Employee Engagement is a critical business issue for the pharmaceutical industry especially owing to the highly competitive nature of this industry. This research postulates that factors can be identified that promote employee engagement in the pharmaceutical manufacturing industry. The purpose of the study is to research the factors that contribute to employee engagement in the pharmaceutical industry and to make recommendations in line with the results obtained that may be appropriate and significant to assist the pharmaceutical industry / Graduate School of Business Leadership / (M.B.A.)

School engagement has emerged as a consistent target variable in prevention and intervention efforts to improve student achievement and reduce risk of dropout. This dissertation study analyzed several student-level and intervention-level characteristics as potential predictors of student response to school engagement interventions. Participants included 757 6th graders who were a part of a large-scale, comprehensive intervention project for Oregon middle schoolers. The results of the current study indicated that students’ baseline school engagement (as measured by the Student Engagement Instrument), Limited English Proficiency (LEP) Status, and school district significantly predicted response. Implications for research and practice are discussed.

An engaged workforce can increase organizational productivity and decrease employee turnover. Current research on employee engagement exists, yet little research exists on how the communication behaviors of management affect employee engagement. Guided by the conceptual framework of systems theory and communications theory, an exploration of the influence of management communication behaviors on employee engagement was conducted. A descriptive research design helped explore the influence of management communication behaviors on employee engagement within local, government entities of the Tidewater, Virginia, area. Data included semistructured interviews with 23 participants (11 managers and 12 employees). Data analysis occurred using the modified van Kaam method, which resulted in 4 emergent themes including (a) open, respectful, and transparent communication; (b) positive communication promoted an engaged workforce; (c) favorable communication increased engagement; and (d) negative communication decreased engagement. The results of the study may contribute to positive social change by providing managers a tool to reduce turnover in organizations, which, in turn, may lower the local unemployment rate. Indicators of economic cycles with low rates of unemployment include greater economic activity, stronger demand for workers, and a higher demand for goods and services. A lower unemployment rate may lessen the overall burden on government and society.

This qualitative study examined student engagement in seminaries of The Churchcof Jesus Christ of Latter-day Saints (LDS). This study sought to answer the following question: "What are seminary teachers, who have been identified by content experts as having high levels of student engagement, doing to generate high levels of student engagement in their classrooms?" Ten LDS Seminary teachers were selected as participants for this study. The findings from this study were organized around the concepts of: competence, school membership, clarity of purpose, fairness, personal support, caring, authentic work, extrinsic reward, intrinsic interests, sense of ownership, connection to real-world application, and fun. The findings from this study suggest that there are 48 strategies that the 10 participants used to generate student engagement in their classrooms.

This study utilises a phenomenographic approach to investigate teacher conceptions of student engagement in learning. The research question asks: “What are the qualitatively different conceptions of student engagement in learning held by secondary English teachers in Central Queensland?” The research aims to contribute to knowledge about student engagement by investigating the teacher perspectives generally ignored in the research literature. This thesis begins with a review of academic research, scholarship, and government documents where multiple and conflicting understandings of engagement are identified. Phenomenography has been chosen as the empirical research approach because it is designed to map variation in understandings. Standard phenomenographic analysis is used in conjunction with two frameworks congruent with phenomenography. The first framework is based on understandings of intentionality and the second on understandings of awareness. Together these frameworks allow for in-depth analysis of conceptions by identifying the parts and contexts of conceptions and differentiating between the participant’s understanding and his or her conception of how this understanding is facilitated. The empirical component of the research involves semi-structured interviews with 20 Central Queensland secondary English teachers about their classroom experiences with student engagement. These data are transcribed and analysed as per phenomenographic protocol. This study identifies six conceptions within the what aspect, teacher conceptions of student engagement. These correspond with three conceptions comprising the how aspect, teacher conceptions of how to facilitate student engagement. The findings of the empirical research and scholarly review of literature build conceptual knowledge about student engagement. This research indicates that educational stakeholders do not hold similar understandings of student engagement. If the concept of student engagement is to become educationally fruitful, the term must be more explicitly defined in educational research and government policy documents to promote shared understandings among stakeholder groups.

This study explores the role engagement in a school-based music ensemble plays in the development of social responsibility in middle school students. The study involved 9 music students, 18 non-music students, and 5 teachers at a suburban middle school in Coquitlam, B.C. Students were compared using three measures – office referral data, a Social Responsibility Quick Scale, and a moral dilemma writing activity – and were subsequently interviewed to determine their thoughts on how musical engagement in music classes might impact their development of social responsibility. Interviews with teachers focused on activities that they believe foster social responsibility as well as their perspectives on this area of child development. Students are referred to the office for misbehaviour at school, and office referral data for the entire school population revealed that students in music classes are referred significantly less often than students not engaged in music (males p = .001; females p = .005). Musically engaged students achieved higher assessed scores on the Social Responsibility Quick Scale and the moral dilemma activity, but the statistical significance of these relationships is questionable owing to the small sample size. Interviews with students and teachers suggested that public performance, music teacher mentorship, and shared in-group responsibilities contribute to fostering development of social responsibility in music students.

During these past twenty years, we witnessed some important changes in the organizational context and environment that motivate scholars and management academics to examine the topic of followership more deeply. Then, in the leadership literature, we noticed the emergence of a small but growing number of articles that are devoted to this topic and that challenge the previous conceptions of leadership. Numerous scholars developed a more contemporary conception of followership, in which they conceive the role of followers as essential to ensure the organizational performance. Consequently, as it is already the case for leadership, many management academics and practitioners recommend organizations to invest and devote part of their time and energy to the development and training of followers. In this context and in front of such recommendations, the question of desirability is addressed along this thesis. More precisely, the purpose of this work is to discuss if it is really desirable to develop followers in the perspective of followers, leaders and organizations. In order to address the research issue, the thesis is divided in two parts. The first one is based on three dominant models from the literature and specifies what we mean by followership. A personal conception of effective followership is then developed and includes two important attributes: an appropriate level of engagement and an active critical thinking. In the second part, the question of desirability is discussed in the perspective of followers, leaders and organizations. For this purpose, we gathered a wide range of information that comes from a personal survey, several theoretical concepts and other empirical data.

Cardiac crises (e.g. heart attack or bypass surgery) have been shown to be related to poorer patient psychological and relational functioning. While these studies assume that the event significantly impacts patients, they do not measure the specific ways by which the cardiac event impacts their lives. In the current study, new measures were developed and validated to assess specifically how the event emotionally impacts the patient’s life. I proposed that how these emotions are engaged in part accounts for the impact of the event on negative outcomes. Results showed that the greater the current impact of the cardiac event on patients, the greater their current levels of depression, anxiety and trauma. Further, greater emotional blocking (failure to willingly process emotions internally) was associated with less optimal psychological and relational functioning. Unexpectedly, greater disclosure of emotions to one’s partner was also related to diminished psychological health, but unrelated to relationship functioning. Thus, it appears disclosure in the current study reflects distressed “venting”, and blocking represents an unhealthy form of engaging negative emotions from the cardiac event. Implications for further research using the scales assessing the distinct components of the emotional impact of the event and the engagement of these emotions are discussed.

This study examined the use of computer visualizations in urban planning and whether they facilitate effective decision-making and communication within community engagement. The objective was to determine the potential for the human element in the visualization process to impact the public’s evaluations of a future landscape. A response equivalence experiment was performed that compared evaluations based on actual urban landscapes to those based on accurately prepared, as well as intentionally persuasive, visualizations of the same landscapes. To ensure the persuasive visualizations assessed were akin to those used in practice an investigation of procedures and professional attitudes regarding visualization use was carried out, including surveys of municipal planning departments and key-informant interviews with visualization preparers. Results from the response equivalence analysis show that a visualization preparer can positively influence preferences for an urban park or mixed use streetscape by using subtle techniques that enhance the aesthetic appearance of the virtual environment. These same techniques also have a considerable impact on aspects of landscape perception such as maintenance, safety, social inclusiveness and place identity. Findings indicate that qualitative instruments are necessary for measuring response equivalence as social aspects of landscape perception are important to the validity of simulations. Finally, it is argued that the current context of visualization use in planning practice is a threat to legitimate public engagement and the health of stakeholder relationships. A two pronged approach to effective visualization use is proposed, suggesting equal emphasis on changing professional attitudes toward the technology and creating a public with a deeper understanding of the visualization process.

Cardiac crises (e.g. heart attack or bypass surgery) have been shown to be related to poorer patient psychological and relational functioning. While these studies assume that the event significantly impacts patients, they do not measure the specific ways by which the cardiac event impacts their lives. In the current study, new measures were developed and validated to assess specifically how the event emotionally impacts the patient’s life. I proposed that how these emotions are engaged in part accounts for the impact of the event on negative outcomes. Results showed that the greater the current impact of the cardiac event on patients, the greater their current levels of depression, anxiety and trauma. Further, greater emotional blocking (failure to willingly process emotions internally) was associated with less optimal psychological and relational functioning. Unexpectedly, greater disclosure of emotions to one’s partner was also related to diminished psychological health, but unrelated to relationship functioning. Thus, it appears disclosure in the current study reflects distressed “venting”, and blocking represents an unhealthy form of engaging negative emotions from the cardiac event. Implications for further research using the scales assessing the distinct components of the emotional impact of the event and the engagement of these emotions are discussed.