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Descriptors:
Foreign Countries; Creative Development; Elementary School Students; Middle School Students; Preadolescents; Adolescents; Creative Thinking; Age Differences; Organizational Climate; Educational Environment; Elementary Schools; Middle Schools; Path Analysis; Elementary School Teachers; Middle School Teachers

Abstract:
The major objectives of this study were to determine the characteristics of creativity development of Chinese children, the creative organizational climate of Chinese schools, and the relations among them. The results provided evidence that the creativity scores of children in elementary school were significantly higher than those of children in middle school. The teachers' evaluation of the creative organizational climate of the elementary school was significantly higher than that of the middle school. When the two variables were analyzed together, both the creative organizational climate of schools and the creative thinking development of children decreased during the children's development. Moreover, the creativity and climate scores were highly correlated, and the results from a path analysis suggested that a school's creative organizational climate has a significant impact on all seven dimensions of creativity measured in this study. (Contains 2 tables, 4 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Environment; Educational Change; Instructional Leadership; Federal Legislation; Performance Factors; Institutional Mission; Organizational Climate; Educational Objectives; Decision Making; Administrative Organization; Administrative Change; Change Strategies; Organizational Change; Focus Groups; Educational Policy; Administrator Attitudes; Superintendents; Principals; Formative Evaluation

Abstract:
This article documents perceptions of superintendents and principals when working under the No Child Left Behind Act (NCLB) in 2004-06. It uses data collected through the Voices 3 Project to consider three factors associated with instructional leadership as applied under NCLB, defining the school's mission, managing the instructional program, and promoting a positive school learning climate. Findings include that the narrowness of the curriculum objectives, the top-down hierarchical nature of decision making in the system, and the pervasively negative and punitive environment impact on the work of instructional leaders. The article argues that new approaches and leadership models are needed. 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:
Experiential Learning; Group Dynamics; Learner Engagement; Organizational Change; Organizational Culture; Program Descriptions; Leadership Training; Program Design; Organizational Climate; Organizational Effectiveness; Organizational Theories; Organizational Development; Foreign Countries

Abstract:
How can action learning be used as part of an overall approach to changing the culture of an organisation? This article describes some of the work being done by managers in South Cambridgeshire district to build a more empowered and engaged organisation following the appointment of a new chief executive tasked with raising standards in an organisation which had had a challenging history, where morale was low and where significant reductions in the workforce were taking place. The article describes the purpose of action learning in this particular context, the membership of the action learning groups and the uses to which action learning is being put by managers in the Council. 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:
Experiential Learning; Foreign Countries; Industry; Educational Change; Creative Development; School Business Relationship; Partnerships in Education; Creative Activities; Agency Cooperation; Cooperative Planning; Cooperative Programs; Group Dynamics; Peer Groups; Peer Relationship; Professional Development; Skill Analysis; Skill Development; Network Analysis; Institutional Role; Organizational Climate; Organizational Culture; Organizational Theories

Abstract:
In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a "peer-to-peer business programme", or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a "Six-Squared" model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. (Contains 1 figure 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:
Cognitive Ability; Subcultures; Cultural Pluralism; Change Strategies; Critical Theory; Multicultural Education; Intercultural Programs; Cultural Awareness; Transformational Leadership; Organizational Climate; Organizational Culture; Social Justice; Administrative Principles; Sensitivity Training; Student Participation; Teacher Participation; Institutional Characteristics; Transformative Learning

Abstract:
In this article, the author provides a model that juxtaposes leadership, critical theory, and learning to address the needs of educators, the organization, and students. This model provides educators with a foundational approach to nurture students' critical consciousness through self-awareness and to actualize transformational change within their institution. The Layers of Critical Engagement help educators to frame and employ multiculturalism through identity development processes and contexts. College and university educators require training and exposure to experiences that will aid them in becoming self-reflective, in recognizing institutionalized otherblindness, and in manifesting productive ways in which they can serve as actively engaged advocates for change. In this regard, they position themselves within the institution as cultural workers who have successfully negotiated the application of the Layers of Engagement. Students need these cultural workers to generate genuine relationships with diverse populations and to help them develop into culturally competent citizens. The Layers of Engagement impact student learning by challenging students to construct a critically conscious lens, which empowers them to enhance their cognitive abilities and to involve themselves in implementing transformational change at the institutional, regional, and global levels. In order for this synthesis to transpire, the organization must reflect safe, inclusive, and intercultural themes. Members of the campus community should exhibit several forms of diversity, each sharing vocabulary and customs that encompass all constituencies and subcultures. This climate will foster global citizenship and will accommodate positive, sustainable change. (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; Sharing Behavior; Universities; College Faculty; Teacher Attitudes; Teacher Behavior; Influences; Motivation; Interpersonal Relationship; Self Esteem; Organizational Climate; Least Squares Statistics

Abstract:
Universities are expected to be places where knowledge is shared freely among academicians. However, the reality shows that knowledge sharing is barely present within universities these days. As Malaysia shifts towards building a knowledge-based society, academic institutions, particularly the public universities, now face ever-growing faculty demands for sharing quality resources and expertise. As a result, knowledge sharing in academia has become a rising concern. The purpose of this study, then, is to uncover the factors that propel knowledge sharing among academicians in higher learning institutions of Malaysia. Using the Theory of Reasoned Action as the basis for this study's research framework, data was gathered from 447 academicians in 10 public universities scattered throughout the country. Findings from the Partial Least Squares analysis revealed that extrinsic motivation, reciprocal relationships, sense of self-worth and subjective norm are vital determinants of an academician's attitude towards knowledge sharing. In turn, this attitude that is formed will largely determine whether the academician engages in knowledge sharing behaviors or not. Besides having a positive effect on attitude, sense of self-worth also exhibited a positive impact on the subjective norm to share knowledge. Consequently, this subjective norm will have an impact upon knowledge sharing behavior. In addition, perceived behavioral control and organizational climate were discovered to have a direct influence on knowledge sharing behaviors. Implications, limitations as well as suggestions for future research are accordingly discussed in this paper. 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:
Teacher Student Relationship; Emotional Development; Social Development; Social Cognition; Adolescent Development; Emotional Problems; Emotional Disturbances; Organizational Climate; Organizational Culture; Dropout Characteristics; Outcomes of Education; Personal Space; Social Environment

Abstract:
A substantial percentage of students come to school with a number of stress factors from life circumstances, personal clinical attributes, and typical adolescent challenges. As a result, some students become disengaged from school, are unsuccessful, or drop out of school. School structures are not always equipped to respond to such problems. A mounting collection of research has begun to document the importance of teacher-student relationships in academic success and socioemotional development. Much of this research reveals that relationships between teachers and students can make a vital difference in student success. (Contains 36 notes.) 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:
Listening; Intellectual Disciplines; Scholarship; Communication Research; Organizational Climate; Work Environment; Industrial Psychology; Interpersonal Communication; Career Development; Relationship; Social Mobility; Group Dynamics; Reputation; Recognition (Achievement)

Abstract:
Robert Bostrom has not only left a listening legacy, but he was also a pioneer in the larger discipline of communication. Bostrom was one of the first scholars to focus on the dynamics of interpersonal contexts, thereby directly contributing to the transition of our field from "speech" to "communication." Early on he recognized the importance of relational issues and reciprocity, concepts that would later become particularly important to listening researchers and practitioners. In this early work, when the discipline was concerned almost exclusively with the creation and sending of messages, he emphasized the importance of "listener involvement" in the communication process and, from the beginning, demonstrated a commitment to reveal the relevance of communication in everyday contexts (Andersch, Staats, & Bostrom, 1969). 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:
Governance; College Athletics; Participative Decision Making; Social Cognition; Job Satisfaction; Teacher Influence; Teacher Attitudes; College Faculty; Organizational Climate; Organizational Culture; Politics of Education; Likert Scales; Predictor Variables

Abstract:
This study focuses on a contested area of shared governance, intercollegiate athletics. The researchers consider how faculty perceptions of organizational politics shape their orientations toward collaborative decision-making in this domain. The results provide insights into ways social cognitions about campus-level decision-making affect faculty satisfaction with their collective influence and their prioritization of governance issues. Several directions for further research on athletics oversight and shared governance are identified. (Contains 6 tables, 1 figure, and 2 footnotes.) 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:
Females; Accreditation (Institutions); Gender Bias; Content Analysis; College Planning; Mixed Methods Research; Position Papers; Engineering Education; Institutional Mission; Institutional Characteristics; Organizational Culture; Organizational Climate

Abstract:
A mixed method design was used to conduct a content analysis of the mission statements of colleges of engineering to map inductively derived codes with the EC 2000 outcomes and to test if any of the codes were significantly associated with institutions with reasonably strong representation of women. Most institution's (25 of 48) mission statement had two or fewer of the outcomes endorsed by the accrediting agency. The diversity code was significantly related to the representation of women, but is not one of the outcomes identified by the accrediting agency. The research demonstrates how mixed methods can be applied to content analysis. (Contains 3 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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