Thesis (M.B.A.)--University of Hong Kong, 1994. / Includes bibliographical references.

Thesis (M.B.A.)--University of Hong Kong, 1996. / Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1985. / Also available in print.

The purpose of this thesis is to identify and evaluate factors that affect retention and promotion of mid-grade officers in the U.S. Marine Corps. The analysis includes evaluation of survival patterns to ten-years of commissioned service and promotion patterns to O-4 and O-5. The primary goal is to explain the effect of an officersâ primary military occupational specialty (PMOS) on retention and promotion. The Marine Corps Commissioned Officer Accession Career (MCCOAC) data file contains cohort information from FY 1980 through FY 1999 and includes 27,659 observations. Using data from the MCCOAC data file, logistic regression and Cox Proportional Hazard models are used to estimate the effects of an officerâ s PMOS on survival and promotion patterns of Marine Corps officers. The findings indicate that an officers PMOS is significantly associated with whether an officer stays until 10 YCS or is promoted to O-4 or O-5. Logistic regression results show that pilot PMOSs are positively correlated with surviving until 10 YCS, but are negatively correlated with promotion to O-4, when compared to Infantry. The results also find that the remaining PMOSs are negatively correlated with whether and officer survives until 10 YCS, when compared to Infantry. In addition, only three PMOSs (0402, 7202, and 7523) are positively correlated with whether an officer is promoted to O-4 or O-5. Finally, the Cox Proportional Hazard results show the effect of having a particular PMOS or occupational field on the hazards of separation and promotion.

Digitized by Kansas Correctional Industries

The thesis examines the utility of a pre-developed conceptual framework for learning about the human resource development (HRD) needs in a national context. The literature review focuses on knowledge-building within the main development theories and paradigms, two mainstream approaches to building knowledge about HRD and education sectors in developing countries, namely the systems approach and the strategic approach, and the role of the researcher and expert-sources of data in the knowledge-building process in research related to HRD and educational policy. The methodology involved carrying out a case study on HRD in Nicaragua using a conceptual framework, and then studying its role in the process of learning about the subject. The data for the study of the learning process were generated through self-reflection in journal writing, textual analysis of the HRD case study, and common-sense. The conclusions are that (1) a researcher cannot know with certainty about the quality of his or her knowledge of the subject in conducting this type of research, (2) a conceptual framework can absorb the complexity of the process and make a researcher sound more authoritative than he or she might actually be about the subject, (3) researchers tend not to deal adequately with this lack of certainty and complexity in their discussions on the limitations of their work, (4) the sources of data directly affect the quality of learning, (5) a conceptual framework brings greater efficiency to the research act, (6) a conceptual framework reduces distortion and allows better communication between the research and the human sources of data, and (7) a conceptual framework adds greater value to the process of managing the research act than it does to learning about the subject.

Thesis (Ph.D.)--University of Adelaide, Dept. of History, 2000? / Bibliography: leaves 378-400.

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