Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 39-42).

Thesis (BA.(Hons))--University of Queensland, 2002. / Includes bibliographical references.

The aim of this study was to investigate the relationship between the perceived stress in qualified nursing staff and the satisfaction of students with the clinical learning environment. The study consisted of three distinct phases. The initial phase was based on informal interviews with students (N=54) and qualified staff (N=23). Data collected from these interviews was used to develop and design three tools. The latter formed the basis of the second phase of the study - a quantitative survey. Respondents in this phase were pre registration students (N=162) from one school of nursing, and qualified staff (N = 105) from two district hospitals in the south of England. The final phase of the study was carried out using a grounded theory approach. Findings from phase two provided the focus areas for this phase of the study. A total of 13 qualified staff and 18 students were interviewed. Collection of data for the three phases spanned a two and a half year period. The overall findings, based on the results from all three phases of the study, suggest that satisfaction for students and stress in qualified staff is derived from the atmosphere in, and the organisation of, the working enyironment.These two aspects were unified by the style of leadership employed in the clinical learning areas. A participative leadership style, which employed an individualised approach to patient care, increased the satisfaction of students and qualified staff, and was associated with reduced staff turnover, sickness and absenteeism. Good social support and social integration strategies existed for nursing staff working in this area. Conversely there was much dissatisfaction of qualified staff and students in areas where authoritarian leadership styles were employed. There was an increase in staff turnover,sickness and absentee rates. Consequently a large percentage of bank/agency staff were employed. Recommendations include the need for training in participative leadership styles for all clinical managers, and the assurance of individualised patient care in clinical areas where students are allocated. Alongside this there is a need to monitor student satisfaction and qualified staff stress and job satisfaction on a regular basis.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 123. Thesis director: Lois E. Tetrick. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed Aug. 28, 2008). Includes bibliographical references (p. 114-122). Also issued in print.

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 39-42). Also available in print.

Human service agencies are charged with the responsibility of providing care to those who are in need. Care recipients represent all walks of life. However, those who provide the services are not reflective of those they serve. This study focuses on affirmative action training and its effect at a selected facility of a human services agency. There is a general notion that racism and discrimination have contributed to the lack of minorities (particularly blacks) obtaining their fair share of positions of authority and influence. The Commonwealth of Massachusetts had directed all of its agencies to implement affirmative action in 1972. However, by 1989, this human service agency and the selected facility had not achieved their respective affirmative action goals. The search, in part, revealed that (1) the agency had to be subject to a Federal conciliation agreement to initiate its affirmative action activity six years after being directed to do so by the State; (2) the majority of blacks hired at the facility during the early 1980s were confined to entry-level paraprofessional and service maintenance jobs; and (3) the facility conducted its first and only comprehensive affirmative action training in 1989. The training was developed to provide key managers and supervisors with knowledge and awareness needed to fulfill the agency's mandate. Each training participant responded to a pre- and post-training attitudinal questionnaire and examination. Interviews were conducted with five randomly-selected trainees. Results indicate that: the agency has been slow and, in some cases, reluctant to implement the affirmative action mandate; the facility suffered from the residue of the agency's inactions; however, it has more recently demonstrated that affirmative action can be implemented successfully; and affirmative action training can be beneficial in enhancing knowledge of affirmative action while raising levels of sensitivity and awareness of key managers and supervisors.

Master of Arts / Department of Communications Studies / Sarah E. Riforgiate / A commonly held belief in higher education is that a student’s educational program paves the way towards a specific career choice, forcing students to intentionally choose courses in preparation for a particular line of work (Lair & Wieland, 2012). Recognizing the influential role of education (Jablin, 2001) and the increasing numbers of nonprofit education programs (Mirabella & McDonald, 2012), it is important to understand the educational expectations created by university programs and how these expectations are enacted as students become nonprofit employees. To better understand communication practices that shape the expectations, experiences, and worker identities, this study applies organizational assimilation theory to nonprofit education and work through interviews of nonprofit employees’ experiences after completing a nonprofit education program. Qualitative analysis of the interview transcripts indicates that nonprofit-focused educational programs socialize students to work for a cause that they find personally meaningful. However, not all students are able to meet this expectation, creating two paths, a straight path and a winding path in search of meaningful work. Those on the straight path who found personally meaningful work attributed their experience to an internal locus of control based on an intentional job search and workplace opportunities. Participants who did not find the personally meaningful work they expected used external control attributions by blaming the job market, the way their generation approaches work, and how their educational program created unrealistic expectations. Findings deepen understandings of organizational assimilation theory in terms of education, while bridging educational practices and organizational assimilation theory to contribute practical implications. Practical implications include encouraging education programs to facilitate volunteering and networking opportunities for their students, prospective nonprofit workers to seek out volunteer and job shadowing opportunities, and nonprofit organizations to focus on the assimilation process of new employees.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 205-233). Available also in a digital version from Dissertation Abstracts.

Thesis (M.R.E.)--Conservative Baptist Theological Seminary, 1957. / Includes bibliographical references (leaves [68]-70).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2003. / Includes bibliographical references (leaves 266-284).