Thesis (M.S.)--Eastern Connecticut State University, 2006. / Includes bibliographical references (leaves 80-86).

An extensive search of the literature revealed that only a few studies (e.g. Mabey and Ramirez, 2005) have examined the effects of executive development on organisational outcomes. Furthermore, it has been postulated that limited measures of executive and leadership development exist (Collins, 2002), and therefore, based on Luoma’s (2006) model of management development, an integrated measure is constructed in this research. In addition, this research advances an empirical examination of the relationship between a measure of executive learning and development (L&D) and a composite perceptual organisational performance measure (financial, market share, customer satisfaction, innovation, and employee engagement). Executive L&D is hypothesised to affect organisational performance on the basis of a number of interrelated theoretical concepts: Resource-Based View (Barney, 1991; Barney, 2001; Clulow et al., 2007), Dynamic Capabilities (Chien and Tsai, 2012; Eisenhardt and Martin, 2000; Zott, 2003), Human Capital (Rastogi, 2002; Ulrich, 1997; Wright et al. 2001) and Resource Dependency (Pfeffer, 1972; Pfeffer and Salancik, 1978; Hitt and Tyler, 1991; Hillman, 2005). Furthermore, drawing on the Resource-Based View (Barney, 1991; Barney, 2001; Clulow et al., 2007) and Resource Dependency (Pfeffer, 1972; Pfeffer and Salancik, 1978; Hitt and Tyler, 1991; Hillman, 2005) theories, it is hypothesised that differences in firm size will have a bearing on the effects of executive L&D on organisational performance. Based on empirical research findings on learning orientation differences across sectors (e.g. Hyland et al., 2000; Taylor and Bain, 2003; Wright and Dwyer, 2003; Dymock and McCarthy, 2006; Lee and Tsai, 2005; Khadra and Rawabdeh, 2006; Lee-Kelly et al., 2007), it is hypothesised the effects of executive L&D on organisational performance will differ across sectors (service versus industry). Initial validation of the executive L&D measure was based on data from a sample of 150 executives. Subsequently, data was collected from 222 organisational leaders across several geographic regions (Europe, USA, Africa, Asia, Australia) to allow further validation of the measure and to test the relations between executive L&D5 and organisational performance (profitability, market share, innovation, employee engagement, and customer satisfaction). The results derived from ordinal regression analysis suggest that organisations that implemented executive L&D practices tended to show improved organisational performance. The positive effects of strategic, experiential, participative, and structured executive L&D dimensions on the composite measure of organisational performance underscores the contribution of both formal and informal learning to organisational outcomes. Firm sector and size characteristics were also found to modify the organisational performance effects of executive L&D. Specifically, industry firms produced better performance effects of executive L&D than their service counterparts. In terms of firm size, Non-SMEs produced better effects of executive L&D on organisational performance than SMEs. An important practical implication emerging from this result is that HRD practitioners may have to align executive L&D to firm size and sector characteristics. Importantly, the research offers theoretical extension to the Resource-Based View and Resource Dependency concepts of the firm. From the practical perspective, the amalgamation of executive L&D dimensions into a broad measure (reflecting ambidextrous learning), offers a unique nexus of both concepts with practical implications. Specifically, this suggests that HRD practitioners and senior executives need to account for a wide range of learning (formal and informal) dimensions when designing and implementing executive L&D. The results of this research provide theoretical extension for a number of theories: Resource-Based View, Human Capital, Resource Dependency, Knowledge-based, and Dynamic Capability, given the positive effects of executive L&D on organisational performance. To conclude, this research provides an integrated measure of executive L&D, which can be applied across different firm sectors/sizes to drive organisational performance.

The research project explores the effect of empowerment to schools. All stakeholders should be empowered for improvement of quality education and school effectiveness. Two groups of schools were identified, that is, low performing and high performing schools. The aim of this research is to investigate why some schools performed better than others. The purpose of research is to prove that effective schooling can take place through empowerment and that school management can be successful where there is high commitment. The qualitative research method was employed. It refers to research that elicits participant's account and meaning, experience or perceptions. It also produces descriptive data in the participant's own written or spoken words. To gather empirical data, the following research methods were employed; literature study and focus group interview. The following categories emerged: -  Discipline  Lack of commitment and motivation in the learning environment  Management leadership styles applied in schools  Lack of support / Educational Studies / M.Ed. (Education Management)

Post-occupancy evaluation provides a mechanism for systematically evaluating facilities performance. However, the effectiveness of existing models within HE is subject to question with few institutions fully embracing its application. The research sought to establish the extent to which POE models are utilised and the degree to which they satisfy the needs of HE in England and Wales. The outcome of the work was to propose a POE model that addresses the needs of Higher Education institutions. The research found that development of POE models has been driven by numerous factors resulting in creation of sophisticated POE frame-works. However the extent to which they are considered effective is limited. Earlier work focuses on the identification of factors that influence user satisfaction and development of complex quantitative models. Users of such models seek to learn lessons from projects to improve the design and delivery of facilities and enhance their performance in use. However, the extent to which existing POE models facilitate this is subject to question. The study adopted a mixed methods approach to establish whether existing models reflected the factors influencing user satisfaction in the specific context of HE. It revealed that physical and internal environmental factors influenced user satisfaction in varying patterns with varying results in differing situations. The perception of quality consistently correlated with users' overall perceptions of satisfaction with buildings. The term 'quality' is a made up of several discrete factors; further work could be developed to allow these to be fully defined. The research concluded that a single POE model would be inappropriate and a frame-work is proposed based on a balanced scorecard, reflecting four performance dimensions tailored to the context of HE and allowing linkage of POE to strategic institutional plans. The project liberated contribution to theoretical knowledge and professional practice. It established that within HE the concept of a consistent set of factors correlating with overall satisfaction is flawed. It went further to identify the construct of 'quality' as a key factor influencing satisfaction and established user satisfaction is a construct that is time related. It also found that application of POE is inconsistent across the HE sector in terms of purpose and extent of connectivity to institutional objectives. These findings indicated that adoption of a standardised POE model within HE is unlikely to liberate consistent, useful data to enhance building and facilities performance. The adoption of the proposed approach offers a vehicle cost effective development of tailored POE solutions.

No description available.

<p> Recognizing that the percentage of females in NCAA Division I athletic department leadership positions lag far behind their male counterparts, this study sought to learn about the lived experiences of females who have reached a senior level, defined as associate athletic director and athletic director using narrative inquiry. </p><p> The purpose of this study was to record the lived experiences of senior-level women administrators in intercollegiate athletics. Data was gathered through in-person interviews. Participants were asked to describe the paths their careers have followed, including the factors, issues, and circumstances that they feel have shaped the process by which they made career decisions. </p><p> Four primary themes from the participants&rsquo; backgrounds and life stories emerged that influenced the paths of the participants&rsquo; careers. They were: (1) the willingness and desire to take on challenges and opportunities; (2) the importance of family considerations, (3) influence of support they received from colleagues and people they came in contact within athletics; and (4) the impact of lack of support they received from colleagues and people they came in contact within athletics during their careers. This study revealed the presence of a strong sense of efficacy within the participants, which influenced the persistence of the participants in pursuing this particular career path, even when faced with obstacles. Finally, these participants offered advice, based on their career experiences to other current and future female athletic administrators. Policy implications and recommendations for institutions and athletic departments are provided.</p><p>

<p> Intercollegiate athletics have received considerable attention by scholars in higher education. Despite this wide treatment by scholars, there is little examination of the athletics director. Most of the published research on athletics directors disproportionately focuses on the responsibilities of the athletics director, the pressures of the leadership position, the characteristics and behaviors of these leaders, and the organizational culture of athletics departments. The purpose of this study was to investigate and gain insight into the environmental forces that disrupted and influenced athletics director leadership. This study explored how the participants understood, acknowledged, and reacted to forces that unavoidably influenced their choices. Particular attention was placed on comprehending how these individuals led change in their organizations while at the same time balanced the intersecting demands on their positions. </p><p> Qualitative research methods were used to explore the forces that influenced athletics directors at large, public and private research universities that were part of the NCAA and sponsor Division I Football Bowl Subdivision (FBS), Football Championship Subdivision (FCS) or Division I-AAA (no football) athletics. A grounded theory methodological approach was used in the design and execution of this study. Using this method built theories through systematic stages of data analysis and conceptual development. The development of these concepts became the building blocks of theory,which explained the participants&rsquo; experiences as athletics directors. These findings offer insight into the forces that influenced athletics directors as they led change in their organizations.</p><p>

Prof. T.C. Bisschoff

<p>Abstract The purpose of this qualitative single case study was to explore how department chairs described the influence of recent corporate ethics scandals on content and availability of ethics education in postsecondary business schools in Arizona. The following research questions guided this study: RQ1: How do department chairs describe the influence of recent corporate ethics scandals on the content of ethics education in postsecondary business schools in Arizona? RQ2: How do department chairs describe the influence of recent corporate ethics scandals on the availability of ethics education in postsecondary business schools in Arizona? RQ3: How do department chairs feel that ethics education can be improved in postsecondary business schools in Arizona? R4: How have postsecondary business schools in the state of Arizona changed their ethics curriculum in response to recent corporate ethics scandals? The sample for this study was 9 department chairs out of 40 in postsecondary schools in Arizona that offer business degrees. It was important for the purpose of this study to focus on department chairs, because of their direct involvement in the management of their business degree programs (i.e., design and accreditation of required curriculum), faculty, and business schools. The Hosmer and Kiewitz managerial ethics theory provided the foundation of this research. The data analysis procedure chosen was the thematic analysis from the triangulation of three data sources. The results found that a higher number of participants perceived that recent corporate ethics scandals did have an influence on content and availability of ethics education. Keywords: ethics, education, business, management, Arizona, scandal, corporate, social responsibility, post-secondary education

The aim of this research is to explore the inclusive education practice in Libyan universities. This thesis developed a model of inclusive education based on a review of the literature to empirically investigate in one single model: (1) the affect of philosophy and policy on inclusive education practices; (2) the affect of curriculum design on inclusive education practices; and (3) the affect of teaching methods on inclusive education practices. The researcher designed a questionnaire to investigate attitudes of faculty members towards inclusive educational practice within their universities, and their concerns about inclusive educational practice. Four hundred questionnaires were distributed to faculty members working in four Public universities in Libya; 288 questionnaires were returned with a response rate of 62%.Of these, 41 of the questionnaires received were excluded and 247 were processed for analysis. The data collected for the purpose of this study is analysed. The analysis includes two parts: First, descriptive analysis is presented, starting with the main characteristics of the respondents and covering the trends of their opinions obtained from their answers, presented in percentages. Second, inferential analysis is conducted using the Structural Equation Model(SEM), applying Exploratory Factor Analysis in the first stage to identify the model that contains the factors that have the most significant impact on Inclusive Education using SPSS, then in the second stage the fitness of the model is tested through Confirmatory Factor Analysis using AMOS. Before implementing the SEM, the data is tested for normality and consistency, in order to ensure its validity for the analysis. The findings of this thesis largely support the hypothesised relationships proposed in the theoretical model. The model suggests some correlations to complement these factors and work together to influence inclusive education, correlations are suggested to be implemented regarding the dimension of policies, curricula and teaching; this means that when policy factors are designed they should be linked to the factors of curriculum and teaching, as the interaction of these factors could be considered as a new dimension. The results also provide strong evidence of the relationship between policies; curriculum and teaching, which in turn are necessary determinants of inclusive education. This thesis contributes to theoretical and practical knowledge by providing for the first time, evidence about relationship between policies, curriculum and teaching. The study makes recommendations and suggests strategies to deal with the identified challenges and finally provides a roadmap to policymakers educational in Libyan universities that may assist in the successful implementation of inclusive education in Libyan higher education.