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Descriptors:
Foreign Countries; Developing Nations; Profiles; Human Resources; Capacity Building; Principals; Elementary Schools; Secondary Schools; Educational Change; Instructional Leadership; Educational Legislation; School Administration; Program Implementation; Program Effectiveness; Rating Scales

Abstract:
In 1999 Thailand passed an ambitious national educational law that paved the way for major reforms in teaching, learning and school management. Despite the ambitious vision of reform embedded in this law, recent studies suggest that implementation progress has been slow, uneven, and lacking deep penetration onto classrooms. Carried out ten years after the launch of the reform law, the current research sought to expand on these earlier studies by examining the capacity of Thailand's principals to lead reforms in teaching and learning. The study developed a national profile of principal instructional leadership using a Thai Form of the "Principal Instructional Management Rating Scale" (Hallinger, 1994). The overall profile of 1195 primary and secondary school principals suggested a moderate level of engagement in two dimensions ("Creating a School Mission and Developing a Positive School Learning Climate") and a lower level of activity on the dimension, "Managing the Instructional Program". The results provide preliminary evidence which suggests that a more systematic human resource strategy is needed in order to ensure that Thailand's key school leaders have the knowledge, skills and motivation needed to support changes in teaching and learning envisioned in the nation's education reforms. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Goal Orientation; Personality Traits; Personality; Stress Variables; Work Environment; Correlation; Self Evaluation (Individuals); Job Performance; Intervention; Human Resources

Abstract:
This study investigates the dispositional factors related to work stress. Specifically, previous research has demonstrated a relationship between core self-evaluation (CSE) and general life stress. This article extends past research by examining the relationship between CSE and work stress, and includes goal orientation as a potential mediator of this relationship. Learning goal orientation and performance goal orientation are two variables that are salient to HRD scholarship interests. The study results supported the hypothesis that CSE is negatively related to work stress, and that performance-prove goal orientation partially mediates this relationship. Given Russ-Eft's (2001) call for additional research exploring work stress and learning, and a recent meta-analysis exploring the relationship between another core personality trait (psychological capital) and work stress (Avey, Reichard, Luthans, & Mhatre, 2011), the results of this study make an important contribution to our understanding of the relationship between core personality traits and work stress research. Furthermore, managers and executive coaches can use the results of this study to develop interventions designed to address the stress-related problems of individuals and organizations. (Contains 1 table, 2 figures, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Equal Education; Foreign Countries; Classification; School Community Relationship; Human Resources; Volunteers; Inclusion; Minority Group Students; Ethnicity; Racial Differences; At Risk Students; Interaction; Grouping (Instructional Purposes); Heterogeneous Grouping; Adults; Case Studies; Educational Environment

Abstract:
Despite the limited success of grouping students by attainment in enhancing educational achievement for all, this practice is still widely followed in European schools. Aiming at identifying successful educational actions that promote high academic achievement and social inclusion and cohesion, part of the EU-sponsored Europe-wide INCLUD-ED project analysed different ways of grouping students in classrooms. A classification was developed that distinguishes between three ways according to two dimensions--homogeneity/heterogeneity and use of human resources. This classification differentiates among mixture, streaming, and inclusion. In this paper, an example of inclusive action, Interactive Groups (IGs), is explored in depth. Based on grouping students heterogeneously and including adults from the community in the classroom, IGs address educational inequalities and enhance learning for students participating in them. Empirical data obtained from three case studies in schools in Spain indicate that IGs are one of the most successful inclusive actions implemented in these schools. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outplacement Services (Employment); Human Resources; Employees; Surveys; Counseling; Counselors; Dislocated Workers; Job Layoff; Job Search Methods; Career Counseling; Validity

Abstract:
The results from a survey of 238 human resources executives from organizations that offer outplacement counseling (OPC) internally and 168 that offer it externally suggest that internal OPC delivery is inferior to external OPC delivery. The author found that most internal OPC organizations did not offer the 13 traditional OPC services, even when they were viewed as important. However, both groups had deficiencies in measuring their OPC relative to gender, age, and effectiveness. Internal OPC organizations rated the quality of their OPC service as 4.77 on a scale of 10, whereas external OPC organizations rated their services as 7.96. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Living Standards; Development; Human Resources; Natural Resources; Physical Environment; Measurement; Comparative Analysis; Social Indicators

Abstract:
The resource-infrastructure-environment (RIE) index was proposed as an alternative measure of progress which was then employed to: (1) compare the aggregate (single summary) index findings between Australia (mid-industrialised nation), Mexico (emerging economy), and the US (highly industrialised nation); and (2) compare the RIE index against the gross domestic product (GDP), human development index (HDI) and genuine savings (GS) measure. This paper builds on the previous work by assessing the seven themes and 21 dimensions which comprise the RIE index for the three aforementioned nations, as well as the associated policy implications. The results identified Australia's strength in the human resource and infrastructure themes. For Mexico, strong contributions came from the natural and generated resource themes as well as the physical environment theme, while the US performed strongly in the infrastructure themes. The comparative results of the US and Mexico illustrated that it is possible to achieve high levels of progress without an excessive reliance on high levels of production and income. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Municipalities; Evaluation; Quality of Life; Human Capital; Human Resources; Urban Planning; Social Indicators; Benchmarking

Abstract:
This paper aims to provide an assessment of urban quality of life (QoL) of European cities from the perspective of qualified human resources. The competitiveness of cities relies increasingly in their capacity to attract highly educated workers, as they are important assets for firms when choosing a location. Qualified human resources, on the other hand, tend to value QoL over other urban features. This is why policymakers and urban planners need to evaluate QoL of cities and be provided with tools that can guide action to improvements in this area. We assess urban QoL by means of a composite indicator constructed using data envelopment analysis, based on Urban Audit data and Mercer's framework of analysis, to give account of 246 European cities. Besides presenting a ranking of the best and the worst scores of QoL, this methodology allows benchmarking strategies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Enrollment; Enrollment Trends; College Credits; Student Characteristics; Two Year College Students; Online Courses; Dual Enrollment; High School Students; Academic Degrees; College Programs; Adult Literacy; Labor Force Development; Apprenticeships; Graduation Rate; Transfer Rates (College); Education Work Relationship; Outcomes of Education; Income; Adult Basic Education; Tuition; Fees; Student Financial Aid; Educational Finance; Expenditure per Student; Human Resources; School Personnel; College Faculty; College Administration; Salaries; Part Time Students; Full Time Students

Abstract:
Each fall, the Iowa Department of Education collects enrollment data from Iowa's community colleges on the tenth business day of the semester. The fall data pertain to the 2012-13 academic year (fiscal year 2013). This report is the only report on fiscal year 2013 until next year's "Annual Condition of Iowa's Community Colleges." Fall enrollment for 2012 was 100,519 students, a 5.2 percent decline from fall 2011. Since 2008, community college enrollment has grown rapidly, likely a result of the recession of 2008 and 2009. Table 2-1 displays enrollment figures for the latest five years. Enrollment fell at 12 of the 15 community colleges. More students were enrolled part-time (less than 12 semester credit hours) than were enrolled full-time. Students enrolled part-time accounted for 53.9 percent of total fall enrollment, compared to 51.8 percent last fall. The fall enrollment of full-time students fell from 51,107 (48.2 percent of total enrollment) to 46,354 (46.1 percent of total enrollment), a 9.3 percent decline, while the fall enrollment of part-time students dropped slightly (-1.3 percent) from 54,868 students in 2011 to 54,165 students in 2012. Although overall fall enrollment has increased more than tenfold since 1965, the number of full-time students as a percentage of total fall enrollment has steadily declined from 90.8 percent in 1965 to 46.1 percent in 2012. (Contains 272 tables and 105 figures.) [This data for this paper was compiled with the assistance of Geoffrey Jones.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Higher Education; Program Effectiveness; Organizational Change; Student Needs; Grants; Human Resources; Hispanic American Students; Success; Student Recruitment; School Holding Power; College Transfer Students; Two Year Colleges; Academic Support Services; Student Personnel Services; Sustainability

Abstract:
How does the country accelerate Latino student success in higher education? The U.S. has to find programs and strategies that improve the success of Latino students, and then replicate or scale up those programs and strategies to serve more students. Those are the basic principles behind "Excelencia" in Education's Growing What Works (GWW) initiative. The Growing What Works initiative is "Excelencia" in Education's concerted effort to expand the reach of programs increasing Latino student success, as identified through the Examples of "Excelencia," and demonstrating how these programs can be replicated through small SEMILLAS (Seeding Educational Models that Impact and Leverage Latino Academic Success) grants. The results described in this brief were made possible through a working partnership with foundations and institutions of higher education who committed to achieve and propagate demonstrable results in accelerating Latino student success in higher education. This brief includes lessons learned from implementing the Growing What Works initiative and SEMILLAS grants. Critical in this time of great change for higher education and for Latino students is the following lesson. Targeted, well managed financial and human resources focused on Latino student success, not only produce effective results for students, the participating institutions and supporting foundations, but demonstrate the strength and viability of the these strategies to accelerate larger social impact and serve as catalysts for institutional change to increase Latino student success. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Cognitive Ability; Adaptive Testing; Feedback (Response); Predictive Validity; Computer Assisted Testing; Cognitive Measurement; Evaluation Methods; Evaluation Problems; Organizations (Groups); Testing Problems; Personnel Selection; Selection Criteria; Item Response Theory; Human Resources; Cognitive Tests; Simulation; Adults; Correlation; Comparative Analysis

Abstract:
Cognitive ability tests are widely used in organizations around the world because they have high predictive validity in selection contexts. Although these tests typically measure several subdomains, testing is usually carried out for a single subdomain at a time. This can be ineffective when the subdomains assessed are highly correlated. This article illustrates the applicability of using multidimensional computerized adaptive testing (MCAT) for a cognitive ability test used in organizational contexts. MCAT can increase the validity of subdomain ability scores by effectively administering and scoring items based on the relations between the subdomains. This can be particularly useful in settings where there is a need to provide detailed feedback regarding subdomain scores, but there is limited time for assessment. Results indicate that MCAT leads to improved test precision, shorter tests, and increased selection utility compared to more traditional testing methods. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Research; Psychological Studies; Staff Development; Transfer of Training; Work Environment; Guidelines; Human Resources; Labor Force Development; Higher Education

Abstract:
The goal of staff development in higher education is a change in teacher practices to positively influence student learning. In other words, the goal of staff development is the transfer of learning to the workplace. Research illuminates that this transfer of learning to the workplace is a complex issue. To make an accurate assessment of staff development initiatives one must consider what works for whom and under what conditions. We need to understand which influencing variables actually lead to which effects. Furthermore, we have to gain insight into moderators in the relationship between influencing variables and transfer of learning. With this interdisciplinary review we combine the findings of management, Human Resource Development (HRD), and organisational psychological research with educational research. We attempt to generate guidelines for further research to improve staff development by revealing gaps in earlier research on impact of staff development. (Contains 8 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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