Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 326-333). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Steven Aragon. Includes bibliographical references (leaves 189-195) Available on microfilm from Pro Quest Information and Learning.

M. Tech. Education / The Department of Basic Education is extremely dedicated to developing its human resource's performance, to bring their practices to excellence for the benefit of the whole education system in South Africa. However, a closer scrutiny at the Department of Education reveals chronic ailments of lack of competency among teachers. The purpose of this study was to investigate the effects of Integrated Quality Management System on quality academic achievement and human relations in primary schools located in Ladysmith. The aim was to make a contribution to the policy makers in the department of education, for the betterment of the quality management system and the achievement of its objective which is quality education.

<p> Transitions are defined as "any event or non-event that results in changed relationships, routines, assumptions, and roles" (Goodman, Schlossberg, &amp; Anderson, 2006, p. 33). A particular transition unique to student-athletes in comparison to other college students is the end of their collegiate athletic eligibility. The purpose of this study is to understand how female student-athletes competing in NCAA Division I intercollegiate athletic programs perceive their preparedness for post-collegiate careers as they undergo transitions. Using basic interpretive qualitative research methods and interview protocol developed from Schlossberg's theory of transition, 20 female participants in NCAA Division I intercollegiate sports were asked to describe the situation surrounding the end of their collegiate sports career and their post-competition plans, the support they received to prepare for careers, the strategies they used to prepare, and their own self-assessment of their transition (Schlossberg, 1981; Goodman, Schlossberg and Anderson, 2006). </p><p> The words and descriptions the participants attributed to their own experiences of transition and career development provided insight into this phenomenon. Participants reported having sufficient resources at their institutions to be prepared for their lives post-competition, but because of their schedule demands, lacked experience they felt necessary to gain entry into their chosen professions. The lack of experiential learning opportunities and unfamiliarity with student services outside of athletic contributed to their feelings of inadequate preparation. Implications for this research are to help student affairs practitioners, athletic administrators, faculty, and coaches better understand the areas that impede student-athlete career development. </p>

<p> Higher education institutions (HEIs) could be among organizations without effective programs for preserving tacit knowledge (TK) when knowledge workers retire, quit, take a leave of absence, or are terminated. The theoretical underpinnings of this study were neuroscience related to brain learning physiology, transformational leadership theory, succession planning theory, and knowledge management theory. Research questions addressed (a) what is the level of awareness of the role of tacit knowledge in the administration of higher education, (b) what methods exist for capturing, sharing, and creating tacit knowledge that can be effectively integrated in succession planning, and (c) what unique elements exist in the administration of higher-education that either support or prevent tacit knowledge preservation, sharing, and creation through succession planning initiatives. Data collection involved interviews and document review at a Midwestern college. Findings included the need for trust and open communication and leader behavior to support optimal TK transfer. Participants were aware of TK and its importance and recognized a connection between TK and succession planning. Participants suggested high level activities; emphasized debriefing for verifying TK transfer, transfer of roles and responsibilities over time, continued access to mentors, and allocation of adequate time to deploy these steps in succession planning. The researcher developed a nine-step process model for integrating TK in institutions with a formal succession planning program. This process model includes organization-wide education and communication focused on the concepts of TK and involves steps for capture, measurement, and sustained retention of all forms of TK as part of institutional culture. </p>

<p> Academic quality in for-profit vocational (Gainful Employment) programs is a concern for all stakeholders. However, academic quality is not easily defined. The Department of Education's Gainful Employment Rule defines academic quality With a few easily measured metrics such as student retention and job placement rate, despite the fact that academic quality is widely considered to be complex and multidimensional. Gainful Employment standards alone are not adequate to describe academic quality in for-profit vocational programs. The purpose of this qualitative study was to expand understanding of academic quality in on-ground Gainful Employment programs by gathering the lived experiences of faculty who taught in these programs. The study used a phenomenological approach, in which faculty members of two for-profit vocational colleges in the Portland, Oregon, metropolitan area were interviewed in person. Faculty were recruited using Linkedln groups and e-mail invitations. Systems theory served as the theoretical foundation for the study. The four common systems elements of inputs, processes, outcomes, and institutional environment formed the basis for the research questions. The systems thinking tool of rich pictures was employed to gain deeper insight into the phenomenon of academic quality. Triangulation was accomplished through the comparison of interview data; visual data from the rich pictures; my memos; and institutional Web content and college catalogs. Analysis of the interviews and rich pictures generated 301 attributes, which were organized first by research question, and then by key stakeholder group (faculty, students, administrators, and institution). Ten discernible themes emerged from faculty perceptions of academic quality, categorized according to systems inputs, processes, outcomes, and institutional environment. The conclusion was that academic quality is a multidimensional construct that includes many more attributes than simply student retention or job placement rate. A dynamic model of academic quality incorporating the systems elements of inputs, processes, outcomes, and system environment was proposed, and a composite rich picture was presented. The scope of the research should be expanded to include the perceptions of other stakeholder groups, for example, administrators, students, employers, and taxpayers. Future research should also include other geographical areas and comparisons between for-profit and nonprofit vocational education.</p>

<p> The first timeshare resorts were created in the 1960s. Since then, the concept of vacation timesharing has spread around the world. Despite significant growth in the last 30 years, little academic research exists concerning the competencies required to manage timeshare resorts. This study provides new perspective on competency domain clusters within the timeshare industry. Three hundred thirty one property-level timeshare managers were asked to rate the importance and frequency of use of each competency domain cluster. The data gathered from the survey reveals a relationship between the types of resort a manager manages and the importance and frequency ratings of each competency's domain cluster. Further, a surprising result was the discovery of a lack of industry certification among the respondents. These results may be useful in training and development strategies for timeshare resort managers.</p>

<p> Most high school students have the opportunity to participate in athletic programs during a transformative time in their personal and academic development. Very little qualitative research examines how former high school athletes perceive these experiences after they graduate. In this descriptive, exploratory study, former athletes viewed their participation as a key experience that continues to affect them positively two to five years later. During semi-structured interviews, they spoke of having developed and maintained new capacities for leadership, greater personal accountability, and healthier overall lifestyle choices. They also learned how to relate to others, both on and off the athletic field in more authentic and caring ways, and thus how to establish and maintain lasting relationships. Many of these outcomes echo aspects of <i>self-concept </i> and <i>character development</i> as described in the literature. Although athletic coaches' behaviors were described as both positive and negative, participants were generally able to overcome the negative aspects. Especially when budget cuts threaten many non-academic and extra-curricular offerings, the results of this small and geographically limited study point to the need to further explore how high school athletics may have lasting positive effects on participants.</p>

<p> Organizational leaders are increasingly implementing distance training for employees (McGuire &amp; Gubbins, 2010) and it is not clear if employees perceive this training delivery approach to be an effective means of acquiring new skills. No current qualitative studies address the perceptions and experiences of employees in a distance training format. As a result of ten individual interviews seven themes and 17 sub-themes emerged during data analysis. The themes and sub themes represent the experiences of employees attending distance training including: (a) use of distance training, (b) benefits of training, (c) perceptions of training, (d) expectations of training, (e) training delivery format, (f) training techniques, and (g) technology. This qualitative case study confirmed there are a variety of perceptions among employees attending training in a distance training format. While this study contributes to the body of knowledge by increasing awareness of the common themes experienced by employees attending distance training more research is needed to further address the themes that emerged.</p>

<p> This phenomenological research study examines the individual experiences of midcareer corporate managers (practitioners) with professional identity change, while undergoing work role transition to become college or university professors (scholars). Using a conceptual framework of culture, work role, and professional identity, this study focused on a group of twelve men and women who made an intentional decision to leave an objectively defined management role to enter a different subjectively defined teaching role. </p><p> The findings generated four conclusions. First, change in identity and work-role transition manifests with different affective responses in men and women. Second, cognitive decision making and intentionality are different for men and women in work role transitions. Third, career transitions are easier when autonomous decision making, continuing education opportunities, experimentation with provisional selves, and equal levels of social status, are present. Fourth, career transitions are more difficult when loss of social status and financial stability, liminality, and identity conflict or lack of career anchor, are observed. </p><p> Due to recent economic conditions related to the recession of 2008, and attendant fall-out related to the current career landscape, <i>Mid-life Career Changers from Industry to Academia</i> was the focus of a Professional Development Workshop during both the 73rd and 74th annual meetings of the Academy of Management (AoM). Because of growing interest in the topic, it has been included on the agenda of the AoM 75th annual meeting scheduled for Vancouver, Canada in 2015.</p>