In order to help develop a coherent PCT model for this dissertation, the focus was set mainly on three major tasks. The first one is identifying the basic psychological contract components, including the perceived psychological contract obligations of employees and employers alike. The second involves the identification of necessary assumptions which can deduce the mechanism concerning the effects of psychological contract components on employee outcomes. In this dissertation, the norm of reciprocity and indebtedness have been identified as the two necessary human nature assumptions in PCT building. Lastly, the third task is to deduce the relationship between employer and employee obligations in predicting employee outcomes. After the shortcomings of two existing approaches that investigate the joint effects of employer and employee obligations were reviewed in the literature and two assumptions identified in the second task, an interactive approach was proposed to examine the combined effects of the aforementioned obligations. / Since the nature of employment relationships are changing worldwide, research on psychological contract concerning reciprocal obligations between employer and employees has gained increased attention. However, extant literature falls short in establishing a coherent psychological contract theory. For instance, although its core contents include employer and employee obligations, the latter is relatively neglected in most studies. In addition, there is relatively little discussion about the basic elements of the psychological contract. Some of these elements are the relationship between/among components of psychological contract and the possible combined effects of these components on both employer and employee outcomes. Hence, these hinder the development of a coherent psychological contract theory (PCT). / This dissertation contributes to the psychological contract literature in five ways. Initially, the proposed PCT model provides a coherent framework for psychological contract research. Second, the interactive approach shapes future research direction by examining the joint effects of employer and employee obligations. Third, it contributes to the literature regarding reciprocity by investigating the interplay between these obligations. Fourth, the notion of personalization of employer by the employee is verified using two human nature assumptions (i.e., norm of reciprocity and indebtedness). Finally, the current study may have implications in conceptualizing the relational social contract in different social relationships in addition to the employer-employee relationship. In short, this dissertation develops a more comprehensive PCT. Moreover, some managerial implications are derived for practitioners according to the theoretical development. / Peng, Zhengmin. / Adviser: Chi-sum Wong. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 2137. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 121-130). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Chan Yuk-fan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 68-75). / Abstracts in English and Chinese ; questionnaire also in Chinese. / Consequences of Supervisors' Use of Forcing and Non-Forcing Influence Tactics --- p.i / Acknowledgment --- p.i / Abstract --- p.ii / 撮要 --- p.iii / Chapter Chapter 1. --- Introduction --- p.1 / Types of Influence Tactics --- p.4 / Consequences of Influence Tactics --- p.9 / Perception of Organizational Politics --- p.9 / Non-Forcing Influence Tactics and Perceived Managerial Competence --- p.13 / Perception of Managerial Competence --- p.16 / Mediating Role of Satisfaction with Supervisors --- p.19 / Non-Forcing Influence Tactics and Perceived Managerial Competence --- p.19 / Forcing Influence Tactics and Perception of Organizational Politics --- p.20 / Chapter Chapter 2. --- Method --- p.24 / Samples and Procedures --- p.24 / Instruments --- p.28 / Influence Tactics --- p.28 / Perception of Organizational Politics --- p.30 / Satisfaction with Supervisor --- p.31 / Managerial Competencies --- p.31 / Analysis --- p.32 / Chapter Chapter 3. --- Results --- p.33 / Factor Structure of Influence Tactics --- p.33 / Factor Structure of Managerial Competence --- p.36 / Reliability of Perception of Organizational Politics --- p.37 / Relationship Between Influence Tactics and Perception of Organizational Politics --- p.38 / Influence Tactics and Satisfaction with Supervisor --- p.41 / Influence Tactics and Managerial Competence --- p.44 / Mediating Role of Satisfaction with Supervisor --- p.48 / Chapter Chapter 4. --- Discussion --- p.51 / General Discussion --- p.51 / Managerial Implications --- p.59 / Limitations and Future Research --- p.63 / Reference --- p.68 / "Appendix A. Observation Categories of Managerial Activities. (Luthans,1988)" --- p.76 / Appendix Bl. Chinese Version of Questionnaire --- p.79 / Appendix B2. English Version of Questionnaire --- p.86 / Appendix C. Eighteen-item Scale of Profile of Influence Tactics (Kipnis et al.，(1980) --- p.94 / Appendix D. Scale Development for Profile of Influence Tactics (POIS) --- p.95 / "Appendix E. Perception of Organizational Politics (POPS) (Ferris & Kacmar,(1989)" --- p.97 / Appendix F. Scale Development for Perception of Organizational Politics (POPS) --- p.98

Tse Ka-Wa. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 44-53). / Abstracts in English and Chinese.

<p> This convergent parallel mixed-methods study was conducted to examine the attitudes of emergency medical services (EMS) stakeholders based on the &ldquo;EMS Agenda for the Future.&rdquo; A sample of 104 accident and emergency (A&amp;E) doctors, prehospital EMS providers, and A&amp;E nurses in Barbados participated. The tripartite model of attitudes (beliefs, affect, and behavior) was used as the theoretical underpinning. Data collected using electronic surveys and information from semi-structured interviews were analyzed. affect and belief measures exists across the three groups of EMS stakeholders. The application of regression models confirmed that a significant relationship between affect and belief measures of the EMS stakeholders existed. A significant relationship also exists between belief and behavior measures of prehospital EMS providers. This research places on improving public health by addressing the beliefs, affect, and behaviors of EMS stakeholders.</p><p>

<p> Data show the number of doctoral degrees conferred in the U.S. increased for students of all racial/ethnic groups. However, from a percentage standpoint, American Indian students earning doctoral degrees were the least amount of increase. More American Indian females sought doctoral degrees than did American Indian men. However, it was not known what factors influenced American Indian female scholars, what characteristics of validation theory may have contributed, and how supportive factors&ndash;tribal culture, family, faculty, peers&mdash;contributed to earning a doctoral degree and becoming professors within a single higher education institution. Rend&oacute;n&rsquo;s validation theory provided the theoretical framework for the study. The purpose of this qualitative single-case study was to explore what factors influenced American Indian female scholars to earn a doctoral degree and become professors within a single higher education institution. Data were collected using a questionnaire, interviews, and interview notes. A constant comparative method was used to analyze qualitative data. Audio-recorded interviews were transcribed, and hand coded to identify commonalities in language and thought. Study findings included themes of self-determination/strong self-concept, love of learning, a degree for everyone, elements of validation theory, spirituality, ceremonies, religion, culture, family, faculty, and peers. Sub-themes included lack of cultural capital and no real plan. Study implications may assist higher education institutions, American Indian female scholars, and other minority scholars through the development of programs designed to support a holistic approach towards academic persistence. </p><p>

The introduction of standardized quality systems and their development into quality management systems offers the opportunity to evaluate the organizational quality of business entities, regardless of their industry. For professional purchasers it has become common practice to demand evidence of the successful application of a quality management system-a necessary step in the process of pre-qualifying potential suppliers. It has become common practice to have the introduction and operation of a quality management system as a minimum requirement for contract as part of a value chain of potential clients or contracting authorities as a future or continuous supplier or service provider. Moreover, this has to be approved. To do so, purchasers can perform supplier audits or ask for evidence provided by certificates. Typically, certificates stating conformity to the requirements of a quality management system are issued by professional audit service companies, so called certification bodies. This study helps to remedy the dearth of studies concerning the effectiveness of audits conducted by certification bodies. This qualitative study uses a limited number of case studies to analyse and assess the approaches and techniques used by auditors for certification or re-certification audits. Additionally, this study attempts to understand whether auditors involved have taken into account the paradigm change of the early 2000s. To this end, auditors involved in the case studies were interviewed. The interviews were dedicated to understanding the cognitive processes of data analysis and the resulting judgements which led to the issuance of certificates stating conformance to the relevant standards. The study was completed on quality management system audits founded on the ISO 9001:2008. This standard establishes the foundation for various further industry-dedicated standards, for example the IRIS or the ISO/TS 16949. Cases studies were performed out in small sized companies and recorded through audio tape recordings, as well by notes concerning auditors’ observed actions. These were transcribed and coded. Analysis of the data indicates that auditors have a detailed idea of what is to be found, regardless the type of business an auditee conducts and the aims of a company. The structure, policy, and individual processes of the audited company did not seem to be of interest. Additionally, audits were performed on the results of audited processes more so than on the progress of the process action and their input/output relation. The interviews shed light on auditors’ understandings of the underlying concepts of the ISO 9001:2008. The results show that the auditors examined still have problems with applying these concepts for their audit practices. Furthermore, the study shows the relationship between power and independence of auditors and their impact on effectiveness. Consequently, the study shows that a certificate issued by a professional audit service does not guarantee conformance to the ISO 9001:2008.

<p>ABSTRACT Researchers have noted gender and racial differences regarding hazing practices within Greek-letter organizations (Parks et al., 2014). Black Greek-letter organizations focus on physical hazing practices, while their white counterparts focus on alcohol abuse and consumption (Kimbrough, 2003; Parks et al., 2014). As it pertains to gender, black Greek fraternities are more likely to participate in hazing activities, than black Greek sororities. This research has explored the perceptions of black Greek fraternity members and higher education administrators regarding anti-hazing statues and policies, hazing within black Greek-letter organizations (BGLOs), and its culture. It has been guided by the overarching research question: What are higher education administrators and black Greek fraternity members? knowledge levels and perceptions regarding anti-hazing laws and BGLO traditions and their effects on the BGF members? participation?

The Institute of Medicine Future of Nursing report recommended the development of more nurse leaders at every level and across all settings. The Accountable Care Act has led to a reformed healthcare system, placing a growing demand for nurse leaders. The doctoral prepared nurse must be able to fulfill leadership roles to educate future generations of nurses, translate research into practice, and influence organization-level research to meet federal performance indicators. Study Aim: To analyze the mentoring elements provided in the mentoring elements provided in the mentoring relationship of doctorate nurses and their correlation to leadership and political skill development. Methods: A population-based web-based retrospective cross-sectional design was used to measure the correlation between mentoring functions provided to guide leadership and political skill development in PhD and DNP prepared nurses (n=222) identified as Jonas Nurse Scholars. Results: A response rate of 52% (n=115) was attained; 86 (75%) were PhD and 29 (25%) were DNP prepared nurses. The respondents were predominately female (87%) with 21% in the 25-34 age range and 57% in the 35-44 age range and 70% were Caucasian and 29% were minority. Of the 115 respondents, 64% (n=74) had a mentor of which 62% (n=46) reported being in an informal mentoring relationship. This cadre of PhD and DNP prepared nurses were highly experienced with 49.6 % having > 16 years of experience and 67% working either full-time or part-time regardless of graduation status. The most frequent psychosocial mentoring functions were role modeling and learning facilitation. The most frequent career mentoring functions were coaching and advocacy closely followed by career development facilitation and strategies and systems advice. Leadership skill development was correlated with the coaching mentoring function (r=.30, p. < 0.05). Political skill development was correlated with the career development mentoring function (r=.34, p. < 0.005). PhD and DNP nurses were similar on the leadership scale with a mean score of 7.92 (scale range 1-10) and political skill scale with a mean score of 5.73 (scale range 1-7). Conclusion: Both PhD and DNP prepared nurses identified as Jonas Nurse Scholars possess leadership and political skill as measured by industry standard instruments. Mentoring is one strategy to support and further develop leadership and political skill in the doctoral prepared nurse.

Who lies in negotiations—and when and why? While research has considered many factors, an important and understudied determinant is people’s expectancies about others. I argue that negotiators’ expectations about other people can help predict their own deceptive behavior. Chapter I explores how projection and pessimism shape deceptive behavior. Studies 1a-1d investigated negotiators’ expectancies and found evidence of projection and of rampant pessimism; negotiators consistently overestimated the percentage of other people who shared their own beliefs and the percentage of people who thought deception was appropriate in negotiations. Study 2 found that expectancies about others’ ethical standards predicted the degree to which negotiators were misleading or dishonest in negotiations. Study 3 manipulated expectancies and found that a higher perceived prevalence of gamers led to more misleading or dishonest behavior. Negotiators’ decisions to engage in deception were heavily influenced by an exaggerated pessimism about others’ ethical standards. In supplementary analyses, Chapter I also briefly addresses how expectancies about a specific counterpart’s level of deception shape deceptive behavior. Finally, Chapter II investigates how stereotypes shape deceptive behavior in negotiations, using the stereotype content model, which suggests that social groups are judged on two primary dimensions of warmth and competence. Study 1 provided evidence that deceptive negotiators are perceived to possess less warmth and greater competence than truthful negotiators. Study 2 showed that people from cold competent groups are perceived as more deceptive than people from warm incompetent groups. Study 3 tested actual behavior and demonstrated that manipulating the social category membership of a counterpart affected deception in a negotiation situation. Expectancies play a critical and understudied role in influencing a negotiator’s decision to be deceptive.

It is challenging for central authorities to change the nature of teaching and learning despite great efforts to do so through both command and commitment-style approaches, as well as through recent reforms aimed at teacher quality. Capacity-building initiatives, particularly those that engage educators in structured collaboration within and across schools, hold promise for school improvement. These approaches engage educators to develop contextualized solutions to the specific obstacles facing their students. However, without certain conditions in place, particularly a strong professional community that prioritizes continuous improvement, collaborative activities are unlikely to yield positive outcomes, and instead produce variable results based on schools’ capacity pre-intervention. This dissertation explores New York City’s attempt to build schools’ capacity for improvement through the Learning Partners Program (LPP), a program developed under the Chancellor Fariña administration in 2014. LPP combines interschool collaboration, inquiry, teacher leadership, and teaming, thus providing an opportunity to explore how a district can foster the prerequisite conditions necessary for school improvement. Drawing on qualitative data from 3 years of implementation, I provide a detailed portrait of the elements of the program in practice, and describe the processes and conditions that allowed some schools in the program to implement coordinated changes that moved them towards their improvement goals. These descriptions can provide lessons to other districts interested in taking on similar “learning organization” reforms, or reforms that generally aim to shift the teaching profession towards one that fosters self-examination and continuous improvement.