American research universities, especially over the past 30 years, have increasingly become involved in technology transfer activities. For public land grant institutions, involvement is largely inspired by a desire to maximize revenue opportunities and demonstrate economic relevance. This intrinsic case study addresses the efforts of a public, land grant and flagship institution, the University of Kentucky, to augment its technology transfer activities, with a specific focus on its attempts to spin off university technology-based firms. The data were gathered primarily through oral history interviews with technology transfer personnel, entrepreneurs, and spinoff personnel. Its purpose is to understand better the structure of the university’s technology transfer operations, the impact of changes in institutional administration and priorities on these efforts, and variables that challenge and accommodate accomplishment of organizational goals. The findings of this study indicate that the structure of technology transfer operations at the university is complex, and somewhat confounding. Administrative changes impact various groups differently than others, and a major challenge to the accomplishment of goals is funding. Moreover, distinct but related groups seem to lack consistent, overarching goals.

The aim of this research was to determine the role of the school principal in fostering the creativity and innovativeness of educators. This aim was explored by: determining the nature of creativity and innovativeness; determining the role of the principal in fostering the creativity and innovativeness of educators at schools; and investigating how the creativity and innovativeness of educators is currently fostered at schools. The literature survey on the nature of creativity and innovativeness revealed creativity as the generation of novel and useful ideas and the ability to combine them in a unique way, while innovativeness is the ability to be innovative, i.e. to implement creative outcomes to benefit an organisation or the practical application of ideas towards the organisation's objectives. Creativity and innovativeness can thus be fostered by creating a stimulating work environment that advocates enriched jobs and supporting management practices, an organisational culture that supports innovativeness and an environment that provides adequate resources. Therefore, creativity and innovativeness are a function of an organisational climate that promotes nine dimensions, namely, challenge and involvement, freedom, trust and openness, idea time, idea support, debate, risk-taking, conflict management and humour and playfulness. The empirical survey found that school-organisational climates generally foster educators' creativity and innovativeness in terms of the dimension thereof.-How it was found that some dimensions enjoy more prevalence at schools than others. It was also found that some aspects of these dimensions were inconsistent with the general finding that schools portray climates conducive to educators' creativity and innovativeness. For instance, the involvement of educators in vision review as a way of setting standards or as a pace-setter for performance, and educators having to seek permission before implementing their creative ideas were seen as not fostering creativity and innovativeness at schools. Although there were statistical differences in responses between principals and educators on all creativity and innovativeness dimensions, it was found that these were of no practical significance and thus could be attributed to chance or coincidence. This study therefore recommends that principals should adopt a holistic approach to school organisational creativity and innovativeness. In this way, all the dimensions will be fostered, thus creating school organizational climates that engender the creativity and innovativeness of all educators and focusing on all aspects of their work. Principals should also receive capacity building exercises, initiated both at school and at departmental levels. These exercises should focus on staff development that relates creativity and innovativeness to the achievement of teaching and learning outcomes. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

This PhD work constitutes a series of inter-disciplinary studies that use biologically plausible computational techniques and experiments with human subjects in analyzing facial expressions. The performance of the computational models and human subjects in terms of accuracy and response time are analyzed. The computational models process images in three stages. This includes: Preprocessing, dimensionality reduction and Classification. The pre-processing of face expression images includes feature extraction and dimensionality reduction. Gabor filters are used for feature extraction as they are closest biologically plausible computational method. Various dimensionality reduction methods: Principal Component Analysis (PCA), Curvilinear Component Analysis (CCA) and Fisher Linear Discriminant (FLD) are used followed by the classification by Support Vector Machines (SVM) and Linear Discriminant Analysis (LDA). Six basic prototypical facial expressions that are universally accepted are used for the analysis. They are: angry, happy, fear, sad, surprise and disgust. The performance of the computational models in classifying each expression category is compared with that of the human subjects. The Effect size and Encoding face enable the discrimination of the areas of the face specific for a particular expression. The Effect size in particular emphasizes the areas of the face that are involved during the production of an expression. This concept of using Effect size on faces has not been reported previously in the literature and has shown very interesting results. The detailed PCA analysis showed the significant PCA components specific for each of the six basic prototypical expressions. An important observation from this analysis was that with Gabor filtering followed by non linear CCA for dimensionality reduction, the dataset vector size may be reduced to a very small number, in most cases it was just 5 components. The hypothesis that the average response time (RT) for the human subjects in classifying the different expressions is analogous to the distance measure of the data points from the classification hyper-plane was verified. This means the harder a facial expression is to classify by human subjects, the closer to the classifying hyper-plane of the classifier it is. A bi-variate correlation analysis of the distance measure and the average RT suggested a significant anti-correlation. The signal detection theory (SDT) or the d-prime determined how well the model or the human subjects were in making the classification of an expressive face from a neutral one. On comparison, human subjects are better in classifying surprise, disgust, fear, and sad expressions. The RAW computational model is better able to distinguish angry and happy expressions. To summarize, there seems to some similarities between the computational models and human subjects in the classification process.

This study examines the role experiential education, in the form of internships, plays in the professional development of Hospitality and Tourism Management students. Through an appraisal of the literature, it outlines the many benefits available to direct and indirect stakeholders through the facilitation of a structured, work based learning experience. In particular, it analyses the internship through an evaluation of job design by applying both Hackman and Oldham’s (1975a) Job Characteristics Model (JCM) and developing a proposed intern’s version of that model. The outcomes demonstrate that dimensions of the work undertaken do contribute significantly to an individual’s satisfaction and intrinsic motivation with the proposed intern’s model offering improved R2 coefficients, over the original JCM, by using different predictive variables. The study further sub-divides the sample by examining the findings by cohort and emphasis area. This affords the opportunity to identify specific recommendations on internship design that provides maximum utility to the student participant and the facilitators of the work experience. To this end, the results offer a series of recommended job dimensions for various service industry destinations including the need for increased task significance and feedback from agents for tourism students, opportunities for an autonomous work environment for event planners, exposure to a variety of skills for lodging professionals and feedback from the job for food and beverage students. By designing internships in this way, opportunities for enriched work are created for students at the case-study university. The study also examines the role classroom education plays in underpinning the internship experience and finds that while this assists students in observing many of the topics and theories discussed in a theoretical setting, the experiential component of the learning enhances their education through the development of new skills and competencies not previously taught. Overall, this study offers a unique contribution to the existing body of knowledge on experiential education and its impact on worker/job satisfaction and intrinsic motivation.

<p>The salience, prevalence, and consequences of feedback students receive on their academic performance have led to widespread interest in assessment outcomes. Despite the frequency and high stakes of performance feedback, a clear picture of how it influences students' academic motivation has failed to emerge. The overarching goal of this dissertation study was to better understand the effect of performance feedback on secondary school students' academic motivation following a high-stakes assessment. In particular, this study had three main aims: (1) begin disentangling the influence of performance feedback from its valence on students' self-efficacy, goal orientations, and intrinsic motivation, (2) explore how the stage of an assessment event and performance feedback interact to influence these motivation constructs, and (3) determine whether the influence of performance feedback on academic motivation depends on the evaluation dimension of the classroom goal structure.</p><p> To investigate these topical questions, the current study implemented a cluster-randomized experimental design. One hundred sixty-one seventh through ninth grade students in 13 math or science classes from a single, all-female secondary school were randomly assigned by their class to one of the following four feedback conditions: (1) numeric grades, (2) evaluative comments, (3) numeric grades accompanied by evaluative comments, and (4) no feedback. Students' academic motivation was then measured on three occasions to capture its fluctuations during an assessment event: at baseline, immediately after teachers announced what form of feedback students would receive (i.e., anticipation stage), and immediately after students received their assigned form of feedback (i.e., receipt stage). </p><p> Results revealed a series of complex interactions between the stage of feedback (i.e., anticipation vs. receipt) and its form (i.e., grades, comments, grades plus comments, or no feedback). Notably, only students in the grades plus comments condition experienced a decline in self-efficacy from anticipation to receipt of this feedback. However, these students also reported an increase in their mastery goal orientation and intrinsic motivation upon the receipt of grades accompanied by comments. Students in the comments condition experienced a similar increase in intrinsic motivation. Finally, students in the no feedback and comments conditions also reported a greater performance-approach goal orientation when they received performance feedback (or lack thereof) compared to when they anticipated it. No evidence was found to support the hypothesis that students' perceptions of the evaluation dimension of their classroom goal structure moderated these interaction effects. Theoretical, methodological, and practical implications of these findings are discussed along with limitations and recommendations for future research.</p> / Dissertation

Self-Directed Work Teams (SDWT) are strategic organization designs based on the belief that the time required to make good decisions decreases when employees are empowered to tap their tacit job knowledge. Because this strategy requires employees to think differently about the way they perform their jobs, the supervisor plays a critical role in SDWT implementations. If leaders fail to adequately manage the challenges associated with the transition to the SDWT structure, employee commitment towards the team and organization at large may suffer, putting the realization of SDWT benefits at risk. To better understand this complicated process, this research describes a field study observation designed to explore the relationship between the constructs of Self-Determination Theory (autonomy, competence, relatedness) with employee affective commitment towards a SDWT transition. Additionally, this research evaluates the mediating role leadership influence tactics has on the relationship between Self-Determination Theory and employee affective commitment towards a SDWT transition.

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The purpose of the thesis is to examine how adult immigrants in Romania describe the learning strategies that have helped them integrate in the new culture. To be able to draw conclusions about migrants' learning strategies and what has made them work, I have looked at the experience of five immigrants who speak Romanian and who have successfully integrated in the Romanian culture. The study employs a qualitative methodology, information has been collected through semi-structured interviews and analyzed using thematic analysis and a framework approach to data analysis. The key findings of the thesis are that integration through education, specifically through language learning, takes place more effectively if migrants are driven by intrinsic goals or if they internalize the extrinsic rewards that they expect upon completion of their goals. These findings can be put into practice to form better strategies and actions steps in organizational programs that aim at integrating migrants. They can also be brought to the knowledge of migrants looking to successfully integrate, to make them aware of how their choices and goals, even those apparently unrelated, can impact the outcome of their integration efforts.

Using Cognitive Evaluation Theory, this research evaluated the impact non-monetary extrinsic incentives in the form of department t-shirts had on the intrinsic motivation of Virginia career and volunteer firefighters. Intrinsic motivation was measured using the Work Extrinsic and Intrinsic Motivation Scale (WEIMS). The survey was administered to a randomly selected sample of firefighters. Data was analyzed using multiple regression analysis. Results suggested that the department t-shirt did not have a statistically significant impact on intrinsic motivation of both career and volunteer firefighters. Additionally, this study suggested that volunteer firefighters did not perceive salary as an inequitable reward. This was exhibited by the higher levels of intrinsic motivation by volunteer firefighters than career firefighters. This was also found in the comparisons of volunteer firefighters from combination and volunteer fire departments. Finally, delays in the distribution of non-monetary extrinsic incentives did not have an impact on intrinsic motivation of both career and volunteer firefighters.

Incidents of computer abuse, proprietary information leaks and other security lapses have been on the increase. Most often, such security lapses are attributed to internal employees in organizations subverting established organizational IS security policy. As employee compliance with IS security policy is the key to escalating IS security breaches, understanding employee motivation for following IS security policy is critical. In addition to several types of extrinsic motives noted in prior studies, including sanctions, rewards, and social pressures, this study adds that an important contributing intrinsic factor is empowerment. Per Thomas and Velthouse’s (1990) intrinsic motivation model, empowerment is the positive feelings derived from IS security task assessments. Through survey data collected from 289 participants, the study assesses how dimensions of psychological empowerment (i.e., competence, meaning, impact, and choice) as derived from IS security task may impact the IS security performance of the participants, measured by their compliance with IS security policy. The study demonstrates that the competence and meaning dimensions of psychological empowerment have a positive impact on participants’ IS security policy compliance intention, while impact has a marginal negative influence on compliance. Furthermore, dimensions of psychological empowerment can be predicted by structural empowerment facets, particularly IS security education, training, and awareness (SETA), access to IS security strategy and goals, and participation in IS security decision-making. In addition, the competence and meaning dimensions of psychological empowerment may act as mediators for the relations between structural empowerment and participants’ IS security policy compliance. Theoretical contributions, managerial implications, and directions for future research of this study will be discussed.