Although few firms can function without an information technology (IT) department, senior executives often consider IT as secondary. Historically, studies have found IT departments to have low influence and power status compared to other departments. Few, if any, studies have investigated what factors contribute to this subservient position. Three research questions that inspired this study regarding the IT department's influence and power included factors that shape the IT influence and power, the consequences for the firm's IT orientation and business performance, and how firm's IT orientation affects business performance. This quantitative study explored the notion that accountability, innovativeness, customer connectedness and partnering with other departments positively affect the IT department's influence and power. A synthesis of resource dependence and strategic contingency theories framed the theoretical basis for the structural equation model analyzed in this study. Responses from a Web panel of 349 anonymous, voluntary senior managers of firms operating in various industry types provided the data. Analysis results showed that accountability, innovativeness, and partnering with other departments positively affect the IT department's influence and power. Also, the firm's IT orientation, more so than IT department's influence and power, positively affects business performance. Results help IT executives to become more influential and enhance their ability to participate in their firm's strategic decisions. From social change perspective, influential IT managers can affect strategic decisions regarding social programs, implement new IT tools to do more with less, and new ways of distributing critical information and resources to enhance the speed of response when and where needed.

Previous research on leadership as archetype considered archetype as metaphor and not as it is understood in other literatures as a collectively accepted and defined role within and across cultures. Archetypical theories are posited as useful because they help us understand universal aspects of human behavior; however, empirical research demonstrating archetypical thinking and behavior remains rare. Accordingly, this phenomenological study investigated whether a leadership archetype exists as a shared cognitive template and if so, what characteristics define it. The theoretical framework used to examine the phenomenon of leadership combined leadership theory, philosophy of the mind, Jungian psychology, social constructionist theory, and neuro-linguistic programming. Data were collected in semi-structured interviews from a convenience sample of 10 Midwestern subjects belonging to professional and social organizations and having an expressed interest in leadership. Interviews were coded and sequentially analyzed using a semiotic--phenomenological method that included thematic descriptions, reduction, and interpretation. Results failed to identify an archetypical view of a leader, but identified choice and attribution as key elements in selecting leaders and accepting their leadership. These findings suggested an explanation of leadership as a group consensus that emerges through a dynamic process rather than solely from leader behavior. Implications for positive social change result from the study's contribution toward further understanding of the psychology of leader selection and follower behavior. Given the multiplicity of existing leadership models, the insights gained from this research contribute to the scholarly literature highlighting group-dynamic influences and can lead to improvements in leadership training and leadership development outcomes.

Disengaged employees cost U.S. companies billions of dollars annually in lowered productivity, a cost which has been compounded by the difficult economic situations in the country. The potential for increasing productivity through increased employee engagement was examined in this study. Using personal engagement theory and the theory of planned behavior, the purpose of this phenomenological study was to explore how the experiences of salaried aerospace employees affected productivity and the financial performance of an organization. Interviews were conducted with a purposive sample of 20 aerospace employees whose responses were codified and analyzed to identify themes. The analysis indicated that (a) the lived experiences of employees influenced employee engagement, (b) employee engagement affects organizational commitment and performance, and (c) trust and respect and leadership are essential components to keep employees engaged. Eighty percent of the participants indicated that as employee engagement increases so too does organizational performance. The implications for positive social change include new insights for leaders seeking to increase productivity and financial performance, and to support employee engagement for maintaining sustainability, retaining talent, increasing profits, and improving the economy.

College faculty members are often inadequately prepared to use technology in their classrooms. They often learn technology without institutional support, and without understanding technology's impact on student learning. As a result of these shortcomings, the use of technology in the college classroom is often not systematic or focused on improving learning. This study used a conceptual framework based on Wenger's learning community or community of practice idea. This study examined a Midwestern university where faculty made only limited use of classroom technology and did not demonstrate contemporary approaches to student learning. The study set out to determine the impact of technology-based faculty learning communities on student engagement. Five university faculty members served as research participants; all agreed to form a learning community and participate in a series of interviews that examined the impact of technology integration and the role of learning communities on adopting technology. Interview data were analyzed using an emergent and exploratory approach where themes and trends were identified through direct observation and examination of interview transcripts. One of the emergent themes was that increased faculty technology use depends primarily on positive prior experiences with technology. Another theme was that students' self-reported technology competency does not accurately reflect classroom uses, which may have a significant impact on educational technology integration strategies. The study's findings provide guidelines for a best practice model of faculty professional development to improve and enhance classroom learning with educational technology.

As global competition has increased and organizations have become more competitive, a reliance on knowledge workers for innovation, initiative, and commitment is necessary. Having the ability to predict personnel intent to leave (ITL) provides business leaders the opportunity to reduce turnover and retain institutional knowledge. In the current study, a structural equation model was used to examine the degree to which organizational trust and commitment, as correlated variables, predicted ITL. Organizational citizenship behavior, social exchange, and organizational commitment theories formed the theoretical basis for the study. Data were gathered using online surveys from 423 participants at 5 financial institutions located in the southeastern United States. The 3 merged surveys---organizational trust index, affective organizational commitment scale, and intent to leave survey---had strong psychometric properties. Results from the analysis produced a structural equation model and measurement model with strong fit indices that provided a significant means of estimating ITL. These results may have applicability for financial institutions to predict employee turnover (as measured by ITL). Early implementation of interventions by management will improve the retention of key talent through focus on organizational commitment and trust. Such interventions could, in turn, facilitate even broader social change through more open and honest human resource practices that exhibit enhanced concern for employee well-being.

Indiana University-Purdue University Indianapolis (IUPUI) / The study of job performance has been a high priority for organizational researchers and practitioners alike. Models of performance have acknowledged that it is affected by both individual differences and environmental factors and also that behaviors outside the job description, called citizenship performance, have value. Despite these acknowledgements, researchers have placed much more emphasis on understanding the influence of individual differences (rather than environmental characteristics) on citizenship performance. Counter to the emphasis on individual differences, the current study sought to evaluate the relationships between environmental characteristics and citizenship performance in the context of the Job Characteristics Model (JCM) and to determine whether the relationships could be both theoretically and empirically understood. Additionally, the relative importance of the environmental variables in the JCM were evaluated and compared to well-known individual difference predictors of citizenship performance. Finally, the current study sought to provide initial evidence for different patterns of relationships between the JCM variables and the three facets of citizenship performance. Undergraduate students employed for at least 20 hours per week were recruited for participation (n = 379) in a cross-sectional study, and data were analyzed using structural equation modeling and regression. Generally, model tests revealed that the JCM as configured performed poorly, though the variables did predict citizenship performance. When job satisfaction was added as another mediator in the model, results were slightly better. Regarding incremental validity, JCM variables were able to explain variance above and beyond the individual difference variables, providing additional support for the importance of the environment in understanding behavior. One implication of this is that practitioners may be able to justify changes to the work environment in an effort to increase citizenship performance. Future research should continue to explore the environment’s effects on citizenship.

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Doctor of Philosophy / Department of Psychological Sciences / Clive Fullagar / Within the literature on engagement at work there has traditionally been a focus on overall work engagement. However, in recent years there has been increasing research on applying a specific form of task engagement, called flow, to the world of work. The current project details two studies that serve to differentiate and understand the relationship between overall work engagement and flow. The first study collected data on engagement and flow from several hundred working adults and used confirmatory factor analysis to explore the factor structure of the two concepts. Results indicated that flow and engagement are separate constructs, albeit related. The second study again collected data from working adults, however, the goal was to show the differential relationships both flow and engagement have with the work outcomes of job satisfaction, commitment, citizenship behaviors, and burnout. Results indicated that both flow and engagement were significant predictors of these outcomes with engagement being the stronger predictor of the two. Theoretical and practical implications of these findings are also discussed in full.

Call number: LD2668 .T4 1979 S44 / Master of Arts