The challenge of leadership in the public sector has far reaching implications for the entire society given its role in the regulation of the affairs of any society. The complexities of the public sector decision making and operations as well as their implications require good leadership. Therefore the identification of leadership potential at all levels is crucial in order to design the interventions to develop the potential further. Studies have shown that there is not a lot of research done in the area of leadership potential identification especially in the public sector. This is also because, until recently, there has been no widely accepted framework for identification of leadership potential that is applicable at all levels. A model of identifying leadership potential has recently been published and this model has been applied in the identification of leadership potential in the Australian public sector. This study aims to assess the leadership potential of the public sector managers from an intentional change perspective. This was done through a determination of the relationship between the three concepts of ideal self, leadership potential as well as the current performance of managers in the public sector. Furthermore, an assessment of the required organizational support to improve awareness of ideal self by the employees and managers was done. 95 responses from a variety of middle and senior managers in the Department of Environmental Affairs, South Africa were collected and analysed. The analysis included Principle Component Analysis and Correlations to assess the relationships between these three constructs. Also 12 interviews with middle managers (level 11-12) across most departmental functions were conducted and analysed. The results indicated that there does not appear to be any statistically significant relationship between performance scores and ideal self as well as performance scores and leadership potential. They, however, indicated that there is a statistically significant relationship between the ideal self and the leadership potential. Furthermore, the results showed that to improve the awareness of the ideal self by the employees and managers and thereby increase their leadership potential, the organization needs to consider a few things. Those are, training and organizational culture; conversations with managers; coaching and mentoring; clear succession planning and rotation; opportunity or space to innovate. / Dissertation (MBA)--University of Pretoria, 2014. / lmgibs2015 / Gordon Institute of Business Science (GIBS) / Unrestricted

Background: An increasing number of mixed methods studies have been conducted across health care professions in recent years. However, little is known about the methodological reporting quality among mixed methods studies involving chiropractic research. Objective: To examine the methodological quality of published chiropractic mixed methods studies, provide recommendations for improving future chiropractic mixed methods research, and apply these recommendations in two mixed methods health services evaluations of chiropractic integration and prescription opioid use for spinal pain. Methods: We conducted a meta-epidemiological review of the chiropractic mixed methods literature and examined reporting quality using the Good Reporting of A Mixed Methods Study guideline and risk of bias using the Mixed Methods Appraisal Tool. We used generalized estimating equations to explore factors associated with higher methodological quality. We applied our findings in two sequential explanatory mixed methods investigations of the association between chiropractic care and opioid prescribing for non-cancer spinal pain. Results: Among eligible mixed methods studies, we found that many were both poorly reported and at risk of bias. Publication in journals with an impact factor and/or more recent publication were significantly associated with higher methodological quality. In our sequential explanatory analyses, we found that receipt of chiropractic care was associated with decreases in initial opioid prescribing and long-term opioid use, and our qualitative results suggested these relationships were multi-factorial. Conclusion: We identified areas for improvement in the methodological reporting quality of chiropractic mixed methods research. Our mixed methods studies suggest that integration of chiropractic services into primary care centres may reduce the use of opioids for spinal pain. / Thesis / Doctor of Philosophy (PhD) / We reviewed the literature to assess the methodological reporting quality of mixed methods studies involving chiropractic research and found that most studies had important omissions. We applied these results to optimize methodologic reporting of two mixed methods studies on the association between chiropractic care and opioid prescribing. We found that patients with non-cancer spinal pain were less likely to receive an initial prescription for opioids if they accessed chiropractic care. Further, among chronic pain patients receiving opioids, we found that providing access to chiropractic care reduced their chances of continuing to receive opioids. The qualitative aspect of our studies provided important context to inform how patients and their primary care providers felt access to chiropractic care had reduced reliance on prescription opioids. These findings will increase awareness among researchers for opportunities to improve reporting quality of mixed methods research and highlight the potential role of chiropractic care in helping to address the opioid crisis.

This thesis explores the relationship between crime, media, and public opinion of crime and criminal justice. It sets out current levels of knowledge and contemporary debates in each of the three academic disciplines devoted to these aspects of social life, and discusses how they relate to each other. It focuses on the capacity of information and public education to influence levels of public knowledge of and, as a secondary concern, attitudes towards, crime and criminal justice. The empirical research at the heart of the thesis employed a mixed methods research study drawing on quantitative – experimental research using a public opinion survey – as well as qualitative research methods – in-depth interviews and contextual data. The experimental research, the Oxford Public Opinion Survey and the publication of the Crime Scene column, was designed to measure the impact of providing factual information about crime and criminal justice to the public in a naturalistic way, i.e. by using a local newspaper column as the conveyor of such information. The key finding from the research was that readership of the column was low and that the column had no measurable impact on readers. Overall, the research findings suggest that interest in, take-up, and retention of factual information on crime and criminal justice is not as high as previous empirical research has suggested. The Crime Scene study has implications for sociological theories of crime and punishment which rely on simplistic orthodoxies concerning the media’s importance in influencing public opinion on crime and criminal justice and the related assumption that ‘the public’ is straightforwardly punitive.

Both individual and whole class communication of students are described in this thesis, which is based on a clear gender perspective. Two articles describe the participation of boys and girls in communication with the whole class, the empirical data collected consisting of videotaped lessons. The extent to which boys and girls participate in the communication is reported in the first study, and in the second the extent to which boys and girls respond to the teacher's closed or open questions about science is presented. The third study reports boys' and girls' individual communication when responding to written science questions. The summary chapter ties the results together from the perspective of Positioning Theory, making the thesis a result of Mixed Methods Research. Results show that boys participate in whole class communication more often than girls, with approximately the same level of dominance as shown in research from the early 80s. Boys also answer more questions than girls, the differences becoming apparent when teachers ask closed questions that can be answered in one or two words. In isolation, girls answer written questions to the same extent as boys, but give longer responses containing a more developed scientific language. Results showing that boys position themselves as knowledgeable more often than girls when teachers ask closed questions, are explained from the perspective of Positioning Theory. Girls more often position themselves as knowledgeable when teachers ask open questions that require reflection. In test situations, with time for reflection, the boys and girls position themselves as knowledgeable students to the same extent. Teachers need to be aware of the positioning attempts created by teaching, and consequently take into account that different approaches in teaching provide boys and girls with different access to the communication space. / <p>Vid tidpunkten för disputationen var följande delarbete opublicerat: delarbete 3 accepterat.</p><p>At the time of the doctoral defence the following paper was unpublished: paper 3 accepted.</p>

Thesis advisor: Lillie R. Albert / Mathematics education is constantly at the forefront of public and academic debates during this era of increased accountability. Questions concerning teacher preparation and teaching practices that connect to pupil learning are central to these discussions. However, very few studies have examined relationships among these factors and most are confined to a short time period; thus, this dissertation studies such relationships over a two-year period. Informed by a sociocultural perspective, this study examines how preservice elementary teachers' past K-12 schooling and teacher education experiences influences their attitudes and perceptions about mathematics education over time. It also explores how teaching practices are shaped by these experiences, and are ultimately linked to pupil learning. A mixed-method design of survey and qualitative case-study research methods was employed to collect and analyze data over a two-year period. During the first year of this study, pre- and post-surveys using Likert-scale items were administered to all preservice teachers (n=75) enrolled in an elementary mathematics methods course. For a two-year period, the experiences of two participants were explored through longitudinal interviews, observations, and an examination of artifacts (i.e., teacher lesson plans, assessments, and pupil work) to develop in-depth case studies. Findings indicate that prior schooling experiences influenced teachers' initial attitudes and perceptions about mathematics. Nevertheless, over a short period, positive changes in teachers' attitudes and confidence to teach mathematics suggest that experiences in the mathematics methods course were conducive to building on teachers' prior knowledge. Survey and case-study findings also indicate that preservice teachers planned to teach mathematics with a reformed approach, which emphasizes a conceptual understanding of mathematic. However, it was challenging for case-study participants to implement a reformed approach as first-year teachers, especially if they had limited teaching models to reinforce this method. Findings also suggest that school context, classroom management, and mathematical content knowledge all influence teaching practices and pupil learning opportunities. Implications for teacher education, school reform, and future research are discussed. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This mixed-method study, grounded in critical pedagogy, explored teachers of the International Baccalaureate Diploma Program (IBDP) in Costa Rican public and private schools and examined the growth of the IB there. It surveyed the global mindedness of the teachers to understand their perceptions of the IB. The study also aimed to understand the IB’s Creativity, Activity, and Service (CAS) as a form of global education. Furthermore, neoliberalism was explored as a force driving the IB’s growth in Costa Rica. The study collected quantitative data from the Global Mindedness Scale (GMS) (Hett, 1993) from teachers of the IB in Costa Rica, assessing their level of global mindedness, factors that may have contributed to their score, and what differences, if any, existed between public and private school teachers. In the qualitative phase, four teachers were interviewed to explore how they perceived the IB in Costa Rica. It also critically analyzed the CAS requirement of the IB, as well as the neoliberal forces that have driven the growth of the IB in Costa Rica. The findings show that the type of school does not affect teachers’ global mindedness. Participants’ age and whether they have lived outside their country had a positive but weak relationship to teachers’ global mindedness. Teachers of STEM courses had slightly lower GMS scores. The interviews showed that teachers had positive perceptions of the IBDP and saw benefits for themselves, their students, and Costa Rica. The teachers were mostly uncritical in their responses, but the highest GMS scoring interviewee did express critical ideas. An analysis of the CAS requirement of the IB concluded that it reflects both soft and critical approaches to global citizenship education. Finally, the document analysis confirmed neoliberalism as a force behind the IB’s expansion in Costa Rica. Several recommendations were offered. First, an instrument is needed that can measure global mindedness on an international scale. Second, teacher education should incorporate issues related to global education. Third, implementation of the IBDP and other global education curricula requires ongoing support from policymakers, organizations, and schools. More research should examine the growth of the IB in other countries. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

This mixed methods study explored and measured the multi-dimensional construct of global-mindedness as it applies to the study abroad professional and defines the term study abroad professional. Hett’s (1993) Global-Mindedness Scale and the five dimensions of responsibility, cultural pluralism, efficacy, globalcentrism, and interconnectedness was utilized to determine the global-mindedness of study abroad professionals. Additionally, open and closed-ended questions were used to identify similarities across the study abroad professionals and to help define and give meaning to the term study abroad professional. Research findings lead to the identification of four themes. Theme one focused on characteristics that lend themselves to defining the term study abroad professionals. Theme two focused on the individual characteristics and their association with Hett’s five dimensions of global-mindedness. Qualitative data were used to support the various research questions whose answers became part of the working definition for a study abroad professional. Theme three focused on study abroad. And, theme four focused on evolving job announcements. International education, specifically study abroad, has become a specialized and recognized profession. What has emerged are specific academic requirements, professional training, and various professional and personal experiences being a requirement for entry into the field. Individuals entering the study abroad profession need to have an advanced degree, most likely in education or international/global studies (although other majors are acceptable), they will have studied, interned, volunteered, worked, or lived abroad, they will have good communication skills, be open-minded, organized, flexible, patient, empathetic, culturally sensitive, interculturally competent, and will have previous experience in the field. These findings have led to the definition of a study abroad professional. a study abroad professional is a globally-minded administrator or advisor with international and professional experiences, educational credentials, and personal traits that help them to relate to, communicate with, and support students, faculty, and staff, while fostering a safe study abroad environment that meets the needs of the institution and diverse student populations. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

The complexities of integrating companies, through mergers or acquisitions, are immense and challenging for the leaders involved in the process who are responsible not only for the integration but also for the attainment of the intended objectives. The implications has the potential for far reaching consequences for the leaders themselves, shareholders and employees. However, as much as half of mergers and acquisitions concluded fail to achieve their stated objectives (Stahl, 2004; Bijlsma-Frankema, 2004; Deutch & West, 2010; Sher, 2012). The purpose of this exploratory research study is to establish how the success rate of these mergers and acquisitions could be improved. The focus of the research is on the post-merger / post-acquisition integration process which should not only ensure that the financial objectives of the integrated entity are met but also to ensure the retainment of critical talent. The role leadership plays in the process will also be looked into as leaders play a pivotal role in establishing organisational cultures and therefore accountable for the success / failure of the post-merger integration process. A practical post integration application model will be developed to aid the improvement of the success rate of future post-merger / acquisition integrations. / Dissertation (MBA)--University of Pretoria, 2014. / zkgibs2015 / Gordon Institute of Business Science (GIBS) / Unrestricted

The number of managers that continue to fail at effectively transitioning to senior levels of leadership still remains unacceptably high, and ultimately impacts company’s abilities to develop succession plans and build effective leadership pipelines. This research project was undertaken to seek insight into the challenges faced by managers as they transition into the role of General Management. The research sought to understand the challenges associated with the transition and identify how successful leaders overcame them. The research was conducted in two phases. Firstly, a quantitative survey of students attending the General Management Programme at the Gordon Institute of Business Science (University of Pretoria) was undertaken. The class of 35 students consisted of managers that had recently moved into, or who were about to move into, the role of General Manager and 29 of these students completed the survey. This survey intended to gain some perspective from currently transitioning managers. The second research phase was qualitative in nature and comprised of in-depth, semi-structured interviews, with nineteen (19) senior Business Leaders who had successfully made the transition. This phase aimed to gather the Business Leaders perspectives on the challenges they faced during their transitions, and how these were overcome by them. The research highlighted the extent and significance of the transition, and identified many challenges associated with it. The findings of the research provided useful insights from experienced leaders about the challenges and surprises they encountered and how they were able to overcome them, and effectively transition into General Management. Moreover it illustrated the extent to which the managers had to change and how their own identities transformed. The need to develop informal relationships and gaining practical experience were particularly strong themes that emerged. In contrast to this, it found that the newly promoted managers did not place as much significance and importance on the transition to General Management as the experienced managers did. This highlighted the extent to which the transition process may be underestimated. / Dissertation (MBA)--University of Pretoria, 2014. / zkgibs2015 / Gordon Institute of Business Science (GIBS) / Unrestricted

Researchers use the policy Delphi method to explore a complex topic with little historical context that requires expert opinion to fully understand underlying issues. The benefit of this research technique is the use of experts who have more timely information than can be gleamed from extant literature. Additionally, those experts place researchers in a specific moment, thus increasing the possibility of capturing change over time. One limitation of the policy Delphi is the difficulty in developing an accurate initial questionnaire to start the process. The purpose of this article is to identify benefits and limitations of this research method.