Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2006. / Includes abstract and vita. "October 2006" Includes bibliographical references (leaves 189-198).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1994. / Includes abstract and vita. Includes bibliographical references (leaves 231-235).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1995. / Includes abstract and vita. Includes bibliographical references (leaves 175-183).

Thesis (D. Min.)--Logos Evangelical Seminary, 1999. / Vita. Includes bibliographical references (leaves 224-230).

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2003. / Includes bibliographical references (leaves 113-118).

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Paul J. Baker (chair), Joseph Pacha, Norman D. Durflinger, Jeffry B. Nelson. Includes bibliographical references (leaves 206-216) and abstract. Also available in print.

The aim of the thesis was to facilitate the implementation of process change in the company KS-Europe, s.r.o. For this purpose, I conducted a survey in that enterprise through which I examined the feelings and opinions of employees for future change. On the basis of the survey was identified risk areas in preparation for the change about which I informed the director of the company that he could possibly take appropriate measures to alleviate the course of change. Approximately two months after the introduction of the change I conducted structured interviews with the director of the company, the chief of Heftshop and two employees. These interviews were analyzed by comparison to assess the overall course changes.

The modern companies is increasingly realizing that prosperity of the companies is not only based on advanced technology, on the famously elaborate strategy but that the functioning of society depends on people themselves. Coaching is presented as a modern method of development potential employees on the basis of coaching freely determine their objectives over time achieve alone. Personal development of employees as well as the author considered a form of competitive advantage because satisfied and motivated employees are seen as a valuable source of the companies. Increased appetite for work, effort for increase their results and productivity, better perception of motivation - that all the author understands as the examples of positive results of coaching. To these positive effects were reached, it requires knowledge of substance and ideas, understanding of this method. The author is in the practical part of thesis focuses on students and graduates because she perceives them as a group preferred by modern companies. The aim of the practical part is to show which knowledge has the segmented group on the method and whether any such knowledge or ignorance is a sign of positive or negative results of coaching.

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<p>One goal for educators today is to prepare students to succeed in a globalized world. The connection between teachers’ experiences of student educational programs abroad and teachers’ perceived growth in their instructional abilities to prepare globally competent students served as the focal point of this study. The qualitative method of grounded theory was utilized, and focus groups and interviews were conducted. Teachers who previously led students during educational programs abroad volunteered to participate in this study. Following the creation of transcripts for the focus groups and interviews, the data were analyzed using the constant comparative method (Glasser, 1965), and participants confirmed the categorization of the data. Seven emergent themes were identified and included: (1) perspectives, (2) empathy, (3) global conditions and current events, (4) cultural differences, (5) intercultural communication, (6) classroom environment, and (7) intercultural lessons. From these themes, three assertions were gleaned: (1) Opportunities should be provided for teachers to reflect on their own perspectives and consider the perspectives of others; (2) Both local and global opportunities should be promoted to teachers to experience other cultures; and (3) Professional development sessions for teachers to explore global competency instruction should be offered. The seven themes support the continuation of teachers’ involvement in student study abroad programs, and the three assertions offer recommendations to equip principals with approaches for promoting teacher leadership and improving global competency instruction. </p>