• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Case Analysis of Merging Office Cultures Using An Appreciative Framework as a Student Intervention Model.
【24h】

Case Analysis of Merging Office Cultures Using An Appreciative Framework as a Student Intervention Model.

机译：使用欣赏框架作为学生干预模型的办公文化融合案例分析。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Examining student persistence from both an individual and an institutional perspective provides important knowledge and increased understanding of the student and institutional factors that contribute to student persistence or early student departure. Specifically, this study examined how Appreciative Advising shaped an office culture and perceptions about student success. The benefits of Appreciative Advising to a collegiate office and their students have been illustrated through this case study: a growth mindset, design management, proactive programming, collegial workspaces, and shared responsibilities. Institutions continue to look for the best ways to support employees and to illustrate the influence that creating a strong and cohesive culture plays in furthering the goals of student success. Continuing to understand how institutions are supporting and engaging staff offers hope and promise to the students who stand to benefit and are critical to these institution's ability to fulfill their missions.
机译：从个人和机构的角度检查学生的持久性，可以提供重要的知识并加深对学生和导致学生持久性或早期学生离职的制度因素的理解。具体而言，本研究考察了“欣赏性建议”如何塑造办公文化和对学生成功的看法。通过此案例研究说明了向大学办公室及其学生提供咨询服务的好处：成长心态，设计管理，主动编程，大学工作区和共同责任。学校继续寻找最佳的方式来支持员工，并说明建立强大而凝聚力的文化对促进学生成功目标的影响。继续了解院校如何支持和聘用员工，将为那些受益并对这些院校履行使命能力至关重要的学生提供希望和承诺。

著录项

  • 作者

    Konkle, Erin.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Higher education.;Management.;Educational leadership.;Organization theory.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 204 p.
  • 总页数 204
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号