<p> Manufacturers attempt to compete in the world economy and improve their business processes by implementing change management theory, often using Lean Six Sigma processes; however, these implementations are not always effective in manufacturing settings. Research was needed about leadership efficacy differences in Lean Six Sigma success to inform strategies aimed at augmenting success rates. The purpose of this causal comparative quantitative investigation was to determine the impact of perceived leadership efficacy differences on Lean Six Sigma success rates in a manufacturing setting. The population for the study is estimated at 20,000 supervisors with a sampling of 128 leaders from the manufacturing industry in Illinois, Indiana, Iowa, and Wisconsin, who have conducted a Lean Six Sigma implementation. The independent variable was perceived leader efficacy and was gathered from McCormick&rsquo;s Leadership Efficacy Questionnaire (LEQ). The dependent variable was Lean Six Sigma implementation success rate and was gathered from a researcher-created checklist designed to measure overall equipment effectiveness of the respective leaders&rsquo; operation. Analysis of variance was performed to assess the difference between high and low efficacy leaders on Lean Six Sigma success rates. The findings demonstrated individuals with high leader efficacy were significantly more successful in implementing Lean Six Sigma initiatives than those with low leader efficacy. Recommendations to increase leadership efficacy in manufacturing in order to positively impact the success rates of change initiatives were offered.</p>

<p> This qualitative case study took place in a racially, ethnically, culturally, and linguistically diverse community. It involved interviewing 11 teacher volunteers from a high school in a culturally diverse community in New York, each at different stages of their teaching careers, to obtain their perceptions about the value of implementing culturally responsive teaching (CRT) in their instruction to enhance the learning opportunities of students from culturally diverse backgrounds. The broad objective of this inquiry was to seek ways of establishing a pedagogy appropriate for students from diverse backgrounds. The specific aim was to use teachers&rsquo; perceptions about implementing CRT techniques in their instruction to effectively satisfy the learning, academic achievement, and socioemotional health of their culturally and linguistically diverse (CLD) students. Participants responded to interview questions by completing and returning the interview questionnaire they were given. Five participants further participated by explaining more fully how they believed the CRT techniques they employed in delivering classroom instruction enhanced opportunities for the CLD students. The data collected from the responses of all participants were examined and sorted according to similarities and differences. The analysis of responses received by all teachers revealed they all agreed that CRT methods were the best approach for reaching and engaging CLD students in the classroom and thereby maximizing opportunities for them to attain success in their academic achievements, and for addressing their socio-emotional health. In addition, all teachers expressed support for more professional development (PD), especially in CRT on-going programs to enable them to be better educators of CLD students. The findings of the study implied that not all teachers were adequately trained to effectively teach students from diverse backgrounds. It is recommended that schools&rsquo; governing bodies institute PD programs with the specific aim of engaging all teachers in compulsory on-going involvement in the acquisition of skills required for addressing the needs and interests of CLD students. Schools&rsquo; officials should also create regular in-house workshops and lectures to keep teachers current with new CRT techniques recommended by the on-going research in the field.</p>

This research analyses the expansion and transformation of higher education in Asia, focusing in particular on Chinese universities. It shows the rising of the so-­‐‑ called global university, that is, above all, an inclusive process which makes academic knowledge production something heterogeneous, complex and composite – characterised by different actors both private and public, institutional and non-­‐‑institutional. The global university is a point of multiplicity that places our view in the midst of the transformation of educational policies and knowledge taken as whole. It reveals a ‘global knowledge order’ parallel to a ‘new international division of labour’, where the higher education is becoming an important device in the filtering, restriction, and return of population and skilled workers around a whole set of internal national/transnational borders based on knowledge. Developing the concepts of stratification and differentiation, I investigate how the transformation of the educational system brings out and multiplies, rather than mitigates, the differences between universities, while this same segmentation refers to an original and powerful method of management of the increasingly qualified workforce. Higher education and its internationalization nowadays is an important dispositive to segment population within globalization, reconfigures hierarchies and manages the complex displacement of the present having the same force (or even more) as those of gender and race. Moreover, the Global University represents the most interesting terrain to observe the development of an original measurement of labour in its metamorphosis and the value form in cognitive capitalism. The growing intra-­‐‑regional mobility in Asia and the internationalisation of higher education characterise the innovative cartography of the present, wherein knowledge production becomes spatially dispersed and globally integrated. Knowledge, geographically embedded, defines the order of the current post-­‐‑ colonial space, while the Global University describes not only this kind of order, but also how this imbalance is used by the skilled workforce to survive in the local labour market.

<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>

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The last decade has witnessed an unprecedented attempt to improve performance outputs from public sector organizations as a whole. This has culminated in a range of government reforms across the whole of the public sector based on the principles of accountability, targets and measurements. Underpinning the performance improvement drive within the public sector is an emerged concept of new public management (NPM) regime which mirrors the management practices of the private sector. This work focuses on the Further Education sector as an entity within the public sector services underpinned by the broad theoretical context to understand why FE colleges with similar characteristics perform differently. The OFSTED report, “Why colleges succeed or Fail” (2004) found a strong correlation between Ofsted’s assessment of management effectiveness and performance of the institutions. Those that were awarded Grade 1 for leadership and management recorded outstanding overall performance output and those judged to have weak leadership and management recorded overall poor performance output. It is would seem logical to draw a conclusion that the quality of FE leadership impacts on the quality and value of its service. This work explores this relationship in greater depth. The focus of this study was to explore the extent to which managerial competences within a situated cultural and structural content contributed to the differences in the performance of FE colleges in England and Wales. The overall objective was to analyse how the competences of senior managers, defined as formal qualification, professional experience, professional functional skills and personal attributes interact with organizational factors such as structure and culture to impact on performance. There is a lack of knowledge on the subject and this hinders the ability to place a value on the quality of leadership in the FE sector and its importance in organizational performance. Four colleges were chosen for the study from East London. The four colleges were from the same socio- economic catchment and they fell within the four categories of Ofsted performance measurements: Outstanding, Good, Satisfactory and Poor. The methodology used in this study examined the phenomena of interest in the four colleges through a process of semi-structured interviews which provided an in-depth and contextual understanding of the problem in a case study scenario. In total 27 managers were interviewed for the study, of which 3 were the college principals, 16 senior managers and 8 middle managers. A performance framework was developed from the research findings which provides some of the answers to the key research questions. Broadly, the findings suggest that some elements of managerial competences such as formal qualifications, personal attributes and educational or managerial orientations within a specific cultural climate and structure contributed to the differential performance outputs of the four FE colleges. The performance framework identified three strong relationship links between these elements which collectively would produce a strong performance outcome. The thesis makes two key contributions to existing knowledge. First, it introduces a conceptual framework that could inform managerial decision making in such a way as to achieve effective performance output from an FE college. The findings could also have a possible broader application across public sector organizations. In addition, the work also makes contributions to extant management literature by either providing some evidence of the relevance of some of the existing work or providing an alternative view to the current lines of thinking.

The focus of this research study is to determine teacher's perceptions on Total Quality Management(TQM) in secondary schools in the Lobatse area, Kanye area and the South East District of Botswana. Lobatse is an urban area and this research was carried out in all the secondary schools of the town, whilst Ramotswa and Kanye are peri-urban areas. The schools in which this research was carried out consist of both Junior secondary schools and Senior secondary schools. TQM basically means conscious improvement, in this context on matters of education. Only well managed schools can provide quality education and "managed education" means quality education. School facilities, teachers, the principal, the students, learning materials, teaching methods, assessment and technology, forms the base in educational success in all comers of the global village. Therefore for the success of any form of education to be a reality, the above measures should always be available. A survey in the form of a questionnaire was carried out with the intention to get views from teachers form the locations mentioned above as samples. The perceptions are not radical from each other in general on matters pertaining to how education is administered generally in Botswana. However it is worth noting that to come up with a broad outline on important views from teachers, the questionnaire was systematically broken into subtopics each dealing with a specific area of interest in the profession. Those ranged from the biographical and demographical data that include among others ;gender, age category, school Location, school enrolment, academic qualifications among others. The study also dealt with all the measures that inculcate TQM as a tool to improve effectiveness, productivity and performance, the role of school management in the improvement of quality education, Total Quality Management principles and implementation of Total Quality Management in schools. Total Quality Management is also equated to Work Improvement Teams(WITs) and the Performance Management Systems(PMS).In this a strong academic relationship was realized since all theses programmes emphasize efficiency and productivity at workplace. If there is any difference among the three the there is a thin line of that hence the different ways they have been coined. Under Qualitative data, teachers were given a form to jot down their views and perceptions about Total Quality Management. This is a more open portion and views ranged from worries and concerns about the conditions of service that ranged from matters of accommodation, salaries and advancement in education like being sent for further education and being sent for courses to update themselves with the latest technology needs so as to increase accessibility of information in the process of teaching and learning in the classroom. Over and above other factors the research was a great success. / (M.Ed.) North-West University, Mafikeng Campus, 2004

No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2006. / Includes bibliographical references (p. 98-111).