Our online Dissertation Organizational Learning essay writing service delivers Master’s level writing by experts who have earned graduate degrees in your subject matter. All citations and writing are % original. Your thesis is delivered to Dissertation Organizational Learning you ready to submit for faculty review. You can stand behind our writing and research with complete confidence/10() Mar 18, · Learning organization: dissertation chapter – literature reviewThere are many aspects relating to the parameters of learning organization and from the point of view of the Greek insurance company Inlife. gr there are several criticisms that are to be discussed over a period of timeframe. For the purpose of discussion it is important analyze and evaluate different articles and books relating to the subject of organizational learning Estimated Reading Time: 16 mins Aug 24, · Knowledge management in an organization mainly deals with organizing, planning, controlling and motivating people. The current dissertation contains discussion on the relationship among knowledge management, organizational learning and performance of the organization. Both primary and secondary data will be collected for conducting the research. Initially the study will be based on analysis of theories related with knowledge management in organizations
Learning organization: dissertation chapter - literature review Example | GraduateWay
Full dissertation title: "Interaction between Academic Early Alerts and Motivation for Quarter-to-Quarter Persistence in a Community College Setting". Many community colleges use early academic alert systems as part of their overall dissertation organizational learning strategy. Early alerts are issued to students who are underperforming academically, with the intent of dissertation organizational learning them to act in ways that will lead to academic success.
Early alerts are understood to be effective, but most studies have been quantitative examinations of the correlation between alerts and eventual retention and persistence. A review of the literature indicates that little is known about how students react to early alerts, and how that reaction affects their academic outcomes. Attribution motivation theory predicts that students have affective, cognitive and behavioral reactions when they receive information about their academic performance, and that those reactions lead to an attribution of cause, which in turn affects students' behaviors.
This study used a qualitative approach, phenomenography, to determine whether early alerts motivate students to pursue support, how their reactions to the alerts affect their behaviors, and what might make early alerts more effective for some students than others. Interviews were conducted of nine students who received academic alerts at a community college in rural Washington state. The interviews were recorded and transcribed. Leximancer software was used for the analysis.
The researcher created narrative descriptions of each student's experience to allow confirming and disconfirming of the early alert system for the same purpose. The purpose of this exploratory study was to identify and categorize students' initial reactions to early alerts at one institution and determine how they affected their behavior. Students with intellectual disability are mandated to have school-based transition planning to support them as they age into adulthood, and many school districts develop transition programs for students between ages 18 and Both law and practice dictate that transition planning be done in collaboration with students and their families.
However, culturally and linguistically diverse families may have differing values and beliefs than the school systems and staff that support their children. Such differences may indicate that transition programs are dissertation organizational learning adequately preparing students with intellectual disability for the lives they will live as adults. This study examines how schools can develop more culturally responsive transition programs in order to better serve culturally and linguistically diverse students, their families, and their communities.
It uses a qualitative method using disparate focus groups of teachers, dissertation organizational learning, parents, and community members. Analysis of the focus groups utilizes Barry Johnson's principles of Polarity Management to establish five polarity sets: Safety and Risk, Independence and Interdependence, Monoculture and Multiculture, Trust and Advocacy, and Expectation and Possibility.
Findings support the hypothesis of incongruity between dissertation organizational learning transition goals of teachers and diverse families. Recommendations for developing culturally responsive transition programs are provided for various stakeholder groups. Full dissertation title: " The Effect of Biodata and Perceptions of Support on Catholic School Teacher Voluntary Turnover Intentions", dissertation organizational learning.
The cost of replacing a valued teacher who voluntarily transfers or terminates employment negatively impacts the school budget by diverting money that could be used for staff development, building operations, or even salary line items.
Turnover may impact student learning, and challenges staff morale and trust. This study examined pre-hire historical biographical variables biodataalong with post-hire employee Perceived Organizational Support and Perceived Supervisor Support, to predict voluntary turnover in Catholic school teachers.
This study collected historical commitment biodata, dissertation organizational learning, embeddedness biodata, and employment motivation biodata that had been previously shown to predict employee intent to quit and found that motivation biodata is significantly related to turnover intentions in Catholic school teachers. Additionally, this study collected teacher Perception dissertation organizational learning Supervisor Support PS S and Perception of Organizational Support POS data and found them to be collinear and significantly negatively related with intent to quit.
This study measured the mediated effect of POS and PSS on pre-hire biodata which failed to produce significant results. By using pre-hire employee biodata, hiring professionals may select employees with a pre-existing dissertation organizational learning of job demands, who match the organizational culture and who intend to stay.
Studying the effect of POS and PSS on turnover intentions and studying their mediated effect on biodata added to the field of research on predicting teacher intent to voluntarily terminate employment. This study added knowledge that may create a tool to be used to improve retention of teaching professionals in Catholic schools, dissertation organizational learning.
This research provides new insight into stereotype threat by examining a real-world intervention in community college classrooms. Practitioners need information about which interventions work in authentic school settings to implement them and begin to bring educational equity to historically marginalized students. The experimental study examined an intervention in college math classrooms. Students enrolled in introductory calculus at two metropolitan community colleges were given a diagnostic exam the first day of class.
Students were randomly assigned to experimental or control groups. The experimental instructions contained the stereotype threat intervention. Exam scores were analyzed using analyses of variance. Means were compared for women dissertation organizational learning men, and White and Asian students. While results were not statistically significant, the intervention may have mitigated the impact of stereotype threat for women and Asian students.
There is a growing societal need for civic-minded leaders, and undergraduate students are poised to become the future leaders and decision makers for a global society. This dissertation explores the demographics and experiences of undergraduate students and their perceived civic-mindedness at a predominantly White, urban, Jesuit-Catholic, liberal arts university in the Northwest United States.
It also examines the relationship between the students' social and civic identities, suggesting that an identity-neutral Civic-Minded Graduate CMG construct fails to account for the role of social identities.
Using a critical, emancipatory, and participatory action research lens that centers the views of excluded groups, this explanatory sequential mixed methods case study involves undergraduates in the arts and sciences and science and engineering colleges who have been at the institution for at least two academic terms. An online survey, based on the CMG Scale, and focus groups were administered to gain a deeper understanding of the relationships between social identities, civic identity, and civic-mindedness, in support of the center for community engagement at the case study institution.
Six dissertation organizational learning and ninety-nine participants completed the Modified CMG Scale and two focus groups yielded nine participants. Students' sense of self as determined through salient social identities also impacts the types of communities in which these students engage, dissertation organizational learning.
This engagement can be defined as civic self-authorship, in which civic action and social identity development converge. Ultimately, the researchers suggest the full consideration of social identities in civic development and engagement efforts on campus and in the community and offer recommendations for dissertation organizational learning and future research that emerged from the investigation of the case study population.
How a new graduate nurse transitions from the student role to one of a practicing nurse has been studied for the Registered Nurse RN and not for the Licensed LPN. This research was needed to address whether an LPN may benefit from a nurse residency program during the first-year employment. This study's purpose was to analyze responses from recent graduates who attended a community college LPN program and see if they identify similar areas related to transitioning to practice using Casey-Fink Graduate Nurse Experience Survey Revised© A convenience sample of 26 recent graduates received surveys at the end of their academic program in Augustand an email invitation to participate in a follow-up survey was sent out electronically during winter This study sought to identify which skills LPNs felt most uncomfortable performing, how confident dissertation organizational learning competent they dissertation organizational learning exiting the program, and whether they were satisfied with their employment, dissertation organizational learning.
The majority of responding participants in the long-term survey reported feeling confident and competent to enter the workforce and felt prepared upon dissertation organizational learning their academic program.
This report provides an analysis of barriers experienced by first-generation students attempting to enroll in a two-year college. This multi-strand, dissertation organizational learning, mixed methods action research used both quantitative correlation and qualitative semi-structured interviews to explore the interaction between first-generation students and the two-year college.
The quantitative analysis looked for correlation between enrollment, demographic factors, and satisfaction and importance of various elements of the enrollment process. The semi-structured interviews used a phenomenological approach to seek the individuals' lived experience.
The synthesis of these two methods revealed three key findings:. Because of these findings, researchers make the following recommendations for the Pierce College District:. The report acknowledges that there are limitations in the analysis due to relatively small sample size for both survey and interviews, and that those participating were not entirely dissertation organizational learning of the population.
Keywords: first-generation, access, barriers, two-year college, mixed-methods, action research, college choice. Dissertation completed by Kerry Francesca Nisco LukjanowiczKristina McCormick NeillMyung Park, Janie Sacco, Dana Stiner, and James Walker.
Dissertation full title: "Examining The Relationship Between Law Student Engagement with Professional Development Services and Post-Graduate Employment Outcomes". In order to provide effective career and professional development services for law students, law schools must build a better understanding of whether student engagement with school-provided career services bears a relationship to post-graduate employment success.
The following research examined the relationship between law student engagement with career and professional development services and post-graduate employment outcomes through analysis of archival data of particular student job search behaviors, dissertation organizational learning, along with their employment outcomes, in the ten months following graduation from law school, dissertation organizational learning.
The study specifically examined data provided by recent graduates the classes of December through August of a mid-sized, diverse, private, religiously-affiliated law school in the Pacific Northwest. The data were collected by the law school's career office using an adaptation of a standard graduate employment survey provided to American law schools. Using SPSS, data were then analyzed using Fisher's Exact Test, with engagement with the career office as the presumptive independent variable, and employment status as the dependent variable.
Though the calculations revealed overall higher rates of the highest standard of employment for graduates who used school-provided career services, dissertation organizational learning, the results were, dissertation organizational learning, for the most part, not statistically significant. No leader or leadership institution—particularly no educator or educational institution—can presume that fostering active citizenship to prolong our democracy is someone else's business, dissertation organizational learning.
O'Connell, After nearly twenty years of dedicated efforts and resources, American colleges and universities continue to struggle to reconcile their responsibilities between educating students for active roles in society and preparing students for employment.
Twenge, Campbell, and Freeman p. They recognized that the decrease in civic engagement has generated concerns amongst educators, researchers, and community stakeholders that students and citizens over time will not develop sufficient disposition for Civic-mindedness.
Higher education institutions have sought to address the decline in civic engagement by developing curricula and establishing community engagement centers to integrate classroom theory and practical experiences for students, specifically by establishing partnerships with the surrounding host communities. This emphasis on engagement between the dissertation organizational learning education institutions and host communities has shifted the perspectives of the institutions such that the host communities are now perceived to provide co-educational opportunities for students beyond that of the classroom experience itself, thus expanding the campus boundaries.
This recognition of benefits of undergraduate student participation and service has allowed for host communities to willingly partner with colleges and universities and help address the issue of declining civic engagement. How higher educational institutions and community partners collaborate and utilize their expertise to construct the authentic learning experiences for students jointly is as essential as the experiences themselves, dissertation organizational learning.
Respective to both the educational institution and community partners, such expertise serves as an invaluable component of the co-educational experience by extending and contextualizing classroom instruction with real-world application, thereby creating an indelible impression on the student's collegiate experience.
Despite the demonstrated significance of framing the authentic, real-world community-based experiences for students, community partners continue to struggle in their attempts to create genuine partnerships with educational institutions as equal educational partners. This mixed-methods study, utilizing descriptive statistics and thematic content analysis, sought to examine the perceived significance of the collaboration between a Jesuit university and its community stakeholders, to co-create experiences that form Civic-mindedness Steinberg et al.
The researchers explored how the university and community partners perceive the engagement and influence the development of student Civic-mindedness. Through action research, the researchers learned more about the conditions for engaged scholarship that institutions of higher education and community partners perceived to be better catalysts for instilling a more profound sense of civic responsibility in undergraduate students.
Using findings from the university's and community's perceptions, the final line of inquiry synthesized the similarities and differences in perspectives. Conclusions from this research were intended to help the community partner, Seattle University, dissertation organizational learning, and its Center for Community Engagement, by providing empirical data to help align strategies and resources, engage differently with the community, and produce more civically-minded student graduates.
Dissertation completed by Orstell Jackson, Rajesh Natarajan, and Frederick Rundle. An evaluation of refugee access to mental healthcare services at the Village Spirit Center of the Catholic Community Services in King County. It was discovered that refugee care and support systems are worthy of improvement. Barriers identified include limited English language proficiency and inadequate numbers of culturally and linguistically competent mental health dissertation organizational learning refugee cultural attachment; challenging socio-economic conditions of refugees; and a lack of trust between the patients and healthcare providers, dissertation organizational learning.
Qualitative interviews were conducted with the women. The findings of the study suggest giving back was one of the most fulfilling things the women had done in the progress toward degree completion. Giving back had been identified as their goal in the process of their academic pathway and the careers they had studied for. The dissertation organizational learning narratives also suggest goal identification with academic pathways was essential for completing their degree.
All of the participants had at least one positive K experience, had shown resiliency in overcoming self-doubt in terms of completing studies at the community college-level and accessed some level of campus support toward completion of their degrees. Keywords: American Indian, dissertation organizational learning, Alaska Native, urban, community college, education, retention, giving back. Full dissertation title: dissertation organizational learning In Transitioning From Practitioner To Educator In Occupational Therapy Assistant Programs".
The Learning Organization
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This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been online learning and technology-mediated learning studies and studies of organizational and learning practices (Alavi & Gallupe, ). Research in support of operationalizationAuthor: M. Anita Jones The organizational learning supports to help millennials improve their learning in the workplace remain largely undefined. For the purposes of this research effort, organizational learning supports are the tools and resources provided by an organization to promote knowledge blogger.com by: 2 Aug 24, · Knowledge management in an organization mainly deals with organizing, planning, controlling and motivating people. The current dissertation contains discussion on the relationship among knowledge management, organizational learning and performance of the organization. Both primary and secondary data will be collected for conducting the research. Initially the study will be based on analysis of theories related with knowledge management in organizations
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