Leadership competencies in the requirements phase of IS/IT development projects

Doutoramento em Gestão

Long-term Success of Family Firms: Investigating Specific Aspects of Firm-level Entrepreneurship and Individual-level Antecedents

Long-term success of family firms is of utmost social and economic importance. Three of its determinants are in the center of this Dissertation: firmlevel entrepreneurial orientation (EO), managers' entrepreneurial behavior, and value-creating attitudes of non-family employees. Each determinant and respective research gaps are addressed by one paper of this cumulative dissertation. Referring to firm-level EO, scholars claim that EO is a main antecedent to firms' both short- and long-term success. However, family firms seem to be successful across generations despite rather low levels of EO. The first paper addresses this paradox by investigating EO patterns of long-lived family firms in three Swiss case studies. The main finding is that the key to success is not to be as entrepreneurially as possible all the time, but to continuously adapt the EO profile depending on internal and external factors. Moreover, the paper suggest new subcategories to different EO dimensions. With regard to entrepreneurial behavior of managers, there is a lack of knowledge how individual-level and organizational level factors affect its evolvement. The second paper addresses this gap by investigating a sample of 403 middle-level managers from both family and non-family firms. It introduces psychological ownership of managers as individual-level antecedent and investigates the interaction with organizational factors. As a central insight, management support is found to strengthen the psychological ownership-entrepreneurial behavior relationship. The third paper is based on the fact that employees' justice perceptions are established antecedents of value-creating employee attitudes such as affective commitment and job satisfaction. Even though family firms are susceptible to nonfamily employees´ perceptions of injustice, corresponding research is scarce. Moreover, the mechanism connecting justice perceptions and positive outcomes is still unclear. Addressing these gaps, the analysis of a sample of 310 non-family employees reveals that psychological ownership is a mediator in the relationships between distributive justice perceptions and both affective commitment and job satisfaction. Altogether, the three papers offer valuable contributions to family business literature with respect to EO, entrepreneurial behavior, and value-creating employee attitudes. Thus, they increase current understanding about important determinants of family firms' long-term success, while opening up numerous ways of future research.

School success stories of young men at risk

This paper arises from the concern about school inequality. This is a topic that uses to concern European organizations. Education is one of the five key goals of the “European Strategy 2020” to achieve economic growth, to combat social inequality and build a socially and economically strong Europe. This concern is also shared by international organisations such as the OECD, the World Bank and the UNESCO which, together with the European Union have become political agents that exercise their influence on national policies.

VERIFYING SUCCESS OF ARTIFICIAL REEFS IN THE HURON-ERIE CORRIDOR FOR LAKE STURGEON

Lake sturgeon (Acipenser fulvescens) were historically abundant in the Huron-Erie Corridor (HEC), a 160 km river/channel network composed of the St. Clair River, Lake St. Clair, and the Detroit River that connects Lake Huron to Lake Erie. In the HEC, most natural lake sturgeon spawning substrates have been eliminated or degraded as a result of channelization and dredging. To address significant habitat loss in HEC, multi-agency restoration efforts are underway to restore spawning substrate by constructing artificial spawning reefs. The main objective of this study was to conduct post-construction monitoring of lake sturgeon egg deposition and larval emergence near two of these artificial reef projects; Fighting Island Reef in the Detroit River, and Middle Channel Spawning Reef in the lower St. Clair River. We also investigated seasonal and nightly timing of larval emergence, growth, and vertical distribution in the water column at these sites, and an additional site in the St. Clair River where lake sturgeon are known to spawn on a bed of ~100 year old coal clinkers. From 2010-12, we collected viable eggs and larvae at all three sites indicating that these artificial reefs are creating conditions suitable for egg deposition, fertilization, incubation, and larval emergence. The construction methods and materials, and physical site conditions present in HEC artificial reef projects can be used to inform future spawning habitat restoration or enhancement efforts. The results from this study have also identified the likelihood of additional uncharacterized natural spawning sites in the St. Clair River. In addition to the field study, we conducted a laboratory experiment involving actual substrate materials that have been used in artificial reef construction in this system. Although coal clinkers are chemically inert, some trace elements can be reincorporated with the clinker material during the combustion process. Since lake sturgeon eggs and larvae are developing in close proximity to this material, it is important to measure the concentration of potentially toxic trace elements. This study focused on arsenic, which occurs naturally in coal and can be toxic to fishes. Total arsenic concentration was measured in samples taken from four substrate treatments submerged in distilled water; limestone cobble, rinsed limestone cobble, coal clinker, and rinsed coal clinker. Samples were taken at three time intervals: 24 hours, 11 days, and 21 days. ICP-MS analysis showed that concentrations of total arsenic were below the EPA drinking water standard (10 ppb) for all samples. However, at the 24 hour sampling interval, a two way repeated measures ANOVA with a Holm-Sidak post hoc analysis (α= 0.05) showed that the mean arsenic concentration was significantly higher in the coal clinker substrate treatment then in the rinsed coal clinker treatment (p=0.006), the limestone cobble treatment (p

Online education, accrediting standards, and student success: An examination of the relationship between the southern association of colleges and schools commission on colleges standards for online education and student success

Prior to 2000, there were less than 1.6 million students enrolled in at least one online course. By fall 2010, student enrollment in online distance education showed a phenomenal 283% increase to 6.1 million. Two years later, this number had grown to 7.1 million. In light of this significant growth and skepticism about quality, there have been calls for greater oversight of this format of educational delivery. Accrediting bodies tasked with this oversight have developed guidelines and standards for online education. ^ There is a lack of empirical studies that examine the relationship between accrediting standards and student success. The purpose of this study was to examine the relationship between the presence of Southern Association of Colleges and Schools Commission on College (SACSCOC) standards for online education in online courses, (a) student support services and (b) curriculum and instruction, and student success. An original 24-item survey with an overall reliability coefficient of .94 was administered to students (N=464) at Florida International University, enrolled in 24 university-wide undergraduate online courses during fall 2014, who rated the presence of these standards in their online courses. The general linear model was utilized to analyze the data. The results of the study indicated that the two standards, student support services and curriculum and instruction were both significantly and positively correlated with student success but with small R2 and strengths of association less than .35 and .20 respectively. Mixed results were produced from Chi-square tests for differences in student success between higher and lower rated online courses when controlling for various covariates such as discipline, gender, race/ethnicity, GPA, age, and number of online courses previously taken. A multiple linear regression analysis revealed that the curriculum and instruction standard was the only variable that accounted for a significant amount of unique variance in student success. Another regression test revealed that no significant interaction effect exists between the two SACSCOC standards and GPA in predicting student success. ^ The results of this study are useful for administrators, faculty, and researchers who are interested in accreditation standards for online education and how these standards relate to student success.^

From the workplace to the classroom:examining the impact of self-leadership learning strategies on higher educational attainment and success

Self-leadership is a concept from the organisational and management literature broadly combining processes of self-goal setting, self-regulation and self-motivation. Research has typically focused on the impact of self-leadership on work performance outcomes, with little attention to potential benefits for learning and development. In this paper, we employ a longitudinal design to examine the association of a number of processes of self-leadership with higher educational attainment in a sample of business students (N = 150). Self-reported use of strategies related to behavioural, cognitive and motivational aspects of self-leadership were measured in the first semester of the academic year, and correlated with end-of year grade point average. We found that in particular, self-goal setting, pro-active goal-related behaviour, behaviour regulation and direction, motivational awareness, and optimism were all significant predictors of educational attainment. We discuss implications for educational research and for teachers and tutors in practice.

Emotional Skills and Promoting School Success in the 3rd Cycle: Students Perception

The perceptions about school play a central role in behavior, performance and learning outcomes. There is evidence that an improvement in emotional skills is associated with a higher school success. The aim of this paper is to know the relationship between internalizing and externalizing behaviors, emotional skills and academic success of students of the 3rd cycle of basic education. In order to promote students social and emotional skills, a pilot study in a School Grouping of the central region (Portugal) was carried out. It was made a diagnosis of disruptive behavior (ASEBA) and identified 6 children aged between 12 and 14 years old and followed by 3 focus groups with students, parents, and teachers, respectively. Six students mostly male were identified, with the predominance of externalizing behaviors and academic failure. They don’t like school and have no motivation for learning. The relationship between parents and teachers is conflictive. All parents have the utmost concern academic success and teachers perceived good practices, but without success. This program is seen in a perspective of empowerment of the educational agents to manage various environments and relationships. The results point to the importance of the systemic intervention program on the improvement of the social and emotional competences and academic achievement.

Emotional skills and promoting School Success in the 3rd cycle: students perception

Problem Statement: The perceptions about school, play a central role in behavior, performance and results. There is evidence that an improvement in emotional skills is associated with a higher success. Research Questions: What is the relationship between internalizing and externalizing behaviors, emotional skills and academic success in the 3rd cycle of basic education? Purpose of Study: To promote social and emotional skills of students, in the 3rd cycle of basic education. Research Methods: A pilot study with groups of 7th year at a school central Portugal. Made diagnosis of disruptive behavior (ASEBA) was identified 6 children aged 12 0s and 14 and followed by 3 focus groups with students, parents, and teachers respectively. Findings: 6 students mostly male were identified (70 %), with the predominance of externalizing behaviors and academic failure. Not like school (80%) and have no motivation for learning. The relationship between parents and teachers is conflituoso. 100 % of parents have the utmost concern academic success and teachers perceptional good practices, but without success. Conclusions: This program is seen in a perspective of empowerment of the various educational agents to manage various environments and relationships. The results point to the importance of the focus group in the awareness of relational problems in schools. Less adjusted change behaviors imply the involvement of all educators.

New Political Parties as Innovators - Formation and Success

This cumulative dissertation investigates the formation and success of new political parties in developed democracies from the perspective of the programmatic competition between parties (see. introduction in chapter 1). It starts by arguing that the current state of the programmatic supply by existing parties is a central determinant for the likelihood of new party formation (chapter 2). A low programmatic diversity of existing parties creates scope for programmatic innovations by new parties. The dissertation establishes a connection between the literature on new parties and niche parties by analyzing the latter as typical cases of innovating new parties (chapter 3). For this purpose, the author combines two concepts with corresponding measures in order to capture the programmatic profiles of parties. Nicheness refers to differences in the emphasis of topics between a given party and its counterparts while programmatic concentration shows the narrowness of a given policy profile. Chapter 4 investigates how the variation in the programmatic profiles of niche parties affect their long-term electoral performance. Previous studies on niche parties have not fully taken into account the evolutionary aspect of the programmatic profiles of these parties. Acknowledging the variation in programmatic profiles between niche parties and over time, the article argues that the electoral effects of nicheness and programmatic concentration as programmatic features of niche parties vary over their lifecycle. The literature on new parties assumes that they can benefit from the poor representation of parts of the electorate by existing parties. This strand of research provides plausible results, but it operates on the macro level, which is problematic for theoretical and methodological reasons. The study in chapter 5 overcomes these problems through a multilevel analysis of the vote choice between new parties, existing parties and abstention.

Good is generally more alike than bad in the information ecology: Investigating the case of (the ABC model of) group stereotypes

On most if not all evaluatively relevant dimensions such as the temperature level, taste intensity, and nutritional value of a meal, one range of adequate, positive states is framed by two ranges of inadequate, negative states, namely too much and too little. This distribution of positive and negative states in the information ecology results in a higher similarity of positive objects, people, and events to other positive stimuli as compared to the similarity of negative stimuli to other negative stimuli. In other words, there are fewer ways in which an object, a person, or an event can be positive as compared to negative. Oftentimes, there is only one way in which a stimulus can be positive (e.g., a good meal has to have an adequate temperature level, taste intensity, and nutritional value). In contrast, there are many different ways in which a stimulus can be negative (e.g., a bad meal can be too hot or too cold, too spicy or too bland, or too fat or too lean). This higher similarity of positive as compared to negative stimuli is important, as similarity greatly impacts speed and accuracy on virtually all levels of information processing, including attention, classification, categorization, judgment and decision making, and recognition and recall memory. Thus, if the difference in similarity between positive and negative stimuli is a general phenomenon, it predicts and may explain a variety of valence asymmetries in cognitive processing (e.g., positive as compared to negative stimuli are processed faster but less accurately). In my dissertation, I show that the similarity asymmetry is indeed a general phenomenon that is observed in thousands of words and pictures. Further, I show that the similarity asymmetry applies to social groups. Groups stereotyped as average on the two dimensions agency / socio-economic success (A) and conservative-progressive beliefs (B) are stereotyped as positive or high on communion (C), while groups stereotyped as extreme on A and B (e.g., managers, homeless people, punks, and religious people) are stereotyped as negative or low on C. As average groups are more similar to one another than extreme groups, according to this ABC model of group stereotypes, positive groups are mentally represented as more similar to one another than negative groups. Finally, I discuss implications of the ABC model of group stereotypes, pointing to avenues for future research on how stereotype content shapes social perception, cognition, and behavior.

Steps to success : family-friendly guide for fifth grade : English language arts

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in English language arts and should be able to do upon exiting fifth grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for fourth grade : English language arts

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in English language arts and should be able to do upon exiting fourth grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for fourth grade : mathematics

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in mathematics and should be able to do upon exiting fourth grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for third grade : mathematics

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in mathematics and should be able to do upon exiting third grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for fifth grade : mathematics

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in mathematics and should be able to do upon exiting fifth grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.