Thesis (Ph.D.)--George Washington University, 2002. / Includes bibliographical references (leaves 228-248).

Thesis (Ph.D.) - University of Queensland, 2004. / Includes bibliography.

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 102-107. Includes bibliographical references (leaves 108-120).

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 102-107. Includes bibliographical references (leaves 108-120).

Purpose - Considering personality as changeable through a bottom-up process of altering states, habits and traits, constitutes a shift in the predominant paradigm within personality psychology. The purpose of this paper is to reconsider Bateson's theory of learning and organizational triple-loop learning in light of this recent empirical evidence. Design/methodology/approach - This paper uses a multi-disciplinary conceptual approach. Based on an integrative analysis of literature from recent work in personality psychology, four dimensions (process, content, time and context) are identified that allow linking personality change and triple-loop learning. Findings - Identifying a bottom-up process of changing states, habits and traits as being central to change personality, allows for reconsidering Bateson's theory of learning as a theory of personality development (Learning II) and personality change (Learning III). Functionally equivalent, organizational triple-loop learning is conceptualized as a change in an organization's identity over time that may be facilitated through a change in responding to events and a change in the organization's routines. Practical implications - Interventions that change how organizations respond to events and that change the routines within an organization may be suitable to facilitate triple-loop learning in terms of changing organizational identity over time. Originality/value - This paper contributes to the discussion on Bateson's theory of learning and organizational triple-loop learning. As interest in personality change grows in organization studies, this paper aims to transfer these findings to organizational learning.

This qualitative, cross-sectional study centres on professionals in the field of educational development, which has been and continues to change significantly in contemporary higher education. Twenty-eight teaching and learning professionals in three broad classifications from 19 Canadian higher education institutions were interviewed. Data was collected to both describe the formal structures and roles and elicit understandings regarding how the individuals see their roles, identities and social power. Consistent with other international findings, and influenced by the broader changes in higher education, Canadian teaching and learning professional roles appear to be expanding in both depth and breadth. The findings reflect a number of changes and tensions associated with their organisational structure, role design and role classifications. Although they come from a variety of academic backgrounds, the findings indicate a common identity is evolving, underpinned by a set of shared values, strong professional association identification and a shared purpose of bridging and translating needs towards the enhancement of teaching and learning. While respondents described using a variety of power bases and influence tactics to generate change at the individual, group, organisation and system levels their attempts to influence used primarily soft power bases rather than harsh power bases (Kipnis, 1984). The findings support previous research that indicates there is a relationship between roles (structure) and identity (Alvesson and Willmott, 2002, Dutton et al., 1994, Ibarra, 1999, Sluss and Ashforth, 2007) and provide evidence to support the theorised link between identity and action (Alvesson et al., 2008, Ibarra, 1999). Further, it is argued, the interconnectivity of role, identity and power, was expressed through respondents’ attempts to make sense of and in many cases change the social evaluations of them, their team and their work in an effort to legitimise a unique organisational space and enable them to accomplish their change oriented goals. In light of these findings, a theorised process of how an organisational space for teaching and learning work may be legitimised and a visualised “middle space” for teaching and learning work is presented.

Thesis (PhD) - Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. / A thesis is submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Faculty of Business and Enterprise, Swinburne University of Technology - 2009. Typescript. Includes bibliographical references (p. 225-238)

Diss. Stockholm : Handelshögsk., 2004.

Thesis (Ph.D.)--University of Western Sydney, 2008. / "A thesis submitted to the University of Western Sydney, College of Health and Science, School of Computing and Mathematics in fulfilment of the requirements for the degree of Doctor of Philosophy." Includes bibliography.

The aim of this diploma thesis is to find out which teaching / learning methods and forms teachers use in their biology lessons and its impact on attractiveness of biology for pupils. The adjoing aims are to find out which factors influence teacher's choice of teaching / learning methods and forms, which teaching / learning methods and forms are unused and the causes of their non-use. Another adjoing aim is to determinate if there is a difference in biology lessons between lower grammar schools and primary schools. Furhermore, the adjoing aims are to compare not only the attractiveness of biology but also the popularity of teaching methods and forms by pupils of lower grammar schools and primary schools. The thesis first contains the theoretical part. The research part contains the metodology of data collection and the metodology of evaluation of these data. Furthermore this thesis contains the results of the research. The results show that monology and autodidactic teaching methods and forms predominate in biology lessons. Teachers are limited by various obstacles such as lack of time, materiál equipment of the school, the approach of colleagues and school management, different approach of pupils, approach of the teacher. For primary school pupils biology is more popular than for lower grammar...