<p> Leaders of corporations existing in this global economy endure and face complexities of uncharted precedents and leadership is foundational to the success and sustainability of this navigational process. Transformational leadership and self-efficacy are primary constructs, which profile successful leadership, and executive coaching is instrumental in defining the development of these constructs. This research project added empirical data to the inventory of knowledge of these three constructs transformational leadership, self-efficacy, and executive coaching through a quantitative study with a descriptive correlational design. The relationship was studied between transformational leadership, self-efficacy, and the propensity to pursue executive coaching. One-hundred and eighty-six respondents were surveyed with 110 respondents completing the survey. The MLQ5x and the NGSES assessment tools were utilized to assess and have respondents self-rate their transformational leadership and self-efficacy. Four research questions and alternative hypotheses were formulated to ascertain the relationships and links between the independent variables, transformational leadership and self-efficacy, and the dependent variable, executive coaching. The results demonstrated relationships between transformational leadership and self-efficacy, and transformational leadership and executive coaching. Evidence was produced to support further research into these variables and their correlated relationships. Finally, the results produced original information and knowledge into understanding the variables on the propensity to pursue executive coaching. Recommendations for continued research based on this foundational study were provided.</p>

<p> This exploratory qualitative inquiry examined the role of experiential learning in undergraduate business curricula. Business organizations seek graduates with abilities and skills that add immediate value to organizations. However, many organizations feel that graduates are not well prepared by current management education curricula and do not possess adequate skill sets to transition efficiently from students to employees. This research examined the influence of internship programs by comparing and contrasting the experiences of graduates that had participated in internship programs as part of their degree requirements with the experiences of graduates that had not participated in internship programs. The research also sought feedback from human resource managers responsible for hiring decisions in order to obtain the perspective of business organizations as stakeholders. An analysis of the study&rsquo;s data resulted in four primary findings. Data suggested that traditional coursework plays an important role in helping students develop soft skills (i.e., verbal and written communication, collaboration, and team-building skills) whereas experiential learning in the form of internships was instrumental in helping students develop hard skills (i.e., specific job-related skills such as accounting processes unique to an organization). The data also suggested that internships help facilitate a smoother and successful transition from student to employee. According to the data, both formal and informal mentors play a significant role when transitioning to employment, and many organizations utilized mentors when training interns and new employees. Finally, the data demonstrated that there is a broad range of benefits to incorporating internships into baccalaureate business curricula. These included benefits to the students, institutions, and employers. The study&rsquo;s findings support the importance of integrating internship opportunities within the business school undergraduate curriculum. The benefits of experiential learning opportunities through internship experiences offer advantages for those lucky enough to participate. However, there are currently too few internship opportunities available to adequately prepare all graduates for the transition from students to employees.</p>

<p> Over 35 years of gross economic mismanagement and business failures led Liberia&rsquo;s gross domestic product to collapse by 90% in less than two decades. As a result of a general lack of business skills, up to 80% of Liberian small-business entrepreneurs fail in business beyond the first year. Based on the theory of constraints, the purpose of this exploratory multiple case study was to explore the business skills that Liberian small-business entrepreneurs used to succeed in business beyond the first year. Data came from semistructured face-to-face interviews with 5 central regional Liberian small-business entrepreneurs who had succeeded in business beyond the first year. Participant observation, the use of company documents, and the use of member checking allowed for methodological triangulation and verification of the themes. Analysis of data involved using pattern-matching technique and date coding to evaluate, organize, code, and analyze the raw data. There were 3 prominent themes that emerged among entrepreneurs during data analysis: business knowledge, bookkeeping, and pricing skills. The data from the results indicated, within this particular context, Liberian small-business entrepreneurs used business skills for knowledge, finance, and marketing. Focusing on these practices may lead to increased profit and business success beyond the first year for other Liberian small-business entrepreneurs. The findings from the study could provide mechanisms for social change by giving Liberian small-business entrepreneurs additional ideas for using their business skills in their businesses. Furthermore, the findings may aid the Liberian communities to create training programs and curriculums for numerous Liberian colleges and institutions for future Liberian small-business owners. </p>

<p> To be successful, a business must ensure proper staff training of their team. Video modeling has proven to be an effective method to train staff, but the effect of a time delay with this method has not been analyzed. In Applied Behavior Analysis, team members are tasked to implement different programming depending on their client. In the current study, a time delay when watching a video model then performing discrete trial teaching was analyzed. Participants were randomly assigned to two groups. One group watched the video model then two minutes later performed discrete trial teaching. The other group watched the same video model, then 24 hours later performed discrete trial teaching. Both groups increased their percentage accuracy from baseline to treatment. The results of this study indicated no statistical significance between the groups.</p>

<p> <b>Purpose:</b> The purpose of this thematic, mixed-methods case study was to identify and describe the behaviors used by exemplary chief executive officers of engineering technology organizations to create personal and organizational meaning for themselves and their followers through the five variables of character, inspiration, relationships, vision, and wisdom. Additionally, followers were surveyed to determine the degree to which they perceive the behaviors related to character, inspiration, relationships, vision, and wisdom help to create personal and organizational meaning.</p><p> <b>Methodology:</b> Exemplary chief executive officers of engineering technology organizations were interviewed to determine their perception of which behaviors they utilize to employ character, inspiration, relationships, vision, and wisdom to bring meaning to their lives, their followers, and the organization. Followers completed electronic surveys delivered to them by email.</p><p> <b>Findings:</b> There has been significant research done on leadership skills, traits, and behaviors, as well as on meaning; however, there is a gap in the literature describing the behaviors used by exemplary chief executive officers of engineering technology organizations when employing the five variables to bring meaning to themselves, their followers, and the organization. The review of literature revealed the importance of character, inspiration, relationships, vision, and wisdom as leadership skills and in building personal and organizational meaning. The study revealed that exemplary leaders create meaning for themselves, their organizations, and their followers through behaviors that exhibit positive character, inspiration, relationships, vision, and wisdom. Of these five variables, relationships, vision, and character were the most-cited behaviors in creating meaning.</p><p> <b>Recommendations:</b> Further research is advised by replicating the study in other engineering technology organizations. Further research is advised by researching female chief executive officers in engineering technology organizations.</p><p> <b>Conclusions:</b> By identifying and describing the behaviors associated with character, inspiration, relationships, vision, and wisdom by exemplary chief executive officers of engineering technology organizations, researchers can provide information to leaders, trainers, and organizations so that best practices may be developed to benefit all leaders, their followers, and the organizations in which they work.</p>

<p> A grounded theory study explored the elements of thriving among small business owners. Fifteen interviews were conducted and analyzed, resulting in the identification of personal investment as the core concept which explains thriving for small business owners. Personal investment is defined in terms of time, effort and money. This core concept is supported by the four subcategories of mastery, motivators, personal characteristics, and the role of others. These four categories are further explained through seventeen practical elements which drive thriving for small business owners. A model of thriving for small business owners is proposed, showing alternating periods of personal investment and capitalization on opportunities, leading to brief periods of intense thriving and subsequently higher levels of sustained thriving.</p>

<p> Internal controls have been and continue to be an important concern for companies, shareholders, and accounting professionals. Strong internal controls enable managers and upper-level accountants to ensure the integrity of the financial data and assist in making strategic decisions within the company to maintain a competitive advantage. The present study sought to answer the research question: To what extent does Chief Financial Officer (CFO) turnover and auditor turnover relate to internal control weaknesses for public companies that have reported weaknesses from 2010 to 2013, controlling for company size? To answer the research question, secondary data obtained through Audit Analytics were analyzed using multiple linear regressions. Data were collected for companies that reported one or more internal control weaknesses each year between 2010 and 2013. Companies were categorized as large or small based on their accelerated or non-accelerated filing status. Only companies that maintained the same filing status for all 4 years and experienced an auditor or CFO change during the selected time period were included in the sample. A statistically significant correlation was found between CFO turnover and internal control weaknesses when factoring in company size. Specifically, company size was linked to the number of internal control weaknesses with larger companies reporting significantly fewer internal control weaknesses than smaller companies. More research is necessary to understand which characteristics of small and large companies may relate to internal control weaknesses. However, regardless of company size, the present research suggests that organizations can use agency theory to strengthen their internal controls and reduce vulnerabilities by improving governance over individual roles and responsibilities.</p>

Thesis (Ed.M.)--Boston University

Thesis (M.B.A.)--Boston University. Missing page 83

Since the 1990s the education sector has been called upon to create more 'entrepreneurs' to find solutions to global problems (Acs and Audretsch, 2010) leading to entrepreneurship education (EE). EE is considered to be at an early stage of development, regarded by some as confusing or marginal, with work needed to make it more effective and available (Lackéus, 2015). Expectations of EE “may have spiralled beyond what is both realistic and possible” (Henry, 2013, p.836). The educator is key in this relationship, but research has largely neglected their experiences. This study directly addresses this gap. EE can be categorised into four learning approaches: (1) knowledge 'about' entrepreneurship; (2) human and social capital 'for' entrepreneurship; (3) entrepreneurial attributes 'through' EE; and (4) 'embedded', where EE is inculcated within wider learning outcomes. An interpretative phenomenological approach was employed to study UK based Higher Education EE educators. This study provides an original contribution to knowledge by proposing a conceptual model of the essence of EE educators' experiences identifying: shared values; multiple identities; and innovative practices. It finds something personal and inherently 'good' about EE, beyond knowledge of entrepreneurship, which attracts certain educators. These educators are entrepreneurial with a need for change, distinctiveness and action, which can lead to marginalisation from the traditional educational establishment. They are found to be highly efficacious when a HEI is developing EE, and it is argued, could act as significant enablers for wider HEI institutional change. Despite substantial EE policy, within HEIs the EE agenda can go 'in and out of fashion', causing frustrations and difficulties for educators. Policy implications are advocated to create enabling HEI environments and future research is recommended to develop a clearer understanding of what EE, and in particular EE educators, require to make a significant and measurable impact for students and wider society.