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In this study, the dilemmas faced by higher education managers who attempt faculty desegregation within the narrow framework (affirmative action) provided by the courts and the Office of Civil Rights (OCR) were explored (e.g., merit vs. affirmative action, maintenance of a value consensus while facilitating change, the need for sensitive leadership). Some managers are successful in hiring minority faculty but not in retaining them. Others are still trying to determine how they can successfully recruit and retain these faculty. This exploratory study on faculty desegregation is designed to identify the factors that influence the decisions of black faculty at two public traditionally white institutions (TWIs) and of white faculty at two public traditionally black institutions (TBIs) to <u>accept</u>, <u>remain in</u> and <u>consider</u> leaving faculty positions at such institutions. (In this study, white faculty at TBIs and black faculty at TWIs are referred to as "other-race" faculty.) The study also assesses the viability of affirmative action as a strategy for desegregation. The research methodology included a survey of higher education managers, and interviews with and a survey of other-race faculty opinions. Conclusions 1. Black faculty express strong sentiments in support of affirmative action which influence them to remain in their jobs but could influence them to leave TWIs. 2. Fewer black than white faculty expect promotions when accepting jobs at TWIs. 3. Black faculty are influenced, in part, to accept jobs at TWIs due to campus recreational facilities. 4. More white than black faculty will consider leaving their jobs due to compensation concerns. 5. White faculty will consider leaving TBIs due to concerns about the poor reputations of TBIs and low academic level of students. 6. All other-race faculty employment decisions are influenced by the geographical location of their universities. This study does not support alternative methods for desegregation (e.g., freedom of choice, closing of TBIs) but indicates that affirmative action is the least destructive and most feasible option for faculty desegregation. Higher education managers must and can provide sensitive leadership while maneuvering within the narrow framework provided by OCR and the courts to desegregate their faculties. / Ph. D.

The general purpose of this study is to determine the principal curricular requirements in the field of personnel management which now are prescribed by member institutions in the American Association of Collegiate Schools of Business.

Hundreds of universities, colleges and institutions graduate students yearly with some form of culinary education. To date, limited research has been conducted to examine the perceived value of formal culinary education on industry career success from the perspective of those who conduct the majority of the hiring of culinary positions. This dissertation examined the perceived value of formal education in culinary arts and its relationship with industry success from the perspective of Canadian professional chefs.... Though the population for this study was Canadian professional chefs who were members of the Canadian Culinary Federation, the results of this study may be useful to both current and future culinarians who are pursuing or contemplating pursuing formal culinary education in other countries, especially the United States....Institutions that provide formal culinary education will find this important as they come under increased scrutiny from stakeholders to demonstrate the value of the investment students make in terms of tuition and associated costs. / by Colin Philip Roche / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web. / System requirements: Adobe Reader. / Mode of access: World Wide Web.

Conflict is present in all human relationships and societies. Throughout history, fighting has been more notable than peacemaking. Only recently have conflict resolution studies entered the mainstream of academia. Since peace is no longer an option, but a necessity, educators must become actively engaged in promoting the importance of peacemaking skills among their students. In 1986, the National Institute for Dispute Resolution funded a study of conflict resolution in higher education. Results disclosed a proliferation of courses but little about their quality. The present study evaluates the status of alternative dispute resolution (ADR) in the curricula of three major universities in North Texas and compares it with results from four other universities which were reported to have the heaviest concentration of ADR courses. A questionnaire was constructed to collect data in the following areas: place, significance of ADR in contemporary curricula, important factors determining attitudes toward ADR, and expectations/aspirations of faculty concerning teaching of ADR. Using a Likert scale, attitudes toward ADR were measured through regression analysis. Four of seven independent variables (age, sex, political orientation, and ADR training) were significant at jd = .05. Forty ADR-related courses were identified in seven universities. The concentration of ADR courses was management (35%), law (28%), sociology (23%), business (8%), and political science (8%). No courses were identified by anthropology departments. Results also reveal that the older, liberal, female, and ADR-ski lied individuals exhibit more favorable attitudes towards ADR. The study concludes that (a) concentrated efforts should be increased to teach and train educators in ADR, (b) mediation centers should be created on university campuses, and (c) an ADR communications network and data bank should be established among universities in order to allow faculty, students, practitioners, and administrators to share information. A partial list of organizations involved in peace issues and resources for establishment of campus and community-based peace mediation centers are also provided.

This study is a qualitative interpretative study of conflict management in a multicultural Namibian institution. The focus of the study is to understand how individual people in a particular organization perceive conflict, the possible sources of conflict as well as to explore the possible strategies of managing conflict. This is followed by an analysis of the general educational cultural and social characteristics of Namibia, which relate to the sources of conflict. I also make an attempt to have a deeper understanding of people from different cultural and educational backgrounds in viewing conflict and how these differences might be seen as major sources of conflict and how they deal with it - by using a case study approach. I interviewed 5 participants from different cultural backgrounds. The major research methodology I used in this study is in-depth interviews that allowed me to explore people's understanding of, attitudes to and views on conflict. I supplemented the interviews with participant observation, which allowed me to get first-hand information on how people interact socially and in meetings in order to explore possible sources and existence of conflict in meetings and how the staff dealt with it. Furthermore, I tried as much as possible to observe daily activities as an observer. People interviewed have different perceptions about conflict. Some use conflict to their advantage to arouse discussion and stimulate creative thinking. Some people find conflict to be a burden, something to be minimized. This avoidance leads to poor decisions and poor use of teams as a way to improve both decision making and acceptance of the decisions that are made. Cultural differences among staff and the process of reform emerge as the major sources of conflict. Whether a conflict will result in negative or positive consequences, or both, will depend to a large part on the strategy taken to resolve the conflict.

The purpose of the project was to design a one-semester core curriculum guidebook for middle and high schools. This curriculum will provide a tool to teach students to manage conflict in middle and high school settings. The curriculum, guidebook and materials developed will establish guidelines that can be used by middle and high school teachers to teach useful conflict management skills.

published_or_final_version / Business Administration / Master / Master of Business Administration

Conflict is inevitable in school and in life. Many children lack skills necessary to resolve daily conflicts constructively. Without knowledge of positive ways to manage conflicts, violence may result. Limited research suggests that involvement in a peer mediation program may have a positive influence on children. This study assessed effects peer mediation training and mediation experience had on student mediators. The pretest-posttest, control-group, and quasi-experimental study investigated the effects of a year long peer mediation program implemented in a suburban elementary school.

The problem of this research concerned the perceived effect of management education on the indigenization of selected multinational corporations in Nigeria. The related purposes of the investigation were to analyze data from the respondents in multinational corporations, higher educational institutions and government parastatals to identify the differences and similarities that existed between the perceptions of general managers, managing directors, management educators, government officials, and final-year business administration students. Four areas addressed in the inquiry were to: identify the management training objectives for Nigerian higher education institutions, determine the perceived effect of management education on the indigenization of selected Nigerian multinational corporations, ascertain the increased number of Nigerians who assumed management positions between 1973 and 1984, and examine the perceived effect of management education on the job performance of the management education graduates.