Thesis (M.A.)--Briercrest Bible College, 1988. / Abstract. Includes bibliographical references (leaves 139-144).

Thesis (M.S.)--California Polytechnic State University, 2009. / Title from PDF title page; viewed on June 11, 2009. "June 2009." "In partial fulfillment of the requirements for the degree [of] Master of Science in Agriculture with a specialization in Recreation, Parks & Tourism Management." "Presented to the faculty of California Polytechnic State University, San Luis Obispo." Major professor: Jeffrey A. Jacobs, Ph.D. Includes bibliographical references (p. 49-53). Also available on microfiche.

Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1999. / Source: Masters Abstracts International, Volume: 45-06, page: 2935. Typescript. Abstract precedes thesis as 2 preliminary leaves. Includes bibliographical references (leaves 64-69).

<p> This case study explored how specific behaviors shape the connections between people within an inter-sector health collaborative as an important antecedent to achieving collaborative outcomes. The primary research question guiding this study was, &ldquo;How do individual complexity leader behaviors&mdash;a subset of complexity leadership behaviors&mdash;shape the connectivity of agents within a complex adaptive system made up of elected, unpaid volunteers immediately following their annual strategic planning retreat?&rdquo; Methods included observations, interviews, and document review. Individual complexity leader behaviors (CLBs) were found to shape the connectivity of agents within this complex adaptive system in a variety of ways that depended on the extant level of connectivity between agents. Specifically, when experiencing low-negative connectivity, the utility of CLBs shaped the extant connectivity in a negative manner. When experiencing low-neutral connectivity, the utility of CLBs shaped the extant connectivity in either a negative or a positive manner, or in a manner that reinforced the status quo. When experiencing moderate connectivity, the utility of CLBs shaped the extant connectivity in a manner that reinforced the status quo or the behavior made no impact on the extant connectivity. Lastly, when experiencing high/deep connectivity, the utility of CLBs shaped the extant connectivity in a positive manner, in a manner that reinforced the status quo, or the behavior made no impact on the extant connectivity. There were also a number of additional findings related to the nature of both CLBs and the indices of connectivity. These findings are critical given that the relative connectivity of agents within a complex adaptive system is predictive of that system&rsquo;s capacity to achieve outcomes. This study empirically supports and extends several core assumptions of complexity leadership theory; it also demonstrates that individual CLBs are identifiable and influential; that anybody can utilize CLBs; and that CLBs should be intentionally and mindfully utilized. Moreover, this study empirically supports the existence of non-linearity and (inter)connectivity in complex adaptive systems; it also demonstrates the versatility of connectivity and its indices. The results of this study have practical implications for inter-sector collaboratives&mdash;particularly related to how they utilize complexity leadership behaviors and achieve outcomes&mdash;and for capacity-building practitioners&mdash;specifically related to re-framing their conceptualization of leadership for their students.</p>

<p> This qualitative phenomenological study explored the personal insights, preferences, and experiences of individuals who graduated from a community leadership development program. Fifteen Bay Area Leadership Program graduates from the Burlington and Hamilton, Ontario, Canada program between 2002-2007 participated in this study. Several inter-related themes emerged from the respondents&rsquo; stories and narratives regarding the program elements that influenced the learning experience. Respondents&rsquo; acknowledged and recognized that the program had positively impacted their development as a community leader and the community. Through findings from extensive interviews of the graduates, the study: (1) extends current knowledge concerning the development of community leaders; (2) offers community program board members and management an understanding of key program elements that contribute to the learner&rsquo;s experience; (3) extends evaluation approaches to the personal learning experience and developing theories of leadership to practice; and (4) provides an understanding of long-term program benefits in assisting future funding, supporting long-term sustainability of the community leadership development movement and ultimately strengthening communities.</p>

<p>How master of business administration (MBA) graduates influence themselves to achieve their objectives in their careers can be linked to how well they identified with academics throughout their education. It is important that scholars understand this relationship between academic and career performance. The ability to self-regulate, self-motivate, and set goals, among other traits of self-leadership and academic identification, has been proven to increase personal and professional outcomes. Current research suggests that the two constructs, identification with academics and self-leadership, share similar qualities. This quantitative study used multiple linear regression to test the relationship between identification with academics and self-leadership while exploring the control variables age, gender, race, instructional modality, and years since graduation. To represent the population under study, the random sample consisted of MBA graduates who were employed. This population proceeded to take the School Perception Questionnaire, the Abbreviated Self-Leadership Questionnaire and answer questions regarding specific demographic information needed for the control variables. Detailed analyses were implemented on the collected data. It was determined from these analyses that MBA graduates? perception of identification with academics while attending their MBA program had a relationship to their perception of self-leadership in their current careers. Additionally, it was determined that gender had a controlling relationship between the two constructs. The multiple regression coefficient data showed that identification with academics was statistically significant at the p < 0.05 level and gender was statistically significant at the p < 0.05 level.

<p> Ascending into the executive level of an organization can be considered a crowning achievement in one&rsquo;s profession. It is usually a position in which those most qualified could ultimately arrive. Yet, some organizations, particularly within the U.S. federal government, claim that coveted executive positions are remaining vacant or are not being filled as readily as has traditionally occurred. Even with programs available for a person to become more qualified for advancement, the positions remain unfilled. The level at which employees traditionally qualify for executive positions is the level at which fewer seem to be applying for those positions. In other words, it appears that potential executive candidates are refusing to advance into executive vacancies, which is often referred to as the progression paradox. An organization unable to promote employee advancement into executive vacancies could potentially inhibit its own progression. </p><p> The ideas of position qualification and position refusal are two concepts that have not been studied collectively nor received the level of scrutiny that is perhaps needed to answer the fundamental question: Why are gaps in executive-level positions not being filled as expected? Therefore, the researcher utilized grounded-theory analysis to develop a theory into whether adequately defined capabilities freely and clearly enable employee advancement into executive leadership levels. This study delved into the literature and reviewed several inquiries made into the personal perspectives of employees at various levels throughout a Department of Defense agency regarding constructs that could affect ascension into executive leadership ranks. The researcher then built on the findings from these inquiries to create a model of alignment with an organization&rsquo;s core purpose. Essentially, this research offers an increased understanding into the mask of ambiguity that inhibits progression and identifies the elements needed to assist qualified employees who are refusing to advance into executive vacancies.</p>

<p>The workplace is in a transition with age demographics (Mann, 2006). The baby boomers, once a large and dominating force in the workplace are now in their initial years of a decade?s move into retirement. And with such a large demographic change, there is a vacuum that is created and then filled. Many industry analysts have deemed this transition as the "Great shift change." In the workplace, vacancies are being created en mass at the managerial and executive levels. Due to the recession of 2008-2012, the baby boomers remained in the marketplace for an extended period of time, some say to rebound with their depleted retirements. As the economy made its way back to normalcy, an intersection of market forces hit. This collision of market forces is the emergence of an economy out of recession and an age demographic beginning an advanced pace of retirements that analysts say will last up to 20 years. Due to a high turnover of the baby boomer generation with the Millennial generation in the market, succession planning is key to maintain productivity and smooth the transition in demographics while providing services to increasing student populations. This dissertation will utilize case studies to analyze this market event and see how private higher education institutions located in Los Angeles, California are handling succession planning in an aggressive employment demographic change.

<p> This study used grounded theory to analyze the influence of leadership behaviors on knowledge-sharing intentions. The main research question for this study was, how do leadership behaviors influence the intentions of organizational members to share knowledge? The data for this study were collected by interviewing four leaders and eight followers in the health care, information technology, and security industries. The findings of the study showed that empathy, empowerment, inclusiveness, and trustworthiness are the categories of behaviors that encourage knowledge sharing. Dishonesty, inconsideration, intimidation, and rigidity are the four major behavioral categories that discourage knowledge-sharing intentions. Each behavioral category had various subcategories of behaviors. Based on the findings of the study, it was theorized that the behaviors of the leaders create impressions on the followers, which in turn influence the intentions of the followers to share knowledge. The impressions of the followers mutually transferred between leadership behaviors and knowledge-sharing intentions. The study also showed some significant differences in the leadership behavioral expectations between leaders and followers. Based on the results of the study, 10 propositions were made about how leadership behaviors influence knowledge-sharing intentions of followers. These propositions were based on the behaviors of the leaders and the impressions created by leadership behaviors. </p>

<p> Doctoral Programs in Educational Organizational Leadership have evolved significantly over time. In the last few decades, some programs have adopted blended or hybrid instructional formats for learning and have begun employing cohorts led by cohort mentors. However, in southern California, a web search identified only four doctoral programs in educational organizational leadership that offer a hybrid model and doctoral cohorts led by cohort mentors. Therefore, the purpose of this ethnographic case study was to examine, understand, and describe the best practices that university cohort mentors employ to support the transformational leadership development of doctoral students at Brandman University. Through methodology that included interviews with cohort mentors, mentee interviews, observations of mentors in cohort meetings, and interviews with university personnel, this study was designed to answer the question: What best practices do cohort mentors in the Brandman University doctoral program employ to support the transformational leadership development of doctoral students? The results of this study identified eight major themes: (a) Builds trust through congruency of character, integrity and transparency; (b) Builds a culture of open and honest two-way communication; (c) Challenges students to be creative, innovative and connect theory with real world application; (d) Demonstrate emotional intelligence and support its development in students; (e) Establishes high expectations for self and others and acts as a role model; (f) Fosters a culture of political intelligence, problem solving and decision-making; (g) Nourishes a safe and supportive climate of collaboration and team building; (h) Supports students to envision, anticipate and plan for the future. These findings have important implications for the effective design of future doctoral programs that integrate the cohort mentor model. The results serve to inform researchers and practitioners of higher education and leadership development programs regarding the cohort mentor best practices identified by doctoral mentors and students.</p>