The continuum of desirable leadership skills and attributes ranges from long-term vision to short-term control. It takes a exceptional person to cover such a broad span, yet both leadership and entrepreneurship literature tend to focus on the single leader as superperson' . On the other hand, organisational literature of both growth and survival draws our attention to the potential management crisis occurring when initial entrepreneurial leadership proves inadequate to manage the transition into a more mature organisation thus necessitating either a change of leadership or the demise of the organisation. The need to move between entrepreneurial and conservative management styles which Slevin & Covin (1990) call 'cycling', aptly describes this paradox but their model again concentrates on the individual. Personal observation suggested there were many incidences of a alterative model of successful leadership cycling, namely the founding and leading of a organisation by two people, either affective couples or work associates, thus avoiding the need for changes of leadership as the organisation grows. There has been little empirical research as to whether this is a appropriate model of entrepreneurship/leadership even though this could result in a model of the full leadership continuum. This research attempts to remedy this, focusing on the relationship between joint founder/leaders of organisations, and investigating the effectiveness of this unit of management in relation to the leadership paradox. As statistics indicate that 5 years seems to be the watershed in the survival of new organisations, this study looks at companies founded and managed by two people which have continued and developed beyond that period and seeks to understand what elements in the dyadic relationships may have contributed to the business' continuance. It has as its aim the building of a model of cyclical dyadic leadership which, while set here within the context of business start-up, may well have application within the wider corporate setting. The focus is on the people who choose to work in partnership and their evolving relationship: how and why such a relationship is formed, what were their initial intentions for founding and the effect of that relationship on the organisation. This final thesis is presented as a journey through the process of doing research: it aims to report on and analyse both the findings and elements of the actual research g the way of doing research thus giving insights into both a appropriate way of doing research and also into the chosen subject matter. This stems from a intrinsic belief that research findings and methodology are immediately linked and thus of equal relevance. The research employed a realist ontology and used a grounded theory approach, using a series of longitudinal case studies which employed a variety of methods which were adapted and refined as the themes emerged. The final proposed dyadic leadership model themes can be outlined as follows: Intimacy: The working relationship between the dyad , whether based on marriage, work or friendship, is a intimate relationship and as such introduces emotional elements into the work environment which result in a specic dyadic culture; it is this relationship which is the reason for founding. Commonality: The choice of partner drives the decision to found and it is the commonality of interests, intent and values which is a prerequisite in the choice of partner; commonality drives the later choices of business strategy, and provides the ground rules for the business. 3 Complementarity: Complementarity of skills is a important factor in the decision to found and the early part of the business as it forms the basis for the choice of business activity and the initial allocation of roles; initial allocation of roles is thus based on content skills rather than management skills, and as the business grows, fully complementary roles are needed to sustain the organisation; inappropriate behaviour results from both inappropriate allocation of roles and from problems as the intimate dyadic relationship operates within a work environment; the subsequent development of complementary behaviour and management styles become important for the survival of the organisation. Covergence/Divergence: The initial intentions of the dyad shapes the organisational development by either limiting or facilitating growth; divergence from the original common intent can be disruptive as the organisation develops; divergence can also result in the social context as married couple's relationships become closer both at work and socially while work associates increasingly disassociate work from social activities. Organisational Survival: Dyadic founder/manager relationships result in singular organisations which are strongly influenced by both the emotional and rational elements of the relationship; the dyadic start-up can become a extremely successful organisation when successful cycling of the leadership role takes place between the partners.

School/business partnerships have become prevalent in our society. There is, however, limited research on why some partnerships at the elementary school level are successful while others are not. This study examined one elementary school's program which was deemed successful to determine how school/business partnerships work in an elementary school. The factors that make an elementary school/business partnership successful were identified. The study also examined the source of leadership in the selected partnership program to determine how the leadership impacted the effectiveness of the program. For the purposes of this study, a successful partnership was one in which the school and business had worked together for at least three years and had documented improvement in student achievement during the partnership years. This school was selected based on the longevity of the partnership and the positive impact the collaborative effort between the school and business has had on the school's program. An in-depth case study was conducted in the elementary school to determine why the program worked. Participants were interviewed through qualitative inquiry to gather the factors that led to the successful implementation of the school/business partnership program. Prior to studying the school's program, a review of the literature was conducted to compare the literature-based success factors to the factors determined in this study. The informants identified several factors that contributed to the success of the partnership. They were: (1)Having a strong steering committee that met on a regular basis; (2) Communicating consistently with group members and encouraging members to express themselves openly; (3) Having the principal actively participate in the partnership; (4) Securing adequate human and financial resources; (5) Gaining support from top level leadership in the business; (6) Providing opportunities for volunteers to work directly with the students; (7) Having the partnership well organized and structured for efficiency; (8) Obtaining committed and dedicated people in both the school and the business; ( 9) Sharing a vision with identified goals; (10) Giving recognition to volunteers, school staff and the corporation (11) Evaluating the partnership on a regular basis. There was congruency between success factors from the informants and the success factors identified in the literature / Ed. D.

In the current globalized market, multinational corporations are experiencing heightened external social and environmental pressures to operate more responsibly. Transnational activist groups and advocacy NGOs are successfully framing normative expectations on corporate social responsibility and using tactics to name and shame socially and environmentally controversial corporations to pressure them to change their practices. An international norm of corporate social responsibility is increasingly shared by states, intergovernmental organizations and the private sector itself, and visibly emerging in the market place. Corporations engage with NGOs to demonstrate their conformance to the norm. The study explains why corporations engage with NGOs in different ways. It argues that corporations weigh the material incentives associated with the social and environmental consequences of their activities, and conform to the norm accordingly. They thus use the norm to further their material interests. Given that corporations are exposed to different levels of normative external pressures, there are different engagement strategies. In order to explain the terms under which corporations are likely to choose a particular kind of engagement strategy, a three-level concept of vulnerability is introduced. The more a corporation is vulnerable to the external normative pressures, the deeper it is willing to work with NGO/NGOs to ease that pressure. Hence, in NGO-business engagements, actors collaborate in order to gain the anticipated positive rewards of cooperation. They perceive those advantages greater than if they had pursued their goals separately.

School finance is the topic of numerous research studies; printed in newspapers and magazines, heard on the radio and television, and frequently spoken among educators throughout the nation. Anyone dealing with education is searching for methods of obtaining additional funds for projects and supplies; and even adding money directly to school districts' budgets. To better understand the importance of searching for additional funds to supplement the annual school districts' budgets, this study examines four sources for obtaining financial assistance: partnerships, fundraising, foundations, and local source venues. Participants include 10 school districts in the state of Texas having only a single high school campus; five Chapter 41 school districts and five Chapter 42 school districts. Two school districts are selected from each classification level: A, AA, AAA, AAAA, and AAAAA. One Chapter 41 (wealthy) district will be compared with one Chapter 42 (poor) school district within the same classification level. The five selected Chapter 41 school districts are above the equalized wealth limit of $305,000 per weighted average daily attendance. Data gathering procedures utilize a purposive case study by interviewing administrators in each of the school districts; studying Texas Education Agency's School Report Card, each school district's Actual Financial Data Report; sending a survey to a district administrator within each school district; gathering data from the directors of partners-in-education or adopt-a-school programs; reviewing financial records from booster clubs and education foundations; and studying financial audits for each of the school districts. This study looks at the dependency on outside financial assistance to further educational endeavors, whether they are for enrichment purposes or for extended educational pursuits. The study examines how each school district utilizes some combination of supplements to obtain additional funds for their annual budgets, whether the district is classified as Chapter 41 or 42. Using the actual financial data records for each school district, per-pupil revenue is determined. Not all school districts have access to education foundations, and not all school districts rely on business partners in education. Yet, all school districts receive assistance from local parent-teacher organizations and booster clubs and allow fundraising efforts among the various campuses. All school districts have access to local support venues, even though some are quite limited. Overall, these four areas of obtaining additional funds make only a small percentage of impact upon the majority of the school district's budgets. Yet, some of the school districts are impacted by these revenue sources as much as the percentage of federal aid received.

Extant literature identified the value of innovative firm behavior for organizational success for manufacturers and service providers (Christensen, 1998; Damanpour, 1991; de Brentani, 1993; Easingwood, 1986; Schumpeter, 1939; Senge, 1994). Increasing complexity of consumer markets, information technologies and an economic environment that forces organizations to rethink their business strategies are especially characteristic for service providers, making the development of new services an essential, but also risky task. A series of organizational conditions, such as a formalized new products/service development process, managerial support for innovation and a culture that encourages innovation were identified as critical for the successful development of innovations. Little research, however, has been done to understand the role of partners for the development of new service, and in particular to evaluate which aspects of new service development benefit the most from partner involvement. To understand the link between organizational settings for innovation and inter-organizational relationships in the new service development process, this study incorporates three areas of research: innovation, supply chain management and inter-organizational relationships. This study was framed within tourism destinations, especially destination marketing organizations (DMOs). They are responsible to market and develop a destination and, due to their role as information intermediaries, their need to collaborate with destination businesses to deliver a seamless tourism experience. This study consists of two major phases. First, a national study among the population of American DMOs was conducted to identify the extent of innovation, the drivers of partner integration in new service development as well as their impact on new services. Second, the value of organizational innovation settings on partnership integration was identified. Study results provide insight into the current status of innovation development and partner integration in the new service development process. The results also indicate that the nature of DMOs was changing from pure marketing organizations to management organizations that actively participate in destination development through innovation. In this study innovation was measured by three core elements: orientation towards demand, strategic and corporate fit as well as newness. DMOs do collaborate with partners to develop new tourism products and services. Partner integration was driven by top management support, as well as a strategic and long-term perspective towards partnerships. Furthermore, partner integration was found to have a positive effect on the strategic and corporate fit as well as market orientation. Lastly, DMOs that organize for the development of new services were found to achieve a more positive effect on innovation. This study concluded that organizations strategically need to engage in inter-organizational relationships with the goal to incorporate partners in the new service development process. Furthermore, organizational strategies towards innovation are critical as they enable the organization to achieve better results. Partnerships, thus, are critical for innovation, whereby innovation can be programmed given that it is supported through organizational settings. / Business Administration

The School-to-Work Opportunities Act of 1994 provided seed monies to educational institutions, if they were willing to form collaborative partnerships with members of the business and employer communities. The goal was to build learning opportunities for students that would facilitate their seamless transition from the public school system into adult work-settings and/or places of post-secondary education, training, and skills acquisition. An historical case study of school reform was conducted, using qualitative research methods that included extensive field observations, participant interviews, document analysis, narrative inquiry strategies, phenomenological reflection and data reduction. The lived experiences of 23 students and 14 community partners were juxtaposed against the recollected memories of the teacher-researcher, and analyzed in the context of complex change theory (Ambrose, 1987). The point was to distill the essential themes that could shed light on the research question. Those factors that were deemed to be influential in the development, delivery, or efficacy of the learning opportunities that were created as curriculum interventions, in support of this one piece of federal legislation, are discussed analytically, so as to make recommendations for similar practical programs with a career-education or work-based learning focus.

<p>The national curriculum and the School Act emphasize the importance of establishing partnerships between schools and local businesses. The formation of partnerships was expected to be facilitated by the decentralization reforms that took place in the beginning of the 1990’s. These reforms gave schools and municipalities greater scope for adjusting education to meet local circumstances. However, central government has not made financial resources available for stimulating the establishment of school-business partnerships, nor does it penalize municipalities that do not set up such partnerships.</p><p>The questions in focus in this study are: why do partnerships arise, how are they organised and what factors are important in achieving a partnership which can function in practice? Urban regime theory is applied to explain why collaborations occur and policy network theory is used to analyse how they are organised. A further aim of the study is to examine whether the partnerships can be defined as urban regimes.</p><p>The study was based on case studies of four upper secondary schools in Sweden, each in a different municipality. These municipalities are all industrialized, but the structure of their industrial base varies. Two are dominated by one or a few major companies whereas the others are characterized by the predominance of many small businesses. The study focuses on how three vocational study programmes – industry, electricity and building - collaborate with local businesses.</p><p>The study shows that the main explanation of why a partnership arises is that both partners believe that they can gain something by collaborating. For schools, the main reason for establishing a partnership with business is a belief that this will make the vocational education programmes more attractive for pupils. Through partnerships, schools can get access not only to practical experience for their pupils, but also help from business with developing the content of courses and some financial contributions. However, the economic benefits are of limited importance compared with the perceived gains in terms of the development of the educational content of the courses. This goes against results from studies in other countries.</p><p>For business, it is particularly important to be able to influence decisions about the content of local education. By doing so, they hope to ensure that the pupils, after having completed their education, will enter the local labour market with more relevant qualifications.</p><p>My research shows that several requirements have to be present for a successful partnership to be established. First, there must be a commitment and firm intentions from both partners. Second, size of the businesses involved in the partnerships is important for how they are organized. Larger businesses tend to see the partnership from a more long term perspective. However, it is also possible to organize collaborations with smaller businesses if they can be united under a common organisation. Third, specific actors make a difference in the partnerships. Devoted and interested key actors who are closely associated with the partnership are very important for the continuity of the partnership</p><p>The study suggests that urban regime theory and policy network theory are useful for understanding why and how partnerships between schools and businesses are established and retained. However, it can not be concluded that these collaborations in themselves are urban regimes at a more local level. This would require that their focus was much more long-term.</p>

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-11-11T23:58:04Z No. of bitstreams: 1 DISSERTA??O FINAL V?NIA - 20.06.2013.pdf: 1101732 bytes, checksum: d7700f97eb4585cc16f42880eb68f6ff (MD5) / Made available in DSpace on 2015-11-11T23:58:04Z (GMT). No. of bitstreams: 1 DISSERTA??O FINAL V?NIA - 20.06.2013.pdf: 1101732 bytes, checksum: d7700f97eb4585cc16f42880eb68f6ff (MD5) Previous issue date: 2013-06-20 / This research discusses the involvement of the business community in educational policies undertaken in the municipal education Feira de Santana - BA, in the period 2001-2008. For this study elected as central research question: what are the guidelines for entrepreneurship education and how they materialize in educational policies for the municipal education Feira de Santana? The insertion of the business while educational policy makers, through their social organizations, dating back to the processes of administrative reform of the 1990s, and has as argument the alleged inability of the state to guarantee social rights, shifting this role for public non-state actors. Aim sought to analyze the concepts and actions of partnership programs between business and the municipal government of Feira de Santana. The research was based on qualitative content analysis, and sought to articulate the political analysis of educational policies proposed by the business and accepted by the city government, through partnership programs between 2001-2008, taking as main categories of analysis the concepts of State and Corporate Social Responsibility. The corpus of the study consisted of official documents, print and digital, which indicated guidelines of the educational policies of the municipal government of Feira de Santana; newspaper reports indicated that print and digital aspects of education and municipal; documents programs resulting from partnerships between the Municipal Education Feira de Santana and companies in the period 2001-2008. It was found that between the years 2001 to 2004, partnerships were characterized by actions more specific programs, intensifying their actions in the second administration of Mayor Jose Ronaldo de Carvalho, from 2005 to 2008, when the partnership strategies and interventions entrepreneurs took new shape, becoming more refined and enduring. The focus became the management and efficient educational programs focused on the environment and social inclusion have become more comprehensive. The study concluded that the interventions of entrepreneurship in education policy under the umbrella of corporate social responsibility (CSR), hereby becoming an important vector for the promotion of corporate image as promoters of social services, having as theme the implementation of a model efficient and standard productivity found in business management. / Esta pesquisa problematiza a interven??o do empresariado nas pol?ticas educacionais empreendidas na rede municipal de educa??o de Feira de Santana ? BA, no per?odo de 2001 a 2008. Para isso, o estudo elegeu como quest?o central de investiga??o: quais s?o as diretrizes do empresariado para a educa??o e como elas se materializam em pol?ticas educacionais para o sistema municipal de educa??o de Feira de Santana? A inser??o do empresariado enquanto formuladores de pol?ticas educacionais, atrav?s de suas organiza??es sociais, remonta aos processos de reforma administrativa da d?cada de 1990, e apresenta como argumento a suposta incapacidade do Estado em garantir os direitos sociais, deslocando este papel para as organiza??es p?blicas n?o-estatais. Como objetivo buscou-se analisar as concep??es e a??es dos programas de parcerias entre o empresariado e o governo municipal de Feira de Santana. A pesquisa baseou-se na an?lise de conte?do qualitativa, e procurou articular a an?lise pol?tica das pol?ticas educacionais proposta pelo empresariado e acolhidas pelo governo municipal, atrav?s de programas de parcerias, entre 2001 a 2008, tomando como principais categorias de an?lises os conceitos de Estado e Responsabilidade Social Empresarial. O corpus do estudo foi constitu?do de documentos oficiais, impressos e digitais, que indicaram diretrizes das pol?ticas educacionais do governo municipal de Feira de Santana; not?cias de jornais impressos e digitais que apontaram aspectos sobre a educa??o municipal e; documentos dos programas resultantes de parcerias entre a Secretaria Municipal de Educa??o de Feira de Santana e empresas, no per?odo de 2001 a 2008. Identificou-se que, entre os anos de 2001 a 2004, as parcerias se caracterizaram por a??es de programas mais pontuais, intensificando suas a??es na segunda gest?o do prefeito Jos? Ronaldo de Carvalho, entre 2005 a 2008, quando as estrat?gias de parcerias e interven??es do empresariado tomaram novos contornos, tornando-se mais refinadas e duradouras. O foco passou a ser a gest?o educacional eficiente e os programas voltados para o meio ambiente e inclus?o social, tornaram-se mais abrangentes. O estudo concluiu que as interven??es do empresariado nas pol?ticas educacionais, sob a ?gide da responsabilidade social empresarial (RSE), v?m se constituindo num importante vetor para a promo??o da imagem das empresas como promotores de servi?os sociais, tendo como mote a implanta??o de um modelo eficiente e um padr?o de produtividade, encontrado na gest?o empresarial.

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Manufacturing leaders seek strategies to improve cross-cultural business relationships because of the increasing demand for outsourcing, which requires strong partnerships among manufacturing supply chain members. The purpose of this qualitative single case study was to explore successful strategies that manufacturing business leaders use to improve cross-cultural business relationships within their manufacturing supply chain. The targeted population included business leaders, fluent in English, within 1 company located at 2 different manufacturing sites in the Midwest region of the United States and the Northeast region of Mexico. The capability-based view theory was used to support knowledge sharing, trust, and strategic management. Methodological triangulation of the data from interviews, direct observations during site visits, and production documentation led to 4 themes. The 4 themes that emerged from thematic analysis were: information sharing, which was key to form a strong partnerships between the 2 manufacturing sites; the development of common business tools, which facilitates the development of common technical language that both sites understood and could translate into common expectations; training of business tools and processes, which expands knowledge sharing and best practices among the 2 sites; and understanding differences of people rather than culture. The implication for positive social change includes the potential to provide strategies to business leaders within various manufacturing industries on how to overcome the challenges of trust, information sharing, and resource management and provide successful cross-cultural business relationships and profitability.