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No / In a new book, Andrea Capstick and Clive Baldwin assess Tom Kitwood’s contribution to the field of dementia studies. Here they consider one of the key themes of their book – the transformation of organisational culture in dementia care

This research is comprised of two narrative interview studies of Māori in two different settings, New Zealand (n=20) and Hawai'i (n=30). The data was gathered over the 1994-1996 period. The two settings have some commonalities and differences. In both settings Māori are required to make decisions about the continuity of their ethnic Māori identities and hereditary cultural identities of iwi, hapu and whanau, and the part that they wish these identities to play in their daily lives. The focus of this research was about how Māori create meaning in their lives and maintain their social identities across and within those contexts they move through. The findings of this research suggest that Māori in New Zealand continue to value and gain meaning and satisfaction from their cultural collectivities and the social identities derived from them. However, the results tend to suggest that there are changes in the ways that individuals conceptualise these identities and concomitantly, how they see of themselves. For New Zealand participants, conceptions of hapu and iwi appear to be converging with an increasing focus on the physicality of marae, its environment and symbolism, and the social events and relationships negotiated in that space. New Zealand participants saw some hapu and iwi maintenance activities as more legitimate than others. More value was placed on returning to hapu and iwi homelands however irregular these returns were. In contrast, conceptions of hapu and iwi held by participants in Hawai'i seemed less intense. There were few opportunities to engage with other hapu or iwi members. Being Māori had greater meaning and was understood, probed and valued by others in the culturally plural context of Hawai'i. For New Zealand participants, being Māori was enacted in the context of being a discriminated, negatively constructed minority. All were aware of the defining effect that the presence of a dominant majority could have and countered these effects by engaging in social justice and in-group solidarity activities. The changing identity conceptions held by members of Māori social groups will have implications for a sense of community and social cohesion, for tribal asset management, service delivery and crown settlement processes. If Māori are redefining and renegotiating their social identities to achieve greater meaning and satisfaction then these changes are important to respond to and recognise.

For generations American community colleges, governed by boards of trustees, have successfully provided open access to higher education. Today, all colleges are under intense pressure to improve student success rates. Using qualitative methodology, this grounded theory case study analyzed the expanding role of community college trustees in a college that has transformed to embrace student success. This study examined the expanding role of trustees through their eyes and the eyes of senior administrators. Their perceptions culminated into eight major themes: Achieving the Dream, Board of Trustees Institute, student success, data, leadership, partnership, trust, and vision. Two other themes of note developed: outcomes-based funding and the influence of Dr. Byron McClenney. Time expenditure on trustee duties and professional development concluded the findings. Conclusions drawn reveal that a transformational culture change from an emphasis solely on student access, to one of access plus student success began with the Board. Trustees developed an expanded skill set of awareness and acuity regarding student success data in order to interpret and use data effectively, resulting in an increased amount of time spent on Board duties and training. The Board now makes data driven decisions that have transformed fiscal policy to reflect the student success agenda. The primary focus of the Board is on how their actions affect student success rather than only on enrollment numbers and budgets. Through this process, the Trustees and Chancellor have developed a genuine and open partnership that extends to senior administrators. The Trustees continue to observe the boundaries of their policy-making roles as they ask the right questions without getting into day-to-day operations of the college. Because of limited research on community college trustees and student success, this study adds to available literature and may provide value to trustees, presidents, and chancellors who are changing their institutional culture to one focusing on student success. Conclusions drawn from the study may be used to enhance the education of trustees on their expanded role. The findings may also serve as a guide in helping trustees understand how to prioritize student success without stepping over the line into daily college operations. / text

Main subject of this Master's Thesis is organizational culture. Work defines main terms: definitions, components, structure, influences, function, typologies and methods of organizational culture content. Written inquiry and documents content analysis were used to determine the present state of organization culture in XYZ, a.s. company. The target was to design necessary steps which should provide areas of organizational culture.

The approach taken by the College of Business and Technology at East Tennessee State University uses multidisciplinary teams to develop an assessment process that unifies the organization's culture to focus on assurance of learning. The theoretical literatures in change management processes and organizational culture are the foundations for the design of the assessment process that spans seven diverse departments and satisfies the requirements of multiple disciplinary accreditors. Lessons learned and recommendations for others are shared.

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By the year 2024, one in four adults in Canada will be over the age of 65. In Ontario alone, 100,000 residents live in long-term care (LTC). Residents sometimes experience poor quality-of-life (QOL). Culture change has been proposed as an approach to improve residents’ QOL in LTC. One large LTC organization, Schlegel Villages, has developed and implemented an organizational culture change called Neighbourhood Team Development (NTD). This approach focuses on building cross-functional teams to enhance resident-centredness and promote QOL through optimizing residents’ autonomy and dignity. Implementation of NTD started in 2013 in six LTC homes. The aim of this secondary analysis was to evaluate if NTD has an impact on residents’ QOL in LTC. Using a quantitative repeated-measures design, residents from six LTC homes completed QOL assessments. Quantitative data were collected through the Resident Assessment Instrument-Minimum Data Set 2.0 (RAI-MDS) and the interRAI QOL Survey Short Form. QOL data were analyzed using a paired t-test to assess change scores between time point 1 (data collected between August 2011 and December 2012) and time point 2 (data collected between January 2014 and November 2015) for 232 residents. Study results demonstrate that NTD increased residents’ QOL (p = .003). Organizational culture change such as NTD can lead to innovative approaches to improve the QOL of residents in LTC. This study contributes to literature examining culture change in LTC, and helps inform LTC care models, and interventions to increase residents’ QOL in LTC. / Thesis / Master of Science (MSc)

This study is a case study of an institutional transformational change effort in an urban research university. The study's focus is on the impact of The Milwaukee Idea on faculty and students as the soul of the university. Literature on transformational change in higher education focuses on the processes for launching this type of change and the role of formal change leaders. Less is known about the impact of transformational change on faculty and students. Relevant literature on change and institutional culture informed this study, including Kotter (1996), Wilber (1998), Cutright (2001), Peterson and Spencer (2000), Kezar and Eckel(2000), and Astin (2001). National projects sponsored by ACE and the Kellogg Foundation are also reviewed. Sense-making emerges as a critical construct in understanding the culture and values of students and faculty.Findings reveal that the change agenda brought cultural values around civic engagement, interdisciplinary work, and collaboration to the forefront of the institutional agenda. Faculty has engaged in new and enhanced work as a result of The Milwaukee Idea initiatives, while traditional university structures, including the faculty reward system, have been maintained. Students were recipients of the change agenda, but not active in its development. Community members have new expectations for their involvement in the university and the university's ability to contribute to the public good. There is an understanding in the community and at the university that their two fates are linked.The aggregate of faculty and student participants do not report a deep, pervasive impact on their culture and experiences. The Milwaukee Idea brought change to the university in new programs and centers, but it was not transformational. What The Milwaukee Idea did do is bring forward values within the culture and establish the university as a more visible presence and force in the local community.

For decades, the Department of Defense has been plagued by persistent cost, schedule, and performance problems in defense acquisition programs. Recent changes in Department of Defense acquisition policy were intended to improve efficiency and are demonstrating some improvement in terms of overall cost improvements, yet little is understood about whether training efforts related to the new policies are producing policy-compliant behavior on the job. Using Edgar Schein's 'Onion Model' of organizational change as the theoretical construct, the purpose of this study was to examine through an ex post facto, cross-sectional longitudinal study whether there is a significant relationship between learning achieved from Defense Acquisition University (DAU) training in acquisition policy and application of learned policy-compliant behavior, as represented by the variables learning achieved and applied training. Data were obtained from DAU that spanned 19 months and over 334,000 training events separated into 40 course-type subgroups. These data were analyzed through hierarchical regression analysis to test whether concepts learned in policy training predicted policy compliance. The findings confirmed that the independent variable of 'learning achieved' is predictive of policy compliance.