University of Maryland University College: UMUC Digital Repository
Not a member yet
6660 research outputs found
Sort by
A systematic review of the sustainability of public health services carried out by NGOs in developing countries
No full textThis presentation explores what management strategies can be
implemented by local NGOs operating
in developing countries to foster the
sustainability of public health services.Non-Cognitive Predictors of Student Success:
A Predictive Validity Comparison Between Domestic and International Students
Non-Cognitive Predictors of Student Success:
A Predictive Validity Comparison Between Domestic and International Students
Abidemi Fauziyyah Adebo-Adelaja, MPH
SOARS November 2019 | [email protected]
Problem Statement
• Developing countries have
difficulties implementing lasting
development programs that address
essential public health needs.
• NGOs have stepped in, raising
management concerns over NGOs
as primary service providers and the
sustainability of services provided.
Research Question
What management strategies can be
implemented by local NGOs operating
in developing countries to foster the
sustainability of public health services?
Methodology
A Systematic Review of the Sustainability Of
Public Health Services Carried Out by NGOs in
Developing Countries
Results
To promote sustainability, NGOs
enlisted the following management
strategies: collaborative service
provision; reduction of donor
dependency by adopting user fees and
seeking other types of support; and
implementing accountability practices
to promote organizational credibility.
Top 3 management strategies driving
the sustainability of public health
services: collaborative efforts,
diversification of funds, and
accountability
• Systematic review
• Realist synthesis
• QA: TAPUPAS
• Coding: Atlas.ti
Dissertation Advisors
Dr. Deborah Wharff & Dr. Wanda Wagner
Take a picture to download
details of the dissertation
Recommendations
NGO managers should first identify key
stakeholders and build trust with them.
To achieve sustainability of public health
services, NGOs must also enlist the key
management strategies found to
promote sustainability.
0
5
10
15
20
25
30
Government
Donor
NGO
Community
Beneficiaries
others
Identified stakeholders
0 5 10 15 20 25
Proper planning
Leadership
Accountability
Fund diversification
Collaboration
Management strategies
Database
search
846
Inclusion &
exclusion
326
Abstract
screening
89
Quality
appraisal
3
Leadership style, teacher engagement and innovation in K-12 education: An International viewpoint
No full textSchool leaders are constantly pressured to improve student performance to meet state and federal growth expectations. For this reason, teachers’ engagement and innovation practice is essential for curriculum and school culture changes that increase students’ academic
performance.1
LEADERSHIPLEADERSHIPLEADERSHIP LEADERSHIPLEADERSHIPLEADERSHIP LEADERSHIP STYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN K STYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN K STYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN K STYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN K STYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN K STYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN K STYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN K STYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN KSTYLE, TEACHER ENGAGEMENT AND INNOVATION IN K-12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT 12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT 12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT 12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT 12 EDUCATION: AN INTERNATIONAL VIEWPOINT 12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT12 EDUCATION: AN INTERNATIONAL VIEWPOINT
Davin Davin DavinJohnsoJohnso Johnso n
The Problem for PractitionersThe Problem for PractitionersThe Problem for Practitioners The Problem for PractitionersThe Problem for PractitionersThe Problem for PractitionersThe Problem for PractitionersThe Problem for Practitioners The Problem for PractitionersThe Problem for PractitionersThe Problem for PractitionersThe Problem for PractitionersThe Problem for PractitionersThe Problem for PractitionersThe Problem for Practitioners The Problem for Practitioners The Problem for Practitioners The Problem for PractitionersThe Problem for Practitioners The Problem for Practitioners
The EvidenceThe EvidenceThe Evidence The EvidenceThe EvidenceThe Evidence The Evidence
RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover? RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover? RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover? RQ: What Do We Need to Know/Discover? RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover?RQ: What Do We Need to Know/Discover? RQ: What Do We Need to Know/Discover?
Method: The Process of DiscoveryMethod: The Process of DiscoveryMethod: The Process of DiscoveryMethod: The Process of Discovery Method: The Process of DiscoveryMethod: The Process of DiscoveryMethod: The Process of DiscoveryMethod: The Process of Discovery Method: The Process of DiscoveryMethod: The Process of DiscoveryMethod: The Process of DiscoveryMethod: The Process of Discovery Method: The Process of Discovery Method: The Process of DiscoveryMethod: The Process of DiscoveryMethod: The Process of DiscoveryMethod: The Process of DiscoveryMethod: The Process of DiscoveryMethod: The Process of DiscoveryMethod: The Process of Discovery Method: The Process of DiscoveryMethod: The Process of Discovery Method: The Process of Discovery
Results ResultsResults Results
Implications for PractitionersImplications for PractitionersImplications for PractitionersImplications for Practitioners Implications for Practitioners Implications for Practitioners Implications for PractitionersImplications for PractitionersImplications for PractitionersImplications for PractitionersImplications for PractitionersImplications for PractitionersImplications for PractitionersImplications for Practitioners Implications for Practitioners Implications for Practitioners Implications for PractitionersImplications for Practitioners Implications for Practitioners
Implications for ScholarsImplications for ScholarsImplications for ScholarsImplications for Scholars Implications for Scholars Implications for Scholars Implications for ScholarsImplications for ScholarsImplications for ScholarsImplications for ScholarsImplications for ScholarsImplications for ScholarsImplications for ScholarsImplications for ScholarsImplications for ScholarsImplications for Scholars Implications for ScholarsImplications for Scholars
School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance School leaders are constantly pressured to improve student performance meetmeetmeetmeetstate state andandandfederalfederalfederalfederalfederal federalgrowthgrowth growthgrowth expectationexpectationexpectationexpectationexpectationexpectation expectations. For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ For this reason, teachers’ engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school engagement and innovation practice is essential for curriculum school culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance. culture changes that increase students’ academic performance.
The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher The research question is, “How does leadership style impact teacher engagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in K engagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in K engagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in K engagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in K engagement and innovation practice in Kengagement and innovation practice in K engagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in Kengagement and innovation practice in K engagement and innovation practice in Kengagement and innovation practice in K-12 schools?” 12 schools?” 12 schools?” 12 schools?” 12 schools?” 12 schools?” 12 schools?” 12 schools?” 12 schools?”
Method:Method:Method: Method:Method:Method:Systematic ReviewSystematic ReviewSystematic Review Systematic ReviewSystematic ReviewSystematic Review Systematic ReviewSystematic ReviewSystematic Review Systematic ReviewSystematic Review
Approach:Approach:Approach:Approach: Approac
Work engagement outcomes in higher education: A systematic review of management’s role in supporting job & career development
No full textThis presentation explores what career management practices or strategies managers can within higher
education implement to improve work
engagement.Work Engagement Outcomes in Higher Education: A Systematic
Review of Management’s Role in Supporting Job & Career Development
Ilene A. McCoy, MBA ~ [email protected] | DMG 880 - Advisors: Dr. Deborah Wharff & Dr. Wanda Wagner
Purpose Statement
To determine what human resource practices
foster work engagement outcomes in a higher
education work environment. This research also
seeks to identify collaborative practices that
strengthen the relationship between the
academic manager and non-academic admini-strative
or professional employee.
Research Question
What career management practices or
strategies can managers within higher
education implement to improve work
engagement?
Conceptual Model
Background
• Engagement is defined as employees being
fully connected to their work -- mentally,
emotionally and physically (Kahn, 1990).
• A Gallop survey of 80,837 randomly selected
employees found 31.5% engaged at work,
with 17.5% actively disengaged.
• Disengaged employees cost an est. 300 billion annually in the U.S. (Adkins as
cited in Smith, Peters, & Caldwell, 2016).
Primary & Secondary Findings
• Personalized mentoring sessions; training &
development opportunities; performance
feedback/appraisal; and incentives, benefits,
and rewards increased positive work
engagement outcomes.
• Managers with organizational resources and
support were more successful implementing
practices & strategies.
Methodology
A systematic review – an evidence based practice
designed to develop findings applicable to
business practice; used to inform decision
making. Data coding via Atlas.ti for thematic
synthesis and analysis.
278 non-duplicate
citations
Database
Search
59 articles
retrieved
after
title/abstract
screen
Screening
43 articles
included in
initial
dataset
Inclusion/
Exclusion
36 articles
included;
assessed via
Gough’s
Weight of
Evidence
Research
Study
• Managers who provided personalized
feedback maintained stronger employee
relationships, leading to positive influence of
perception of job fit.
• Managers who empowered their employees
to take ownership of their work influenced
work engagement outcomes through job
crafting
Managers-employees collaborate to find purpose and meaning in their work, a systematic review
No full textThis presentation will explore the evidence on the motivational strategies
that enable managers to help employees find purpose
and meaning in their work.MANAGERS-EMPLOYEES COLLABORATE TO FIND PURPOSE AND MEANING IN THEIR WORK, A SYSTEMATIC
REVIEW
Employees’ struggle to find purpose and meaning in their job impacts
their quality of work, productivity, and the company’s bottom line.
Problem Statement
Research Question
Implications for
Management
➢
•
•
•
•
•
➢
•
•
➢
•
•
•
Purpose
Theoretical Framework
▪
▪ McClelland’s Human Motivation Theory
Conceptual Framework
Findings
•
•
•
• Analyzing McClelland’s human motivation theory through the lens of social
support the employee’s dominant motivation need.
• All 4 of McClelland’s motivational needs are present in individuals.
Employees’ learned experiences are always changing causing one of the
•
Method
•
•
•
Non-governmental organization funding and resource strategies for addressing unexpected or crises situations: A systematic review using a realist approach
No full textThis research seeks to provide
humanitarian NGOs with strategies in
order to make purposeful decisions
about funding and resources available
for unexpected or crisis responses.The findings revealed that managers needed to
be strategically aware, plan strategically, and
possess the competencies related to strategic
and contingency planning, decision making, and
risk taking.
PRESENTER: Foyeke .A. Daramola
DMG 880
Take a picture and
browse website
TITLE
Non-Governmental Organization
Funding and Resource Strategies
For Addressing Unexpected or
Crises Situations: A Systematic
Review Using A Realist Approach
INTRO
This research seeks to provide
humanitarian NGOs with strategies in
order to make purposeful decisions
about funding and resources available
for unexpected or crisis responses.
METHODS
• Systematic review
• Realist synthesis
• Coding: Atlas.ti
• Quality Assessment: TAPUPAS
RESEARCH QUESTION
What strategies can NGO managers
implement to acquire funding and other
potential resources for delivering
humanitarian services in developing
countries impacted by unexpected crises or
situations?
PRISMA Permission granted by Washington Post. Image: Mozambique, 2019 Hurricane Ida
Frequency of
Codes
0 20 40 60 80 100 120 140
Influence
Management
Decision Making
Performance
Strategy
Outcome
Cooperation
Donor
Network
Stakeholder
Resource
Competency
Database
search
824
Inclusion &
exclusion
220
Abstract
screening
100
Quality
appraisal
3
Reward strategies for recruiting and retaining Generation Z into public sector organizations: A systematic review of the evidence
No full textThe purpose of this study is to examine the reward strategies for
recruiting and retaining Generation Z into public sector organizations.• tsunami” tsunami” tsunami” talents’ talents’ talents’ talents’
• Z’s Z’s Z’s
•
.
Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences. Key Finding 2: Gender may determine Generation Z’s work values and preferences.
Herzberg’s (1959) motivating Herzberg’s (1959) motivating Herzberg’s (1959) motivating Herzberg’s (1959) motivating Herzberg’s (1959) motivating Herzberg’s (1959) motivating Herzberg’s (1959) motivating Herzberg’s (1959) motivating Herzberg’s (1959) motivating hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s hygiene theory and Strauss Howe’s
•
•
•
•
• Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32 Ashby’s (2003) Quality Dimensions. Resulted in 32
•
• – organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s organizations and the prevailing organizational culture may undermine certain Gen Z’s
•
•
• the organizations’ traditional mentoring program and the organizations’ traditional mentoring program and the organizations’ traditional mentoring program and the organizations’ traditional mentoring program and the organizations’ traditional mentoring program and the organizations’ traditional mentoring program and the organizations’ traditional mentoring program and the organizations’ traditional mentoring program and the organizations’ traditional mentoring program and the organizations’ traditional mentoring program and the organizations’ traditional mentoring program and
•
•
•
The Role of Portfolio Design in the Transition to a Sustainable Enterprise: Creating Long-Term Competitive Advantage in the Sustainability Era
No full textStakeholder pressure and a constantly changing global
business environment have forced many organizations to
adopt sustainable portfolio design (SPD) as a means to
achieve a competitive advantage and to transition from a
traditional to a sustainable enterprise. However, there is little
guidance on how to integrate sustainability into SPD models
and the factors/mechanisms that influence the relationship
between SPD and a firm’s long-term competitive advantage
are not well understood. This study is an attempt to fill these
gaps.The Role of Portfolio Design in the Transition to a Sustainable Enterprise: Creating Long-Term Competitive
Advantage in the Sustainability Era
Jacques Alexis, PMP
The Graduate School
University of Maryland University College
Problem Statement
The aim of this study is three-fold: 1) to conduct a systematic
review of the literature to identify the mechanisms that
activate the relationship between sustainable portfolio design
(SPD) and a firm’s long-term competitive advantage; 2) to
develop a comprehensive and practical framework for SPD in
for-profit firms; and 3) to understand how sustainable
portfolio managers design their portfolios in for-profit firms.
Purpose of the Study
Research Questions
Methodology
RQ1: What are the factors that influence the relationship
between sustainable portfolio design (SPD) and a firm’s
long-term competitive advantage?
RQ2: How can for-profit firms design their portfolios to
transition from a traditional to a sustainable portfolio model?
The Evidence
Search Strategy
Post literature review conceptual framework of the impact of
sustainable portfolio design on competitive advantage.
Stakeholder pressure and a constantly changing global
business environment have forced many organizations to
adopt sustainable portfolio design (SPD) as a means to
achieve a competitive advantage and to transition from a
traditional to a sustainable enterprise. However, there is little
guidance on how to integrate sustainability into SPD models
and the factors/mechanisms that influence the relationship
between SPD and a firm’s long-term competitive advantage
are not well understood. This study is an attempt to fill these
gaps.
Theoretical Framework
Portfolio Theory (Markowitz, 1952)
▪ Organizations can transition from a traditional to a
sustainable business model by selecting projects and
products that maximize their return on investment for a
given level of risk.
Resource-Based Theory (Barney, 1991)
▪ The competitive advantage of a firm is based on its
resources.
Resource Dependence Theory (Pfeffer & Salancik,
1978)
▪ The competitive advantage of a firm is based on its
ability to effectively and efficiently secure scarce
resources from the business environment..
Stakeholder Theory (Freeman, 1984)
▪ To succeed in the marketplace, organizations need to
secure support and legitimacy from their stakeholders.
Systematic Review: A systematic approach to evaluating,
configuring, and aggregating findings from separate studies
into a coherent framework to solve management problems or
to make evidence-informed decisions (Gough, Oliver, &
Thomas, 2012).
Thematic Analysis: A qualitative data analysis technique for
combining findings of heterogenous research studies
(Thomas & Harden, 2008).
Quality Assessment Tool: WoE – Studies are assessed on
a scale of 0-3.
Data Analysis Software Program: Atlas.ti Version 7.5.6
(Berlin, Germany).
Conceptual Framework
Findings
Finding 1: The success of a firm in using its process assets
to develop or maintain a competitive advantage is impacted
by contextual factors.
Finding 2: Knowledge management affects a firm’s ability to
effectively transition from a traditional to a sustainable
enterprise.
Finding 3: Organizational culture influences the ability and
the effectiveness of a firm to transition from a traditional to a
sustainable business model.
Finding 4: Stakeholder engagement, or a lack thereof,
influences a firm’s endeavours to implement SPD and affects
the relationship between SPD and competitiveness.
Finding 5: To transition from a traditional to a sustainable
enterprise, organizations adopt MCDM models.
Implications for Practitioners
To improve SPD success, practitioners should
1. Develop a systematic and periodic environmental
scanning process to identify and understand the forces of
the business environment that impact portfolio choices.
2. Develop a systematic process for capturing, storing, and
sharing lessons learned throughout the organization.
3. Develop and nurture a culture that fosters creativity and
innovation.
4. Actively engage stakeholders to promote sustainability
throughout the firm’s supply chain. Effective stakeholder
engagement can enhance the firm’s sustainability
performance.
5. Identify key variables and metrics for integrating
sustainability into the sustainable portfolio design
processes.
Implications for Scholars
Future research can focus on measuring the effect sizes of
the moderating factors of SPD and competitiveness in
various industry sectors. It would be particularly useful for the
portfolio manager to understand the extent to which each
moderating variable of the conceptual model and how each
contextual factor impacts the firm when adopting sustainable
portfolio design as a source of competitive advantage.
Future research studies that examine the impact of the level
of diversification and the pace of transition of the sustainable
enterprise can contribute to the literature on sustainability
and organizational transition.
Future research studies that seek to measure the correlation
between the contextual variables would be enlightening for
professional sustainable portfolio managers.
Dissertation Committee:
Dr. Kuan Collins
Dr. Kriesta Watson
Dr. John Sherlock
(Sustainab* OR “triple bottom line” OR TBL) AND (Portfolio
(OR “portfolio design” OR “portfolio management”)
Databases: ABI/INFORM, Academic Search Complete,
Business Source Complete, Emerald Insight, JSTOR
Journals, Science Direct, Scopus, Wiley Online Library,
SAGE Journals, and Taylor & Francis Online.
Conceptual Model
Industry Covered
Post-analysis conceptual model.
PRISMA diagram of included studies on sustainable portfolio design.
▪ A firm’s strategic objectives reflect its vision and mission,
and its strategies are integrated into the firm’s SPD
processes to evaluate and select projects and products
that fit the business environment.
▪ Sustainable firms integrate the three dimensions of
sustainability (i.e., people, profit, and planet) considering
the environmental factors that affect the firm’s
competitiveness.
Key Literature
Brook, J. W., & Pagnanelli, F. (2014). Integrating sustainability into
innovation project portfolio management – A strategic perspective.
Journal of Engineering and Technology Management, 34, 46-62.
doi:10.1016/j.jengtecman.2013.11.004
Hart, S. L., & Milstein, M. B. (2003). Creating sustainable value.
Academy of Management Perspectives, 17(2), 56-67.
doi:10.5465/AME.2003.10025194
Energy, Finance & Insurance
Informa tion Technology
Finance & Insurance
Energy
Construction
Manufacturing
Cross-indus try
10
8
6
4
2
0
Industry
Count
1
2 2 2
3
6
1