An educational intervention to initiate transformation within a multinational corporation: A case study.

Persistent Link:
http://hdl.handle.net/10150/185021
Title:
An educational intervention to initiate transformation within a multinational corporation: A case study.
Author:
Chastaing, Carole Lynne.
Issue Date:
1990
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This research provides a complex evaluation of a Market-Driven Implementation course developed by a large multinational corporation in support of a transformational change effort. Research questions included: (1) How did an educational unit of a large organization support the implementation of transformation? (2) What antecedents were considered when developing the transformational change program? (3) How did the change-related outcomes achieved compare to the goals and objectives of the course developers? (4) How did the educational unit serve as a change agent in the implementation of the transformation process? (5) How effective was the educational process itself? (6) How effective was the educational program in achieving participant adoption of the innovation? The research method included analysis of data gathered from previous Market-Driven Implementation course evaluations, course documents, participant products and tests, and structured interviews with people who played key roles in the development and implementation of the course. Findings indicate that this course was an appropriate "kickoff" for a long-term process leading to transformation. A comparison of original expectations with the actual outcomes showed achievement of two out of three major objectives. However, action was not achieved to the full extent hoped for by developers. But perhaps if market-driven is a change and change is a journey, then this course should not be held solely accountable for achieving full adoption of the market-driven concepts and goals. Instead, this course could perhaps be better seen as one effective step in an ongoing process, the final outcome of which will depend on follow-up activities that take place in the coming years.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Foundations and Administration; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Saunders, T. Frank

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleAn educational intervention to initiate transformation within a multinational corporation: A case study.en_US
dc.creatorChastaing, Carole Lynne.en_US
dc.contributor.authorChastaing, Carole Lynne.en_US
dc.date.issued1990en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis research provides a complex evaluation of a Market-Driven Implementation course developed by a large multinational corporation in support of a transformational change effort. Research questions included: (1) How did an educational unit of a large organization support the implementation of transformation? (2) What antecedents were considered when developing the transformational change program? (3) How did the change-related outcomes achieved compare to the goals and objectives of the course developers? (4) How did the educational unit serve as a change agent in the implementation of the transformation process? (5) How effective was the educational process itself? (6) How effective was the educational program in achieving participant adoption of the innovation? The research method included analysis of data gathered from previous Market-Driven Implementation course evaluations, course documents, participant products and tests, and structured interviews with people who played key roles in the development and implementation of the course. Findings indicate that this course was an appropriate "kickoff" for a long-term process leading to transformation. A comparison of original expectations with the actual outcomes showed achievement of two out of three major objectives. However, action was not achieved to the full extent hoped for by developers. But perhaps if market-driven is a change and change is a journey, then this course should not be held solely accountable for achieving full adoption of the market-driven concepts and goals. Instead, this course could perhaps be better seen as one effective step in an ongoing process, the final outcome of which will depend on follow-up activities that take place in the coming years.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSaunders, T. Franken_US
dc.contributor.committeememberSacken, Donal M.en_US
dc.contributor.committeememberGrant, Robert T.en_US
dc.identifier.proquest9024640en_US
dc.identifier.oclc708394529en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.