives such as training, attendance at conferences or direct monetary compensation. The university must plan for the inclusion of this compensation in the budgeting process. The researcher further recommends that mandatory training programs are established within the college to allow for faculty to become more comfortable with using additional forms of technology both in their face to face and Distance Education forms of instruction. Additionally, the researcher recommends the establishment of open communication between the administration and faculty. This can be accomplished using face to face meetings involving department heads, faculty and administrators within the college and university in order to address faculty concerns regarding Distance Education.

This study examines how and why organizations evaluate training and development within the organizations. The study has a qualitative approach based on semi-structured interviews, with office and organization development managers. The purpose of the study is to contribute with knowledge about how three large Swedish organizations evaluates training and development programs for staff members. Another purpose is to describe why the organizations evaluate training and development programs and to research if there is a further need to develop the organization evaluation methods. Therefore the research questions are Why and how do organizations evaluate training programs? What further need is there to develop organizations evaluation methods? The conclusion of this study shows that evaluation of the training and development programs are not a high priority among the selected organizations. Although the organizations believe that evaluation on training and development programs may exhibit legitimacy to their customers and improve future training and development programs, the selected organization chooses to focus more on developing and implementing the training programs. This results in difficulties for the organization to comprehend exactly how programs affect the organizations. Therefor proper evaluations methods could help the selected organizations to create more profitable programs.