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Weatherhead Doctor of Management Programs
Show moreThis exploratory research examines the reasons that teachers are motivated to implement service- learning projects in a particular middle school. Service learning is defined as “a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities” (National Commission on Service Learning, 2002). Because the use of service learning is not mandated or required by this school, some teachers are engaging in a behavior that goes beyond the basic requirements of their instructional role in the classroom without additional reward or monetary compensation. This research uses the subcategories of organizational citizenship behavior: altruism, conscientiousness, sportsmanship, courtesy and civic virtue (Organ, 1988) and compares them to the themes that emerge from a series of interviews with teachers who are willing to share their stories. It also considers some of the literature on service learning, experiential learning and volunteerism in the United States as it relates to the question of a teacher’s choice to participate in implementing a service- learning project. It is based upon two surveys, on-site observations and thirteen transcribed interviews with individual teachers. In each case, the data gathering was focused on the teachers, their prior community service experiences and/or their reasons for choosing to participate in the school-wide initiative to implement service- learning projects. Studies of service learning often examine the outcomes for students. Less work has been done on service learning as it relates to teachers and their role. This work combines the teachers’ community service experience and expressed interest in student success with their professional values and personal beliefs to describe the reasons that teachers are willing to choose to implement service learning projects.
Doctorate of Management Programs
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Show moreThis study combines an inductive and deductive approach to studying strategy formulation and reformulation at AT&T utilizing a cognitive based model. The research question is: Do stress and inertia, in relationship to each other and in relationship to second order change, conforms to the Huff & Huff’s model? The study utilized two methodologies to address the research question: strategic argument mapping was used to identify the key strategic arguments and concepts of AT&T strategy; and thematic analysis was used to obtain a quantitative measure for stress and inertia. Both sets of results were mapped against predicted patterns of strategy reformulation when second order change took place, and against Huff and Huff’s model. The study would be of utility to scholars and practitioners interested in gaining a better understanding of the applicability of strategy reformulation models and of how stress and inertia interact in a practical environment such as that of AT&T. The study finds the framework for the study of stress and inertia interactions to be valid but questions notions of cumulative stress and inertia in Huff & Huff’s model. The results show that relative rather than absolute levels are more meaningful to identifying and understanding second order changes. The study also questions Mintzberg’s notion of strategy as a pattern of activities and the results show a dynamic and mutating process which has led AT&T to return to its original core business, while its arguments and key concepts communicated a different future. It suggests that a new way of thinking about strategy as a dynamic, unstable, and mutating processes is needed.
Doctorate of Management Programs
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