732 research outputs found
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Factors of Women-Founded High-Growth Technology Startup
No full textPurpose: The purpose of this mixed-methods study was to identify and describe critical startup factors of high-growth technology startups as identified by women founders in Seattle, Washington.
Methodology: This mixed-method study identified and described 15 women founders of high-growth technology startups in Seattle. Participants were chosen based on specific criteria and recommendations of a sponsor and expert panel. Interviews were conducted with the participants and they completed an online survey.
Findings: Ten major findings emerged from the data. Founders fostered a strong network of professional and personal relationships to help develop and solidify their identity; they also had high levels of emotional intelligence. The founders hired a team to fill their knowledge gaps to create a company with the potential to become high growth. Founders took financial responsibility by avoiding premature scaling, creating a company that is buyable and scalable and using financial modeling techniques during this process. Additionally, female founders used male influence to be introduced to networks for investor funding. Lastly, the founders had previous experience in high-growth environments, helping them to strategically respond to investor questions.
Conclusions: Based on the research findings of this study, ten conclusions were drawn that created deeper insight into women founders of technology startups and factors that helped develop their high-growth startup in Seattle, Washington.
Recommendations: By identifying and describing the factors women founders of technology startups use to create high-growth technology startups in Seattle, Washington, more women-founded high-growth startups can be successful. These factors include building strong networks through new taskforces, creating emotional intelligence development plans, holding innovation and regulation symposiums, building strategic alliances with male allies, creating minimum viable products, promoting focused business plans, indexing technology investors, and featuring women founders on 20/20 and 60 minutes
The Challenges Navy and Marine Corps Veterans Face While Seeking Civilian Employment in San Diego County, California
No full textPurpose: The purpose of this phenomenological study was to explore the lived experiences of Navy and Marine Corps veterans who have transitioned to the civilian workforce in San Diego County, California since the 2011 draw-down of Operation Iraqi Freedom and Operation Enduring Freedom with respect to personal, mental health, cultural/societal, and organizational support and barriers.
Methodology: This phenomenological, qualitative study identified and interviewed six U.S. Navy veterans and six U.S. Marine Corps veterans who have transitioned from active duty military service to the civilian workforce. The participants were purposefully and conveniently selected based on specific criteria.
Findings: After the analyzing, coding, and theme portion of the study, six major findings were yielded. The major findings of the study are: (a) Veterans can benefit from networking and building relationships, (b) It is extremely important to prepare for transition early, (c) Keep an open-mind and have realistic expectations, (d) Ensure to seek support and guidance from your leadership, (e) Stay positive and make adjusting to civilian culture a priority, and (f) Complete your VA compensation and pension exam and utilize your benefits.
Conclusion: Based on the findings of this study, it is concluded that keeping a positive attitude, taking full advantage of all transition resources, and building networks/ relationships within the civilian industry is vital to a veteran’s successful transition to the civilian workforce.
Recommendations: It is recommended that future studies be conducted on the successful active duty to civilian workforce transition in other major cities and counties across America. The current study focused on San Diego, County and only considered U.S. Navy and U.S. Marine Corps veterans. Other studies should focus not only on the Navy and Marine Corps, but the Army, Air Force, and Coast Guard
Political Styles and Strategies Used by Exemplary Suburban Unified District Superintendents With Board Members: A Mixed Methods Study
No full textPurpose: The purpose of this thematic, explanatory sequential mixed methods study was to understand the political styles of superintendents and school board members as perceived by superintendents. In addition, it was the purpose of this study to identify and explain the political strategies superintendents use to work with the different political styles of board members.
Methodology: This explanatory sequential mixed methods study research design used data collected from a quantitative survey followed by qualitative data collected using semistructured face-to-face interviews. The data in this study were obtained from 5 exemplary suburban unified superintendents using the 9 political styles framework from The Politically Intelligent Leader (White, Harvey, & Fox, 2016). This allowed the researcher to draw conclusions based on political style information provided by superintendents and identify specific strategies used by exemplary superintendents for different board member political styles.
Findings: The findings of this research and literature support exemplary superintendents using knowledge of political style to interact with and influence their board members. Findings also show that exemplary superintendents differentiate strategies based on perceived board member political styles. Study superintendents identified specific strategies as effective when working with all board member political styles.
Conclusions: This study concluded that superintendents must understand their own political style and the styles of their board members to discern effective strategies that will work with different board member political styles. Research findings and literature also concluded that strong, positive relationships are necessary to understand which strategies will be most effective with various board member political styles. Findings support that exemplary superintendents must intentionally implement strategies that address the political style of their board members to influence the behavior of an individual board member or the collective board.
Recommendations: Further research is advised for the study of strategies used with different political styles by replicating this study with a broader population of different superintendent populations, other educational institutions, and geographical areas. In addition, further research is advised in other professions and industries
Impact of Positive Behavioral Interventions and Supports in California High Schools Year Three and Beyond: A Semi-Replicated Mixed-Methods Study
No full textPurpose: The purpose of this mixed-methods study was to determine what differences
existed between pre- and post-PBIS implementation on suspension rates in California high schools. A further purpose of the study was to determine how experienced high school administrators described the impact of PBIS on their school sites. Methodology: This mixed methods study identified 15 California public schools for data collection and five principals for interviews about their perceptions of the impact of PBIS on their campus. The schools and principals were chosen due to proximity to the researcher. The researcher collected quantitative data from the schools and qualitative data from the principals. The difference in pre- and post-PBIS suspension data was tabulated t-tests were calculated. The interviews were transcribed and coded for themes. Findings: The quantitative data revealed a significant decrease in suspensions rates from pre- to post-PBIS implementation. Qualitative data indicated PBIS had a perceived impact in behavioral outcomes for most high schools. Adversely, administrators reported PBIS was difficult to maintain over multiple years with the same level of engagement as initially observed among teachers.
Conclusions: The study results indicated teacher buy-in was necessary for successful implementation. The study also found sufficient time is needed to change the culture of a school. Finally, support from the district is necessary for success of PBIS.
Recommendations: It is recommended further studies continue at the high school level with consideration for the opinions of the teachers. Furthermore, it is recommended a study be conducted to determine the cost effectiveness of PBIS from a district perspective
Educator Knowledge and Usage of Evidence-based Interventions for Students with Emotional and Behavioral Disorders in Special Education Programs Across California
No full textPurpose: The purpose of this study was to identify the extent to which evidence-based interventions being utilized with students with emotional and behavioral disorders (EBD) by general education teachers, special education teachers, and behavior interventionists working in K-12 special education programs on comprehensive public and non- public school campuses in California.
Methodology: This mixed method study identified commonly used instructional strategies for students with (EBD) in public and non-public school settings. Respondents were purposefully chosen from general education teachers, special education teachers, and behavior interventionists across California. The data from online survey and interviews were analyzed through factorial ANOVA, descriptive statistics of means and standard deviations, as well as Chi square test of differences. The themes which emerged from interviews are also described.
Findings: Findings indicate some improvement in awareness amongst education professionals regarding evidence-based instructional strategies based on findings of previous studies, participants lacked clear understanding of which interventions hold empirical weight. Similarly, there was low reported evidence that evidence-based practices were being utilized within the classroom. Results yielded no significant differences between education professionals or education setting regarding the interventions used and respondents generally felt unprepared to work with this student population.
Conclusions: This study supported the need for comprehensive professional development for those working with students with EBD. The findings of this study support prior research that students in this population do not receive generally receive education based on empirically supported practices and inadequate teaching practices and teacher preparation lead to students losing out on critical learning opportunities.
Recommendations: Further research is recommended to explore how MTSS and PBIS systems are being implemented across California special education programs and their impact on outcomes for students with emotional and behavioral disorders as well as to provide insight into how these systems are currently utilized. Likewise, a review of the impact of the 2016 changes to teacher credentialing would provide insight on whether the field is advancing in a positive direction
