Thesis advisor: Joseph O'Keefe / This qualitative case study examined how, when faced with an externally driven policy, central office administrators worked as an internal team to interpret mandates, match mandates to current needs, and reorient the organization through professional learning opportunities. In order to comply with state mandates, in this case the Massachusetts Model System for Educator Evaluation (MMSEE), central office administrators had been called upon to interpret the requirements of the new system, thus impacting professional development, decision-making, relationships, and forcing COAs to consider how best to meet the needs of the mandate and constituents simultaneously. Through interviews with one district’s COAs and principals, in addition to a document review, findings revealed a district COA team committed to the full implementation of the MMSEE for teachers, but who were in the middle of figuring out how best to accomplish the mandate’s goals to support principal growth and development. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

In an effort to address diverse needs in K-12 education, policymakers have proposed initiatives to increase the leadership opportunities for classroom teachers. Although teachers have undertaken leadership roles in schools throughout history, the notion of teacher leadership spurred by policy is in the emergent stages. As educators and leaders in various roles implement teacher leadership policy, learning must ensue at both an individual and collective level to adapt schools to a new model of leadership. This study examined how district-level teacher leader coordinators in one Iowa region came to understand their role as leaders. A case study approach illuminated the experience of these individuals as Iowa teacher leadership policy was initially implemented. Data were collected through the use of interviews, observations, and document reviews. Participants included district-level teacher leader coordinators and regional leaders supporting teacher leadership to gain insights from multiple levels of policy implementation. The findings of this study identified themes for sensemaking and leading within the teacher leader coordinator’s role. The study revealed that coordinators were guided in learning their new teacher leadership roles through both formal policy guidance and informal interactions with leaders and peers. Coordinators enacted their leadership roles in a bridge building capacity, linking other teacher leaders to resources and modeling leadership processes and actions.

Although existing cross-border M&A research suggests that national pride is associated with higher bid premiums, the underlying rationale behind these national pride bids is unclear. We study two plausible explanations for this phenomenon: payment for a prearranged expansion strategy (real options) and bidders’ lack of experience in a target country (organization learning). Using a sample of cross-border acquisitions of developed-country targets by developing-country acquirers, we perform an extensive media search to identify 36 acquisitions that involve national pride. We divide these 36 acquisitions into those with zero bids completed in that particular country prior to the national pride bid (non-foothold bidders) and those with at least one bid completed in that country before the national pride acquisition (foothold bidders). We find that the higher premium paid in so-called national pride bids is primarily attributable to the non-foothold acquirers. Since non-foothold characteristics can proxy for either lack of experience or higher value of embedded real options, or both, we perform further tests which confirm that the higher premium of national pride bids can be attributed to both channels, supporting both organizational learning theory and real options explanation. We further demonstrate that national pride acquirers underperform operationally post-acquisition, and such underperformance is also attributable to the non-foothold acquirers. One explanation for this finding is the lack of prior acquisition experience of non-foothold bidders.

Many workforce-related shortages in the marine transportation industry can be attributed to low birth rates, high levels of upcoming retirements, and evolving occupational complexities of the industry. These challenges may soon place the marine transportation industry in a workforce crisis within some high-demand occupations. This explanatory case study examines how the Marine Institute of Memorial University of Newfoundland’s learns and adapts its practices to more effectively attract, recruit, and retain students for a career at sea. The study applies organizational learning theory as a practical lens to better understand the phenomenon of learning at the organizational level, how it occurs, and the processes involved which enable transformation. The study looks at communicative and collaborative processes of members, including collective thinking, reflection on past experiences, and dialogue, which combined, enable changing conventional ways of thinking. The findings describe how the organization constructs solutions, how it learns and reacts to workforce complexities.

This is a quantitative study of archival data that examines Merger and Acquisition (M&A) activity using currently established healthcare quality and financial performance metrics. The research seeks to explicate the relationship between M&A activity and M&A experience in the healthcare industry as it relates to initiatives aimed at improving the quality and decreasing the cost of healthcare. The Affordable Care Act (ACA) legislation appears to be contributing to a trend toward M&A consolidation; by illuminating how this trend potentially impacts healthcare quality and cost reduction initiatives, this study’s contribution is both useful and practical. The units of analysis are Medicare reporting hospitals, hospital systems, and related healthcare providers that have or have not experienced an M&A or multiple M&As. The study shows a statistically significant improvement in quality each year from 2006–2014, which is reflected in higher scores for the four quality metrics measured. M&A activity, as measured by acquisition status and acquirer experience, did not appear to influence these quality metrics, with the exception of the heart failure measure, which showed a statistically significant positive influence of acquirer experience across all specifications. M&A activity’s possible effects on hospital financial performance was assessed through operating-cost-to-charge and capital-cost-to-charge ratios (CCRs). The operating CCR appears to be positively influenced by both acquisition status and acquirer experience, while the capital CCR was positively influenced only by acquirer experience. A positive influence is reflected in a decreasing ratio. Results on quality improvement over time, both before and after the ACA, suggest that the ACA itself may not be the driver for quality improvement. Similarly, decreases in OCCR occurred consistently and statistically significantly over time, both pre- and post-ACA, while CCCR showed statistically significant decreases in 2006–2008, 2013, and 2014. These results appear to support the notion that the trend was ongoing before the ACA was enacted and gave these measures high-profile exposure. This is a quantitative study of archival data that examines Merger and Acquisition (M&A) activity using currently established healthcare quality and financial performance metrics. The research seeks to explicate the relationship between M&A activity and M&A experience in the healthcare industry as it relates to initiatives aimed at improving the quality and decreasing the cost of healthcare. The Affordable Care Act (ACA) legislation appears to be contributing to a trend toward M&A consolidation; by illuminating how this trend potentially impacts healthcare quality and cost reduction initiatives, this study’s contribution is both useful and practical. The units of analysis are Medicare reporting hospitals, hospital systems, and related healthcare providers that have or have not experienced an M&A or multiple M&As. The study shows a statistically significant improvement in quality each year from 2006–2014, which is reflected in higher scores for the four quality metrics measured. M&A activity, as measured by acquisition status and acquirer experience, did not appear to influence these quality metrics, with the exception of the heart failure measure, which showed a statistically significant positive influence of acquirer experience across all specifications. M&A activity’s possible effects on hospital financial performance was assessed through operating-cost-to-charge and capital-cost-to-charge ratios (CCRs). The operating CCR appears to be positively influenced by both acquisition status and acquirer experience, while the capital CCR was positively influenced only by acquirer experience. A positive influence is reflected in a decreasing ratio. Results on quality improvement over time, both before and after the ACA, suggest that the ACA itself may not be the driver for quality improvement. Similarly, decreases in OCCR occurred consistently and statistically significantly over time, both pre- and post-ACA, while CCCR showed statistically significant decreases in 2006–2008, 2013, and 2014. These results appear to support the notion that the trend was ongoing before the ACA was enacted and gave these measures high-profile exposure.

This diploma thesis examines the participation of Czech regional actors in the transnational and interregional branches of the INTERREG program in 2007-2013, using organizational learning theory. It focuses on learning processes on individual, group, and organizational levels. To a smaller extent, it also examines dissemination of knowledge towards other actors on the local and European level. The aim of the thesis is to find out whether these learning processes take place on all the mentioned levels and also to uncover the main obstacles of these processes. The method of the research is a questionnaire survey combined with semi-structured interviews. The research reveals that both individual and group learning take place during the projects. The most common barriers are complications stemming from differing environments of the actors (different political, institutional, legal, or administrative environments). Organizational learning takes place as well, but to a smaller extent than learning on the preceding levels. The main problem is the preservation of tacit knowledge. The research also suggests that effective dissemination of knowledge towards other local actors takes place as well. However, the relevance of the final project outcomes for other EU actors appears to be rather low.