subject:( personal leadership philosophy)

University of Johannesburg

1. Van der Smit., Elizma. The contribution of synchronicity towards personal leadership.

Degree: 2012, University of Johannesburg

►

M.Phil.

All of us have experienced some kind of synchronicity before. An example of this phenomenon would be thinking of a friend and receiving a… (more)

▼

M.Phil.

All of us have experienced some kind of synchronicity before. An example of this phenomenon would be thinking of a friend and receiving a phone call from that friend at that time. The people you meet or simply run into on the street; the shirt that someone you walk by is wearing; the license plate or bumper sticker of the car in front of you — all could be examples of synchronicity. It can range from minor incidents to those that have a profound impact on our lives. The problem is that many of us do not understand the concept of synchronicity and how to utilize it in our journey to personal leadership. Not everybody is comfortable with the idea that the universe is giving us guidance. Often people have misconceptions regarding the synchronicity phenomenon and therefore dismiss it as mere chance while other believes that it is dark and evil. The general aim of the study was to get a better understanding of the concept of synchronicity and the importance thereof the people's lives. Ways of enhancing people's awareness of synchronicity was to be explored to assist them in their journey to purpose and meaning. Specific aims were set in order to achieve the general aim, namely to answer the following questions: "What is synchronicity?" and " What is the contribution of synchronicity towards personal leadership?" as well as "How can people enhance their awareness of synchronicity?" The research strategy of this study is characterized as explorative, descriptive and hermeneutic. The research methods used included word and concept analysis and literature study. On the question of "What is synchronicity?" it was found in chapter two that synchronicities are forces that come together in time and space, providing just what is needed. The occurrence strikes the participants as special, unexpected, or unexplainable by normal cause-and-effect rationales. The effect of synchronicity on the psyche is to trigger awareness that maybe a greater — or even divine — purpose is at work. It was discovered that the theory on synchronicity was the brainchild of C.G. Jung and that different types of synchronicity can be identified. The explanation of the background of the theory as well as the different types was found to enhance awareness and understanding of the concept of synchronicity. The question of "what is the contribution of synchronicity towards personal leadership?" was answered in chapter three. It was found that personal leadership is a value-based, principle-centered, inside-out approach to gaining control of one's life and living a happy and fulfilled life. It is based on the knowledge of who one is, where one currently is, and where one is going. A personal leader needs to develop in a balanced and holistic manner. Therefore all the individual's dimensions such as the spiritual, physical, mental and social/emotional dimensions should be improved. It was discovered that synchronicity has a definite contribution towards personal leadership, specifically towards the spiritual, physical, social/emotional and mental…

Subjects/Keywords: Personal leadership; Synchronicity

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APA (6^th Edition):

Van der Smit., E. (2012). The contribution of synchronicity towards personal leadership. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5560

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van der Smit., Elizma. “The contribution of synchronicity towards personal leadership.” 2012. Thesis, University of Johannesburg. Accessed January 20, 2021. http://hdl.handle.net/10210/5560.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van der Smit., Elizma. “The contribution of synchronicity towards personal leadership.” 2012. Web. 20 Jan 2021.

Vancouver:

Van der Smit. E. The contribution of synchronicity towards personal leadership. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10210/5560.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van der Smit. E. The contribution of synchronicity towards personal leadership. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5560

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University College Cork

2. Cooper, Patrice. Leader's reflections on knowledge, knowing and not knowing: an analysis of change over time.

Degree: 2013, University College Cork

URL: http://hdl.handle.net/10468/2866

► One commonality across the leadership and knowledge related literature is the apparent neglect of the leaders own knowledge. This thesis sought to address this issue… (more)

▼ One commonality across the leadership and knowledge related literature is the apparent neglect of the leaders own knowledge. This thesis sought to address this issue through conducting exploratory research into the content of leader’s personal knowledge and the process of knowing it. The empirical inquiry adopted a longitudinal approach, with interviews conducted at two separate time periods with an extended time-interval between each. The findings from this research contrast with images of leadership which suggest leaders are in control of what they know, that they own their own knowledge. The picture that emerges is one of individuals struggling to keep abreast of the knowledge required to deal with the dynamics and uncertainties of organisational life. Much knowledge is tacit, provisional and perishable and the related process of knowing more organic, evolutionary and informal than any structured or orchestrated approach. The collective nature of knowing is a central feature, with these leaders embedded in networks of uncontrollable relationships. In view of the indeterminate nature of knowing, the boundary between what is known and what one needs to know is both amorphous and ephemeral, and the likelihood of knowledge-absences is escalated. A significant finding in this regard is the identification of two critical points where not-knowing is most likely (entry and exit from role) and the differing implications of each. Overtime the knowledge that is legitimised or prioritised is significantly altered as these leaders replace the dogmas that were previously held in high esteem with the lessons from their own experience. This experience brings increased self-knowledge and a deeper appreciation of the values and morals instilled in their early lives. In view of the above findings, this study makes theoretical contribution to a number of core literatures: authentic leadership, role transition and knowledge-absences. In terms of leadership development, the findings point to the necessity to prepare leaders for the challenges they will encounter at the pivotal stages of the leadership role. Advisors/Committee Members: Green, Sebastian.

Subjects/Keywords: Leadership; Personal knowledge

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APA (6^th Edition):

Cooper, P. (2013). Leader's reflections on knowledge, knowing and not knowing: an analysis of change over time. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/2866

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cooper, Patrice. “Leader's reflections on knowledge, knowing and not knowing: an analysis of change over time.” 2013. Thesis, University College Cork. Accessed January 20, 2021. http://hdl.handle.net/10468/2866.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cooper, Patrice. “Leader's reflections on knowledge, knowing and not knowing: an analysis of change over time.” 2013. Web. 20 Jan 2021.

Vancouver:

Cooper P. Leader's reflections on knowledge, knowing and not knowing: an analysis of change over time. [Internet] [Thesis]. University College Cork; 2013. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10468/2866.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cooper P. Leader's reflections on knowledge, knowing and not knowing: an analysis of change over time. [Thesis]. University College Cork; 2013. Available from: http://hdl.handle.net/10468/2866

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Antioch University

3. Roberts, Randy C. Museums as Sites of "Being in Conversation": A Hermeneutic Phenomenological Study.

Degree: PhD, Leadership and Change, 2013, Antioch University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1373833371

► In times of great change, institutions must be able to adapt while not losing their essence, those qualities that are central, enduring, and distinctive. While… (more)

▼ In times of great change, institutions must be able to adapt while not losing their essence, those qualities that are central, enduring, and distinctive. While it is understood and acknowledged that museums must change their approach to be relevant and sustainable in a world in which there have been monumental shifts in the ways that people communicate, access information, and experience connection, the essential qualities of museums are not well-defined or agreed upon. More than a decade into the new century and in spite of much discussion, contemplation, and experimentation, the 21st century museum model remains unsettled. To explore the question of essence, this study turned to the realm of philosophy and particularly hermeneutic phenomenology. Based in the work of Martin Heidegger and Hans Georg Gadamer, the study was designed to gain deep understanding of the museum visit experience particularly in terms of what it reveals about: the connection between human experience and museums; the work of museums as sites of exploring the question of "being-in-the-world" and "being-with-others-in-the-world;" and the essential role of museums as communal and cultural institutions. The research approach is based in hermeneutic phenomenology and includes a two-phase process involving twelve participants conducting narrated visits to museums of their choice, followed by post-visit conversations with seven of those twelve. Six themes emerged from the data: seeing the self; experiencing others' experiences; being at the fusion of horizons; mindful presence; embodied experience; and touching and being touched. While not discussed explicitly in terms of what it means to "be-in-the-world" and to "be-with-others-in-the-world," participants engaged in deep consideration of memory, identity, relationship across time and place, spirituality, life meaning and mortality. The act of being in conversation, which was at the center of how people encountered objects in the museum, emerged from this study as a defining feature of the museum experience. It is in its role as a site of "being in conversation" with self, with others, and with objects that the museum is set apart from other institutions and activities. Implications for museum practice, leadership and change studies, and future research are discussed. The electronic version of this dissertation is at Ohiolink ETD Center, www.ohiolink.edu/etd Advisors/Committee Members: Kenny, Carolyn (Committee Chair).

Subjects/Keywords: Museum Studies; Museums; Personal Relationships; Philosophy; Arts Management; museums; hermeneutics; phenomenology; visitor experience; numinous; being; conversation; object meaning; leadership

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APA (6^th Edition):

Roberts, R. C. (2013). Museums as Sites of "Being in Conversation": A Hermeneutic Phenomenological Study. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1373833371

Chicago Manual of Style (16^th Edition):

Roberts, Randy C. “Museums as Sites of "Being in Conversation": A Hermeneutic Phenomenological Study.” 2013. Doctoral Dissertation, Antioch University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1373833371.

MLA Handbook (7^th Edition):

Roberts, Randy C. “Museums as Sites of "Being in Conversation": A Hermeneutic Phenomenological Study.” 2013. Web. 20 Jan 2021.

Vancouver:

Roberts RC. Museums as Sites of "Being in Conversation": A Hermeneutic Phenomenological Study. [Internet] [Doctoral dissertation]. Antioch University; 2013. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1373833371.

Council of Science Editors:

Roberts RC. Museums as Sites of "Being in Conversation": A Hermeneutic Phenomenological Study. [Doctoral Dissertation]. Antioch University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1373833371

University of New South Wales

4. Forsyth, Guy. The epistemology of leadership: understanding the philosophical influences on the soldier statesmans leadership approach.

Degree: Business, 2015, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/55064 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:36442/SOURCE01?view=true

► Although leadership has been extensively researched in relation to the emergence and effectiveness of leaders, there is a deficiency in our understanding of how a… (more)

▼ Although leadership has been extensively researched in relation to the emergence and effectiveness of leaders, there is a deficiency in our understanding of how a persons leadership approach develops. Research has demonstrated that genetics and environment play a limited role in predicting leadership effectiveness or emergence with only some environmental factors correlating to the type of leadership approach that emerges. This dissertation addresses this shortcoming by investigating the role that societal, political, ethical and spiritual environmental factors play in the development of a person’s leadership approach. These environmental factors will be shown to consist of the influences from political, social, moral and religious philosophy. It will be demonstrated that the influence from these philosophical areas has an impact on the formation of a person’s understanding of the social relationship and that this in turn impacts their approach to leadership. An exploration of the relationship between philosophy and contemporary leadership theory demonstrates the relevance of philosophical influences on the resultant leadership approach. This research uses the prosopographical method to analyse the backgrounds of a select group of leaders known as soldier statesmen through an investigation of the biographical material of their early lives. For this analysis, two soldier statesmen from each of the 18th and 20th centuries have been selected as suitable subjects: George Washington and Napoleon Bonaparte from the former, and Dwight D Eisenhower and Charles de Gaulle from the latter. The extent to which the philosophical influence act upon these soldier statesmen is analysed to demonstrate the role that they play in the formation of their leadership approach. The dissertation concludes by evaluating the role that the proposed environmental factors play in relation to existing environmental factors in determining a person’s leadership approach. The research indicates that the Great Man theory of leadership is inadequate for explaining great leadership and that the socio-historical context plays an important role in the emergence and success of great leaders. Advisors/Committee Members: Warn, James, Business, UNSW Canberra, UNSW.

Subjects/Keywords: leader; leadership; philosophy

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APA (6^th Edition):

Forsyth, G. (2015). The epistemology of leadership: understanding the philosophical influences on the soldier statesmans leadership approach. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/55064 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:36442/SOURCE01?view=true

Chicago Manual of Style (16^th Edition):

Forsyth, Guy. “The epistemology of leadership: understanding the philosophical influences on the soldier statesmans leadership approach.” 2015. Doctoral Dissertation, University of New South Wales. Accessed January 20, 2021. http://handle.unsw.edu.au/1959.4/55064 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:36442/SOURCE01?view=true.

MLA Handbook (7^th Edition):

Forsyth, Guy. “The epistemology of leadership: understanding the philosophical influences on the soldier statesmans leadership approach.” 2015. Web. 20 Jan 2021.

Vancouver:

Forsyth G. The epistemology of leadership: understanding the philosophical influences on the soldier statesmans leadership approach. [Internet] [Doctoral dissertation]. University of New South Wales; 2015. [cited 2021 Jan 20]. Available from: http://handle.unsw.edu.au/1959.4/55064 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:36442/SOURCE01?view=true.

Council of Science Editors:

Forsyth G. The epistemology of leadership: understanding the philosophical influences on the soldier statesmans leadership approach. [Doctoral Dissertation]. University of New South Wales; 2015. Available from: http://handle.unsw.edu.au/1959.4/55064 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:36442/SOURCE01?view=true

University of Arizona

5. Barajas, Monica A. Personal Narratives From Latinas on Their Journey to Educational Leadership Positions: A Mujerista Perspective .

Degree: 2016, University of Arizona

URL: http://hdl.handle.net/10150/620680

► This study examines how Latina school leaders' narratives of experiences lead to understanding the prevailing underrepresentation problem of Latinas in educational administration ranks in Arizona.… (more)

▼ This study examines how Latina school leaders' narratives of experiences lead to understanding the prevailing underrepresentation problem of Latinas in educational administration ranks in Arizona. The analyses of two principals and two superintendents' Latina/womanist narratives of lived experiences are interpreted and reflected in themes of aspirations, support systems, and barriers encountered in preparation for and performance of leadership duties. The study was conducted over a one-year period in urban and rural K-12 school settings. A mujerista perspective complemented a qualitative narrative-inquiry approach. Narrative findings divulged the poise displayed and conflicts experienced by participants in leading schools and staff; the confidence in influencing students' learning opportunities; and insight on ways of understanding Latina leaders challenges and contributions. Most important, interpretation of findings showed how culture, gender, race, and class shaped knowledge, power, and relationships that intersected in leadership practices. The sharing of capabilities as school administrators of the Latinas profiled herein disclosed and validated their diverse knowledge and experiences as advocates to meet the needs of all children, schools, and communities. Salient findings from the mujerista perspective of Latinas' professional experiences suggest means of achieving change and recommendations for future research to improve recruitment, professional development, mentoring, promotion, and retention in order to value Latinas' contributions and strengthen the leadership workforce in Arizona. With increases in demographic diversity foreshadowing the future challenges of education, participants emphasized the important contributions Latina leaders make as principals and superintendents in K-12 schools. Advisors/Committee Members: Bennett, Jeffrey (advisor), Taylor, John (advisor), Gonzalez, Norma (committeemember), Ylimaki, Rose (committeemember), Taylor, John L. (committeemember), Bennett, Jeffrey (committeemember).

Subjects/Keywords: Leadership; Mujerista; Narratives; Personal; Educational Leadership; Latina

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APA (6^th Edition):

Barajas, M. A. (2016). Personal Narratives From Latinas on Their Journey to Educational Leadership Positions: A Mujerista Perspective . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/620680

Chicago Manual of Style (16^th Edition):

Barajas, Monica A. “Personal Narratives From Latinas on Their Journey to Educational Leadership Positions: A Mujerista Perspective .” 2016. Doctoral Dissertation, University of Arizona. Accessed January 20, 2021. http://hdl.handle.net/10150/620680.

MLA Handbook (7^th Edition):

Barajas, Monica A. “Personal Narratives From Latinas on Their Journey to Educational Leadership Positions: A Mujerista Perspective .” 2016. Web. 20 Jan 2021.

Vancouver:

Barajas MA. Personal Narratives From Latinas on Their Journey to Educational Leadership Positions: A Mujerista Perspective . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10150/620680.

Council of Science Editors:

Barajas MA. Personal Narratives From Latinas on Their Journey to Educational Leadership Positions: A Mujerista Perspective . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/620680

University of Illinois – Chicago

6. Hotoda, Kei. Taking Oneself As Someone At All: Trauma, Recovery, and the Self.

Degree: 2018, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/23297

► In my dissertation, I use certain trauma narratives as a lens to critically examine certain theories in personal identity, recognition theory, and moral philosophy. I… (more)

Subjects/Keywords: Trauma; philosophy; self; personal identity; recognition theory; social philosophy; moral philosophy

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APA (6^th Edition):

Hotoda, K. (2018). Taking Oneself As Someone At All: Trauma, Recovery, and the Self. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23297

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hotoda, Kei. “Taking Oneself As Someone At All: Trauma, Recovery, and the Self.” 2018. Thesis, University of Illinois – Chicago. Accessed January 20, 2021. http://hdl.handle.net/10027/23297.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hotoda, Kei. “Taking Oneself As Someone At All: Trauma, Recovery, and the Self.” 2018. Web. 20 Jan 2021.

Vancouver:

Hotoda K. Taking Oneself As Someone At All: Trauma, Recovery, and the Self. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10027/23297.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hotoda K. Taking Oneself As Someone At All: Trauma, Recovery, and the Self. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23297

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Leiden University

7. Bakker, E.H. A Just Distribution of Health: How to Distribute Health Fairly when Resources are Scarce?.

Degree: 2014, Leiden University

URL: http://hdl.handle.net/1887/30174

► The growing cost of the health care systems in Western countries and the need for reform of those systems has once again sparked a political… (more)

Subjects/Keywords: Personal Responsibility; Political philosophy; Distribution of Health

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APA (6^th Edition):

Bakker, E. H. (2014). A Just Distribution of Health: How to Distribute Health Fairly when Resources are Scarce?. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/30174

Chicago Manual of Style (16^th Edition):

Bakker, E H. “A Just Distribution of Health: How to Distribute Health Fairly when Resources are Scarce?.” 2014. Masters Thesis, Leiden University. Accessed January 20, 2021. http://hdl.handle.net/1887/30174.

MLA Handbook (7^th Edition):

Bakker, E H. “A Just Distribution of Health: How to Distribute Health Fairly when Resources are Scarce?.” 2014. Web. 20 Jan 2021.

Vancouver:

Bakker EH. A Just Distribution of Health: How to Distribute Health Fairly when Resources are Scarce?. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1887/30174.

Council of Science Editors:

Bakker EH. A Just Distribution of Health: How to Distribute Health Fairly when Resources are Scarce?. [Masters Thesis]. Leiden University; 2014. Available from: http://hdl.handle.net/1887/30174

Linnaeus University

8. Mahdi, Sali. Fritidsgården : En möjlighet för att förebygga brottslighet hos unga personer.

Degree: Pedagogy and Learning, 2020, Linnaeus University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96805

► Studien syftar till att få en ökad kunskap om hur fritidsgårdens personal arbetar med att förebygga och minska ungdomsbrottslighet. Den metodologiska utgångspunkten i denna… (more)

Subjects/Keywords: Fritidsgårdens personal; ungdomsbrottslighet; delaktighet; fritidsaktiviteter; Philosophy; Filosofi

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APA (6^th Edition):

Mahdi, S. (2020). Fritidsgården : En möjlighet för att förebygga brottslighet hos unga personer. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96805

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mahdi, Sali. “Fritidsgården : En möjlighet för att förebygga brottslighet hos unga personer.” 2020. Thesis, Linnaeus University. Accessed January 20, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96805.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mahdi, Sali. “Fritidsgården : En möjlighet för att förebygga brottslighet hos unga personer.” 2020. Web. 20 Jan 2021.

Vancouver:

Mahdi S. Fritidsgården : En möjlighet för att förebygga brottslighet hos unga personer. [Internet] [Thesis]. Linnaeus University; 2020. [cited 2021 Jan 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96805.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mahdi S. Fritidsgården : En möjlighet för att förebygga brottslighet hos unga personer. [Thesis]. Linnaeus University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96805

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Colorado

9. Nelsen, Christian Anne. Integrative Unities and the Persistence of Persons Across Time.

Degree: MA, Philosophy, 2012, University of Colorado

URL: https://scholar.colorado.edu/phil_gradetds/21

► In this paper I argue for the position that we (human animals) are essentially human animals in virtue of the integrative unities of our… (more)

Subjects/Keywords: biological approach; integrative unities; personal identity; Philosophy

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APA (6^th Edition):

Nelsen, C. A. (2012). Integrative Unities and the Persistence of Persons Across Time. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/phil_gradetds/21

Chicago Manual of Style (16^th Edition):

Nelsen, Christian Anne. “Integrative Unities and the Persistence of Persons Across Time.” 2012. Masters Thesis, University of Colorado. Accessed January 20, 2021. https://scholar.colorado.edu/phil_gradetds/21.

MLA Handbook (7^th Edition):

Nelsen, Christian Anne. “Integrative Unities and the Persistence of Persons Across Time.” 2012. Web. 20 Jan 2021.

Vancouver:

Nelsen CA. Integrative Unities and the Persistence of Persons Across Time. [Internet] [Masters thesis]. University of Colorado; 2012. [cited 2021 Jan 20]. Available from: https://scholar.colorado.edu/phil_gradetds/21.

Council of Science Editors:

Nelsen CA. Integrative Unities and the Persistence of Persons Across Time. [Masters Thesis]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/phil_gradetds/21

Columbia University

10. Wozniak, Jason Thomas. The Mis-Education of the Indebted Student.

Degree: 2017, Columbia University

URL: https://doi.org/10.7916/D8GQ792W

► In the contemporary global neoliberal economy financial debt shapes indebted subjectivity. It also drastically alters education philosophy, policy and practice. This dissertation analyzes in an… (more)

Subjects/Keywords: Education – Philosophy; Debt; College students – Finance, Personal

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APA (6^th Edition):

Wozniak, J. T. (2017). The Mis-Education of the Indebted Student. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8GQ792W

Chicago Manual of Style (16^th Edition):

Wozniak, Jason Thomas. “The Mis-Education of the Indebted Student.” 2017. Doctoral Dissertation, Columbia University. Accessed January 20, 2021. https://doi.org/10.7916/D8GQ792W.

MLA Handbook (7^th Edition):

Wozniak, Jason Thomas. “The Mis-Education of the Indebted Student.” 2017. Web. 20 Jan 2021.

Vancouver:

Wozniak JT. The Mis-Education of the Indebted Student. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2021 Jan 20]. Available from: https://doi.org/10.7916/D8GQ792W.

Council of Science Editors:

Wozniak JT. The Mis-Education of the Indebted Student. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8GQ792W

University of Victoria

11. Brown, Danielle Linda. Free Will and the Self.

Degree: Dept. of Philosophy, 2013, University of Victoria

URL: http://hdl.handle.net/1828/4913

► In this thesis, I attempt to map a relationship between theories of selfhood and theories of free will. In doing so, I hope to establish… (more)

Subjects/Keywords: philosophy; personal identity; free will; metaphysics

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APA (6^th Edition):

Brown, D. L. (2013). Free Will and the Self. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4913

Chicago Manual of Style (16^th Edition):

Brown, Danielle Linda. “Free Will and the Self.” 2013. Masters Thesis, University of Victoria. Accessed January 20, 2021. http://hdl.handle.net/1828/4913.

MLA Handbook (7^th Edition):

Brown, Danielle Linda. “Free Will and the Self.” 2013. Web. 20 Jan 2021.

Vancouver:

Brown DL. Free Will and the Self. [Internet] [Masters thesis]. University of Victoria; 2013. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1828/4913.

Council of Science Editors:

Brown DL. Free Will and the Self. [Masters Thesis]. University of Victoria; 2013. Available from: http://hdl.handle.net/1828/4913

12. Hansen, Trenton. Evaluation of successful practices that lead to resiliency, grit, and growth mindsets among at-risk students.

Degree: 2016, Northwest Nazarene University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10124330

► The United States is losing millions of students from its educational systems each year, leading researchers to exclaim that reducing the dropout rate is… (more)

Subjects/Keywords: Educational leadership; Education; Educational philosophy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hansen, T. (2016). Evaluation of successful practices that lead to resiliency, grit, and growth mindsets among at-risk students. (Thesis). Northwest Nazarene University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10124330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hansen, Trenton. “Evaluation of successful practices that lead to resiliency, grit, and growth mindsets among at-risk students.” 2016. Thesis, Northwest Nazarene University. Accessed January 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10124330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hansen, Trenton. “Evaluation of successful practices that lead to resiliency, grit, and growth mindsets among at-risk students.” 2016. Web. 20 Jan 2021.

Vancouver:

Hansen T. Evaluation of successful practices that lead to resiliency, grit, and growth mindsets among at-risk students. [Internet] [Thesis]. Northwest Nazarene University; 2016. [cited 2021 Jan 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10124330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hansen T. Evaluation of successful practices that lead to resiliency, grit, and growth mindsets among at-risk students. [Thesis]. Northwest Nazarene University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10124330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg

13. Payne, Clarence. Manifestation of authenticity within temperament study.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/7919

►

M.Phil.

Numerous authors have highlighted that there is a dire crisis in leadership for which a new type of leader is required: an authentic leader.… (more)

Subjects/Keywords: Authenticity (Philosophy); Temperament; Leadership

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APA (6^th Edition):

Payne, C. (2012). Manifestation of authenticity within temperament study. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7919

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Payne, Clarence. “Manifestation of authenticity within temperament study.” 2012. Thesis, University of Johannesburg. Accessed January 20, 2021. http://hdl.handle.net/10210/7919.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Payne, Clarence. “Manifestation of authenticity within temperament study.” 2012. Web. 20 Jan 2021.

Vancouver:

Payne C. Manifestation of authenticity within temperament study. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10210/7919.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Payne C. Manifestation of authenticity within temperament study. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7919

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Roberts, Frederic P. Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference.

Degree: 2016, Prescott College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10172473

► Experiential learning theory, student driven learning methods, and brain research related to learning and memory support the use of experientially based learning activities in… (more)

Subjects/Keywords: Educational leadership; Education; Educational philosophy

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APA (6^th Edition):

Roberts, F. P. (2016). Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference. (Thesis). Prescott College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10172473

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Roberts, Frederic P. “Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference.” 2016. Thesis, Prescott College. Accessed January 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10172473.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Roberts, Frederic P. “Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference.” 2016. Web. 20 Jan 2021.

Vancouver:

Roberts FP. Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference. [Internet] [Thesis]. Prescott College; 2016. [cited 2021 Jan 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10172473.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Roberts FP. Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference. [Thesis]. Prescott College; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10172473

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pennsylvania

15. Roeuny, Sondra. Understanding the Value of Relationships in Developing Sustainable Community Change.

Degree: 2017, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10256597

► Since the 1980s, community leadership development programs (CLDPs) across the United States have been developing the capacities of citizens to become effective local leaders.… (more)

Subjects/Keywords: Educational leadership; Education; Educational philosophy

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APA (6^th Edition):

Roeuny, S. (2017). Understanding the Value of Relationships in Developing Sustainable Community Change. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10256597

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Roeuny, Sondra. “Understanding the Value of Relationships in Developing Sustainable Community Change.” 2017. Thesis, University of Pennsylvania. Accessed January 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10256597.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Roeuny, Sondra. “Understanding the Value of Relationships in Developing Sustainable Community Change.” 2017. Web. 20 Jan 2021.

Vancouver:

Roeuny S. Understanding the Value of Relationships in Developing Sustainable Community Change. [Internet] [Thesis]. University of Pennsylvania; 2017. [cited 2021 Jan 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10256597.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Roeuny S. Understanding the Value of Relationships in Developing Sustainable Community Change. [Thesis]. University of Pennsylvania; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10256597

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Cleveland State University

16. Alfaddai, Asma Homoud. The Impact of Motivation by School's Administration on The Student's Achievement.

Degree: MEd, College of Education and Human Services, 2015, Cleveland State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=csu1450965514

► This research set out to examine the effectiveness of motivation (incentive-based programs) by school’s administration on student’s academic and non-academic achievement. Ex post facto design… (more)

Subjects/Keywords: Educational Leadership; Education; Education Philosophy

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APA (6^th Edition):

Alfaddai, A. H. (2015). The Impact of Motivation by School's Administration on The Student's Achievement. (Masters Thesis). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1450965514

Chicago Manual of Style (16^th Edition):

Alfaddai, Asma Homoud. “The Impact of Motivation by School's Administration on The Student's Achievement.” 2015. Masters Thesis, Cleveland State University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1450965514.

MLA Handbook (7^th Edition):

Alfaddai, Asma Homoud. “The Impact of Motivation by School's Administration on The Student's Achievement.” 2015. Web. 20 Jan 2021.

Vancouver:

Alfaddai AH. The Impact of Motivation by School's Administration on The Student's Achievement. [Internet] [Masters thesis]. Cleveland State University; 2015. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1450965514.

Council of Science Editors:

Alfaddai AH. The Impact of Motivation by School's Administration on The Student's Achievement. [Masters Thesis]. Cleveland State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1450965514

Antioch University

17. Larson, Katie Titus. Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory.

Degree: PhD, Leadership and Change, 2017, Antioch University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718

► This phenomenological, collaborative inquiry explored the depth of two adolescent girls’ lived experiences during their high school years and the degree to which their self-described… (more)

Subjects/Keywords: Developmental Psychology; Education; Education Philosophy; Educational Psychology; Personal Relationships; Philosophy; Teaching; Womens Studies; Pedagogy; Transformative Learning; Transformative Incident; Shift in Consciousness; Adolescent Development; Self-Reflection; Phenomenology; Cooperative Inquiry; Perspective Shifts; Relationships; Leadership Development; Transformative Education; Co-Research

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Larson, K. T. (2017). Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718

Chicago Manual of Style (16^th Edition):

Larson, Katie Titus. “Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory.” 2017. Doctoral Dissertation, Antioch University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718.

MLA Handbook (7^th Edition):

Larson, Katie Titus. “Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory.” 2017. Web. 20 Jan 2021.

Vancouver:

Larson KT. Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory. [Internet] [Doctoral dissertation]. Antioch University; 2017. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718.

Council of Science Editors:

Larson KT. Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory. [Doctoral Dissertation]. Antioch University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718

Antioch University

18. Antoine, Nora. Exploring Tribal College and University (TCU) Faculty Collegiality.

Degree: PhD, Leadership and Change, 2013, Antioch University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1383048432

► This dissertation study explores Tribal College and University (TCU) faculty collegiality utilizing qualitative and indigenous research methodology approaches. Since collegiality is a multidimensional construct, a… (more)

Subjects/Keywords: Education; Educational Leadership; Education Philosophy; Higher Education; Native American Studies; Native Americans; Native Studies; Organizational Behavior; Personal Relationships; Tribal Colleges and Universities; TCUs; faculty; collegiality; professional relationships; focus groups; Sinte Gleska University; Native Americans; American Indians; Lakota; Sioux; Rolling Survey; higher education; indigenous research; leadership

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APA (6^th Edition):

Antoine, N. (2013). Exploring Tribal College and University (TCU) Faculty Collegiality. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1383048432

Chicago Manual of Style (16^th Edition):

Antoine, Nora. “Exploring Tribal College and University (TCU) Faculty Collegiality.” 2013. Doctoral Dissertation, Antioch University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1383048432.

MLA Handbook (7^th Edition):

Antoine, Nora. “Exploring Tribal College and University (TCU) Faculty Collegiality.” 2013. Web. 20 Jan 2021.

Vancouver:

Antoine N. Exploring Tribal College and University (TCU) Faculty Collegiality. [Internet] [Doctoral dissertation]. Antioch University; 2013. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1383048432.

Council of Science Editors:

Antoine N. Exploring Tribal College and University (TCU) Faculty Collegiality. [Doctoral Dissertation]. Antioch University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1383048432

University of Dayton

19. Mosengo, Blaise Mfruntshu. A Phenomenological Study of Academic Leaders at the Marianist University in the Democratic Republic of Congo.

Degree: PhD, Educational Leadership, 2019, University of Dayton

URL: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555362691197213

► Literature on the theories and practices of leadership reveals the roles of leaders in the growth of people and the development of their institutions. Authors… (more)

▼ Literature on the theories and practices of leadership reveals the roles of leaders in the growth of people and the development of their institutions. Authors such as Bennis and Nanus (1985), Burns (1995), Heifetz (1994), and Kouzes and Posner (2012) acknowledged the styles of leaders and the institutional culture as motivational factors for the commitment of individuals to the achievement of organizational missions and visions. Similarly, scholars including Cook (2013), Doohan (2007), Gardner (2006), and Ozar (2013) highlighted the place of academic leaders in the creation and development of the distinctive culture at Catholic schools and colleges.For more the 50 years, Marianist vowed religious brothers, sisters, and priests from Europe and North America chose countries in the north, center, east, and west of Africa as missionary lands for the expansion of the Marianist spirituality and tradition. These missionaries promoted the principles of Marianist spirituality in their apostolate as teachers and academic leaders, participating in the creation of a distinctive school culture shaped by the Marianist values of education. Today, African educators and academic leaders carry on the mission of sustaining this legacy of Marianist educational tradition. They strive to implement the principles of Marianist spirituality in their educational and leadership practices as a continuity of the work of their predecessors from the West. As such, these educators tend to rely on the western theories of educational leadership in their professional practices.Given the dominate western narratives on leadership that influence organizations worldwide and the absence of literature on the adaptation of Marianist education and leadership in African cultures, this qualitative research explored, through one-on-one interviews, the lived experiences of 13 educators and academic leaders at Chaminade Institute of Technology (CIT) in the Democratic Republic of Congo. Informed by previous literature on the practice of leadership in diverse institutions, this study relied on a constructivist paradigm, a phenomenological methodology, and a semi-structured interview method in order to answer the leading research questions.Research participants, selected among administrators, faculty, and staff members at CIT, shared their educational and leadership experiences with the Marianist tradition based on four research questions. These questions aimed at exploring the values of Congolese and Marianist cultures as lived at CIT; the experiences of Marianist educators as related to the Congolese and Marianist values; the characteristics of Marianist leadership as responses to the needs and expectations of Congolese communities; and effective strategies for developing an appropriate Marianist leadership approach that would reflect the elements of Marianist spirituality and the positive values of Congolese cultures.The analysis, interpretation, and discussion of participants’ narratives revealed the need to develop the campus culture of Marianist schools and… Advisors/Committee Members: Russo, Charles (Committee Chair).

Subjects/Keywords: Educational Leadership; African Studies; Religious Education; African Literature; Education; Education Philosophy; Teaching; Personal Relationships; Organizational Behavior; Campus culture; Catholic; Exemplary leader; Higher education; Africa; Leadership; Marianist leader; Marianist tradition; Marianist; Metaphor; Mission and identity; Phenomenology; Postcolonial; Servant leader; Symbol; Transformational leader

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mosengo, B. M. (2019). A Phenomenological Study of Academic Leaders at the Marianist University in the Democratic Republic of Congo. (Doctoral Dissertation). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555362691197213

Chicago Manual of Style (16^th Edition):

Mosengo, Blaise Mfruntshu. “A Phenomenological Study of Academic Leaders at the Marianist University in the Democratic Republic of Congo.” 2019. Doctoral Dissertation, University of Dayton. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555362691197213.

MLA Handbook (7^th Edition):

Mosengo, Blaise Mfruntshu. “A Phenomenological Study of Academic Leaders at the Marianist University in the Democratic Republic of Congo.” 2019. Web. 20 Jan 2021.

Vancouver:

Mosengo BM. A Phenomenological Study of Academic Leaders at the Marianist University in the Democratic Republic of Congo. [Internet] [Doctoral dissertation]. University of Dayton; 2019. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555362691197213.

Council of Science Editors:

Mosengo BM. A Phenomenological Study of Academic Leaders at the Marianist University in the Democratic Republic of Congo. [Doctoral Dissertation]. University of Dayton; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555362691197213

University of Arkansas

20. Cajias, David Manuel. I, Myself, and Me, The Human Being.

Degree: PhD, 2018, University of Arkansas

URL: https://scholarworks.uark.edu/etd/2824

► In this project are advanced two ways of seeing the ordinary human being with the aim of understanding who he is: namely, from the… (more)

Subjects/Keywords: Personal Identity; Philosophy Of Mind; Self-conception; Wittgenstein; Philosophy of Mind

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cajias, D. M. (2018). I, Myself, and Me, The Human Being. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2824

Chicago Manual of Style (16^th Edition):

Cajias, David Manuel. “I, Myself, and Me, The Human Being.” 2018. Doctoral Dissertation, University of Arkansas. Accessed January 20, 2021. https://scholarworks.uark.edu/etd/2824.

MLA Handbook (7^th Edition):

Cajias, David Manuel. “I, Myself, and Me, The Human Being.” 2018. Web. 20 Jan 2021.

Vancouver:

Cajias DM. I, Myself, and Me, The Human Being. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2021 Jan 20]. Available from: https://scholarworks.uark.edu/etd/2824.

Council of Science Editors:

Cajias DM. I, Myself, and Me, The Human Being. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2824

21. MacNeil, Patricia. An exploration of the personal values that motivate responsible leaders in Canadian organizations: A personal perspective on corporate social responsibility.

Degree: 2018, Athabasca University

URL: http://hdl.handle.net/10791/256

►

The personal decisions and actions of the senior leaders of business determine the social responsibility of the firm. To understand why one company is socially… (more)

▼

The personal decisions and actions of the senior leaders of business determine the social responsibility of the firm. To understand why one company is socially responsible and another is not, we should examine the leadership. Curiously, it is only recently that senior leaders have become the focus of the Corporate Social Responsibility (CSR) literature, even though their decisions drive performance and shape the organization’s culture. Scholars have now identified a leader’s mindset as a missing link in understanding the inconsistencies of CSR. While some new studies have explored leaders’ mindsets, an examination of personal values has not formed part of that research. Building on the findings of some contemporary scholars, I designed a study with a research question that went to the heart of this issue: What are the personal values that affect the decisions of responsible leaders around social responsibility? For the research design, I employed a qualitative, multi-theoretical, multi-case study approach with a focus on micro-foundations. Stakeholder and responsible leadership theories formed the theoretical foundation and I consulted multiple literatures to ensure a more holistic description of the project. Using criteria from emerging research on responsible leadership and the findings from the 12 Canadian senior corporate leaders in my study, I identified value dimensions to explain the motivations of these responsible leaders. In doing so I have added a unique component to the responsible leadership framework that has been a missing element within the literature. This study demonstrates how leadership plays a central role in determining social responsibility within the firm and that a values-based leadership approach embeds responsibility in the organization’s culture. The value dimensions I have proposed expand the narrative around the integrative responsible leader and should build support for responsible leadership theory. The findings may resonate with individual leaders who aspire to a more integrity-based, fair-minded, and collaborative form of leadership. On a broader level, a senior leader with integrative characteristics and values has the capacity to rebuild social responsibility and trust and provide a much-needed alternative to the dominant leadership style represented in the global marketplace today.

2018-06

Advisors/Committee Members: Khare, Anshuman (Internal) Faculty of Business/Economics, Finance, Operations Management, Matear, Maggie (External) Clear Logic Consulting/Graduate Coach, Beckman, Terry (Internal) Faculty of Business/Marketing, Entrepreneurship, Information Systems), Maak, Thomas (External) University of South Australia/Centre for Business Ethics & Responsible Leadership, Khare, Anshuman (Faculty of Business), Matear, Maggie (Clear Logic Consulting).

Subjects/Keywords: Responsibility; Corporate Social Responsibility; CSR; Responsible Leadership; Personal Values; Leadership

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APA (6^th Edition):

MacNeil, P. (2018). An exploration of the personal values that motivate responsible leaders in Canadian organizations: A personal perspective on corporate social responsibility. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/256

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

MacNeil, Patricia. “An exploration of the personal values that motivate responsible leaders in Canadian organizations: A personal perspective on corporate social responsibility.” 2018. Thesis, Athabasca University. Accessed January 20, 2021. http://hdl.handle.net/10791/256.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

MacNeil, Patricia. “An exploration of the personal values that motivate responsible leaders in Canadian organizations: A personal perspective on corporate social responsibility.” 2018. Web. 20 Jan 2021.

Vancouver:

MacNeil P. An exploration of the personal values that motivate responsible leaders in Canadian organizations: A personal perspective on corporate social responsibility. [Internet] [Thesis]. Athabasca University; 2018. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10791/256.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

MacNeil P. An exploration of the personal values that motivate responsible leaders in Canadian organizations: A personal perspective on corporate social responsibility. [Thesis]. Athabasca University; 2018. Available from: http://hdl.handle.net/10791/256

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Deakin University

22. De Sanctis, Marcele. A multi-level investigation of leadership from an attachment theory perspective.

Degree: School of Psychology, 2012, Deakin University

URL: http://hdl.handle.net/10536/DRO/DU:30056595

This thesis investigated the nature of interpersonal relationships between leaders and followers in the workplace. Results indicated that the relationship styles of leaders and followers were associated with differential ratings of leadership across varying workplace contexts. Advisors/Committee Members: Karantzas Gery.

Subjects/Keywords: Leadership; Leadership behaviour; Workplace interactions; Follower; Personal relationships; Attachment security

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APA (6^th Edition):

De Sanctis, M. (2012). A multi-level investigation of leadership from an attachment theory perspective. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30056595

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

De Sanctis, Marcele. “A multi-level investigation of leadership from an attachment theory perspective.” 2012. Thesis, Deakin University. Accessed January 20, 2021. http://hdl.handle.net/10536/DRO/DU:30056595.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

De Sanctis, Marcele. “A multi-level investigation of leadership from an attachment theory perspective.” 2012. Web. 20 Jan 2021.

Vancouver:

De Sanctis M. A multi-level investigation of leadership from an attachment theory perspective. [Internet] [Thesis]. Deakin University; 2012. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10536/DRO/DU:30056595.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

De Sanctis M. A multi-level investigation of leadership from an attachment theory perspective. [Thesis]. Deakin University; 2012. Available from: http://hdl.handle.net/10536/DRO/DU:30056595

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Cranfield University

23. Boehnke Peesker, Karen. Exploring leadership behaviours perceived to enable salesperson performance.

Degree: 2016, Cranfield University

URL: http://dspace.lib.cranfield.ac.uk/handle/1826/13125

► This exploratory study builds on previous sales leadership research by examining, comparing, and contrasting sales leaders’ and sales representatives’ perceptions of what leadership behaviours enable… (more)

▼ This exploratory study builds on previous sales leadership research by examining, comparing, and contrasting sales leaders’ and sales representatives’ perceptions of what leadership behaviours enable salesperson performance. Semi-structured interviews were conducted with sales teams in a global enterprise software company. Semi-structured interviews were transcribed and statements coded into categories of leadership behaviours. Overall the sales professionals perceived the leadership behaviours of coaching, collaborating, championing, customer engaging, challenging, and creating vision enable salesperson performance. References were also made to candidate recruiting, inspiring and rewarding, however these were less frequent. Sales leaders and sales representatives agreed that coaching, collaborating, championing and customer engaging enable salesperson performance, however sales leaders spoke more about coaching, creating vision and candidate recruiting, while sales representatives spoke more about collaborating, championing, customer engaging and challenging. High performing sales representatives referred to coaching and customer engaging behaviours more frequently than average and low performing sales representatives, indicating the importance of these behaviours. Respondents also revealed that the intense pressure to deliver quarterly results made leadership challenging in this environment. This may account for the difference between sales leadership behaviours and leadership behaviours identified in the literature. This study suggests that a high pressure complex sales context might influence the type of leadership behaviours that may be best suited to enable salesperson performance. This study contributes to the field by providing a framework of the sales leadership behaviours perceived to enable salesperson performance, providing confirmation that sales leaders adopt previously identified leadership behaviours in the sales context, and the identification of new leadership behaviours specific to the sales context. It also presents evidence that trust, confidence, optimism and resilience are potential mediators between sales leadership and salesperson performance, and it provides a set of implications for practice.

Subjects/Keywords: Sales performance; Sales leadership; Personal selling; Leadership behaviours; Sales

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Boehnke Peesker, K. (2016). Exploring leadership behaviours perceived to enable salesperson performance. (Thesis). Cranfield University. Retrieved from http://dspace.lib.cranfield.ac.uk/handle/1826/13125

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Boehnke Peesker, Karen. “Exploring leadership behaviours perceived to enable salesperson performance.” 2016. Thesis, Cranfield University. Accessed January 20, 2021. http://dspace.lib.cranfield.ac.uk/handle/1826/13125.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Boehnke Peesker, Karen. “Exploring leadership behaviours perceived to enable salesperson performance.” 2016. Web. 20 Jan 2021.

Vancouver:

Boehnke Peesker K. Exploring leadership behaviours perceived to enable salesperson performance. [Internet] [Thesis]. Cranfield University; 2016. [cited 2021 Jan 20]. Available from: http://dspace.lib.cranfield.ac.uk/handle/1826/13125.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boehnke Peesker K. Exploring leadership behaviours perceived to enable salesperson performance. [Thesis]. Cranfield University; 2016. Available from: http://dspace.lib.cranfield.ac.uk/handle/1826/13125

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Cranfield University

24. Boehnke Peesker, Karen. Exploring leadership behaviours perceived to enable salesperson performance.

Degree: PhD, 2016, Cranfield University

URL: http://dspace.lib.cranfield.ac.uk/handle/1826/13125 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738623

► This exploratory study builds on previous sales leadership research by examining, comparing, and contrasting sales leaders’ and sales representatives’ perceptions of what leadership behaviours enable… (more)

▼ This exploratory study builds on previous sales leadership research by examining, comparing, and contrasting sales leaders’ and sales representatives’ perceptions of what leadership behaviours enable salesperson performance. Semi-structured interviews were conducted with sales teams in a global enterprise software company. Semi-structured interviews were transcribed and statements coded into categories of leadership behaviours. Overall the sales professionals perceived the leadership behaviours of coaching, collaborating, championing, customer engaging, challenging, and creating vision enable salesperson performance. References were also made to candidate recruiting, inspiring and rewarding, however these were less frequent. Sales leaders and sales representatives agreed that coaching, collaborating, championing and customer engaging enable salesperson performance, however sales leaders spoke more about coaching, creating vision and candidate recruiting, while sales representatives spoke more about collaborating, championing, customer engaging and challenging. High performing sales representatives referred to coaching and customer engaging behaviours more frequently than average and low performing sales representatives, indicating the importance of these behaviours. Respondents also revealed that the intense pressure to deliver quarterly results made leadership challenging in this environment. This may account for the difference between sales leadership behaviours and leadership behaviours identified in the literature. This study suggests that a high pressure complex sales context might influence the type of leadership behaviours that may be best suited to enable salesperson performance. This study contributes to the field by providing a framework of the sales leadership behaviours perceived to enable salesperson performance, providing confirmation that sales leaders adopt previously identified leadership behaviours in the sales context, and the identification of new leadership behaviours specific to the sales context. It also presents evidence that trust, confidence, optimism and resilience are potential mediators between sales leadership and salesperson performance, and it provides a set of implications for practice.

Subjects/Keywords: Sales performance; Sales leadership; Personal selling; Leadership behaviours; Sales

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Boehnke Peesker, K. (2016). Exploring leadership behaviours perceived to enable salesperson performance. (Doctoral Dissertation). Cranfield University. Retrieved from http://dspace.lib.cranfield.ac.uk/handle/1826/13125 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738623

Chicago Manual of Style (16^th Edition):

Boehnke Peesker, Karen. “Exploring leadership behaviours perceived to enable salesperson performance.” 2016. Doctoral Dissertation, Cranfield University. Accessed January 20, 2021. http://dspace.lib.cranfield.ac.uk/handle/1826/13125 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738623.

MLA Handbook (7^th Edition):

Boehnke Peesker, Karen. “Exploring leadership behaviours perceived to enable salesperson performance.” 2016. Web. 20 Jan 2021.

Vancouver:

Boehnke Peesker K. Exploring leadership behaviours perceived to enable salesperson performance. [Internet] [Doctoral dissertation]. Cranfield University; 2016. [cited 2021 Jan 20]. Available from: http://dspace.lib.cranfield.ac.uk/handle/1826/13125 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738623.

Council of Science Editors:

Boehnke Peesker K. Exploring leadership behaviours perceived to enable salesperson performance. [Doctoral Dissertation]. Cranfield University; 2016. Available from: http://dspace.lib.cranfield.ac.uk/handle/1826/13125 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738623

Rhode Island College

25. Lattuca, F. Patrick, III. Becoming An Administrator.

Degree: PhD, 2012, Rhode Island College

URL: https://digitalcommons.ric.edu/etd/52

► This study is part of a limited but growing body of research that examines and describes the social side of pulic school administration. Most… (more)

Subjects/Keywords: Philosophy, Secondary education, Sociology; Educational Sociology; Other Educational Administration and Supervision; Social and Philosophical Foundations of Education; sociology; public school administration; principle; middle school principle; assistant principle; autoethnography; leadership; socialization; personal narrative

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APA (6^th Edition):

Lattuca, F. Patrick, I. (2012). Becoming An Administrator. (Doctoral Dissertation). Rhode Island College. Retrieved from https://digitalcommons.ric.edu/etd/52

Chicago Manual of Style (16^th Edition):

Lattuca, F. Patrick, III. “Becoming An Administrator.” 2012. Doctoral Dissertation, Rhode Island College. Accessed January 20, 2021. https://digitalcommons.ric.edu/etd/52.

MLA Handbook (7^th Edition):

Lattuca, F. Patrick, III. “Becoming An Administrator.” 2012. Web. 20 Jan 2021.

Vancouver:

Lattuca, F. Patrick I. Becoming An Administrator. [Internet] [Doctoral dissertation]. Rhode Island College; 2012. [cited 2021 Jan 20]. Available from: https://digitalcommons.ric.edu/etd/52.

Council of Science Editors:

Lattuca, F. Patrick I. Becoming An Administrator. [Doctoral Dissertation]. Rhode Island College; 2012. Available from: https://digitalcommons.ric.edu/etd/52

University of Kentucky

26. Tipton, Erin C. Pipelines to Leadership: Aspirations of Faculty in the Community College Kentucky Community and Technical College System.

Degree: 2016, University of Kentucky

URL: https://uknowledge.uky.edu/epe_etds/40

► Community colleges are challenged to find their next set of leaders who can respond to the diverse challenges of leading the institution. This study examined… (more)

Subjects/Keywords: Leadership Aspiration; Community College Leadership; Institutional Factors; Personal Factors; Organizational Culture; Formal Leadership Roles; Leadership Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tipton, E. C. (2016). Pipelines to Leadership: Aspirations of Faculty in the Community College Kentucky Community and Technical College System. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/epe_etds/40

Chicago Manual of Style (16^th Edition):

Tipton, Erin C. “Pipelines to Leadership: Aspirations of Faculty in the Community College Kentucky Community and Technical College System.” 2016. Doctoral Dissertation, University of Kentucky. Accessed January 20, 2021. https://uknowledge.uky.edu/epe_etds/40.

MLA Handbook (7^th Edition):

Tipton, Erin C. “Pipelines to Leadership: Aspirations of Faculty in the Community College Kentucky Community and Technical College System.” 2016. Web. 20 Jan 2021.

Vancouver:

Tipton EC. Pipelines to Leadership: Aspirations of Faculty in the Community College Kentucky Community and Technical College System. [Internet] [Doctoral dissertation]. University of Kentucky; 2016. [cited 2021 Jan 20]. Available from: https://uknowledge.uky.edu/epe_etds/40.

Council of Science Editors:

Tipton EC. Pipelines to Leadership: Aspirations of Faculty in the Community College Kentucky Community and Technical College System. [Doctoral Dissertation]. University of Kentucky; 2016. Available from: https://uknowledge.uky.edu/epe_etds/40

Penn State University

27. Lonie, Jean Paula. EXPLORING THE PUBLIC VALUE OF THE NUFFIELD INTERNATIONAL FARMING SCHOLARS PROGRAM.

Degree: 2018, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/15463jpl21

► Public value is a contested, subjective issue. The need exists to continue the exploration of this concept, particularly with regard to programs that focus on… (more)

▼ Public value is a contested, subjective issue. The need exists to continue the exploration of this concept, particularly with regard to programs that focus on individual growth and outcomes. This mixed-methods case study uses public value as the lens through which the Nuffield International Farming Scholars program is viewed. Participant perceptions are captured regarding the relationship between key variables (motivation to participate in the program, personal benefit, professional benefit, post-Nuffield engagement, and demographics) and public value. Qualitative analysis of key informant interviews and survey data combine to create a well-rounded view of how Nuffield Scholars define the concept, as well as their perceptions of individual participant and program contributions to public value. This work also intends to contribute to public value theory, affirming the contestedness of the concept and better understanding its relationship with this specific program. Nuffield Scholars overwhelmingly feel that the Nuffield program contributes to public value, and that the experience allows them to contribute individually. Statistically significant relationships were found between all key variables and public value, validating the participants’ perception. Scholars indicate an increased personal and professional confidence following their travels, which manifests as a stronger sense of agency and increased voice locally and within the agriculture industry. There is also evidence of a different level of engagement and leadership contribution following their Nuffield experience. Participants also reported personal and professional benefit, and a contribution to public value, from the global Nuffield network. In exploring the Nuffield phenomenon through the lens of public value, there is the opportunity to further understanding of how programs delivered at the individual level may have meaning and significance beyond the participant, and discover opportunities to identify and articulate the impact of Nuffield beyond individual scholars. Advisors/Committee Members: Mark A Brennan Jr., Dissertation Advisor/Co-Advisor, Mark A Brennan Jr., Committee Chair/Co-Chair, Rama B Radhakrishna, Committee Member, Tracy Scheidt Hoover, Committee Member, Richard T Roush, Outside Member, Daniel M Kniffen, Special Member, Theodore Roberts Alter, Dissertation Advisor/Co-Advisor, Theodore Roberts Alter, Committee Chair/Co-Chair.

Subjects/Keywords: Agriculture; Leadership; capacity building; global agriculture; nuffield scholars; public value; personal development; personal growth; agricultural leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lonie, J. P. (2018). EXPLORING THE PUBLIC VALUE OF THE NUFFIELD INTERNATIONAL FARMING SCHOLARS PROGRAM. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15463jpl21

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lonie, Jean Paula. “EXPLORING THE PUBLIC VALUE OF THE NUFFIELD INTERNATIONAL FARMING SCHOLARS PROGRAM.” 2018. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/15463jpl21.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lonie, Jean Paula. “EXPLORING THE PUBLIC VALUE OF THE NUFFIELD INTERNATIONAL FARMING SCHOLARS PROGRAM.” 2018. Web. 20 Jan 2021.

Vancouver:

Lonie JP. EXPLORING THE PUBLIC VALUE OF THE NUFFIELD INTERNATIONAL FARMING SCHOLARS PROGRAM. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/15463jpl21.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lonie JP. EXPLORING THE PUBLIC VALUE OF THE NUFFIELD INTERNATIONAL FARMING SCHOLARS PROGRAM. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15463jpl21

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The University of Wisconsin – Milwaukee

28. Jones, Nicole. Difference makers| A multi-case studyof the conditions under which superintendents build equitable learning environments to support Black students.

Degree: 2016, The University of Wisconsin – Milwaukee

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10154260

► The purpose of this study was to analyze the stories shared by superintendents in a Midwestern state about how they approached the work of… (more)

Subjects/Keywords: Educational leadership; Educational administration; Educational philosophy

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APA (6^th Edition):

Jones, N. (2016). Difference makers| A multi-case studyof the conditions under which superintendents build equitable learning environments to support Black students. (Thesis). The University of Wisconsin – Milwaukee. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10154260

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jones, Nicole. “Difference makers| A multi-case studyof the conditions under which superintendents build equitable learning environments to support Black students.” 2016. Thesis, The University of Wisconsin – Milwaukee. Accessed January 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10154260.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jones, Nicole. “Difference makers| A multi-case studyof the conditions under which superintendents build equitable learning environments to support Black students.” 2016. Web. 20 Jan 2021.

Vancouver:

Jones N. Difference makers| A multi-case studyof the conditions under which superintendents build equitable learning environments to support Black students. [Internet] [Thesis]. The University of Wisconsin – Milwaukee; 2016. [cited 2021 Jan 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10154260.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones N. Difference makers| A multi-case studyof the conditions under which superintendents build equitable learning environments to support Black students. [Thesis]. The University of Wisconsin – Milwaukee; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10154260

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Root, Scott. Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments.

Degree: 2016, Nova Southeastern University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10103815

► This applied dissertation was designed to provide a better understanding of the effectiveness of out-of-class safety net corrective instructional activity practices conducted beyond regular… (more)

▼ This applied dissertation was designed to provide a better understanding of the effectiveness of out-of-class safety net corrective instructional activity practices conducted beyond regular classroom instruction for lower secondary level (9th- and 10th- grade high school) students within mastery learning educational environments. The study was designed to shed light on the impact and implications of these practices on Bloom’s vanishing point (Bloom, 1971) and Arlin’s leveling effect (Arlin & Westbury, 1976). Seven mastery learning structured international schools in geographic proximity, of similar size, and utilizing the same program of study were used in this study. Three of the schools that employed a safety net program were the basis of this study, and the four schools that did not have in place a safety net program were used as a control for this observational research. Normed Measures of Academic Progress (MAP) RIT scores (Northwest Evaluation Association, 2005), grade point averages, and safety net program data were used in a series of case-control tests to determine the effectiveness of out-of-class corrective instructional activity safety net programs for above-average and below-average achieving students. The mean study and control group RIT percentile ranking scores for the students was nearly 1 standard deviation above the averages reported by the Northwest Evaluation Association (2005), so these relative comparisons involved bright students. This large volume of data enabled analysis of the effects of out-of-class safety net activities on school-wide and individual improvement in literature, writing, mathematics, and comprehensive results. Series of conclusive nonparametric analysis were used instead of normal distribution tests because of the out-of-bounds skewed nature of the data. Analysis of the data suggested that safety netting programs benefit all students, irrespective of whether or not students received out-of-class corrective instructional activities. The MAP RIT scores of below- average achieving students were not affected by attending a school with a safety net program but their GPA results improved in all subjects. Arlin’s leveling effect (Arlin & Westbury, 1976) most likely accounted for improvement of MAP RIT scores for above- average students who attended a school with a safety net program but their GPA results were not affected. These contrasting benefits masked the school-wide test results, which suggested that a school district might not realize an overall increase in MAP RIT and GPA results when adopting a safety net program. Students identified in need of safety netting services benefited by having been placed in the program up to twice in any respective course, but a point of diminishing returns was reached when a student fell 3 or more units behind in a course in relation to the progress of the class.

Subjects/Keywords: Educational leadership; Secondary education; Educational philosophy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Root, S. (2016). Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments. (Thesis). Nova Southeastern University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10103815

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Root, Scott. “Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments.” 2016. Thesis, Nova Southeastern University. Accessed January 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10103815.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Root, Scott. “Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments.” 2016. Web. 20 Jan 2021.

Vancouver:

Root S. Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments. [Internet] [Thesis]. Nova Southeastern University; 2016. [cited 2021 Jan 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10103815.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Root S. Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments. [Thesis]. Nova Southeastern University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10103815

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Stuke, Kurt B. Moving Leadership.

Degree: 2012, Franklin Pierce University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3527352

► In this study, William James's reconstruction of knowing, being, and meaning is explored as an alternative framing for Leadership Studies. Moving leadership from its… (more)

Subjects/Keywords: Philosophy; Education, Leadership; Business Administration, Management

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Stuke, K. B. (2012). Moving Leadership. (Thesis). Franklin Pierce University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3527352

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stuke, Kurt B. “Moving Leadership.” 2012. Thesis, Franklin Pierce University. Accessed January 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3527352.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stuke, Kurt B. “Moving Leadership.” 2012. Web. 20 Jan 2021.

Vancouver:

Stuke KB. Moving Leadership. [Internet] [Thesis]. Franklin Pierce University; 2012. [cited 2021 Jan 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3527352.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stuke KB. Moving Leadership. [Thesis]. Franklin Pierce University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3527352

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations