Evidence-based organizational change and development: organizational understanding, analysis, and evaluation

The chapter first provides an overview of “best practice” and conventional “received wisdom” relating to OCD and emphasizes the importance of adopting more evidence-based approaches to develop in-depth understanding of the organization prior to planning and instigating an OCD initiative. The authors then discuss a range of historical and contemporary theoretical perspectives for analyzing and making sense of the interacting relationships between an organization’s structure, function, and culture, and of the complexities, contradictions, and paradoxes of organizational life. Additionally, they identify various approaches, tools, techniques, and desirable attributes, competencies, and political skills for developing and evaluating the effectiveness of EBOCD strategies and change agency practice.Chapter

Academic Dishonesty: A Mixed-method Study of Rational Choice among Students at the College of Basic Education in Kuwait

The research herein used a sequential mixed methods design to investigate why academic dishonesty is widespread among the students at the College of Basic Education in Kuwait. Qualitative interviews were conducted to generate research hypotheses. Then, using questionnaire survey, the research hypotheses were quantitatively tested. The findings suggested that academic dishonesty is widespread among the students at the College of Basic Education because the benefits of academic dishonesty are high, whereas the certainty of detection and severity of the sanctions are relatively low. Keywords: academic dishonesty, rational choice theory, sequential mixed methods desig

The Buildup And Release Of Proactive Interference.

PhDExperimentsPsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/190892/2/7500676.pd

and Learning

This phenomenological inquiry explored the experiences of library leaders and discipline faculty members engaging in a collaborative instructional change initiative focused on a process-based learning pedagogy and led by an academic library. The investigation’s purpose was providing insight and understanding concerning the: (a) library’s role in instructional leadership; (b) experience of librarians leading instructional change; (c) experience of faculty members as they design assignments and modify courses to include process-based learning; and (d) prospect of process-based learning as a learning centered curricular tool. Four research questions guided the inquiry: (1) What is the context of this library’s instructional change initiative? (2) What are the library leaders ’ experiences of their roles as initiative leaders? (3) What are the faculty members ’ experiences of their roles as initiative participants? (4) How do library leaders influence instructional change? The study focused on a university library that designed and implemented an undergraduate research-based learning initiative. Interviews with library leaders and faculty participants captured the essence and meaning o

Building evaluation capacity : activities for teaching and training

xxix, 418 p. ; 26 c