Thesis (D. Min.)--Gordon-Conwell Theological Seminary, Charlotte, NC, 2002. / Abstract and vita. Includes bibliographical references (leaves 180-188).

<p> Many colleges and universities have space on campus that extends beyond a traditional classroom. These areas include but are not limited to dining hall facilities, residence halls, college bookstores, and outdoor quads that serve as a focal point of the institution. In the case of a small, private, Los Angeles-based art and design college, this type of space was not always formally available to its students. Thus, a sense of student community engagement was absent from the college experience.</p><p> The purpose of this qualitative study was to explore how the implementation of a new multipurpose space at a college of art and design had the ability to alter the social and academic experiences of art and design students. The study amplified the voices of students who lacked power and longevity at an art and design institution. In a case study method of design, an interview protocol was used for primary data collection, with additional data obtained through document collection and participant observation. Environmental theory served as a conceptual framework for this research. Ten students and seven faculty, staff, or other administrators participated in this study in the fall of 2016. Findings emphasized that art and design students have a need to foster expression and thrive in environments where strong levels of student engagement are present. </p><p> The new facility serves as the central platform to highlight values or desires that ultimately sustain the heartbeat and magnificence of the new space. Participant motivation to utilize the new space was driven by the opportunity to experience stronger engagement in spaces that were previously nonexistent. While data were collected from multiple college stakeholders, the primary focus of this research was the influence on student culture. The findings suggested a need for new systematic processes that equate to a series of short- and long-term recommenda- tions for policy and practice.</p><p> This study provides recommendations for policies and practice that may transfer to similar institutional contexts and provide institutional leaders with insights and strategies to develop community and facilitate a stronger sense of campus life in the context of an art and design school.</p>

This diploma paper is concerned with prerequisites of managers for leadership. In the theoretical section deal with a brief explanation of essential conceptions; evolution of overview to leadership; managerials styles and leadership itself. The main aim of analytical section is assessment of most suitable candidate for leadership of chosen firm.

<p>  </p> <p>Leadership style research spans many areas both inside and outside of education. This study sought to add to that research by looking at the leadership of technology directors in education. This population was targeted because gaps in student abilities versus performance needs have only expanded over the course of the COVID-19 pandemic and the number of teachers available to meet those needs has decreased in many areas. To address this need, technology has been increasingly the source that administrators are turning to in an attempt to do more with less. The question that arises from this is simple: how ready are teachers to use new technologies to meet those needs? There are many factors that may impact this, but a key one this study seeks to answer is how the interactions between a technology director and teachers impacts their readiness to do that. Leadership styles were collected using the Multifactor Leadership Questionnaire (MLQ) and teacher readiness was collected using a modified version of the Stages of Concern Questionnaire (SOCQ). Basic demographic data were also created to see if setting of a school or generational age of the participants impacted the results. SOCQ measures of central tendency were compared via MLQ scores and showed no results significant enough to support a connection between these measures. Small sample size was a major issue for this analysis and likely had a significant impact on these findings.</p>

<p>  </p> <p>This qualitative exploratory case study uses phenomenology to conduct an investigation of teacher collaboration and teacher empowerment within a Professional Learning Community (PLC) at a Title 1 elementary school. This study examined the experiences of five elementary and three administrators to learn about their perspectives on teacher collaboration and teacher empowerment at their school with a focus on discovering how administrators empower teachers and support teacher collaboration. The Professional Learning Community Organizer (PLCO) (Appendix A) developed by Hipp and Huffman (2010) is the framework utilized to assist in analyzing the responses from the respondents regarding collaboration and shared leadership in this study. From the responses from the interviews, the researcher identified in each of the five dimensions how the administrators initiated, implemented, and supported teacher collaboration and teacher empowerment at KES. </p> <p><br></p> <p>The emergent themes identified in this study were consistent with the research related to teacher collaboration and teacher empowerment in a PLC in Chapter 2. The themes include: 1) supportive relationships, 2) collaboration, 3) collective responsibility for all students, and 4) teacher empowerment. From these themes, three assertions were gleaned: 1) Administrators must create a culture of collaboration; 2) Administrators must create an environment that is conducive to supportive, trusting, respectful, and collaborative relationships; and 3) Administrators must create an environment that promotes and encourages shared leadership and teacher empowerment.</p>

Companies strive to stand up on the marketplace and prosper. Naturally, hiring the best people is necessary as much as facilitating employees to work at their full potential. This present thesis investigates the relationship between managerial coaching and employee's performance. First, using information from interview of managers. And second, using data from a sample of 102 respondents, multiple regression analysis and Pearson correlation analysis was conduced with SPSS software. The result found that managerial coaching as an indirect impact on employee performances. This thesis provides data on coaching effectiveness.

This PhD study investigates distributed school leadership through small-scale empirical research using interpretative enquiry with aspects of a grounded approach, reaching a depth of understanding. More specifically, it explores the experiences and perceptions of early career primary headteachers as they take forward a distributed perspective on school leadership and management through three headteacher case studies. Each headteacher’s voice is heard through a sequence of in-depth, semistructured and narrative style interviews. The study extends beyond self-reporting as staff perceptions of school leadership and management are elicited through a 360° analysis, a semi-structured questionnaire incorporating a sociometric analysis of leadership relationships, used also to explore the extent to which leadership is distributed within each school. Definitions of leadership and of distributed leadership are contested. The problematic nature of each is discussed in relation to competing educational rhetoric, school leadership literature and policy discourses. Various complexities are found to exist in defining and identifying distributed leadership, acknowledged as multi-faceted, involving those in both formal and informal leadership positions, teaching and support staff. Distributed leadership is context specific, socially constructed, negotiated and hierarchical in nature. It is found to be ‘in the gift of the headteacher’ with each head showing a commitment to and central concern for developing effective processes for staff engagement in meaningful school improvement efforts. Regardless, a distributed perspective was not found to develop naturally nor easily. It was purposefully planned for and continuously supported. It involved the development of teacher professional identity. It required the balancing of multiple and competing accountabilities. Tension was found to relate to the headteachers’ intentions to engage staff, when they bordered on perceived ‘new managerialist’ strategies or manipulation. This study contributes to understandings of the problematic nature of a distributed perspective on leadership by surfacing a range of conceptual confusions. The main conclusion, that distributed leadership is still ‘in the gift of the headteacher’, contributes to a limited empirical knowledge base. How the headteachers made sense of a distributed perspective, along with their motivations to do so, adds to limited empirical data for which the role of headteachers is not well understood. There exists a dearth of studies into the experiences and perceptions of headteachers within a distributed perspective, even more so in terms of those within their early years of headship. The need for further empirical research is recommended to better conceptualise leadership generally and distributed leadership specifically, leading to a more sophisticated understanding of how agency and structure work in practice. Further studies could challenge five generally held assumptions identified within the distributed leadership paradigm: that every member of staff is able to lead; that every member of staff wishes to lead; that the leadership role of staff is legitimized simply by the headteacher’s endorsement; that a distributed perspective occurs naturally; and that a distributed perspective is unproblematic. This research is timely as the teacher role is nationally reviewed (Donaldson, 2010; McCormac, 2011) and the GTCS redevelops the suite of national professional standards, constituting workforce reform. The conclusion to this study argues for a re-examination of the teacher role to reach consensus in defining what is required of teachers at each level of the school hierarchy, recognising formal and informal leadership roles based on conceptual clarity and role definition. It calls for openness and transparency in relation to principles for practice. Key recommendations are offered for policy makers, school leaders at all levels, leadership development programmes, theoretical development and future research.

The Look East Policy (LEP), which was officially launched in February 1982, came about as a result of the Prime Minister of Malaysia, Mahathir Mohamed's determination to encourage Malaysians to "learn from Japan". Despite the difficulties in transferring management ideas between countries, Mahathir was convinced that with the Look East Policy he could persuade management in Malaysia, and particularly in the manufacturing firms, to implement wholesale the Japanese model of management or Japanese management techniques. This is not only because he believed that Japanese management techniques were the prerequisites for Malaysia's drive for industrialisation, but also he believed that they were the solutions to the problems cojifronting the Malaysian workforce. However, the findings from this study seem to suggest that only certain elements of the Japanese management techniques have been implemented in or transferred to the manufacturing firms in Malaysia. Even then, our findings show that there are a number of problems being encountered, especially if these elements are not compatible with Malaysian cultural and religious beliefs. This could imply that certain elements of the Japanese management practices are culture-bound and therefore difficult to transfer to a different cultural environment. Our findings also seem to suggest that despite the strength of the state in Malaysia, it has not been very successful in promoting, through the Look East Policy, the Japanese style of management to manufacturing firms. Instead, it is suggested that the majority of the Malaysian workforce prefers the present management system that is pro-West, which suggests its profound influence in Malaysia. Hence, it can be argued that because of the multi-ethnic and multi-religious beliefs in Malaysia, and also because of the strong influence of the West, there is a limit to what the state can do or achieve. Based on our findings, it might be possible to suggest the following conclusions: (i) that the Look East Policy was never properly thought through in terms of the difficulty of transferring management techniques from one culture to another; (ii) a more limited objective with regard to learning from the Japanese might have been more successful. However, this would have demanded not only a long-term commitment but also greater involvement from Chinese community; and (iii) that the Look East Policy was always a political as well as an economic one. Perhaps its success should be judged not on a basis of whether it was adopted but on whether it achieved its political objectives.

Leadership development is adopted as a strategy to become a learning organisation. The emphasis on leadership or transfer of leadership training is perceived as central to the development of a learning organisation, which is the only sustainable competitive advantage in response to an increasingly unpredictable business environment. Leadership development may be seen as oriented towards building capacity in anticipation of unforeseen challenges. In this vein, developing leadership behaviours/capabilities might be a priority for successful organisations. This suggests that organisations should be able to develop their leaders by ensuring the harmony between the requirements of corporate strategy and the context in which they work. Given the fact that leadership is such essential part of organisational development, the methods for developing the leadership behaviours/capabilities must be present. Without defining leadership behaviours/capabilities, and their development methods, organisations may fail to optimize the outcomes of their leadership. This indicates the importance for understanding how leadership development (LD) is approached. Consequently, this study explores how LD occurs and what factors influence this phenomenon in the Arab context using evidence from Syria, and develops an integrated model to support the introduction of LD to organisations operating in the Syrian/Arab context. This study utilises a qualitative multiple-case design to understand and explain the character of and the influence on LD in the Arab world using evidence from Syria. Specifically, the study was based upon a sample of three cases of for-profit companies. Research data was gathered through 36 in-depth semi-structured interviews with the middle and top management levels. The findings reveal that LD occurs through the process that begins once a company identifies its leadership needs. This occurs by analysing internal/external environment to select the leadership behaviours/capabilities required, and their development methods. It was noted that this process seems to be similar among the three companies, but the type of behaviour/capabilities required tends to be context specific. Additionally, the findings reveal that there were two types of factors that influence LD at the three companies: Factors were seen as determinant factors through which the decisions of whether to introduce LD were made; and factors influencing the successful application of LD. The findings also reveal that there is a dynamic interaction between the mechanism used for understanding the weakness to identify leadership needs from one side and the context in which the companies operate from the other side. This relationship poses the basis for each company to select what fits its internal/external needs. This was evident through the types of behaviours/capabilities required and the purpose of each development method adopted by each company for developing the behaviours/capabilities required. The findings provide several contributions, but the major contribution is the discovery of how LD is applied in an Arab context, what behaviours/capabilities and development methods work best with for-profit companies in this context, how companies operating in an Arab context identify leadership needs for development, and what factors they perceive as determinants of LD and what factors influence the implications of LD. The study makes an additional contribution by developing an empirical model for introducing LD in an Arab context using evidence from Syria. The model was based on the data obtained from the field study. This could be appropriate for the Syrian/Arab context from one side that shares the same traditional characteristics, and companies working in these contexts (Arab) from the other side.

<p>This study examines the perceptions of five superintendents of small, rural school districts in Indiana as they pertain to their experiences with the current school funding formula. In 2008, the Indiana legislature enacted Public Law 146, which was a significant shift in how Indiana’s schools were funded. This change removed local property taxes as a component of general fund revenue. It also placed property tax caps into the Indiana constitution, making the change permanent. The state of Indiana made the commitment to provide all funding to local school districts through the funding formula, which became directly tied to student enrollment. Historically, Indiana has not increased the level of funding going into the formula by sufficient amounts when compared to the rate of inflation, creating a funding deficit for schools. </p> <p>The review of the literature explores the history of school funding in the United States of America, and also specifically examines Indiana’s funding history. It also explores many of the challenges faced by Indiana’s small, rural schools, going on to examine recent developments and legislation in this area. Five experienced superintendents were interviewed for this study, using an interview protocol that explored a variety of topics to help bring out their lived experiences. The interview data were coded and analyzed, and three assertions emerged. </p> <p>Based on the interviews and shared experiences of the superintendents who participated in the study, it was found that the Indiana school funding formula is not providing sufficient funding to support its small, rural school districts. The data also revealed that the superintendents in this study have found creative and innovative ways to increase revenue, reduce costs, or both, in an effort to maintain financial stability as a result of this insufficient funding. Additionally, it was revealed that in order to truly support its public schools with the resources needed to provide an outstanding education to all students, Indiana must increase the funding being allocated to the funding formula in future years. While recent legislative developments appear promising for the funding of Indiana’s schools, time will tell if this is the start of a positive trend, or if these improvements are simply a temporary reaction to political pressure. To answer this query, further study and analysis of the funding formula and superintendent perceptions in future years will be needed. </p>