Thesis (M.S.)--Oregon State University, 1979. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 184-204).

The purpose of this research is to examine the influence factors of perceptions of organization politics. Based on the model proposed by Ferris et al.,(1989), the influence factors of perceptions of organizational politics are personal influences,work environment influences,organizational influences . After applying ¡§factor analysis¡¨ of the POPs, it was categorized by three dimensions analysis: ¡§(1) behaviors of superior and subordinate; (2) go along and get ahead; (3) difference between the policies of compensation and promotion and actual practices. This research is to explore the relationship between influence factors and perceptions of organization politics. The sample consisted of 2,559 employees selected from 35 diverse organizations. The data was analyzed by statistical methods are descriptive statistic¡Bfactor analysis¡Breliability analysis¡B correlation analysis and regression analysis. The major findings of this study are as fallow: Perceptions of organizational politics were found have significant relevant with A type personality, Machiavellians and Internal/External lacus of control. Perceptions of organizational politics were found have significant relevant with promotion opportunity & interactive behavior of working environment factor. Perceptions of organizational politics were found have significant relevant with organizational profession, organizational democracy and position hierarchical level of organizational factor. This research provide the management tactics toward the result of empirical analysis.

国立情報学研究所で電子化したコンテンツを使用している。

In an ever changing global economy, higher education experiences accountability issues in educating the workforce. Graduates require the knowledge and skills necessary to succeed in the global workplace. For graduates to have the opportunity to attain this understanding and expertise, it is critical to identify what influences curriculum development to create a curriculum that meets workplace needs. The purpose of this study was to contribute to a better understanding of curriculum development in higher education fashion merchandising programs. More specifically what impacts the curriculum and if skill standard(s) and/or competency list(s), are used when developing program-level curriculum for higher education fashion merchandising programs. Descriptive research examined the internal and external influences and standard(s) and/or competency list(s) used in curriculum development. Electronically, an invitation to participate and the survey instrument were sent to faculty in apparel and textile programs across the United States. Data were collected from 96 apparel and textile faculty. Data revealed internal influences, more so than external influences, impacted curriculum development in higher education fashion merchandising programs. The largest percentage and extent of internal influence on curriculum development in higher education fashion merchandising programs was faculty background; program mission was also a major internal influence. The largest percentage and extent of external influence on curriculum development in higher education fashion merchandising programs was marketplace/employers. No statistically significant relationship was found between the participants' type of institution (undergraduate and graduate granting) and internal and external influences. However, more research is called for to examine the specific internal influence of program mission and the external influence of marketplace/employers. Current curriculum influences, skill standard(s) and/or competency list(s) used, and type of institution were examined in this research study. The study proposes that the higher education fashion merchandising curriculum is influenced, in varying degrees, by internal and external influences and that skill standard(s) and/or competency list(s) from many sources are used in curriculum development. Undergraduate or graduate institutions were not differentially influenced by internal or external factors.

published_or_final_version / Music / Master / Master of Philosophy

No description available.

No description available.

The purpose of this study was to investigate the relative levels of psychological differentiation in Jewish and Protestant children.