Digitalisation and the phenomenon of digital transformation is rapidly and fundamentally changing existing businesses and organisations alike (Collin, 2015). Although considered a prime challenge for leaders of complex and changing organisations, research in the combined field of digitalisation and leadership however still remain scarce. As executives are tasked with the leading of digital transformation, this study aims to understand how digitalisation effects top management leadership. To achieve this, the study takes a two-folded approach by (1) outlining six characteristics of digitalisation and (2) analysing how these characteristics effect three contemporary forms of leadership: values-based, transformative and authentic leadership. Through a broad literature survey and 13 in-depth interviews with executives and organisational leaders, the study found that the six identified characteristics of digitalisation all effected the three forms of contemporary leadership. The different characteristics did not only change how the leaders practiced each of their leadership styles, but also how their leadership manifested itself through the use of various digital tools, methods and processes in order to enhance and empower their leadership. Even the sub-features of each leadership form were subject to this fundamental digital change. What was also found were three complementary perspectives when leading complex and changing organisations: the perspective of holism, virtuality and networked-based hubs. Each of these perspectives were premiered aspects to be considered as a contemporary leader.

This paper explores my process of orienting myself within spaces and inhabiting them. It focuses on how I use my own body as an instrument for developing a relationship between the two. A ritual is a social conditioning of the body and Authentic Movement is discovering body’s own route. This paper reviews my process of situating myself within a space by using both of them as the language of my body. It also discusses the development of some of my recent work through understanding the language of my own body.

Authenticity is a positive psychological construct often described as being true to oneself, and being authentic means displaying behaviour and expressing oneself in a manner that is consistent with the true self. The aim of this research was to explore managerial experiences of authenticity in the workplace. Purposive sampling was used to select five managers to participate in the study. Data was gathered using semi-structured interviews and data analysis revealed four main themes and related sub-themes. Key findings include that managers construct authenticity as being true to oneself, and that their authenticity is facilitated by contextually appropriate behaviour, the manifestation of multiple selves and open, structured work environments. Barriers to authenticity include interpersonal judgement, limitations on self-expression, leader power and authority, organisational culture and irregular work practices. Being authentic was found to have a positive impact on intrapersonal and interpersonal relations, whilst inauthentic behaviour had negative consequences at both levels. / Industrial and Organisational Psychology / M. A. (Industrial and Organisational Psychology)

Doctor of Philosophy / Curriculum and Instruction Programs / Lotta C. Larson / The purpose of this qualitative case study was to explore and identify the word consciousness and individual application of academic vocabulary through the use of vocabulary reader response journals, authentic discussions, and multigenre response projects from a thematic social studies unit using historical fiction and nonfiction literature that was integrated in the fifth-grade curriculum. This qualitative research study took place in a third-fifth grade school in a Midwest setting with 23 fifth-grade students over the course of 14 weeks. Data were analyzed from eight of the 23 students. Multiple data sources for each literature selection were analyzed to reveal how fifth-grade students’ written, oral, and visual response to historical fiction and nonfiction literature demonstrate word consciousness and individual application of academic vocabulary. Conclusions indicate that student participants prefer the opportunity to create a visual image or write a statement to confirm the meaning of an academic vocabulary word in their vocabulary reader response journals. While orally discussing the academic words, the participants chose the evaluation approach. This authentic discussion response option allowed the students the opportunity to share their personal understanding, opinion, or inference for each word. Written and visual response was also afforded through the multigenre response projects. These projects revealed the individual application through conventional and nonconventional usage of the academic terms from each literature selection.

Intern interior designer leadership skills, expected by practitioners in Canada, were explored in this thesis to identify implications for interior designer education. Employment of a 16 question quantitative, online survey, examined National Council of Interior Design Qualification (NCIDQ) certified practitioners beliefs about intern leadership skills. A majority of the 116 participants agreed a leader skill set, that includes authentic and design leadership skills, is valuable for interns to have in practice. Six authentic leadership skills: self-improvement, self-monitoring, goal-commitment, openness, positivity, and composure alongside four design leadership skills: adaptability, professional, building-relationships and collaborative rank as the top ten skills. Respondent practitioners also hold post-secondary interior design educators, interior designers, and interns most accountable for leadership education. Recommendations for interior designer education include increasing authentic leadership development opportunities and practitioner involvement. Further, unification of leadership perceptions and consistent leadership language, along the full interior designer education path, is encouraged for programmatic success. / October 2016

Thesis advisor: Lillie R. Albert / This study builds on a small, under-acknowledged body of educational works that speak to the problem of an overly technical focus on teaching, which negates a more authentic consideration of what it means to teach, including an exploration of the spiritual and moral dimensions. A need for educational change and the teacher's authentic way of being are presented as the basis for the primary research question: "What does it mean to be an authentic teacher?" The study consists of two equally intensive parts, i.e., a theoretical and empirical investigation. The theoretical developed a framework on authenticity, drawing from the Buddhist and Christian theological traditions; the Twentieth Century philosophical writings of Buber and Heidegger; and the in-depth review of conceptual and empirical educational literature. This framework supported the empirical design, which was a phenomenological study of six teachers in a small Catholic urban K-8 school. An empirical framework on authenticity evolved through the data analysis. Ultimately, the theoretical and empirical parts were integrated into a comprehensive framework on teacher authenticity, defined as follows: Teacher authenticity is a trust that, through the desire and intention to care, the teacher can awaken through teaching a profound life-giving potential for the well-being of oneself, others, and the world. This trust is the teacher's faith perspective, and is lived, dynamic, and iterative, which makes authenticity an ongoing process. A sub-question was also presented in the study: "What does it mean for the researcher to engage as an authentic learner in the research process?" The focus on the researcher as an authentic learner presented an expanded view of reflexivity, probing deeply into the philosophical, psychological, and spiritual dimensions of the researcher's learning process throughout the study. The implications of the study are presented, focusing on the professions of teaching and research, and also showing the relevance for education and society. The most impending implication pertains equally to teachers and to researchers, and emphasizes the need for professional development programs of self-learning and self-formation. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Michael G. Barnett / Elementary science instruction and teacher preparation need improvement for various reasons: 1) preservice teachers lack opportunities to experience (Windschitl, 2003) or observe (Smith, 1999) inquiry science, 2) pre-service teachers have even fewer opportunities to practice teaching science in a classroom settings (Hewson, Tabachnick, Zeichner, & Lemberger, 1999); and 3) methods courses and field experiences fail to provide proper scaffolding and support for science teaching (Crawford, 1999). One way to improve preservice teacher growth and understanding in teaching inquiry science is through supported field based teaching experiences (Eick, Ware, & Williams, 2003). However, research is necessary to examine how innovative field-based science methods courses compare to traditional, university-based science methods course. This mixed methods study compares the experiences of thirty-two preservice teachers with a specific focus on four preservice teachers involved in either a field-based science methods course or a university-based science methods course. It examines the impact of the two courses on preservice teachers' confidence in teaching science content and beliefs regarding the role of inquiry-based science instruction with culturally and linguistically diverse students. Data sources included a pre/post survey that was distributed to preservice teachers in both courses, with additional interviews and final unit reviews for each of the four preservice teacher case studies. Themes were identified and re-examined through an analysis of the data which informed the development of four case studies, two from each class, to investigate specific trends between the two methods courses. Findings indicate that both field- and university-based instruction have strengths and weaknesses. This research suggests that field-based methods have a stronger impact on improving preservice teachers' beliefs and skills in regard to designing inquiry-based instruction for diverse students, while university-based course promotes greater confidence in preservice teachers' ability to teach different science content areas. However, preservice teachers in both courses struggled to create inquiry-based science lessons where students used evidence to support claims or construct explanations. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Baseados nos pressupostos da Teoria de Liderança Autêntica, líderes e liderados têm a oportunidade de encontrar maior sentido nas atividades exercidas, garantindo maior comprometimento no trabalho. Dada a carência de líderes na área da saúde e, em especial na enfermagem, fez-se imperativo, após adaptação do Authentic Leadership Questionnaire - ALQ para o contexto brasileiro, já concretizado por outro pesquisador da área de enfermagem, testar suas propriedades psicométricas em uma amostra de profissionais enfermeiros e validá-lo, tornando-o profícuo para Brasil. O estudo objetiva testar a validade do Questionário de Liderança Autêntica (ALQ) após sua adaptação cultural para o português do Brasil. Trata-se de um estudo metodológico e de corte transversal. A população do estudo foram 200 enfermeiros que responderam às duas versões do Questionário de Liderança Autêntica - ALQ, versão \"Avaliando o meu jeito de liderar\", e a versão \"Avaliando o seu líder\". Portanto, um mesmo indivíduo respondeu o questionário duas vezes: 1) tendo em vista o perfil de liderança do seu chefe imediato (RATER); e 2) tendo em vista seu perfil de liderança (SELF). Filtrou-se as observações completas das versões do ALQ e foram considerados 181 questionários para a análise dos dados. Analisou-se o perfil da amostra por meio de análise descritiva, e procedeu-se à validação das duas escalas a partir da Análise Fatorial Confirmatória (AFC) com abordagem mais exploratória. Os modelos foram estimados por Máxima Verossimilhança (MV). No caso dos dois modelos finais, modificados à luz da teoria, estimou-se a qualidade do ajustamento local por meio de pesos fatoriais (>0,50), utilizou-se a fiabilidade compósita (FC > 0,70) e para cada fator, a variância média extraída (VME > 0,50). Conferiu-se as VME de cada fator com o quadrado da correlação entre os fatores, para analisar a validade discriminante. Elegeu-se o modelo Higher-Order, tanto para a escala RATER como para a escala SELF. Atesta, no caso da escala RATER a forte dependência de um fator de ordem superior. Além disso, os altos pesos fatoriais entre os itens que ficaram no modelo final e os quatro fatores corroboram sua validade convergente. Na escala SELF, os pesos fatoriais entre os itens remanescentes e os quatro fatores foram altos e significativos. Por fim, o questionário de Liderança Autêntica está apresentado na seguinte formatação: Avaliando meu jeito de liderar (escala SELF) com os itens 1 a 3 para o fator Transparência Relacional, itens 4 e 5 para Perspectiva Moral, itens 6 e 7 para Processamento Equilibrado e itens 8 a 10 para Autoconsciência. Avaliando o seu líder (escala RATER) com os itens 1 a 3 para Transparência Relacional, 4 e 5 para Perspectiva Moral, 6 a 8 para Processamento Equilibrado e 9 a 11 para Autoconsciência. Os resultados apontados da validação das propriedades psicométricas do instrumento ALQ permitem a disponibilização de um instrumento válido, confiável e específico para avaliação da Liderança Autêntica na população de Enfermeiros dos serviços de saúde do Brasil / Based on the assumptions of the Authentic Leadership Theory, leaders and those who have been led have the opportunity to find greater meaning in their activities assuring greater commitment to work. Given the lack of leaders in the health area, especially in nursing field, it is necessary adapting Authentic Leadership Questionnaire - ALQ for the Brazilian context, already accomplished by another researcher of the nursing area, testing its psychometric properties in a sample of nursing professionals and to validate it, making the instrument valid and reliable for the target culture. The study aims to test the validity of the Authentic Leadership Questionnaire (ALQ) after its cultural adaptation to Brazilian Portuguese. This is a methodological and cross-sectional study. The study population consisted of 200 nurses who responded to the two versions of the Authentic Leadership Questionnaire (ALQ), the \"Assessing my way to lead\" version, and the \"Evaluating its leader\" version. Therefore, the same individual answered the questionnaire twice: 1) in view of the leadership profile of his immediate boss (RATER); and 2) in view of their leadership profile (SELF). The complete observations of the ALQ versions were filtered and 181 questionnaires were considered for data analysis. The profile of the sample was analyzed by means of descriptive analysis, and the two scales were validated from the Factorial Confirmatory Analysis (AFC) with a more exploratory approach. The models were estimated by Maximum Likelihood (MV). In the case of the two final models, modified in the light of the theory, the quality of the local adjustment by factorial weights (> 0.50) and the individual reliability of the items were evaluated through composite reliability (HR> 0.70) and variance (VME> 0.50) for each factor. In the case of more than one factor, the discriminant validity was evaluated by comparing the EMRs of each factor with the square of the correlation between the factors. The Higher-Order model was chosen for both the RATER scale and the SELF scale. In the case of the RATER scale, it is strongly dependent on a higher order factor. In addition, the high factor weights between the items that remained in the final model and the four factors corroborate their convergent validity. In the SELF scale, the factorial weights between the remaining items and the four factors were high and significant. Finally, the authentic leadership questionnaire is presented in the following format: Evaluating my way of leading (SELF scale) with items 1 to 3 for the Relational Transparency factor, items 4 and 5 for Moral Perspective, items 6 and 7 for Balanced Processing and items 8 to 10 for Self-Awareness. Evaluating your leader (RATER scale) with items 1 to 3 for Relational Transparency, 4 and 5 for Moral Perspective, 6 to 8 for Balanced Processing, and 9 to 11 for Self-Awareness. The validated results of the validation of the psychometric properties of the ALQ instrument allow the availability of a valid, reliable and specific instrument to evaluate the authentic leadership in the population of Nurses of the Brazilian health services

A rubric was used to determine the frequency of college-readiness practices of Problem Solving, Authentic Learning, and Collaborative Learning present in Advanced Placement Calculus and English syllabi. Chi square tests were conducted and determined Problem Solving, Authentic Learning, and Collaborative Learning were found significantly more often in the English syllabi than in the Calculus syllabi. Problem Solving and its subcomponents understanding the problem and strategizing, as well as the Collaborative Learning subcomponent dialogue, were found in the English syllabi more than in the Calculus syllabi. The Collaborative Learning subcomponent reciprocal teaching was found more frequently in the English Literature and Composition syllabi while peer review was found most often in English Language and Composition syllabi and not analyzed for its presence in the Calculus syllabi. No significant differences were found between subjects for the Problem Solving subcomponent hypothesizing, Authentic Learning or any of its subcomponents, nor the Collaborative Learning subcomponents using out of class time for study group learning or group projects.

Este trabalho remete seus esforços para uma investigação que indaga a possibilidade de autenticidade do fenômeno jurídico no público. O método, concebido no sentido de caminho, é trilhado a partir da analítica fundamental de Martin Heidegger, e da hermenêutica compreensiva de Hans-Georg Gadamer percebida sob o viés da via fenomenológica de investigação. O jurídico é constitutivo do ser humano existente, Dasein. Desse modo, o trabalho procura discutir o fenômeno jurídico, sua condição de autenticidade, o modo de ser tradicional do ente humano existente e a mundanidade que o constitui, sob a luz da filosofia heideggeriana do ser. Dasein é ontológico, reconhece esta existência e é interrogado quanto a ela. Dasein pode se mostrar como é, em sua autenticidade e propriedade, mas também pode ocultar-se de diversos modos. O impessoal, modo de ser preponderante do Dasein na cotidianidade, promove a dispersão do Dasein em seu ser-no-mundo, mediano e afastado e, determinado pela publicidade, obscurece o Dasein em sua propriedade. Assim considerando uma investigação do contexto em que se deu a emersão da analítica do ser tornou-se essencial. Uma vez lançadas as bases do pensamento heideggeriano e investigada a analítica fundamental, o modo de ser do direito que se conserva e se repete e que é ditado pela publicidade passa a ser questionado e a compreensão da juridicidade do Dasein no mundo circundante público abre possibilidades para o projeto autêntico na preocupação com o social. / The present work addresses its efforts on the inquisition of the possibility of authenticity in the legal phenomenon as perceived in the public. The method, conceived as a path, follows Martin Heideggers fundamental analytics, and Hans-Georg Gadamer´s comprehensive hermeneutics perceived phenomenologically. The legal phenomenon constitutes the Being that ex-ists, Dasein. Therefore, this study seeks to discuss the legal phenomenon, its Beingones-self condition, the everyday Being-with and its constitutive worldhood in the light of Heideggers philosophy of Being. Dasein is ontological, recognizes this existence and is questioned about it. Dasein can show itself as it is, in its authenticity and constitution, but it can also cloak its appearance in various modes. The They, the preponderant Dasein mode in its everydayness, promotes dispersion of the Dasein in its being-in-the world, making it detached and, keeps its authenticity obscured by publicity. Thus, it is essential to investigate Heideggers analytical thoughts in context. Once Heideggers basic thoughts have been studied and his fundamental analytics have been analized, the way of being of the law, maintained, repeated and dictated by publicity, begins to be questioned and the understanding Dasein´s legal phenomenon of the public world provides possibilities for an authentic project in its social concern.