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Dissertations / Theses on the topic 'Engagement'

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Published: 4 June 2021
Last updated: 7 September 2024

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1

Sjöberg, Joakim, and Oliver Reinhard. "Att engagera sig eller att inte engagera sig : En studie om vilka informationskanaler och motivationsfaktorer som påverkar studenters val gällande föreningsengagemang." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-45130.

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Both authors of this study have been involved in the School of Business at Umeå University Student Association (HHUS) and is due this discovery deficiencies and problems within the association. The pressure to engage in HHUS is compared with other financial organizations around the country very low. This led us to consider why this is the case. From experience we know that communication between the association and its members are not functioning optimally. Communication itself is essential for motivating students and for that motivation should be high for the students to experience good quality on the engagement.   The purpose of this study is to identify lines of communication and motivational factors that affect students who are members of HHUS to get involved or not. By demonstrating and explaining any shortcomings of this study, we show how these deficiencies affect engagement in HHUS. In carrying out this study we have used the theories in communication, motivation and service quality.   The study has been conducted in an objective manner with a positivistic approach. Through a deductive research approach with elements of induction, we start from theories in the above areas that concern our problem. Based on these theories, we have created a questionnaire that we distributed to all members of the HHUS group at Facebook, 113 of them completed the questionnaire. Based on the collected data received the survey have been analyzed by using SPSS.   Our study shows that the communication channels that work least well for HHUS is the plasma screen, closely followed by the website. Best working channels was communication through Facebook and friends. We also discovered weakness in communication between HHUS and their members, which affects the ability to motivate students. What motivates students to become involved proves to be both to develop personally, but also to sharpen their resume. The biggest reason that students choose not to get involved is because they perceive the work environment within HHUS to be bad.   Finally, we also examined how the quality of service commitment HHUS delivers. Through the use of a gap analysis, we investigated whether there were any deficiencies in the service. There has revealed that HHUS not really know what students want to engage in and as a result of this, they are also poor at adapting their entries by students' preferences.
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Grimaldi, Cyril. "Quasi-engagement et engagement en droit privé." Paris 2, 2005. http://www.theses.fr/2005PA020073.

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La thèse a pour objet, dans le cadre d'une présentation renouvelée des sources de l'obligation, la mise en lumière de deux d'entre elles, l'engagement et le quasi-engagement. Le quasi-engagement, c'est la fausse promesse, l'engagement qui sciemment n'est pris qu'en apparence et qui a trompé la croyance de son destinataire. Révélé par la jurisprudence sur les loteries, il a pour objet de rendre obligatoire des engagements a priori inefficaces parde que nuls, inopposables ou inexistants. Il a ceci d'original que, simple fait juridique, il produit les effets d'un acte juridique. S'il n'est pas consacré comme tel par le droit positif, qui recourt à d'autres techniques, il n'en est pas moins une réalité, qui procède de l'équité. A côté du quasi-engagement, on trouve l'engagement: à côté de la promesse apparente, la promesse réelle. Nécessairement unilatéral à la source (on s'engage toujours seul), l'engagement peut rester unilatéral (il est indépendant d'un engagement réciproque) ou se couler dans le moule du contrat (il est interdépendant d'un autre engagement). Alors que l'existence de l'engagement contractuel n'est pas discutée, celle de l'engagement unilatéral le reste vivement, alors pourtant qu'elle se vérifie dans de nombreux domaines du droit privé. L'engagement constitue le critère de l'acte juridique. Envisagé en tant que source de l'obligation, il produit, en principe, deux effets remarquables: la création d'obligations à la charge de l'auteur de la promesse et l'attribution d'un pouvoir de contrainte à son destinataire. L'engagement est ainsi dissocié de l'obligation à laquelle il donne naissance, ce qui autorise une étude distincte des deux notions.
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Raatikainen, T. (Tuija). "Employee engagement:a two-case study adapting the ISA engagement scale." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201601141035.

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Employee engagement has been a popular research subject since the change of the millennium. Although it was first mentioned in 1990 by W. A. Kahn, there is no universally agreed upon theoretical background to date. The scientific discussion is divided into two branches which often ignore one another. In addition to having different perspectives to engagement in general, there are also multiple ways to measure engagement. In this thesis the aim is to test the ISA engagement scale (Soane et al. 2012) in a new context. References to the ISA engagement scale dimensions and items are searched for from the official texts of two case companies, Kesko and VR Group. As the mentions are found, there are development suggestions made for ISA engagement scale. For example, employer-originated development is seen as an additional condition for ISA engagement. The study is qualitative and uses a case-study methodology. The results can be utilized within the engagement research field as they bring forward perspectives omitted from the past discussion. The study also strengthens the position of ISA engagement scale as a good way to measure engagement in organizations.
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Beger, Gabriele. "Bürgerschaftliches Engagement." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-74830.

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Wer kennt das nicht, diese ungewollten Geschenke unter dem Tannenbaum, oder diese gut gemeinten Büchergeschenke an Bibliotheken? Seit vielen Jahren diskutiert der Berufsstand der Bibliothekarinnen und Bibliothekare, ob das Ehrenamt eher als Lust oder Last zu betrachten ist. Die Befürworter können zahlreiche Beispiele für die Bereicherung der Bibliotheksleistungen aufzählen, die ablehnenden Stimmen vor allem die Gefahren für die professionelle Bibliotheksarbeit. Wie so oft, haben beide Aussagen einen Wahrheitsgehalt. Deshalb muss es bei der berufspolitischen Diskussion nicht darum gehen, ob, sondern wie ehrenamtliche Tätigkeiten in Bibliotheken ohne Qualitätsverlust zu integrieren sind.
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Taheri, Babak. "Unpacking visitor engagement : examining drivers of engagement in museums." Thesis, University of Strathclyde, 2011. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=16845.

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A substantial body of literature has examined supply side influences on museum visitors' consumption patterns, stressing the importance of the physical museum environment on visitors' willingness to engage and interact. Previous research in the physical context of museums is mainly focused on the labels, how many exhibits a visitor attends and for how long, but the level of actual engagement has not deservedly been studied. Also, the museum visitor experience has been argued to be influenced by not only the physical environment but also social and psychological factors and the agenda visitors bring with them . This study investigated the visitor agenda in greater detail, examining demand side influences on visitor engagement with museum exhibits, in an attempt to enhance understanding of consumer behaviour in museums from a cognitive perspective. A post-positivism perspective and a mixed-method approach were undertaken as core methodology. First, the main constructs were drawn from a review of the relevant literature on engagement, interaction with museum exhibits, consumer behaviour and further developed by means of 23 in-depth interviews, observations and photographic data with museum visitors to scrutinise how visitors behaved in practice. Second, a structural model (Partial Least Squares), including formative and reflective constructs, was subsequently tested and refined. Data was collected by means of a questionnaire survey among 535 visitors at Kelvingrove Museum and Art Gallery, one of the UK's most visited attractions. Engagement was found to be predicted by prior knowledge of the museum, visitors' level of cultural capital and motivation to be entertained, casting into doubt the relationship between engagement and motivation to learn in museums. The research suggests the need for museums to construct exhibits around the familiar, build connections with visitors prior to their visit through information sharing, and realise more challenging ways to engage those visitors driven by desire to learn. This study makes a contribution to heritage marketing and consumer behaviour studies with regard to exploring the concept of engagement and visitors' interaction. Future research should differentiate types of engagement with regard to museum visitors (e.g. passive/interactive).
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6

Green, Elyssa. "The Influence of Leadership Engagement Strategies on Employee Engagement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7145.

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The influence of leadership engagement strategies on employee engagement affects the retail distribution industry in the form of lower productivity, decreased profitability, and reduced sustainability. In 2017, the retail distribution industry lost more than $50 billion annually due to leader's inability to develop and implement robust leadership strategies to engage employees. The purpose of this single case study was to explore the influence of leadership strategies on employee engagement used by leaders in the retail distribution industry in Florida. Transformational leadership was the conceptual framework for this study. Participants were purposefully selected because of their experience implementing leadership engagement strategies that engaged employees. Data were collected from face-to-face semistructured interviews with 8 leaders in the retail distribution industry with 2 of years leadership experience and the review of organizational documents on employee engagement and productivity. Data analysis comprised coding archival documents, reassembling journal notes, and interpreting semistructured interviews. Three themes emerged from the analysis of data: adopting a supportive leadership style, encouraging employee ownership of task, and continuous knowledge sharing. The findings of this study might contribute to social change by providing retail distribution leaders with fact-based insights that can lead to increased productivity, enhanced sustainability, and improved organizational growth, which might promote prosperity for local families and the community.
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Svantesson, Malin. "Elevengagemang i matematikundervisningen : En studie om elevengagemang i matematikundervisningen i F-3 ur lärares perspektiv." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55887.

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The aim of this study is to learn more about how teachers experience student’s engagement and how they work to engage their students. The study focuses on teachers who teaches the lower grades. The essential method of the study is semi structured interviews with teachers who teach mathematics in grades 1-3. The study showed that teachers characterize student engagement in that students are positive, curious, involved, show interest and that they take initiative. This indicates a behavioural engagement. The teachers work with level adjustment and varying teaching to engage the students which indicates a cognitive engagement. Important prerequisites for a student involvement were smaller groups and to meet the students’ needs and interests. One condition that was considered to have a negative effect on student engagement was a lack of time in teacher’s planning and teaching. The conclusion shows that teachers look at student engagement through behavioural engagement but that they work to increase student engagement through cognitive engagement.
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Peña-Alcántara, Aramael Andres. "Tracking engagement : a machine learning framework for estimating affective engagement." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/127333.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Civil and Environmental Engineering, May, 2020
Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 44-51).
Globally, construction fatality counts remain among the highest of all industries. As part of efforts to improve workers occupational health and safety, most companies provide workers with ongoing safety training. Yet accidents continue to take place, as there is a lack of understanding on how to increase the knowledge transfer that would help improve safety. The goal of this thesis is to automate and improve manual observation methods, presently used to determine construction workers' engagement during training courses by applying machine learning techniques to video images. This thesis proposes a framework to measure construction workers' engagement during training courses by unobtrusively analyzing engagement through body and pose estimation, codifying who is speaking and understating the predicted emotional state of a given worker through their facial expressions of emotion at specific lectures times through stateof- the-art computer vision techniques. The framework was prototyped on fifteen graduate and undergraduate students from a private university in the United States during four class sessions in a stadium set up classroom by three high definition cameras. The proposed system can enhance our understanding of learning processes within classroom contexts, while reducing the labor-intensive process of traditional observations methods, and allowing for the observation of a full class simultaneously. Further, the repeatability and standardization of objective observations will be improved as it will no longer depend on the skills of the observer and on his or her ability to capture and make sense of what was observed.
by Aramael Andres Peña-Alcántara.
S.M.
S.M. Massachusetts Institute of Technology, Department of Civil and Environmental Engineering
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9

Spring, Kristian Joy. "Academic Communities of Engagement and Their Influence on Student Engagement." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7462.

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Learner engagement is a critical aspect of education. While technology is rapidly developing to act in increasingly personalized, and in some dimensions human, ways, we submit that a human community may uniquely support increased student engagement. This research explored the characteristics and effects of the interactions and relationships that constitute three distinct communities in education and examined their influences on student engagement.In the format of a multiple-article dissertation I present three articles. The first article reviewed relevant literature about interactions, relationships, and communities in education. It focused specifically on online and blended contexts and their connections to student engagement. Interactions, relationships, and community are linked to one another and support student engagement. The second article surveyed students in a blended college preparation program about the relationships they experienced in their academic communities of engagement with online and in-person instructors and peers, family, friends, etc. and how they influenced students' perceptions of their engagement. The support provided by the in-person community is significantly higher than that provided online (p < 0.001). Support also has a significant impact on perceived student engagement (p < 0.001).The third article examined the students' supportive academic relationships and their influence on student engagement through semi-structured interviews. Students report more supportive relationships with their in-person communities and higher engagement there. Supportive interactions, relationships, and community promote higher student engagement. Such connections can be forged online, but in the case of this research were more likely to exist in-person. Supportive communities and the interactions and relationships they encompass should be fostered in learning environments, be they in-person, online, or blended, in order to encourage improved student engagement.
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Maynard, Karen Kimberly. "Fostering youth engagement:." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2830.

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García, Sierra Rosa María. "Engagement en enfermería." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/392685.

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El objetivo principal de la siguiente tesis fue profundizar en el engagement en el trabajo en enfermería planteando su abordaje desde tres vías, cada una de ellas representada por un artículo. Los tres procedimientos llevados a cabo fueron una revisión integrativa de la literatura, una investigación empírica de diseño cuantitativo de corte transversal y una investigación empírica de diseño cualitativo. Los objetivos de la revisión integrativa fueron revisar de manera crítica la investigación empírica sobre work engagement en enfermería y sintetizar los hallazgos para una mejor comprensión del constructo engagement en el contexto enfermero. Los objetivos de la investigación cuantitativa fueron examinar las relaciones entre las demandas laborales, el control, el soporte social, el burnout y el engagement en enfermeras de hospitalización con el objetivo de profundizar en los procesos psicológicos que conducen a burnout y engagement respectivamente. El objetivo de la investigación cualitativa fue identificar aspectos comunes de las experiencias profesionales de las enfermeras con elevado engagement que nos permitieran desarrollar en profundidad el constructo centrado en la profesión enfermera, para poder aplicarlo así al colectivo contemplando todas sus particularidades. El primer estudio concluyó que el engagement influía en el desempeño profesional de las enfermeras y tenía in impacto en los resultados de salud, no se relacionaba con rasgos de personalidad, y era el resultado de la interacción de factores disposicionales, el aprendizaje a lo largo de la carrera profesional, y los entornos laborales, por lo cual se mostraba susceptible de modificación. El clima laboral positivo, el soporte social por parte de la organización y los estilos de liderazgo de las supervisoras fueron factores que destacaban como potenciadores del engagement en enfermería. La segunda investigación mostró resultados en línea con investigaciones anteriores, por ejemplo el apoyo social como predictor del engagement, y otros que contradecían hallazgos previos, como el control, que no se mostró significativo en una regresión jerárquica del engagement. En la regresión realizada para el burnout, las demandas se mostraron como antecedentes como cabía esperar, sin embargo el resultado más relevante fue el efecto moderador del engagement sobre la relación demandas-burnout. Las conclusiones del tercer artículo fueron que las enfermeras con elevado engagement se manifestaban con energía y dedicación en el trabajo, sin embargo la absorción no parecía ser un aspecto relevante en enfermería. El hecho de tener un engagement elevado no significaba ignorar los aspectos negativos del trabajo y de las organizaciones, sin embargo, la apreciación de aspectos positivos como el disfrutar con el trabajo, el significado de ser enfermera, la recompensa y la autonomía permitían superar el proceso de desgaste del engagement. Esta investigación propuso una nueva definición del constructo engagement como punto de partida para el replanteamiento del constructo engagement en enfermería: “un estado mental positivo, satisfactorio y relacionado con la profesión, caracterizado por vigor, dedicación y recompensa intrínseca”
The main objective of this thesis was to deepen the work engagement in nursing through its approach from three way, each of them represented by an article. The three procedures performed were an integrative review of the literature, an empirical investigation with quantitative cross-sectional design, and a qualitative research. The objectives of this integrative review were to critically review empirical research about work engagement in nursing and to synthesise the findings to better understand this construct within the nursing context. The objectives of quantitative research were to further investigate the engagement by delving into the relationship between the two psychological processes: one leading to engagement and one leading to burnout, by examining the relationship between job demands, control, social support, burnout and engagement in nurses. The objective of the qualitative research was to identify common aspects of professional experiences of nurses with high engagement, that allow us to further develop the construct focused on the nursing profession, and to apply in the collective contemplating all its peculiarities. The first study concluded that engagement influenced nurses’ performance, and therefore, it also had an impact on health-care outcomes. Engagement was not related to a personality trait, but it was a result of the interaction between dispositional factors, personal learning throughout their professional health-care providers’ careers and their work environments; as such, engagement was susceptible to modification. Positive work climate, social support from the organization and the influence of supervisors through leadership styles were factors that stand out as fostering engagement. The second study showed results in line with previous research, such as social support as predictor of engagement, and others that contradicted previous findings, such as control, which was not significant in a hierarchical regression of engagement. In the regression for burnout, demands were as antecedents as expected, however the most important result was the moderating effect of engagement on the demands-burnout relationship. The conclusions of the third article were that the fact of having a high engagement does not mean ignoring the negative aspects of work and organizations. Nurses who maintain high engagement are affected by the negative aspects, however the assessment of positive aspects as enjoy the work, the meaning of being a nurse, reward and autonomy allow to overcome the process of depletion of the engagement. A reconceptualization of the construct, considering the particularities of nursing is proposed, and it could be defined as "a positive, fulfilling state of mind related to the profession, characterized by vigor, dedication and intrinsic reward"
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Hermsen, Terry. "Languages of engagement." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1070294401.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xvi, 700 p. Includes bibliographical references (p. 201-209). Available online via OhioLINK's ETD Center
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Lange, Shara K. "Documentary Film Engagement." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3651.

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Chan, Po-chi, and 陳寶慈. "E-engagement in Hong Kong: a review of top-down engagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46779541.

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Powelson, Simon J. "Enduring engagement yes, episodic engagement no: lessons for SOF from Mali." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/38996.

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Approved for public release; distribution is unlimited.
This thesis examines SOFs recent experience in Mali and determines whereor to what extentit should be considered a failure. In addition to analyzing these encounters, a second aim of this thesis is to make recommendations for how SOF might better build partner capacity and capability in the future. The argument made is that enduring engagement is of enduring value; episodic engagement, on its own, is not. Examples of both types of engagement can be found in United States Special Operations Forces recent interactions with the Malian military.
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Hayden, Colleen Marie. "Measuring leader-level engagement: Addressing the gap in employee engagement research." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1575283306094234.

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Mirolo, Sandrine. "L'éducateur spécialisé d'hier à demain : entre engagement personnel et engagement professionnel." Caen, 2014. http://www.theses.fr/2014CAEN1013.

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Les professions du travail social se transforment au gré des évolutions de la société. Nouveaux publics, nouvelles lois, nouvelles pratiques, nouvelles certifications…Suite à ces changements qui touchent leur secteur, les éducateurs spécialisés ont parfois du mal à être en accord avec ce qu’on attend d’eux. Ils se trouvent pris dans des demandes paradoxales : être responsable sous contrôle renforcé, être autonome mais répondant à une réglementation ferme, généraliser leurs pratiques face à des situations singulières, donner de leur personne tout en restant professionnel. Le marché de l’emploi a bousculé le secteur, le social devient un secteur marchand avec des exigences de résultats. Soumis aux évaluations et aux priorités économiques, les éducateurs spécialisés s’interrogent sur les valeurs qu’ils portent. La concurrence s’installe entre des travailleurs sociaux aux postes mal définis et aux fonctions multiples. Les représentations de la profession varient entre éducateurs de terrain et éducateurs de bureau. La formation en alternance fait se rencontrer deux mondes : celui des étudiants surpris en stage par l’approche empirique du métier et celui des tuteurs confrontés à l’approche théorique des instituts de formation. Ces deux protagonistes portent un regard inquiet sur l’évolution de la profession qui, avec la réforme du diplôme en 2007 semble avoir créé une distance entre anciens et nouveaux. Sommes-nous dans une phase de transition ? Que garder des pratiques d’hier ? Comment envisager les pratiques de demain ? Les éducateurs spécialisés sont-ils toujours portés par des valeurs humanistes ? La formation répond-t-elle aux besoins de la profession ? Comment la profession se défend-elle ? C’est toutes ces questions, doublées de l’envie de faire reconnaître une profession qui nous semble en danger, qui ont porté cette thèse
The professions of social work is transformed by the evolution of society. New public, new laws, new practices, new certifications. . . Following these changes in their industry, instructors sometimes struggle to be consistent with what is expected of them. They are caught between paradoxical demands: to be responsible under tighter control, be self answering within a firm regulatory system, to generalize their practices whilst facing unique situations and be dedicated while remaining professional. The job market has changed the sector, and social work becomes a business sector with performance requirements. Being submitted to assessments and economic priorities, special educators are questioning the values they carry. Competition takes place between social workers with poorly defined positions and multiple functions. The performances of the profession vary from field counsellors and office counsellors. Alternating training brings together two worlds: that of students in internships surprised by the empirical approach to the job and those of tutors confronted to the theoretical approach of training institutes. Both protagonists cast a worried look at the evolution of the profession, which with the reform of the degree in 2007 seems to have created a distance between senior workers and young workers. Are we in a transition phase? What should we keep of yesterday’s practices? How should we consider the practices of tomorrow ? Do specialist counsellors still believe in humanist values ? Does the training still address the needs of the job ? How does the counselling fend for itself ? It is the aforementionned questions coupled with the desire to bring attention to a seemingly endangered profession that brought this thesis
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Hale, Richard T. "Towards a better understanding of employee engagement| Factors that explain employee engagement." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133018.

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Although researchers have discovered many of the beneficial and positive consequences of employee engagement, little is known about the multitude of antecedent factors that lead to employee engagement. Previous research has demonstrated that an individual’s gender is a factor in engagement, and that an employee’s racioethnic similarity with a supervisor, job characteristics, and perceived organizational support, are all antecedents of engagement. The present study focused on individual personality, the perceived quality of employees’ working relationships with their supervisors, and their work roles as either managers or subordinates, to identify whether those variables contribute to employee engagement. This study’s survey, administered to 96 respondents in the work force, using hierarchical multiple regression analysis, found that the personality sub-domain of conscientiousness, based on the Big Five model of personality, and the perceived quality of relationship with one’s supervisor, based on Leader-Member Exchange (LMX) theory, were positively related to, and predicted employee engagement.

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Bennett, Jhono. "Platforms of engagement : a process of critical engagement with a developing context." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/29870.

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The South African population has been experiencing an unprecedented rate of urbanization that has left government bodies struggling to meet the qualitative and the infrastructural demands of the emergent sector in undeveloped areas. This dissertation aims to focus on the intensive networks found in these developing areas of vulnerability that display strong cohesion due to activities surrounding the production process. The premise presented is that in order to intervene architecturally with these networks, designers should critically engage these networks through participative processes of research, design and ideally construction. Through the author’s process of engagement, several key Architectural principles for an intervention emerge. Primarily the concept that a built intervention in a vulnerable settlement should first seek to associate itself with a network for its initial survival, and then aim to exist in a symbiotic relationship with this network through a mutually beneficial relationship. View Jhono Bennett's blog. Copyright 2011, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Bennett, J 2011, Platforms of engagement : a process of critical engagement with a developing context, MArch(Prof) dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-11272011-161354 / > C12/4/36/gm
Dissertation (MArch(Prof))--University of Pretoria, 2011.
Architecture
unrestricted
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Homan, Melicent M. "Democratic Engagement in Professional Practice| How Perceived Educator Engagement Affects Student Learning." Thesis, Middle Tennessee State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10976873.

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Length of time teaching shapes educators’ competence with intentional integration of democratic engagement in the classroom. This study finding stems from a pivotal understanding of civic engagement refocused and defined as democratic engagement by Saltmarsh and Hartley (2011). The authors determine that democratic engagement as an ideal includes far more than the civic participation element of voting. These authors suggest that for a representative democracy to thrive, communities and civic institutions must partner to create civic agency among not just the individual, but collective, social, and government entities. In this study, educators in a small to medium sized K-6 district are surveyed to identify differing levels of democratic engagement among demographic indicators as identified by Saltmarsh and Hartley (2011). Democratic engagement constructs of community engagement, political voice, civic participation and political knowledge combine to create a Civic Index Scale measure. This measure describes a sample population of highly democratic engaged versus disengaged participants. Identified educators with the most engaged, somewhat engaged, and disengaged civic scores were interviewed for attitudes, beliefs, and professional practice in relation to democratic engagement. A series of two interviews per educator yielded unexpected results. The study found that democratic disengagement does not equate to disengagement in the classroom, poor teaching, or lack of effort to promote citizenship as developmentally appropriate. A disengaged educator in the study was professionally fulfilled, and successfully created classroom community. A medium engaged educator identified in the interview process exhibited highly effective teaching practice as a seasoned professional with lower levels of job satisfaction and difficulty in classroom management. The highly engaged educator in the qualitative analysis exhibited not only effective teaching practice, but also intentional relationship building, and highly effective classroom management. Hierarchical Regression analysis indicated that time teaching, age, race, and gender were significant in the model and that time teaching persisted as a key factor contributing to variance in the model.

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Hall, Neresa Anne. "Whānau engagement in education." Thesis, University of Canterbury. School of Health Sciences, 2014. http://hdl.handle.net/10092/9369.

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The aim of this research was to explore the mechanisms involved for engaging Māori whānau in their child’s education during a key transitional period. This objective was achieved through conducting semi-structured interviews with five Māori parents of year nine and ten students from two suburban high schools in Christchurch, New Zealand. Through framing the research within kaupapa Māori methodology and employing Interpretative Phenomenological Analysis, four superordinate themes were identified: Rangatiratanga (advocacy, leadership and commitment); Kotahitanga (working together with whānau); Whanaungatanga (maintaining connections with whānau); and Manaakitanga (caring for Māori students’ learning and potential). These findings closely align with a Māori worldview (Ritchie, 1992), and Macfarlane’s educultural wheel (2004). They have the potential to inform school policy and facilitate engagement with whānau as well as positively impact on Māori student achievement.
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O'Dair, Katherine Grace. "Measuring Master's Student Engagement." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2924.

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Thesis advisor: Karen D. Arnold
Master's education is the largest segment of graduate education in the United States yet there is a paucity of research about how master's students experience their programs. Empirical research on student engagement - defined as the time and effort students devote to activities that are linked to educational outcomes and what institutions do to promote student participation in these activities - is discussed in the literature as a mostly undergraduate phenomenon (Kuh, 2001; 2003; Kuh et al., 2007a). This quantitative study extended engagement research to master's students using an instrument called the Master's Survey of Student Engagement (MSSE), which was adapted from the Law School Survey of Student Engagement. The MSSE was administered to 1,539 students enrolled in a master's program in arts and sciences, business, or education at a mid-sized research University in the Northeast. An exploratory factor analysis was conducted to examine the internal structure of the MSSE. Following the factor analysis, five multiple regression analyses were conducted; each multiple regression analysis examined the relationship between a particular engagement dimension (as the dependent variable) and the student characteristics of academic discipline, gender, age, enrollment status, children status, marital status, and international status (as the independent variables). While the findings suggest at least five dimensions of engagement for master's students, three of these dimensions are more strongly associated with student characteristics, including academic discipline. The findings also showed that master's students in business and education are more likely to experience a supportive campus environment than are students in arts and sciences. The findings also suggested that arts and sciences students have a more rigorous intellectual experience and engage more with faculty than do students in education or business
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Gable, Guy Grant. "Consultant engagement success factors." Thesis, University of Bradford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332872.

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Halverson, Lisa R. "Conceptualizing Blended Learning Engagement." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5981.

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Learner engagement, or the involvement of the student's cognitive and emotional energy to accomplish a learning task, has been called "the holy grail of learning" (Sinatra, Heddy, & Lombardi, 2015, p. 1) because of its correlations to academic achievement, persistence, and satisfaction. In the 21st century, learning will be increasingly "blended," combining face-to-face with computer-mediated instruction. Research is already exploring learner engagement in blended contexts, but no theoretical framework guides inquiry or practice. Developing models and measures of the factors that facilitate learner engagement is important to the advancement of the domain. This multiple-article format dissertation addresses the theoretical gap in research on learner engagement in blended settings. The first article reviews the existing literature on learner engagement, delineates a set of constructs most relevant to the contexts of blended learning, and proposes a theoretical framework for learner engagement in blended settings. The second article operationalizes and tests the proposed model of blended learning engagement using exploratory and confirmatory factor analysis. It creates and evaluates an end-of-course self-report measure of cognitive and emotional engagement. The unique factor structure of online and face-to-face indicators of learner engagement is clearly demonstrated in the results of this study.
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Grant, Kevin O'Brien. "Leadership And Employee Engagement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7801.

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Business leaders often encounter difficulties in achieving sustainable employee engagement in the work environment, yet employee engagement is critical to an organization's financial success. The purpose of this qualitative single case study was to explore strategies business leaders use to overcome or mitigate the challenges of employee disengagement. A purposeful sample of 6 leaders employed at an insurance company participated in the study based on their knowledge and experience in implementing successful employee engagement strategies. The conceptual framework for the study was Kahn's personal engagement theory. Data were collected using semistructured interviews, company documents, and archival information. Data were analyzed using thematic analysis. Four themes emerged: leader–employee relationship; effective internal communication and feedback; compensation, awards, benefits, and incentives; and professional training and development to improve employee engagement. The implications for positive social change include the potential to provide leaders with strategies to increase employee engagement, which may create employment opportunities for community members, which could lead to the stability and general well-being of the community.
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Gillespie, Morna. "Clients engagement with assertive outreach services : a comparison of client and staff perceptions of engagement and its effect on later engagement." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269552.

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Volume I of the thesis comprises the research component, which consists of two papers: a review paper and a main empirical paper. The review paper explores to what extent engaging with services may be beneficial or detrimental to people with severe and enduring mental health problems. The paper examines the impact of therapeutic alliance, duration of untreated psychosis and assertive outreach services. The potential negative impact of engagement with services is also addressed by reviewing studies looking at stigma, labelling and racial discrimination. The paper concludes that engaging with services has the potential to be beneficial to people with severe and enduring mental health problems, once barriers such as stigma and racial discrimination have been addressed, and services are acceptable to the people using them. The main empirical paper explores clients' engagement with assertive outreach services, comparing client and staff perceptions of engagement and its impact on later engagement. The study's findings highlight differences and similarities between client and statT perceptions of engagement and suggest possible reasons for these. The clinical implications of these findings are discussed and future directions for research are suggested The final section of Volume I consists of a set of appendices. Appendix 1 is a public domain briefing paper that summarises the review paper and the main empirical paper. The remaining appendices contain information relevant to the main paper but not recorded within it. This information includes copies of questionnaire measures, demographic and clinical characteristics, information and consent forms, ethical approval and instructions to authors for journal submission. Volume II of the thesis consists of the five clinical practice reports completed during the course, which reflect work carried out on clinical placement. These reports include: a case study of a three and a half year old girl with a phobia of opening her bowels, formulated from three different theoretical perspectives; a study investigating community mental health team users' views on assertive outreach and services; a case study using exposure therapy to treat a man with a learning disability, who had a fear of visiting his G.P.; a single case experimental design of a staff intervention for an older adult with challenging behaviour; and a presentation of a shared formulation of a client with delusional beliefs in an assertive outreach team.
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Gill, David S. "Employee selection and work engagement : do recruitment and selection practices influence work engagement?" Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/423.

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Grimaldi, Cyril. "Quasi-engagement et engagement en droit privé : recherches sur les sources de l'obligation /." Paris : Defrénois, 2007. http://www.gbv.de/dms/spk/sbb/recht/toc/525994807.pdf.

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Smith, Dalenna Ruelas. "Evaluating family engagement| Program application of the parent, family, and community engagement framework." Thesis, California Institute of Integral Studies, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3726295.

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This study examined how an Early Head Start and Head Start grantee, the Institute for Human and Social Development (IHSD), implemented the Office of Head Start’s research-based Parent, Family, and Community Engagement (PFCE) Framework. This study also evaluated IHSD’s performance and determined whether the organization accomplished its set intention of fostering family engagement in support of positive child development and education outcomes.

This formative, outcome-based program evaluation utilized qualitative and quantitative analysis to evaluate IHSD's systematic implementation of engagement. Parent survey data, interview transcripts, and a review of existing agency data provided a parent-oriented perspective on the IHSD’s engagement outcomes relative to the PFCE Framework.

Participants included parents of children in each of IHSD's five program options during 2012–2013 or 2013–2014. They participated by completing either a parent survey (n = 842) or an interview ( n = 12) regarding engagement-focused services, focusing on the parents’ perspectives of the services’ implementation and outcomes. Results from the surveys and interviews were analyzed with available IHSD data related to family services as well as child outcomes, including gains in social-emotional development and language and literacy development within the Desired Results Developmental Profile (DRDP). Results indicate that the children made improvement gains within the DRDP domains investigated. Parents surveyed and interviewed identified the program environment as engaging and named the staff’s helpfulness as responsible. Among the aspects of the program they were asked to rate, parents identified the strategies of parent training, parent leadership council membership, home activities, home visits, parent meetings, and volunteerism as ideal in meeting their needs.

In general, IHSD is a high-quality agency providing early childhood education that engages families and grows parent engagement by teaching parents to be their children’s advocates and teachers. The results of this study indicate that if IHSD continues to effectively implement strategies and incorporates feedback from these findings, the organization’s child development programs will likely continue to excel.

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Bakhshi, Saeideh. "Photo engagement: how presentation and content of images impact their engagement and diffusion." Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/54254.

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The type of media shared through social media channels has shifted from text content to include an increasingly large number of images. Visual traces resulting from people's online social behavior have the potential to reveal insights about our habits, activities and preferences. The role of social network-related factors have been well studied in previous research. Yet, few studies have sought to understand how user behavior in social networks is dependent on the image itself. The goal of my dissertation is to understand how people engage with image content, and I seek to uncover the role of presentation and image content on people's preferences. To achieve this goal, I study the image sharing communities, Flickr, Instagram and Pinterest, using quantitative and qualitative methods. First, I show how colors -- a fundamental property of an image -- could impact the virality of an image on Pinterest. I consider three dimensions of color: hue, saturation and brightness and evaluate their role in the diffusion of the image on Pinterest, while controlling for social network reach and activity. Next, I shift the focus from abstract colors to a higher-level presentation of images. I study the role of filters on the Flickr mobile application as proxies to visual computation. To understand how people use filters, I conduct an interview study with 15 Flickr mobile users about their filter use. I analyze Flickr mobile images to discover the role of filters in engaging users. Presentation is not the only factor that makes an image interesting. To gain deeper insights in what makes an image more engaging in social image sharing sites, I study the images of people on the Instagram network. I compare images of people with those that do not have faces and find that images with human faces are more engaging. I also look at the role of age and gender of people in the image in engaging users. Finally, I examine different content categories, with and without filters, and study the impact of content category on engagement. I use large-scale data from Flickr and interviews with Flickr mobile users to draw insights into filter use and content engagement. This dissertation takes a first step toward understanding content and presentation of images and how they impact one aspect of user behavior online. It provides several theoretical and design implications for effective design, creation and imposition of rules on image sharing communities. This dissertation opens up a new direction for future research in multimedia-mediated communication.
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Godor, Brian P. "A model of student engagement : identifying engagement triggers in Dutch higher vocational education." Thesis, Open University, 2011. http://oro.open.ac.uk/49116/.

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Increasing student engagement remains a challenge for educators: although there is large volume of research studies and published articles, the choice of successful pedagogical interventions with the aim of increasing student engagement remains difficult. The purpose of this study was to improve our understanding of student engagement and the factors that activate and prompt students to put effort into their studies. An online Student Satisfaction Survey was administered in which 4,992 or 24.4% of the total student population at Avans University of Applied Sciences returned useable responses. These led to the identification of engagement types and specific engagement triggers. Significantly different engagement types , and engagement triggers were found among full-time and part-time students, first-year and upper-level students, as well as students from differing faculties. These findings hold a number of implications. Administrators need to take into account student engagement as one of the possible strategic focal points in the palette of university initiatives in attempting to increase student retention. Durkheim' s work on suicide and Bourdieu' s theory of social capital are explored to broaden the understanding student retention: Durkheim's four types of suicide as possible analogues and Bourdieu's theory of social capital as a possible variable for students' academic success. Therefore, university policies surrounding student engagement should not focus solely on the student's behaviour, but also on the interaction between students and the university. Furthermore, educational policies regarding the pedagogical climate within the university need to support student engagement.
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Martin, Romana. "M-learning and student engagement: Factors that support students' engagement in m-learning." Thesis, Martin, Romana (2011) M-learning and student engagement: Factors that support students' engagement in m-learning. PhD thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/9347/.

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Mobile learning (m-learning) is learning that takes place in a variety of contexts, within and beyond traditional learning environments, utilising any type of mobile device. The availability of mobile devices with the potential to be used in university education has vastly increased over the past decade, and therefore m-learning has become increasingly common in university settings. M-learning is usually supported by a mobile device which offers some level of mobile connectivity to learning resources or access to communication technologies, or both, and can facilitate or support learning. M-learning thus involves participating in learning activities not confined to a set place or time. In some institutions, m-learning has been encouraged through initiatives such as laptop programs, but often m-learning occurs incidentally with students utilising laptops and other mobile devices that they have acquired to help them with their studies. Despite attempts by these institutions to develop such laptop programs, there have been limited resources on how to integrate m-learning into tertiary education for use by lecturers who have the desire to tap into the possibilities of taking advantage of students’ ad hoc access to laptops and other mobile devices. Models with practical applicability to m-learning have been slow to emerge, and very few practical guidelines are available for educators on the effective implementation of mobile devices in university teaching and learning, and lecturers are often left guessing as to what might promote students’ engagement in m-learning. The aim of this study was to gain an understanding of the factors that influence students’ engagement in m-learning, specifically where mobile devices facilitate engagement in both learning activities (M-learning Task Engagement) and interaction with others (Online Social Engagement) in ways that contribute to learning outcomes (e.g. ACER, 2010; Coates, 2006; Kearsley & Shneiderman, 1998). A secondary aim was to identify what motivates students to use laptops for learning. Finally, the study aimed to develop a new m-learning design model and guidelines for lecturers developing learning designs for use in m-learning contexts. The study included both formal m-learning and laptop programs, and classes where laptop use is ad hoc driven mostly by students’ personal needs. The research was conducted using seven case studies at three Australian universities. In one case, students were participating in a laptop program; in two cases, tablet computers were used in classroom settings; and in four cases, students’ use of laptops was based on student ownership and personal initiative. Data were collected by two surveys: one to gather students’ perceptions of their m-learning experiences and the other focussing on lecturers’ perceptions of m-learning. The research explored what may motivate students to use their laptops and engage in m-learning. As could be expected, mobility was the key motivator for the use of laptops, and the learning tasks that students found to be most motivating involved accessing information, authoring (e.g. writing, blogging, note taking) and communication. Other categories of motivators identified in this study were: student productivity; performance outcomes; the learning experience; information access; the lecturer; entertainment; and social interaction. The results of this study indicated that both Online Social Engagement and M-learning Task Engagement were influenced by students’ Goal Orientation. Online Social Engagement was also influenced by Technology Focus, which is learners’ orientation towards utilising technologies for learning. Students’ Perceived Mobility also influenced engagement in m-learning, but specifically in the area of M-Learning Task Engagement. The results of this research led to a model and guidelines for lecturers planning to implement m-learning in a student-centred learning context which maximises students’ engagement in m-learning. The m-learning design model and guidelines lead lecturers towards considering student motivators for m-learning and the factors that influence students’ engagement in m-learning. The resulting learning designs, that address students’ requirements for mobility, and mesh with their Goal Orientation and Technology Focus, are therefore likely to contribute towards both M-Learning Task and Online Social Engagement in m-learning. The outcomes of this study have important practical implications for educators and institutions as they provide a planned approach to integrating the use of mobile technologies in the curriculum with the aim of achieving increased engagement in learning.
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Sundén, Lydia, and Beatrice Neiderstam. "Employee CSR engagement matters : A study about how to influence employees' CSR engagement." Thesis, Umeå universitet, Företagsekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161140.

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Companies that have a well-formulated Corporate Social Responsibility (CSR) practice is one step in the right direction of contributing to a prosperous society where future generations are not compromised. Although companies may have a CSR practice, it is not guaranteed that that the practice is effective. Essentially, employees have a key role in the success of the company’s CSR practice. Employees are major actors in carrying out and actualizing the company’s CSR initiatives and without the employees’ willingness to engage in CSR initiatives, the company will fail to uphold a CSR practice. Therefore, it is essential for companies to understand how employees can become engaged in the CSR practice. We have extracted previously identified factors that have played a role in employees CSR engagement, i.e. attitudes towards CSR, organizational identification, management support, training and development, recognition, CSR culture, and internal CSR communication. In order to get a deeper understanding of employee CSR engagement, it was perceived of relevance to examine in what way these factors influence employees’ engagement in CSR. The study has been conducted at a case company operating in the green service support sector. Trough semi-structured interviews, this study consists of experiences and perceptions from both managers and employees. Whilst the study focuses on the employee perspective, managers are included in order to get a more comprehensive understanding of employee CSR engagement. We found that both internal and external factors can be drivers or impediments for employee CSR engagement. Matching values and attitudes towards CSR were found to be drivers, because working with an important societal mission, or consider and value CSR on a personal level positively influence CSR engagement among individual employees. Supportive managerial behaviour, more specifically, inspirational managers, setting clear goals and appropriate recognition was also found to be drivers for CSR engagement. Furthermore, in terms of CSR integration, insufficient CSR culture and internal CSR communication was found to be impediments. This because, employees did not feel they knew how to contribute, nor did they experience that CSR was prioritized. Additionally, two new factors were found; time constraints as an impediment, and social interactions as a driver. Keywords: Corporate social responsibility, employee engagement
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Bivol, Svetlana. "An investigation of glucocorticoid and serotonergic systems in human placenta." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/381362.

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Engagement is a multifaceted concept that has been a growing concern for researchers, particularly in mathematics education (Attard, 2012; Chan, Baker, Slee, & Williamson, 2015). In recent years, mathematics education has been seen as boring and dull, and many students have disengaged from a relatively early age in learning and participating in mathematics (Grootenboer & Marshman, 2016). Therefore, this is an important issue, as low levels of engagement among students can put them at risk of decreased participation and, ultimately, low levels of academic achievement (Fredrick et al, 2004). The study reported here was conceptualised using a theoretical framework that included three dimensions of engagement; emotional, behavioural, and cognitive, and these were used to structure the data collection and analysis vis-à-vis learning mathematics outdoors. This comparative case study involved 34 students from two year 6 classes at a Queensland state primary school. The findings indicated that the students were engaged in their mathematics learning in the outdoor context. However, there was no compelling evidence that suggested the outdoor environment was any more emotionally, behaviourally, or cognitively engaging than the indoor context. There were, however, hints that emotional engagement was facilitated in the outdoor environment as students enjoyed the novelty of it, being able to ‘move around’, and also working in pairs/groups. Nonetheless, this requires further investigation in future research. What was clear from this study was that there were benefits for student engagement when learning mathematics outdoors and that participating in a variety of learning experiences can be seen as valuable for both students and teachers.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Medical Science
Griffith Health
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Laird, Alexandra. "Engagement and Outdoor Learning in Mathematics." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/381366.

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Engagement is a multifaceted concept that has been a growing concern for researchers, particularly in mathematics education (Attard, 2012; Chan, Baker, Slee, & Williamson, 2015). In recent years, mathematics education has been seen as boring and dull, and many students have disengaged from a relatively early age in learning and participating in mathematics (Grootenboer & Marshman, 2016). Therefore, this is an important issue, as low levels of engagement among students can put them at risk of decreased participation and, ultimately, low levels of academic achievement (Fredrick et al, 2004). The study reported here was conceptualised using a theoretical framework that included three dimensions of engagement; emotional, behavioural, and cognitive, and these were used to structure the data collection and analysis vis-à-vis learning mathematics outdoors. This comparative case study involved 34 students from two year 6 classes at a Queensland state primary school. The findings indicated that the students were engaged in their mathematics learning in the outdoor context. However, there was no compelling evidence that suggested the outdoor environment was any more emotionally, behaviourally, or cognitively engaging than the indoor context. There were, however, hints that emotional engagement was facilitated in the outdoor environment as students enjoyed the novelty of it, being able to ‘move around’, and also working in pairs/groups. Nonetheless, this requires further investigation in future research. What was clear from this study was that there were benefits for student engagement when learning mathematics outdoors and that participating in a variety of learning experiences can be seen as valuable for both students and teachers.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Hart, Julie Kaye. "Family engagement as a relationship| Relational beliefs and practices that strengthen Latino family engagement." Thesis, University of Colorado at Denver, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3667228.

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The number of children in the United States for whom English is not the language spoken at home is increasing. The National Center for Education Statistics (as cited in Hammer, Scarpino, & Davison, 2011) reported that, in 2007, 10.8 million school-age children in the U.S. spoke a native language other than English, an 11% increase in just 25 years. Of these English language learners (ELLs), Latinos represent almost 80% (Jerome, 2009). Numerous studies have shown the importance to both students and schools of meaningfully engaging families in the school environment. This comparative case study focuses on the practices of two elementary schools that successfully promote the engagement of families of Latino ELL students and is intended to increase understanding of the necessary relational components, or the ways that individuals are connected, that promote family engagement in school environments with populations of primarily Latino students and a majority of English language learners (ELLs).

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Isaacs, Katherine W. "Stakeholder engagement for sustainability : a mixed method study of corporate strategies and engagement outcomes." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/82722.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2013.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references.
This dissertation contributes to our understanding of the strategies the companies use to engage external stakeholders, as well as the processes and outcomes of engagement. The first essay proposes a framework for evaluating a firm's stakeholder engagement strategy, comprised of eight dimensions that vary on a spectrum from least to most advanced. This essay also proposes six kinds of engagement outcomes: three involving learning and relationship building, and three involving tangible changes. The essay concludes with preliminary findings about engagement outcomes at the two case companies. The second essay uses the first essay's strategy framework to develop and validate scales for measuring each strategy dimension, and test which of these vary together to comprise a higher-order strategy. This type of analysis has not yet been done in the research on stakeholder engagement, which instead relies on descriptive typologies comprised of elements that are assumed, but not proven, to cluster together. The analysis in this paper generated six first-order factors, five of which combined to form a Strategy factor. This was used to score companies in the oil and gas, electric power, and automotive industries. Together, the first and second essays represent a first step towards more precisely defining and measuring the level of sophistication of a firm's stakeholder engagement strategy. The third essay is a fine-grained social psychological analysis of how negotiation frames, interpersonal trust, and issue characteristics interacted in one long-term engagement between a power company and environmental non-governmental stakeholders. The question motivating the analysis is: What prevented the participants from realizing the possibility they envisioned for engagement? I argue that a combination of issue characteristics and relational ambivalence -- the simultaneous presence of interpersonal trust and distrust -- motivated the company to engage in "quasi-cooperation" with stakeholders. Quasi-cooperation is the simultaneous deployment of cooperative and competitive tactics. The discovery by stakeholders of the company's quasi-cooperation triggered a conflict spiral that led to the destruction of the parties' working relationships, ending their engagement. Theoretical implications and practical lessons drawn from this case expand our knowledge of how practitioners might approach long-term engagements differently in the future.
by Katherine W. Isaacs.
Ph.D.
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Saul, Zamani. "Developing a Community Engagement Model as a Normative Framework for Meaningful Engagement During Evictions." University of the Western Cape, 2016. http://hdl.handle.net/11394/6255.

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Doctor Legum - LLD
The research problem of this study is the jurisprudential inconsistency in the application of the right in section 26(3) of the South African Constitution's Bill of Rights. The inconsistency is due to inadequate conceptualisation of the substantive requirements of meaningful engagement (ME) by the South African Constitutional Court (ConCourt). The central argument is that the development of a community engagement model based on the substantive requirements of ME will enhance the application of section 26(3). This study commences by illustrating the disempowering nature to the squatters of the apartheid evictions in South Africa. To tighten influx control, the apartheid regime introduced a battery of laws that disempowered the squatters. The apartheid-induced disempowerment of the squatters penetrated into the democratic dispensation. In the examination of the normative context of evictions post-1994, this study identifies six primary drivers for substantive involvement of the occupiers during evictions. The six primary drivers seek to address the disempowering trajectory during evictions.
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Madondo, Kumbirai. "Online to Offline Civic Engagement: The Effects of Social Media on Offline Civic Engagement." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77871.

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The effects of traditional internet (e.g. email and web browsing) and social media (e.g. Facebook, Google +, Twitter etc.) remain a valuable area of study among scholars seeking to understand civic engagement (e.g. volunteering, attending political rallies, protesting about local issues etc.). Building off the work of previous researchers who sought to identify connections between traditional internet, social media and civic engagement, this study adds to that body of knowledge by examining whether social media has independent effects on offline civic engagement beyond those of traditional internet. In addition to this, because age is an important factor in the use of traditional internet or social media, this study also investigated whether social media use is reducing the traditional age effect in civic engagement. Lastly, the study also examined the relationship among several dimensions of social capital including group membership, discussion networks, trust and norms of reciprocity which have been linked to offline civic engagement by some scholars, although, some scholars have questioned how some of these social capital measures (e.g. trust, norms of reciprocity) affect online civic engagement. I tested several hypotheses about these relationships using data collected from a 2012 survey of residents in the geographic area of Blacksburg and Montgomery County, VA. The statistical analyses entailed building a series of structural equation models and regression models to predict the civic engagement of these residents. The results provide evidence that: 1) social media has additional effects on offline civic engagement beyond those of traditional internet. 2) That social media was a strong mediator of the relationship between group membership and offline civic engagement; and 3) discussion networks and offline civic engagement. The study did not find any relationship between trust, social media and offline civic engagement. Nonetheless, compared to all other forms of engagement, the study was able to demonstrate that social media may represent a breakthrough in our understanding of how developments in information and technology are shaping and influencing young adults' civic engagement.
Ph. D.
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Southard, Robyn Nicole. "Employee engagement and service quality." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/R_Southard_042010.pdf.

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Thesis (Master of Public Affairs)--Washington State University, May 2010.
Title from PDF title page (viewed on July 13, 2010). "Department of Political Science." Includes bibliographical references (p. 28-31).
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Bragg, Nancy J. Rhodes Dent. "Faculty engagement in service learning." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995663.

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Thesis (Ed. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 9, 2006. Dissertation Committee: Dent M. Rhodes (chair), Paul J. Baker, Wayne Benenson, Susan Lenski. Includes bibliographical references (leaves 130-132) and abstract. Also available in print.
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Mc, Donald Jeanne M. Hesse Douglas Dean. "Interest and engagement in writing." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819895.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 29, 2006. Dissertation Committee: Douglas D. Hesse (chair), Janice G. Neuleib, Ronald J. Fortune. Includes bibliographical references (leaves 235-246) and abstract. Also available in print.
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Holmes, Marilyn. "Community Engagement: Home School Partnership." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198.

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Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.
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44

Travis, Joellyn Marie. "Student Choice and Student Engagement." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10633941.

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The focus of this study was school transformation to accommodate “new literacies, skills, and dispositions that students need to flourish in a networked world” (Richardson, 2016, p. ix). Many schools operate within a traditional model developed during the Industrial Revolution to fit the need for efficiency and compliance (Robinson & Aronica, 2015). However, according to Robinson and Aronica (2015), “These systems are inherently unsuited to the wholly different circumstances of the twenty-first century” (p. xxiii). The purpose of this study was to determine if student choice of where to sit or type of seating positively impact student engagement. Observations were conducted in classrooms to identify whether students had a choice in where they sat; the types of seating available; and whether each student was engaged, compliant, or off-task as defined by a scoring guide. It was determined there is a positive significant difference in the engagement level of students who have a choice in where they sit as compared to students who are assigned to seats. It was also determined there is a positive significant difference in the engagement level of students who were offered flexible seating options compared to students who were seated in traditional desks or at tables with chairs. There are many opportunities to learn from this study and to change educational practices based on the theoretical framework about student engagement and the decline in student engagement according to Gallup polls (Gallup, 2016). The findings of this study bring additional awareness to student engagement and what factors impact learning in the classroom.

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Woloschuk, Quentin Kristina. "Mingling voices, engagement in education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/MQ45307.pdf.

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46

Baumann, Sarah Schüpbach-Keller Daniela. "Sozialpolitisches Engagement - gestern und heute." Rubigen Bern Ed. Soziothek, 2006. http://www.soziothek.ch/?978-3-03796-158-2.

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47

Hobson, Nicole DeJarnett Beyerlein Michael Martin. "Succession planning and situational engagement." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5168.

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48

Murphy, Brendan John. "The sequelae of CXCR4 engagement." Thesis, Queen Mary, University of London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251823.

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49

任春華 and Chun-wa Yum. "Learning strategies and cognitive engagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41717053.

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50

Stephenson, John D. "Countering terrorism engagement, development, deterrence." Thesis, Monterey, California. Naval Postgraduate School, 2010. http://hdl.handle.net/10945/5019.

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Approved for public release; distribution is unlimited
The war on terrorism has not reduced the threat from terrorism. Terrorism as a tactic cannot be defeated. States policies cannot rely on force alone in an attempt to defeat the use of a tactic. States need to use more effective counterterrorism policy options than coercion and force to deter groups from using terrorism. Groups choose to use terrorism as a tactic as a means to bring attention to be engaged and their grievances addressed. Engaging groups that use terrorism to address and resolve their grievances can prevent the cycle of violence of a terrorism campaign and delegitimize their use of force to resolve grievances. Economic development of developing nations can produce strong institutions necessary for minority groups to resolve grievances and build internally balanced market economies in developing nations that allow them to fully participate in economic globalization and reap the security benefits of globalization.
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