<p> The International Baccalaureate (IB) program is an ambitious and challenging academic high school program. However, the IB program is not without its difficulties and shortcomings. Many IB students appear to sense various levels of social dissonance from the general student population. The purpose of this qualitative study was to investigate why nonacademic socialization is a significant problem between high school IB students and AP/traditional students. IB student/graduates and former/retired IB faculty members were used exclusively for this qualitative study. The focus of this qualitative study required analyzing the IB student nonacademic socialization lived experience. This qualitative study used a grounded theoretical methodology that included open-ended interviews. All interviews conducted were face-to-face, phone, or with the use of Skype technology. The coding analysis resulted in the emergence of four themes and sixteen subthemes. The four emergent themes generated a theoretical model that supported the central research question and two secondary research questions.</p>

The purpose of the present research was to evaluate the MBA programme offered at Strathclyde Business School to determine whether the MBA programme is designed to meet the needs of local industry or whether a 'mis-match' does in fact exists between industry and the MBA programme. By systematic evaluation of attitudes displayed within the student, employer, and academic communities. In general, the findings of this research clearly indicated that there is a perceived 'mis-match' between the industrial world and the MBA programme. The results of this research and the comments of the target group (business/industry) supported many other research studies that MBA programmes in general are characterised by lectures and academic theories, and therefore, are not suitable for the contemporary business organizations. Chapter 1 is a general introduction to the present research study. Chapter 2 examines the growth of formal management education and training in Great Britain, and attempts to describe the attitudes and opinions of British industry toward the formal management courses offered by various British colleges and universities, with special reference to the 1960s and beyond. Chapter 3 focuses mainly on discussing the 'mis-match' described by many writers between the MBA programme and British industry, and attempts to demonstrate how and why the MBA programme is unsuited to British industry. Chapter 4 focuses on five interviews with key administrators involved in the Strathclyde MBA programme since its inception. Each interview relates to a different time period. Chapters 5, 6, 7 and 8 are based upon an analysis of questionnaires that were distributed to the new (incoming) MBA students, MBA graduates, MBA staff, and business/industry. The questionnaires contain various questions related to individual experience with the MBA programme, and information on the attitudes, opinions, and recommendations of respondents. In addition, the various comments received from respondents were considered to be a valuable source of information for the analysis. Chapter 9 discusses in detail the 'mis-match' widely hinted at in the literature review (Chapters 2 and 3) between the MBA and the target group (business/industry). The evidence presented in this chapter centers around issues related to sponsorship and recruitment of MBAs, communication (relationships) between the business scnool and the industrial world, and the MBA curriculum including: course content, teaching methods and teachers. Chapter 10 presents a brief summary of the various findings discovered throughout the present research studies. In general, the findings clearly indicated that the present MBA programme needs to be closely studied and revised to meet the needs of business and industry. Recommendations for change and improvements in the MBA programme centered around a course content relevant to the real needs and requirements of tne local companies and organizations, teachers who are skilled at handling group dynamics and influencing the content of the discussion in the classroom, and a variety of teaching methods with active involvement of the student in the learning process. More important, as emphasized throughout this research study, a better communication process between the business school and the industrial world was clearly required and needed to eliminate the present 'mis-match' between the MBA training and the industrial world.

This study investigates the accounting, resource allocation, planning and efficiency of UK and Iraqi universities, concentrating on the efficiency with which universities manage their resource allocation in practice, which is seen in relation to university funding, goals and objectives, and governance. It evaluates financial planning and fund monitoring in UK and Iraqi universities in order to identify ways of improving their efficiency in these areas. In addition, a comparison is made between the two systems in terms of the efficiency or otherwise of their accounting and resource allocation. The study is structured as follows:PART ONE: THEORY AND METHODOLOGYThis reviews the background to the research and contains three chapters.CHAPTER ONE: Introduction and purpose of the study.CHAPTER TWO: Review of literature on the concept of efficiency and the role of accounting.CHAPTER THREE: The research methodologyPART TWO: UNITED KINGDOM UNIVERSITIESA variety of literature on higher education is discussed as a background to this research. CHAPTER FOUR: Covers higher education in the United Kingdom. The accounting system of the public sector and universities in particular is discussed in CHAPTER FIVE: The practice and evaluation of the public sector accounting system in the United Kingdom. These background chapters serve to introduce CHAPTER SIX: Efficiency in UK universities - a case study, which attempts to analyse the efficiency of universities in relation to the influences of central government, the University Grants Committee(UGC), the Committee of Vice-Chancellors and Principals (CVCP), University goals and objectives, and the governance of universities. The efficiency of university financial planning, resource allocation and fund monitoring is the focus of CHAPTER SEVEN: Accounting, resource allocation and planning in UK universities, in order to identify ways of improving their efficiency in these areas.PART THREE: IRAQI UNIVERSITIESBackground information is presented in a discussion based on literature and documentary evidence; CHAPTER EIGHT: Higher education in Iraq, and CHAPTER NINE: Accounting in developing countries and Iraqi public sector accounting and finance. Following these chapters is a discussion of the empirical investigation based on a structured questionnaire which forms CHAPTER TEN: Administrative efficiency of Iraqi universities, a case study, and CHAPTER ELEVEN: Accounting and financial efficiency of Iraqi universities. Suggestions for improvement are made in this chapter. CHAPTER TWELVE: A broad normative analysis of the Iraqi universities' case study.PART FOUR: COMPARISON BETWEEN THE UNIVERSITIES OF THE UNITED KINGDOM AND IRAQA broad comparison of the findings of the study and what has been learned from the previous chapters is made in CHAPTER THIRTEEN: University accounting, resource allocation, planning and efficiency in United Kingdom and Iraqi universities.

No description available.

Diss. Uppsala : Uppsala universitet, 2004.

Thesis (M.S. in Management)--Naval Postgraduate School, March 2010. / Thesis Advisor: Mehay, Stephen. Second Reader: Hatch, William. "March 2010." Author(s) subject terms: Navy Nurse Corps, manpower, education, training, transition program, retention. Includes bibliographical references (p. 77-83). Also available in print.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on June 8, 2007). Includes bibliographical references.

<p> The purpose of this quantitative study was to determine the relationship of student anxiety, student engagement, and student performance to the retention of students at a proprietary institution. Student anxiety, engagement, performance, and retention have been discussed in previous education literature; however, no such relationship has been investigated when linked to the proprietary institution. The study used the Noel-Levitz College Student Inventory ^TM online survey containing 74 closed-ended questions to measure a planned sample off 100 enrolled students' academic motivation, general coping, receptivity to intuitional services, and educational plans at the proprietary institution. The Statistical Package for the Social Sciences (SPSS 22.0) was used to code and tabulate scores collected from the survey. Inferential statistics were used to draw conclusions from the sample tested. Multiple regression analysis was used to evaluate the four research hypotheses. The findings of the study revealed that students' engagement and anxiety was not significantly related to students' retention; however, students' performance was significantly and positively related to retention. Further study is recommended for the research by using a larger sample, qualitative and mixed method formats to ensure true record of opinion from the sample, and results from the study should be compared with surveys to find correlation in students' satisfaction. </p>

<p> Millennials are rapidly taking leadership positions, but few research studies have focused on Millennials in leadership roles, particularly focused on the shaping of their leadership styles existed. Therefore, this study filled a void in both generational and leadership theories. The purpose of this qualitative, phenomenological study was to explore how Millennials, as leaders in a Florida financial services corporation, described, and reflected on the workplace experiences that helped shape their leadership style. A purposive sampling of nine millennial participants in leadership roles, answered two research questions: How do Millennials describe the workplace experiences that may have their current leadership style? and how do Millennials interpret the workplace experiences that may have shaped their current leadership style? Two semistructured interviews captured data from each of the nine participants resulting in 18 transcripts. The hermeneutic circle was used to analyze data through a holistic reading, a selective reading, and a detailed line-by-line reading while making reflective notes on the transcript. Themes consisted of development, feedback, mentoring, and learning to answer question one and the reciprocal themes, developing others, giving feedback, mentoring others, and instilling learning answered question two. Additionally, findings consisted of strong servant leadership characteristics, and three traits that were important to them as leaders; honesty, openness, and transparency. Although generalizations in this type of study are not possible, additional studies around millennial leaders and the shaping of their leadership styles are warranted. </p><p>

The study reported here, consists of three main parts. The first deals with the issue of the importance on management education in a poor country, some of the reported effects and therefore the question of relevance is raised. Proponents of the free market system argue that the only role of a manager is to make a profit for the business. However, in a country like India where the majority of the population is outside the mainstream of modern industrial life, there are arguments that freedom to make a profit should be accompanied by social responsibility because this form of behaviour helps to link modern industry with the wider social goals of a country. The second part of the study considers how to define and measure the social effects of publicly funded education. The outcome is the use of personal construct theory and repertory grid technique, borrowed from clinical psychology. which help to examine the social responsibility of Indian managers. The theory states that man makes choices and decisions based on the way he construes the world around him and the way he anticipates future events. The implication is that managers who construe social responsibility in terms of socio economic development are likely to make decisions which are more beneficial to society than those who have a narrower view of socially responsible behaviour. The third part of the study reports on the findings of the study, which has used five separate instruments with 53 Indian managers who have been trained at one of the three established Indian Institutes of Management. These Institutes (IIMs) train around 500 graduate managers each year and one of their objectives, is to &quot;inculcate&quot; social values in the graduates so that their future decisions as managers will be made in this context and be relevant to India's needs. The graduates are from among India's social elite and the way they construe social responsibility has been compared to a matched group of managers who have not been through the IIMs. Data has been collected, to classify the managers, on the social origins, their place of work and career orientations. The way they construe corporate and managerial social responsibility was elicited through the use of repertory grid technique, in order to examine the question of social responsibility in as many different ways as possible. Interestingly the results indicate insignificant differences between the two groups. These are interesting results as they highlight the possibility that the IIMs have not managed to instill socially responsible constructs which are any different from other Indian managers. Although this study is a snap-shot view of Indian managers, it does point to an area of research which the IIMs might take up, for example the objective of instilling social responsibility might not be achievable given all the other aims of the Institutions, or, if they feel that being of social consequence is important they might review their entry requirements, operational focus and so on. The main contribution of the results, to this issue, is a new approach to evaluating management education, helping to break from the conventional social cost benefit methods. This study has two further contributions of particular interest. First, it has examined social responsibility in a novel way and provided an empirically based definition. Secondly, the method used for this research has extended the application of personal construct theory to new areas of study, particularly by embodying repertory grid technique. There is little literature in construct theory which is of relevance to management education and this study has helped to close this gap.