This study explores the notions of 'success' and 'failure' held by senior executives in the UK and Irish airline industry. Previous studies of this industry have tended to be from a positivist perspective, focusing on financial performance at the level of 'airline' or 'airline industry'. This study takes the airline executive as the unit of analysis and is conducted from a phenomenological perspective. A methodology using interviews, causal mapping and postal questionnaires is applied to surface the notions of 'success' and 'failure' and the perception of the causes of 'success' held by board-level airline executives. Standardised data published by the Civil Aviation Authority Economic Research Group is used to establish a range of objective measures, both financial and operational, and these objective measures are compared with the rankings of the senior executives' perceptions of the success of UK and Irish airlines. The research establishes that senior airline executives do not see 'success' in terms of financial objective measures such as Added Value or Operating Ratio; they use profit as the primary financial measure of 'success' and frequently hold notions of 'success' that are based in other functional areas such as operations and marketing. The causes of 'success' are seen as coming from the breadth of functional areas. The influence of HRM factors becomes clearer at deeper levels of abstraction when considering 'success'. There is limited evidence of the stereotyping of perceptions when the success of specific airlines is considered, but not for airlines' success in general. Recommendations for further research into the management of human resources within airlines are made.

This study was based on the premise that Aboriginal students possess valuable knowledge and insights with regard to factors leading to their educational success. This study was qualitative research using a narrative approach in the form of sharing circles. It was a study of factors five female Aboriginal high school students, who anticipated graduating in June 2002, identified as contributing to their success in school. Traditionally, researchers have focused on factors contributing to the failure of Aboriginal students in high school. Their analysis have proven futile in decolonizing and reconstructing conventional education.<p>The purpose of this study was to give students a voice in their education and in this voice, identify factors which contributed to their success. The data gathered through the collective voice of the students will assist educators and parents in challenging the educational system to satisfy the needs of all students, Aboriginal and non-Aboriginal. The unexpected composition of five female participants allowed the study to touch on issues facing Aboriginal women in school. These factors included the strong support of family, the nurturing roles that that engenders in them and their desire to bear children in the future, and the wish to break the cycle of social assistance by obtaining an education.<p>The information collected in the sharing circles was analyzed from a traditional medicine wheel framework. The themes and sub-themes, which developed from the data, created the elements of a medicine wheel which will bring balance and harmony to the educational system. The participants identified a strong inner support system characterized by goals and the search for a gift. The strength of their inner being fueled their will to succeed.<p>Their volition was further strengthened by factors found within the four realms of the medicine wheel: spiritual, emotional, physical, mental. The students identified spirituality as a combination of Aboriginal and Catholic teachings. This was characteristic of a new social environment which taught a freedom to live within two ideals of spirituality. In the emotional realm the students identified family, friends and development of self-identity as factors contributing to their success. The physical realm outlined the role multiculturalism had in the school, support programs played in making success a reality, and drug and alcohol avoidance had in their ability to succeed. The participants described Aboriginal teacher support, an engaging curriculum, and a grade twelve diploma as factors leading to success in the mental realm. Overwhelmingly, the factor most effecting the educational success of the participants was the teacher. All of the students described the positive and negative effect teachers had on their education. The teacher who supported the students in the four realms of the medicine wheel encouraged success in the classroom. The teachers who did not support the students provided a roadblock to success which the students overcame with perseverance and determination.<p>The study suggests the need for future research in the area of Aboriginal and non Aboriginal success factors. Many factors identified within this study indicates a strong commonality between the needs of Aboriginal and non-Aboriginal students in school. An examination of this type would serve to deconstruct the degree of difference assigned between students of different ethnic backgrounds. The data provided calls for more research on the relationships of Aboriginal and non-Aboriginal teachers within schools. Lastly, the data provided by the students strongly indicates administrators must work to prepare teachers to be more supportive to student needs.<p>This study provides some insights for educators, parents and administrators. Unfortunately the students, who are the most important part of the study, can only share their collective voice. The real work of transforming the educational system to meet the needs of Aboriginal students must come from educators, parents and administrators.

Critical Success Factors of Software

The U.S. Army Licensed Practical Nurse (LPN) dates back to the fall of 1947 and evolved from severe professional nursing shortages of World War II. Today, as in the past, to sustain U.S. Army readiness the highly medically trained combat soldier must possess skills and competency of an LPN, which is a result of successful completion of a 52-week 91WM6 training program. The purpose of this two-part descriptive study includes evaluation of quantitative and qualitative data. The Delphi technique and a retrospective student record review were utilized to gather data. Dependent variables included student demographics such as age, rank, gender, years of military experience, marital status, prior education and medical related experience, Armed Services Vocational Aptitude Battery (ASVAB) scores, specifically Skilled Technical (ST) and General Technical (GT), students’ interpretation of stressors of military life, occupational goals, number of college units attained, number of examinations failed and physical fitness tests failed, Article 15’s administered, and counseling. The independent variable was successful completion of the National Council Licensure Examination for Practical Nursing (NCLEX) examination on the first attempt. Major research findings of this study included: 1. The research revealed higher pass rates for a private first class and specialist, as compared to lower pass rates of corporals and sergeants. Additionally, soldier students in the study who had completed at least one college unit (had attended college), had a 92% pass rate as compared to those who had not completed any additional education or college after high school (75.0%). It is suggested that prior experience may improve entry cognitive skills that enhance academic performance along with the student’s achievement. 2. The research revealed that those soldier students who tended to have higher GT and ST scores failed program tests significantly fewer times. 3. Based on the results of the expert opinions of the panelists (Delphi) who participated in the study, the highest-rated predictors in completing the course were positive study habits, demonstrating diligence, and motivation. For predictors related to passing the NCLEX-PN, the highest rate was the ability to think critically and specifically preparing for the NCLEX examination.

This study examined the contextual factors that led to the success of Mexican Americans who overcame extraordinary obstacles in obtaining post-secondary educations. Mexican Americans continue to experience great challenges to postsecondary success. An in-depth case study was performed on ten subjects who managed to not only survive, but also do well in school and life. The purpose of the study was to identify obstacles these men and women had to overcome, the means they used to overcome them, and the salience of their ethnicity to their experience. Utilizing a worldview construct and the concept of familism, findings are presented that demonstrate how these men and women were able to succeed educationally. First, their families placed a high value for and exposure to literacy, English and Spanish, in the participants’ homes. Contrary to the fact that these participants’ homes were characterized by low levels of parental education, they were exposed to high levels of literacy. A second important commonality among these high achievers was that all of them at some point in their schooling attended desegregated schools where they were exposed to Anglo peers with much greater social capital than themselves. Finally, and perhaps the most important, is the profound value for hard work that characterized almost all of these households and was channeled into dedication to studies and a strong belief that effort, perseverance, and courage were important in achieving academic goals. Rather than just focusing on the barriers, the problems common to low-income, first-generation college students as do most studies on student access and success, this study focuses on the creative solutions its subjects found and the kinds of support that made differences for them. The study records the perceptions of the successful graduates of the causes of their school success and tapped into their insights. The findings and recommendations of the study may enable educators to re-examine their own attitudes toward the schooling of Mexican origin students and its unanticipated negative consequences and help institutions of higher education identify policy changes that will facilitate the recruitment and retention of Hispanic and other minority students.

This research attempts conclude from the Key Success factors of International Hot-spring resort Hotels, and select one representative resort hotel Hotel from northern, middle, southern and eastern-north (including eastern) Taiwan Respectively. The chosen Hot-spring resorts serve for the case study of the research, which analyzes the key success factors of their success. After the researcher interviews experts the research prioritizes the key success factors in the following order with the agreement of experts: (1) brand image, (2)operation philosophies, (3)good finance, (4)characteristic hardware, (5)special service, (6)environmental surroundings, (7)market segmentation, (8)marketing charnels, (9)education and training. ¡@¡@The result of the research indicates that international Hot-spring resort Hotel in Taiwan place great emphasis on brand images, operation philosophy, market segmentation, characteristic hardware, and environment surroundings, Hotel managers are suggested to shift the focus to education and training, marketing chancels and service quality. By during so, the Hot-spring resort Hotel is differented from other competitors will find its edges against other Hotel, and will achieve in sustainable management in the end.

Thesis (Ph.D.)--University of Canterbury, 2008. / Typescript (photocopy). Includes bibliographical references (leaves 308-317). Also available via the World Wide Web.

Thesis (Ph. D.)--Columbia University, 1924. / Vita. Published also as Contributions to education, Teachers College, Columbia University, no. 140. eContent provider-neutral record in process. Description based on print version record.

Thesis--Marquette University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 146-151).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 91-96). Available also in a digital version from Dissertation Abstracts.