1,721,325 research outputs found
Exclusion, Inclusion and Enclosure: Historical Commons and Modern Intellectual Property
No full textThe global debate over intellectual property rights (IPR) relating to genomics, soft- ware, and scientific information has divided developed and developing countries in international fora. Fundamental issues undergird these debates: who is to be excluded from various kinds of information, and who is to be included in the benefits of these ideas? An insight into these issues may be gained from the history and theory of property rights in land, especially the enclosure of lands held in common. After considering successful examples of common property, the paper con- siders the modern debate over common intellectual property
Use of Lawn Chemicals in the Twin Cities
Get PDFCreason, Jared R.; Runge, C. Ford. (1992). Use of Lawn Chemicals in the Twin Cities. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/219500
Sustainability and Enclosure: Land, Intellectual Property Rights an Biotechnology
No full textThis essay explores a key foundation of enterprise – the property rights which confer entitlements to individuals and firms to exclude others from a stream of benefits or rents. These entitlements take various forms in economics and law: title to land and property, patents and copyrights. It also explores an alternative, sometimes neglected but equally important set of rights to be included in such benefits streams. These rights to be included can be membership in a common group or club, shareholder status in a firm or corporation, and even citizenship. At first, it might seem that these rights are just two sides of a coin – those who are not included are excluded. But careful analysis suggest that they are different types of entitlements, both of which are vital not only to private enterprise, but to many issues of environmental sustainability
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Community College Goal Alignment: Executive Goal Setting within Performance Management
No full textAs state and local funding for public community colleges has decreased and students bear a greater proportion of educational costs, a community college education is being considered more frequently as a “private good” in contrast to a “public good” (Katsinas, 2005; Phelan, 2005). Community college leaders are realizing the limit of what students can and should bear for tuition and fees, especially in light of equity and access issues (Dowd, 2007). To manage tuition rates and sustain open access, community colleges must rely on employees to achieve organizational objectives with fewer resources. Therefore, quality employee performance directed to the accomplishment of organizational goals is essential to organizational performance.
Very little is known about how goals are aligned through strategic planning and performance appraisal processes in community colleges, as evidenced by the few scholarly articles about community colleges available in the literature. This study explored how public community college leaders and human resource departments can assist executives with the alignment of organizational goals and individual goals through a performance appraisal review process that incorporates professional development. Goal theory was the primary motivational
COMMUNITY COLLEGE GOAL ALIGNMENT
theory utilized in this study. Psychological contract theory provided a relevant theoretical basis for understanding the employer-employee relationship in this study.
A mixed-methods research methodology was applied. An exploratory and descriptive multiple-case study of four community colleges selected through purposeful sampling provided in-depth information about how community colleges align organizational and individual goals at the executive level and how this alignment impacted organizational performance.
Analysis of the findings indicated that best practice community colleges achieved performance improvement through the following managerial actions: 1) senior leadership endorsed performance appraisal review processes; 2) performance appraisal reviews referenced college goal-setting processes; 3) managerial controls were implemented to facilitate performance appraisal review completion; 4) regular feedback opportunities were ensured; 5) executives were encouraged to plan and invest in professional development; and 6) community colleges or their respective system offices continually evaluated their performance management systems.COMMUNITY COLLEGE GOAL ALIGNMENT
ABSTRACT
Title of Dissertation
Community College Goal Alignment:
Executive Goal Setting within Performance Management
Carol E. Runge,
Doctor of Management in Community College Policy and Administration, 2013
Dissertation Directed by
Dr. Charlene R. Nunley, Graduate School,
University of Maryland University College
As state and local funding for public community colleges has decreased and students bear a greater proportion of educational costs, a community college education is being considered more frequently as a “private good” in contrast to a “public good” (Katsinas, 2005; Phelan, 2005). Community college leaders are realizing the limit of what students can and should bear for tuition and fees, especially in light of equity and access issues (Dowd, 2007). To manage tuition rates and sustain open access, community colleges must rely on employees to achieve organizational objectives with fewer resources. Therefore, quality employee performance directed to the accomplishment of organizational goals is essential to organizational performance.
Very little is known about how goals are aligned through strategic planning and performance appraisal processes in community colleges, as evidenced by the few scholarly articles about community colleges available in the literature. This study explored how public community college leaders and human resource departments can assist executives with the alignment of organizational goals and individual goals through a performance appraisal review process that incorporates professional development. Goal theory was the primary motivational COMMUNITY COLLEGE GOAL ALIGNMENT
theory utilized in this study. Psychological contract theory provided a relevant theoretical basis for understanding the employer-employee relationship in this study.
A mixed-methods research methodology was applied. An exploratory and descriptive multiple-case study of four community colleges selected through purposeful sampling provided in-depth information about how community colleges align organizational and individual goals at the executive level and how this alignment impacted organizational performance.
Analysis of the findings indicated that best practice community colleges achieved performance improvement through the following managerial actions: 1) senior leadership endorsed performance appraisal review processes; 2) performance appraisal reviews referenced college goal-setting processes; 3) managerial controls were implemented to facilitate performance appraisal review completion; 4) regular feedback opportunities were ensured; 5) executives were encouraged to plan and invest in professional development; and 6) community colleges or their respective system offices continually evaluated their performance management systems.
Keywords: Community college, executive, alignment, goal setting, performance management, performance appraisal review, individual development plan, organizational performance, strategic planning, psychological contract, line of sight
COMMUNITY COLLEGE GOAL ALIGNMENT
Community College Goal Alignment:
Executive Goal Setting within Performance Management
By
Carol E. Runge
A Thesis Submitted to the Graduate Faculty
of
University of Maryland University College
in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Management in Community College Policy and Administration
Advisory Committee
Dr. Mary Ellen Duncan
Dr. Charlene R. Nunley
December 19, 2013
COMMUNITY COLLEGE GOAL ALIGNMENT
© Copyright by
Carol E. Runge
2013
COMMUNITY COLLEGE GOAL ALIGNMENT ii
DEDICATION
To my parents,
L. Beverly Runge, elementary school teacher, and Glenn B. Runge, electrical engineer (P.E.),
who both instilled in me the value of learning,
a deep sense of fairness, and a high regard for quality.
COMMUNITY COLLEGE GOAL ALIGNMENT iii
ACKNOWLEDGMENTS
Dr. Charlene Nunley’s extraordinary dedication to developing a new program to advance community colleges, while simultaneously teaching multiple courses, has brought this dissertation and degree to completion. Thank you so much for emphasizing that student success is the ultimate goal of every community college.
I would like to thank Dr. Mary Ellen Duncan for sharing her extensive experience and knowledge of community college leadership, advocacy, and relationship building. Your suggestions and encouragement have been invaluable.
My appreciation is extended to the following professors for the knowledge they imparted as well as their adaptability during the process of new program and course development:
Dr. James Tschechtelin, Dr. Thomas Coley, Dr. Ralph Juhnke, and Dr. Ronald Head.
I would like to acknowledge the institutions and individuals who were receptive to participating in this study. Their generous contribution of time, knowledge, and interpretation of performance management brought theoretical concepts to life.
Thank you to all of my cohort members. Your contributions to my personal and intellectual development through our shared experiences are most appreciated.
I would like to thank Mr. George Smrtic, retired Cayuga Community College professor and division chair, for his support. I appreciate the opportunity that you gave me to teach community college students and your support of my participation in this program.
I would like to thank Cayuga Community College executive administrators who have always generously shared their thoughts about community college issues whenever I needed assistance.
I would like to thank my reviewers who volunteered their expertise and were undaunted by the very rough draft of this dissertation. COMMUNITY COLLEGE GOAL ALIGNMENT iv
I would like to express my appreciation to Dr. Ellen Harvey for her leadership of my cohort coaching group. Your questions, insights, and observations provided great assistance to me in explaining what is and imagining what can be.
I would like to thank the Cayuga Community College Administrative Professional Group for its financial support of my participation in this program. I would also like to acknowledge the generosity of the unnamed donor of the University of Maryland University College Doctor of Management in Community College Policy and Administration scholarship. Your extensive financial support made it possible to focus on my studies.
The editorial assistance of Dr. Gabriella Oldham has been exceptional and is greatly appreciated.
All of you who have contributed to my degree completion have demonstrated that collegiality aptly describes sharing one another’s challenges and contributing to one another’s success. I hope to return your consideration in some form to future community college students and to those who desire to build community college careers.
COMMUNITY COLLEGE GOAL ALIGNMENT v
TABLE OF CONTENTS
DEDICATION ...............................................................................................................................ii
ACKNOWLEDGMENTS ............................................................................................................ iii
TABLE OF CONTENTS ................................................................................................................v
LIST OF TABLES .......................................................................................................................viii
LIST OF FIGURES ...................................................................................................................... ix
CHAPTER 1: INTRODUCTION ...................................................................................................1
Statement of the Problem .............................................................................................................1
Statement of Purpose ...................................................................................................................5
Context Related to the Problem ...................................................................................................6
Theoretical Base......................................................................................................................... 10
Research Questions .................................................................................................................... 11
Definition of Terms.................................................................................................................... 11
Significance............................................................................................................................... 13
Dissertation Organization .......................................................................................................... 14
CHAPTER 2: LITERATURE REVIEW ...................................................................................... 16
Strategic Alignment ................................................................................................................... 18
The Employer-Employee Relationship ...................................................................................... 28
Motivation ................................................................................................................................. 31
Performance Management ......................................................................................................... 34
Conclusion ................................................................................................................................ 44
COMMUNITY COLLEGE GOAL ALIGNMENT vi
CHAPTER 3: CONCEPTUAL MODEL...................................................................................... 46
Conceptual Model ...................................................................................................................... 48
Organizational Goals ................................................................................................................. 49
Alignment of Individual and Organizational Goals ................................................................... 50
Motivation to Achieve Organizational Goals ............................................................................ 51
Role of Negotiation in the Development of the Psychological Contract ................................... 54
Goal Achievement—Performance Improvement ...................................................................... 55
CHAPTER 4: RESEARCH METHODOLOGY .......................................................................... 57
Research Purpose ....................................................................................................................... 57
Research Questions .................................................................................................................... 59
Literature Search Process ........................................................................................................... 59
Expert Feedback........................................................................................................................ 60
Research Design and Rationale ................................................................................................. 64
Research Plan Implementation .................................................................................................. 67
CHAPTER 5: FINDINGS AND ANALYSIS .............................................................................. 84
College 1 Case Study ................................................................................................................. 85
College 2 Case Study ................................................................................................................. 94
College 3 Case Study ................................................................................................................107
College 4 Case Study ................................................................................................................118
Cross-Case Analysis .................................................................................................................127
Validity and Reliability .............................................................................................................148
Findings and Analysis Summary ..............................................................................................150
COMMUNITY COLLEGE GOAL ALIGNMENT vii
CHAPTER 6: MANAGEMENT IMPLICATIONS ....................................................................151
Study Overview ........................................................................................................................151
Summary of the Findings ..........................................................................................................152
Conceptual Model Revision ......................................................................................................154
Recommendations .....................................................................................................................157
Limitations of the Study............................................................................................................158
A Proposed Future Research Agenda .......................................................................................160
Conclusion ...............................................................................................................................163
REFERENCES ............................................................................................................................165
APPENDICES .............................................................................................................................176
Appendix A: Literature Review Topic Detail ...........................................................................176
Appendix B: Expert Reviewers ................................................................................................177
Appendix C: Evaluation Form ..................................................................................................178
Appendix D: Test Pilot College Summary ...............................................................................179
Appendix E: Interview Schedule ..............................................................................................180
Appendix F: Strategic Plan Interview Questions ......................................................................181
Appendix G: Strategic Plan Interview and Research Questions Relationship .........................183
Appendix H: Strategic Plan Contact Interview Questions Frequency ......................................184
Appendix I: Human Resource Contact Interview Questions ....................................................185
Appendix J: Human Resource Contact Interview Questions Frequency ..................................187
Appendix K: Executive Interview Questions ...........................................................................188
Appendix L: Executive Interview and Research Questions Relationship and Frequency ........191
Appendix M: Direct Report Survey ..........................................................................................192
Appendix N: Professional Development Detail ........................................................................194 COMMUNITY COLLEGE GOAL ALIGNMENT viii
LIST OF TABLES
Table 1: Primary Search Topics .................................................................................................. 60
Table 2: Research Plan ................................................................................................................. 68
Table 3: Institutional Characteristics—Students .......................................................................... 71
Table 4: Institutional Characteristics—Workforce ....................................................................... 72
Table 5: Direct Report Survey Response Rates ............................................................................ 80
Table 6: Performance Appraisal Instrument Summary ...............................................................128
Table 7: Performance Appraisal Process Summary ....................................................................133
Table 8: Feedback Sources Summary ..........................................................................................135
Table 9: Goal Formation Summary .............................................................................................136
Table 10: Professional Development Opportunities Summary ....................................................138
Table 11: Communication of Organizational Goals ....................................................................140
Table 12: Evidence That Executives Supported Organizational Goal ........................................141
COMMUNITY COLLEGE GOAL ALIGNMENT ix
LIST OF FIGURES
Figure 1: Community college goal alignment conceptual model ................................................. 48
Figure 2: Revised community college goal alignment conceptual model ...................................155COMMUNITY COLLEGE GOAL ALIGNMENT 1
CHAPTER 1: INTRODUCTION
Statement of the Problem
Public community colleges have been asked to provide additional educational opportunities and services to their communities with fewer resources. State and local budgets, which are sources of a high percentage of community college funding, have been significantly reduced (Katsinas, 2005; Phelan, 2005). Because of one of the most extensive recessions within the last 80 years, community college enrollment has surged. College leaders realize that there is a limit to the financial burdens students can and should bear, especially in light of equity and access issues (Dowd, 2007). Legislators, taxpayers, families, and students have demanded increased accountability for student success from community colleges (The Secretary’s Commission on the Future of Higher Education, 2006). In addition, community colleges have been urged to focus their efforts upon the national degree completion initiative (McPhail, 2011).
Shults (2008) contends that community colleges must undergo major restructuring to achieve success and that one area to manage is maximizing human capital to gain a competitive advantage. The typical community college workforce is rapidly changing as increased numbers of long-time employees retire. For example, retirement of senior administrators and faculty is underway and may accelerate as retirement incentives are offered to reduce the number of employees during the current budget crises (Flannigan, Jones, & Moore, 2004). Those who remain employed face increased workloads. In one study, 84% of 114 chief academic officers indicated that administrator training/career development and technological competence were important issues to manage (Cejda & Leist, 2006).
Community college leadership has responded to these challenges by altering organizational structures and practices. Efforts to improve performance have been in place for COMMUNITY COLLEGE GOAL ALIGNMENT 2
over 15 years, as exemplified by six community college leaders who described their efforts to focus the college mission on student learning (O’Banion, 1997). Following these efforts, evidenc
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