Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 114-117). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 114-117). Also available on the Internet.

Thesis (doctoral)--Göteborgs universitet, 2003. / Added t.p. with thesis statement inserted. Includes bibliographical references (p. 190-206).

Thesis (doctoral)--University of Lapland, 2003. / Extra t.p. with thesis statement inserted. Includes bibliographical references (p. 328-344).

Thesis (M.B.A.)--University of Hong Kong, 1985.

Talented employees are leaving small businesses in the search for more lucrative opportunities where their talent is acknowledged, valued and able to grow. Dealing with voluntary talent turnover decreases profitability and becomes a roadblock for achieving strategic goals. Businesses incur additional costs to find and replace talent to maintain continuity. However, the time and money spent replacing talent does not guarantee turnover will vanish. What were the stimuli that caused disengagement? Were they strategically managed? Did employees leave because the initial stimuli were not addressed? These are all questions that can lead to decisive actions focused on reducing talent departure. The goal of a small business should be to find a balance where employee values are met and human capital levers are strategically managed; consequently adding value to small businesses by reducing unnecessary costs due to turnover. / text

Performance incentives in education has frequently been presented in purely rational choice economic terms, looking to see if the input of an incentive produced the desired output of student achievement. Such research has continually failed to produce significant effects. This dissertation attempts to recast incentives in terms of human capital theory and human behavioral economics, looking at the impact of social capital and support structures on teacher response to incentives. This study examines a major performance pay program in Texas using a concurrent-nested, mixed methods design. It finds that an external motivator like incentives is only effective in the presence of factors of internal motivation and that social capital positively affects the impact of a performance incentive. / text

published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

published_or_final_version / Politics and Public Administration / Master / Master of Public Administration