Thesis (Ed.D.)--Teachers College, Columbia University, 1991. / Includes tables. Typescript; issued also on microfilm. Sponsor: Elaine La Monica. Dissertation Committee: Susan Salmond. Includes bibliographical references (leaves 111-117).

In this study, I explore how the senior leadership team at an Academy Trust in England understands and operationalizes inclusion, particularly for pupils whose learning profile includes autism. England’s policies regarding inclusion appear to focus on the placement of pupils with disabilities in the mainstream provision; however, the Academy Trust, a specialist provision, suggests their school is inclusive. Gaining insight into the senior leadership team’s understandings and operationalization of inclusion will provide further understandings of inclusion in Multi Academy Trusts that are specialist provisions. In this study, I examine the understandings of eight members of a senior leadership team at a Multi Academy Trust. Participants were recruited through the Director of Research and Development at the Trust during their regularly scheduled meetings. Data were collected and triangulated though interviews, document reviews, and a focus group. Data was analyzed through qualitative thematic analysis. This study highlights the importance of strategic planning, Trust structure, pupil placement, curriculum, and evaluation systems in operationalizing inclusions for pupils with disabilities including autism. The findings also suggest inclusion, for senior leaders at the Multi Academy Trust, means meeting the individual needs of pupils, facilitating pupil voice, facilitating a sense of belonging, promoting independence, and maximizing pupil potential.

Indiana University-Purdue University Indianapolis (IUPUI) / There is a plethora of team composition and personality research, but limited research incorporating the influences of team context or teammate behaviors for a multilevel examination. Using secondary data from a pre-existing study consisting of 86 teams and 430 total participants, we investigated the multilevel relationships of personality and team role adoption. We predicted hypotheses at three levels. At the individual-level, we predicted personality traits would predict role adoption. At the team-level, we predicted team personality composition (measured as mean) would predict role composition (measured as density). We also predicted cross-level interactions, such that team personality composition would moderate relationships between individual personality and role adoption. We utilized Density scores to calculate team role composition, which captures mean ties per group member where a tie is being perceived as adopting a leadership role. At the individual-level, we found support that extraversion levels predicted adoption of all roles. At the team-level, mean conscientiousness predicted density of all team roles. We found no support for any cross-level moderations that team personality composition influenced individual-level personality to role predictions.

As education evolves, leadership processes change. The concept of a single senior leader, with siloed divisions often providing direction, is transforming into a team-based culture. While there is substantive research on school-site leadership, research is limited on how the central organization impacts the system. It identified individual leadership characteristics but had not adequately addressed impact of a senior leadership team. This study addresses the concept of senior leadership teams with divisions and executives working collaboratively. It identifies characteristics of effective leadership teams to explore how they can be successfully created and sustained; and it investigates the senior leader’s role in, and what factors and methods can be replicated to sustain, team effectiveness. Four organizations participated: one school district, one government agency and two for-profit organizations. Twenty-five senior leaders and team members completed a DiSC and Five Behaviors of a Cohesive Team assessment; a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis; and a hiring values survey. All were interviewed individually and as a group, and the structured and semi-structured instruments were chosen to explore group characteristics in such a way that the data would point to replicable information. Study elements, coupled with my expertise in team development and leadership, allowed me to critically consider data and identify three emerging themes. While aspects of these themes have been previously identified, they have not been linked as a pathway to creating and sustaining effective teams as a route to organizational excellence leading to student achievement. First, there is a strong relation between the factors of team culture, membership, and expectations and engagement as a foundation of an effective team. Second, crucial team management and engagement methods were identified as key to long-term sustainability. Third, the senior leader’s impact is significant to team success based on team leadership style and methodology. A paradigm emerged changing traditional leadership hierarchy to a new dynamic of leading from the center. The research indicates that deliberately designing teams may have greater potential for success and long-term effectiveness. Further research is encouraged to address issues relating to virtual teams and identify successful strategies in team building and implementation. / Thesis (PhD)--University of Pretoria, 2019. / Humanities Education / PhD / Unrestricted

A between-groups design experiment was conducted to examine the effect of extraversion heterogeneity as a moderator between shared leadership and team satisfaction. It was hypothesized that the relationship between shared leadership and team satisfaction would be moderated by extraversion heterogeneity, such that (a) the relationship would be positive for teams in which members are similar in their levels of extraversion, and (b) the relationship would be negative for teams in which members are dissimilar in their levels of extraversion. Data regarding extraversion, shared leadership behavior, and team satisfaction was collected from 30 teams comprised of 90 participants. The findings did not support the hypothesis, showing no interaction. However, exploratory analyses did find evidence for the moderating role of agreeableness heterogeneity in the relationship between shared leadership and team satisfaction. The findings are discussed and implications for future research are presented.

The main objective of the thesis is to analyze the topic of leading multicultural teams, with a specific attention to the particular example of the company XYZ; and answer the research questions with the gathered data and construct recommendations. The theoretical part provides a comprehensive overview of the concepts of multinational corporations, teams, multicultural teams and leadership. The assumptions derived from the theory serve as a base for the following empirical part, where the theoretical research is completed with a qualitative study. The qualitative study was conducted in cooperation with the company XYZ and professionals working directly in the multicultural teams were interviewed. By combining the findings from both theoretical and empirical part, many of the assumed benefits, especially the increased creativity, of the multicultural teams were confirmed. However, the negative aspects were identified as well, with the more difficult communication above all.

New ventures are rather often founded by more than one person. Still, we do not know much about how these venture teams are formed, develop and finally dissolve. The manner in which the venture team roles develop when there is more than one owner is also a neglected area in the entrepreneurship research. It is argued in this thesis that the most prolific way of studying the venture team process and the venture team roles process is in relation to the innovation process. The over-all aim of this thesis is to explore what kinds of theoretical, conceptual, empirical and methodological insights are achieved by studying innovation processes in new ventures in a transformative institutional context, from the team-level of analysis. The empirical materials are a pilot-case (Tetra Pak) and an in-depth extended case-study from the publishing sector in Poland (Proszynski i S-ka, from 1985 to 2003). The method used in the thesis is a retrospective process approach with a phasic analysis of the polyphonical narratives of the experiences of key persons as well as data from archives. In the final analysis, a number of propositions are presented that relate to how the venture team process and the venture team roles process develop over extended time periods and in relation to the innovation process. The conclusions are that the team as a level of analysis helps us to theoretically understand and explain phenomena such as periods of divergence in the innovation process; the process of social commitments in the venture team; and how a venture team develops over time to a balanced and experienced expert leadership team. Methodologically, it is claimed that the polyphonical data collection gives more comprehensive, valid and reliable measurements of the innovation process. Finally, this thesis contributes with a story of the transformation of the Polish society and economy described in an unusual way via employing the team as a level of analysis.

The present investigation is concerned with shared leadership and team performance in a sample of 20 organizational virtual teams. We examine shared team leadership in terms of cognitive processes (team learning), affective processes (perceived team support), and behavioural processes (team member exchange quality). Our findings document internal validity of the shared leadership model, and high external validity in predicting team performance. Findings are discussed with regard to management of virtual teams in organizations.

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