communicate the corporate parent’s nature and its level of influence over the proceeding business segments within its portfolio.
1000 word report on the strategic context of
the FTSE firm selected. The formative is designed to be an introduction to the in-depth strategic analysis that will be required for the summative assessment. The goal of the formative is to provide a sophisticated contextual background on their firm’s strategic intent, performance, and any general opportunities/threats that warrant the need for a fine-grained
strategic assessment/change. The formal details of the summative assessment will be released shortly, and are pending approval by the external examiner. However, the general objectives/goals will remain as a focused analysis on the strategic issues outlined in the formative using further models taught throughout the course to build on the work completed at this stage. A strong strategic analysis needs an appropriate focus and positioning over a
strategic issue, which is the goal of the formative assessment. The formative assessment is designed to support students with the initial elements of the summative assessment. The students will be permitted to re-use and expand elements of this work for their final submission. However, it is highly recommended that the formative submission is edited and adapted to address any feedback/suggestions provided at this stage.
The students should critique, examine, and understand the different strategic decision-making levels within their firms. They should communicate the corporate parent’s nature and its level of influence over the proceeding business segments within its portfolio. The student should point to any explicit statements of ‘strategic’ motivations/intents made by the firm. For example, does the firm state they are interested at growing their portfolio into a
health/wellness market, address climate change/sustainability issues, improving their geographic market coverage, invest in R&D/Technologies, etc. The company data (website/financial reports/FTSE website, etc.) and various external sources (Industry Reports/Press Releases/Bloomberg/Financial Times/etc.) should support this. The student should attempt to paint a broad picture of the FTSE firm; which may include information on market share, key categories, structure, vision/mission, M&As, Mega Trends, and synergies
among the business units, etc from a top level.
The students are then expected to select a corresponding business level/competitive market that is involved in delivering the strategic intent outlined previously. Students should clearly identify the geographic and competitive market that will be analysed in-depth for the summative. Students are encouraged to elaborate on the value propositions, alongside the type of product and/or segment, and general information on how this segment is
competing/developing/acting within a specific geographic region. The students should reflect on the notion of competitive advantage and explicitly state if they believe the firm currently in possession of, at risk of losing, or has an opportunity to obtain it. Some useful tools/frameworks that the students may choose to set this contextual scene are: Porter’s Generic Strategies, Ansoff Matrix, Innovation Posturing Strategies, Value Propositions, etc.
provide a detailed digital marketing plan by utilising a summary of the information collected in the situation analysis
Digital Marketing plan for Dartmoor estate tea
You will be expected to provide a detailed digital marketing plan by utilising a summary of the information collected in the situation analysis.You need to highlight the most important information of your situation analysis and based on your assessment and recommendations, you must develop a digital marketing plan
Your digital marketing plan should be in report format and should clearly demonstrate:
•A solid understanding of the digital marketing campaign planning process, (e.g., The use of suitable frameworks, objectives, schedules, budgets and evaluation)
•A detailed knowledge of digital marketing channels, platforms and media
•Recommendations regarding the creative execution of actions and tactics
•An appreciation of regulation, permission and codes of practice
•Clear understanding of relevant measurement and evaluation techniques
consider the SOSTAC Framework when structuring the plan:
•Situation analysis: Where are we now?
•Objectives: Where do we want to be?
•Strategy: How do we get there?
•Tactics: How exactly do we get there?
•Actions: Who does what and when?
•Controls: How do we monitor performance?
Objectives
•Financial Objectives – are targets for achieving financial results through marketing strategies and programmes
•Marketing Objectives – are targets for achievements in marketing relationships and activities, which in turn directly support attainment of financial objectives
•Societal Objectives – are targets for accomplishing results in areas related to social responsibility; such objectives indirectly influence both marketing and financial achievements
•Make sure they are SMART and include 5Ss (Sell, serve ,speak ,save, sizzle)
And example of the objectives can be seen below
Tactics: Channel Selection
Show at least THREE creative examples how exactly the channels will be utilised
Mock-up marketing/advertising tactics, e.g. social media post, digital ad, mobile marketing, SEO, email marketing etc.
Needs to be VIVID – Best if you can create a visual or explain in words.
Provide a detailed Gantt chart for all recommended activities including key milestones and resource requirements including an indicative budget Example of Gantt chart can be seen above
focus on the application of the concepts and providing details of source of information (reference)
Choose an organisation, outline the ecosystem in which it operates, explain its business model and evaluate the strategies it has used to develop this.
B: Learning Outcomes
1. Critically assess and evaluate approaches to strategy formulation
C: Assessment Task
Choose an organisation, outline the ecosystem in which it operates, explain its business model and evaluate the strategies it has used to develop this.
To do this you should complete a ‘ Business Canvas’ template and then comment on the ‘Value Proposition’ and any four of the other components in the light of relevant theoretical concepts.
D: Specific Criteria/Guidance
Your assignment will be assessed on the following elements.
• Understanding of business ecosystems and business model formulation (20%)
• Evidence of range and relevance of reading and research (20%)
• Critical understanding of relevant academic and theoretical concepts supporting strategic approaches in the selected company. (20%)
• Critical discussion of how the strategic choices made impact on the business model both within the selected company and the wider sector context. (30%)
• Written vocabulary and style (5%)
• Referencing of sources used (5%)
Please take account of the following guidance in structuring your assignment.
1) Choose an organisation to focus on, You might select this initially from one of the following sources
Board of Innovation – 50+ Business Model Examples
https://www.boardofinnovation.com/guides/50-business-model-examples/
Sunday Times Best Companies to work for 2019
https://appointments.thetimes.co.uk/article/best100companies/
N.B You should confirm your selection of company with your tutor before preparation
2) Conduct your own desk research on your chosen organisation in order to further investigate its business model and the ecosystem in which it operates
3) Analyse the company’s business strategies and complete ‘The Business Model Canvas’ for your chosen company. NB You should submit this as part of the assignment
4) Draw on your reading and synthesis of relevant theoretical concepts on business strategy to provide a academic commentary on your completed ‘Canvas’ (approximately 800 words). This should include the following:
a) An explanation of the organisation’s Value Proposition(s)
b) An explanation of any four of the other components of the Canvas.
c) A discussion of the strategies adopted by the organisation.
E: Key Resources
Board of Innovation. (2019) 50+ Business Models Examples. https://www.boardofinnovation.com/guides/50-business-model-examples/
Kaplan, S. (2015). The business model innovation factory: how to stay relevant when the world is changing. Hoboken, NJ: John Wiley & Sons.
Kaplan Publishing. (2019). E2 Managing Performance – Study Text. Kaplan.
Johnson, G., Whittington, R., Scholes, K., Angwin, D., & Regner, P. (2017). Exploring strategy: text and cases. Harlow, England: Pearson.
Osterwalder, A., & Pigneur, Y. (2013). Business model generation a handbook for visionaries, game changers, and challengers. New York: Wiley & Sons.
Link to Business Canvas template https://www.strategyzer.com/canvas/business-model-canvas
Sources for your own further research could include case studies, annual reports, company information, media and business journal articles.
prepare a Poster that informs stakeholders about the challenges and future of tourism incorporating sustainability agenda for your chosen organisation
1. Assignment Overview
2. This Foundation Year Project module is designed to provide students with basic and essential skills involved in planning, undertaking, and presenting a piece of independent research on a topic relevant to business and tourism management. Students will be given an opportunity to investigate a problem or question that relates to business and tourism management, making use of information gathered from a wide range of sources (published, internet, etc.).
3.
4. This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:
5. LO 1 6. Demonstrate an ability to undertake a project involving plan, execute, analyse findings and draw conclusions for an investigation with specified aims and objectives identified.
7. LO 2 8. Enable students to manage their time effectively in conduction a project and, as a consequence, enhance their academic skills
9. LO 3 10. Enable students to communicate through written and visual presentation skills
11.
12. Assignment Task and Requirements
13.
14. WHAT ARE YOU ASKED TO DO?
15.
16. It is essential to use the assignment guide in conjunction with the assignment brief.
17.
18. Using the research, you have carried in assignment 1 prepare a Poster that informs stakeholders about the challenges and future of tourism incorporating sustainability agenda for your chosen organisation.
19.
20.
1. Overview
2. Goals
3. Vision
4. Past operations
5. Present operation
6. Future operations
21. 22.
23.
24. Referencing and research requirements
25. Please reference your work according to the Canterbury Harvard Referencing style guidance. You can access this on Moodle.
26.
27. For each reference used, provide the full Harvard reference within your References section and the core in-text citation if you are refencing something in your text.
28.
29. Include both direct and indirect citations from a wide variety of sources.30.
31.
32. How your work will be assessed
33. Your work will be assessed on the extent to which it demonstrates your achievement of the stated learning outcomes for this assignment (see above) and against other key criteria such as content, design and layout, and graphics.
34.
35. This assignment will be marked according to the grading descriptors for Level 0
36.
37. See attached grid for grade descriptors.38.
Discuss and explain which of the two mutations might be the most likely cause of recurrent infections and in which region of the protein would each mutation affect?
In a big cohort study with individuals having recurrent infections, some individuals were found to have mutations in toll-like receptor 4 (TLR-4). These mutations were identified as Asp299Gly (aspartic acid is changed to glycine at 299 position) and Thr399Ile (threonine is changed to isoleucine at 399 position). Using the western blot assays identifying the phosphorylation of downstream signaling proteins of TLR4, it was identified that the Asp299Gly mutation disrupts TLR4 signaling, whereas the Thr399Ile mutation has no effect on TLR4 signaling.
Using this information, discuss and explain which of the two mutations might be the most likely cause of recurrent infections and in which region of the protein would each mutation affect?
***PLEASE AIM TO WRITE BETWEEN 140-160 WORDS
Are the mean intelligence quotients different between males and females?
Independent Variable
We will compute and write-up the results for the independent-samples t-test. The independent variable is usually a categorical variable used to group participants into two separate groups. For two separate groups, one variable has two levels. The groups are separated by the levels of the independent variable.
Dependent Variable
The scale of measurement for the dependent variable needs to be interval or ratio. Here, we are referring to either the scale of measurement or the underlying scale of measurement. For example, the time spent shopping is on a ratio scale; height is also on a ratio scale. An interval-scaled variable includes temperature (in Celsius or Fahrenheit units). We may obtain ratings on a 7-point scale from strongly agree (7) to disagree strongly (1). Levels of the agreement are ordinal. The underlying rating scale is an
interval. That is, we can compute an interpretable mean for this rating.
Statistical Assumptions
The accuracy of the probability associated with the t-statistic and the ANOVA F-statistic
depends on upon the following assumptions.
The shapes of the populations for each group are normally distributed.
The population variances are equal for each group.
If the assumptions are violated, the 0.05 or 0.01 alpha levels that appear in appendices of statistics textbooks do not accurately reflect the distribution for the t-statistic and the Fstatistic.
Research Question
The research question takes the following form.
Are the mean intelligence quotients different between males and females?
Hypotheses
Both Population M1 and Population M2 will be estimated by sample means M1 and M2.
Furthermore, the following null hypothesis will be tested.
Null Hypothesis: The Population M1 equals the Population M2.
The alternative hypothesis is stated as follows.
Alternative Hypothesis: The Population M1 does not equal the Population M2.
The test of the null hypothesis that is based on the sample estimates of M1 and M2 are done using the independent samples t-statistic.
P-Value
We should report the p-value. An example of reporting the p-value appears below (Wendorf, 2014, p. 4).
An independent sample t test showed that the difference in quiz scores between the control group (n = 4, M = 6.00, SD = 0.82) and the experimental groups (n = 4, M = 8.00, SD = .82) were statistically significant, t(6) = -3.46, p = .013, 95% CI [-3.41, – 0.59], d = -2.45.
Confidence Interval
We should state the conclusion about the confidence interval. An example appears below.
With 95% confidence, the population parameter is within the interval [-5.70, 3.11].
Null Hypothesis
We need to state whether the statistical null hypothesis was rejected.
Writing Style
We employ APA style when we write the results. As described by Green and Salkind (2008, p. 166), the parts that need to be reported include the following.
State the test, variable, and purpose.
Report the results of the test.
Report the descriptive statistics.
For example, we can report the results of a test on a simulation game in this manner.
An independent-samples t-test was done to decide if the participants’ mean score for simulation game training (M=84.50, SD=9.26) was higher than that of other participants who received video training (M=76.00, SD=12.65). The means were not significantly different: t(18)=1.714, p>0.05, r=0.30.
Appendix
We should include the syntax and output file in an appendix to the submitted document.
Other Considerations
Other considerations include the following.
1. Figures should be numbered and include captions.
2. The figures should appear after the paragraph in which the figure was introduced.
3. Tables should be numbered and include captions.
4. The tables should be included after the paragraph in which the figure was
introduced.
5. Raw data, including per-participant scores or values, should not be included.
6. Include an introduction that describes what we are going to write.
References
Green, S. B., & Salkind, N. J. (2008). Using SPSS for Windows and Macintosh: Analyzing
and understanding data. Upper Saddle River, N.J: Pearson/Prentice Hall.
Wendorf, C. (2014, December). Statistics in APA style. Retrieved Saturday, October 31,
2015, from http://www4.uwsp.edu/psych/cw/statistics/WendorfReportingStatistics.pdf.
Explain the emergence of the Stakeholder Theory using Carroll’s four-part model. Elucidate your answer with possible problems of the Stakeholder Theory, including your own reflective account.
QUESTIONS:
SECTION 1 (45 points)
1.1 Explain the emergence of the Stakeholder Theory using Carroll’s four-part model. Elucidate your answer with possible problems of the Stakeholder Theory, including your own reflective account. (15 points)
1.2 Briefly explain Duties, and Rights (separately) of employees as stakeholder of the firm; and provide your own view on employee related ethical issues (15 points).
1.3 Critically evaluate the reasons why an organisation should care for the environment and explain the main stages in developing an environmental management system (EMS). (15 Points)
SECTION 2 (55 points)
CASE:
(Please read the following case and answer the questions below.)
Alex is the personnel manager of a London-based finance company, XYZ Investment. Recently there have been a number of high-profile reports in the media concerning finance executives who have been sacked fallowing the discovery that they had been using illicit drugs out of office hours.
The report indicate that UK businesses lose around £3bn every year to drink-and-drug-related illness, whilst in the USA, drug use is estimated to cost employers $75-100bn annually in lost time, accidents, healthcare, and workers’ compensation costs. Sixty-five percent of all accidents on the job in the USA are said to be directly related to drugs and/or alcohol. Therefore, drug testing become very common in the USA with around 80 percent of firms currently using some kind of test. Testing is not nearly so common in the UK but is apparently on the increase following the introduction of extensive programmes at companies such as Railtrack and London Transport. The hectic, fast-living lifestyle of the London financial district is thought to make traders and other city finance executives increasingly prone to use drugs and consume alcohol excessively. The government provides no particular restriction for alcohol consumption for out of working hours.
Assuming that using drug or consuming alcohol excessively can affect employees’ work performance negatively. Mr Osborne, the managing director, has decided to ask Alex to consider the case for instituting a programme of drug testing for XYZ-Investments’ employees. Additionally, he also requested Alex to prepare a questionnaire related to alcohol and drug use for the future recruitments of the company.
After a while, as a personnel manager, Alex had to evaluate three shortlisted candidates for an internship position in the company. Although he had chance to observe these candidates’ performance during the interviews, Alex felt unstable among the three good profile candidates. Alex’s assistant George who is an intern too, comes up with an idea suggesting that checking social media profiles of these candidates might be helpful for making decision. Once Alex realizes that two of the shortlisted candidates are George’s friends on Facebook, Alex asks George to log in Facebook using his username and password, so he can see two of the candidates’ pictures shared with friends only.
Alex feels strong pressure on his shoulder for hiring new people who are not involved in drug use or alcohol problems
Questions:
2.1 Read the above case carefully and identify the main stakeholders and ethical issues around them. (10 points)
2.2 Critically evaluate the case using TWO of the following ethical theories: Utilitarianism, Kantianism, Rights and Justice, Virtue ethics. (30 points)
If you were in Alex’s position, what would you do? Justify your answer
What factors affect teacher mobility, attrition, and retention in U.S. public schools?
Research Questions
The researcher identified one specific and three general research questions.
Central question:
1. What factors affect teacher mobility, attrition, and retention in U.S. public schools?
Sub-questions:
1. What, if any, is the correlation between education/salary with teacher mobility?
2. What, if any, is the correlation between education/salary with teacher attrition?
3. What, if any, is the correlation between education/salary with teacher retention?
Objectives
The researcher aimed to achieve the following objectives:
1. Examine teacher mobility and attrition in the U.S. public schooling sector.
2. Investigate the impacts of teacher mobility and attrition levels in the U.S. public schooling sector.
3. Assess teacher retention practices in the U.S. public schooling sector.
The systematic approach to the research will be based on a literature review on the topic to assess the existence of gaps and niches for the study topic, followed by the methodology where the inquiry process will be described. After the methodology, the results will be highlighted, and discussion will be made regarding the study with correlation with the literature review findings. Subsequently, the research’s conclusion and recommendation will be made, and inferable outcomes deciphered in a practical setting. Thus, the dissertation is comprised of five chapters. The first chapter is an introduction to the investigation. In the first segment, the structure introduces the study and explains teacher attrition cases, retention practices, and mobility rates, globally and in the United States. The research also explains the problem that led to this investigation, and the objective of the research has been provided. The paper has enumerated the research questions and suppositions and the purpose and significance of the examination. A special section that guides the reader in comprehending this investigation’s scope and its discussions is included. The segment culminates with a description of the various elements of the introduction. In the second segment, the discoveries and conclusions of previous studies on the topic are made. The review is categorized into theoretical, empirical, and conceptual reviews to ensure the orderly evaluation of teacher mobility, retention and attrition concepts, empirical findings of previous researchers on teacher mobility, retention and attrition, theories, retention strategies, mobility rates, and attrition cases. The quantitative and qualitative data are presented, analyzed, and discussed separately. The paper concludes this section by sharing the crucial findings of the investigation. Lastly, chapter five contains a description of the conclusion and inferable outcomes of the findings and provides recommendations for future research work, policy, and practice.
Conceptual/Theoretical Focus
Using the Social Identity Theoretical Framework, various aspects of teacher retention, mobility, and attrition will be explored from collaboration and management. It will form the literature review groundwork where the social and economic factors underpinning teacher retention, mobility, and attrition will be achieved (Guan & So, 2016). The Social Identity Theory explores the self-concept and human agency from a collective and dynamic group sense that determines how individuals (s) relate to others and how they derive a sense of belonging or repulsion to people and their actions. From a pedagogical stance, Self-Identity Theory underpins how social systems in a teaching setting optimizes or minimizes the comfort and motivation to teach depending on how favorable the environment may be (Hogg, 2016). Hence, a Social Identity model of investigation is useful in assessing teacher mobility, retention, and attrition in public-sector education in the United States (Guan & So, 2016). The unfortunate ramifications of teacher attrition and mobility are detrimental to the future of public education, teacher labor supply, and teacher demand.
Further, assessing the increasing teacher attrition and mobility rates in schools around the United States and poor retention practices is feasible. The study has offered to identify practical solutions to the problems faced by both teachers and educational institutions. Profound motivation lies in examining the retention practices and attrition and mobility rates because of the increasing number of challenges caused by high attrition and low retention in most states. Increasing mobility and attrition robbed the teaching profession of its labor force, which is needed to achieve the millennium development goals. This study explores the challenges of teacher mobility, attrition, and retention faced in the United States and the implications of teachers’ attrition and mobility on the policy that governs the institutions, the imminent of education in the U.S, and the impacts of attrition and mobility on the interventions to eliminate or reduce attrition and mobility. Understanding the root causes of the teachers’ shortages from a Social Identity theoretical model will help implement resources that will reduce deficits. Previous researchers’ findings illuminate attrition, retention, and mobility in the teaching profession are inherently explored in Social Identity Theory. They are implicated in influencing the teaching and learning process from the teachers’ perspectives and thus bear relevance to the study topic (DeFeo, & Tran, 2019). The study’s narrative gaps that are identified through the literature review should also be correlated with Social Identity theoretical concepts. In the third section, the investigation procedure is illustrated in the context of teachers’ attrition and mobility rates. This section underpins the design, philosophy, strategy, approach, instruments, recording and analysis techniques, data gathering, and ethical aspects of the examination concerning answering the research questions and study objectives. In the fourth section, where the discussion of the data collected from the participants ensues, the social aspect of the problem is explored under a Social Identity theoretical lens.
Fundamentally, the assessment of the dependent variables, which are the socioeconomic factors influencing retention, attrition, mobility, and teacher perception, are implicated in the identification of aspects of teaching and learning that are affected. Teachers’ welfare, including remuneration, appraisal, and promotion, have important social and financial implications that influence retention, attrition, and mobility. As such, welfare should be explored in a positive light in the interest of teachers. Social Identity theoretical models implicated in teachers’ social cohesion in formal and informal contexts should be underpinned (Coleman, 2017). Thus, how teachers identify and categorize themselves and their teaching agency’s scope should be tailored to their professional workspace so that roles and responsibilities are well defined. Optimal participation, collaboration, and feedback are achieved. Social comparisons and collaborations also characterize teachers’ group dynamics and status and form the basis for professional engagement so that optimal teaching and learning is achieved (Hogg, 2016). These variables will be measured using comparisons and assessment tools based on evidence and practical application in teaching and learning frameworks and models and human agency social determinants such as relationships and finance. The intergroup competition and intragroup dynamics that create social categorization and avenues for social comparisons and collaborations will be achieved. A sense of positive distinctiveness between and among members of the teaching profession will thus be achieved, so that insight on what brings them together and represents their interests is overtly underpinned (Guan & So, 2016). Such an achievement will result in the delineation of how retention, attrition, and mobility occurs and how solving it can be achieved.
Definitions
There are various theoretical and operational definitions relevant to the Social Identity Theory. Theoretical definitions include:
I. Social categorization: social categorization refers to how similar or different people are from each other, determining how the group and identify themselves concerning each other (Hogg, 2016).
II. Social comparison: social comparison refers to how an individual or group identifies with itself and differentiates itself from other individuals or groups based on similar or different characteristics (Hogg, 2016).
III. Social identification: refers to how a person or group identifies and defines itself based on the people’s self-concept and how similar or different they are (Hogg, 2016).
Operational definitions include:
I. Intergroup competition: refers to the processes between groups that establish how different they are from each other and hence the attitudes and actions toward different groups in what is termed discrimination and prejudice, respectively (Guan & So, 2016).
II. Self-concept: refers to how individuals perceive themselves and form the basis for self-identity and social identification (Hogg, 2016).
III. Positive distinctiveness: refers to the processes of bringing out or refining the aspects of qualities of a group(s) to make it more distinct and desirable, so it is uniquely recognizable with other groups (Hogg, 2016).
IV. Teacher attrition: teacher attrition is the yearly rate at which instructors leave their careers. This rate can be calculated by computing the variance between the number of teachers each year to the total number of teachers from the previous year and then adding numbers to the new teachers’ (Oke et al., 2016).
V. Teacher mobility: teacher mobility is when instructors move from one teaching position, school, or specialty to another. Oke et al. (2016) calculated the mobility rate by completing new teacher admissions and pulling out during the year divided by the whole number at opening day official staffing.
VI. Teacher retention: teacher retention is a practice used by education stakeholders, such as a school administration, to maintain teachers. According to Oke et al. (2016), instructor retention motivates teachers to continue working at a specific school.
Significance
This investigation’s discoveries may be relevant to different stakeholders in the education sector, such as school administrators, state and federal governments, policymakers, teachers, and research fraternities. Investigating teacher attrition and mobility rates is crucial because doing so illuminates the problem across different states. Once a problem and its root causes are recognized, real and effective change can make it better. Education policymakers and government stakeholders can consider these results when discussing and deciding measures to reduce the looming crisis of acute teacher shortages (Chambers et al., 2019). This investigation can help teachers comprehend the dynamics of teacher attrition, mobility, and retention. As uncovered, most teachers who leave their jobs later rejoin the profession after five years, revealing a sophisticated issue. Teachers can look inward and assess their motivations for leaving or staying in their profession, helping them make informed decisions. School administrators may also appreciate this study’s findings as they illuminate the factors that cause teacher mobility and attrition. The school administrators will then find strategies that can be used to improve instructors’ working conditions and, thus, retention rates (Coleman, 2017). This study homes in on different aspects of teacher retention, mobility, and attrition, providing crucial information for stakeholders across the education sector.
There are various gaps that the study intends to fill by identifying potential niches for exploration. The study is centered on three subjects: teacher attrition, teacher retention practices, and teacher mobility rates, all within the United States. The investigation on attrition would be done by reviewing global and U.S. attrition statistics. The study focused on understanding factors that lead to attrition, preventive interventions, and their effects on teacher supply and demand dynamics in the teaching profession (Craig, 2017). The discourse on teacher attrition reviews researchers’ findings, concepts of attrition, and related shortcomings. This study also includes discussion on the U.S. mobility rates, focusing on contributing factors and their impacts. This study investigates retention practices, including current retention policies and strategies and implementing said policies for retaining teachers at high attrition–risk schools. The findings also have policy, research, and practice implications, extending the study’s impact. The study will underline the inherent gaps in the literature intended to be filled, including the nature of teacher mobility and attrition in the U.S. public schooling sector, by examining relevant data and information on the subject (Darling-Hammond et al., 2019). Investigation of the impacts of teacher mobility and attrition levels in the U.S. public schooling sector will also be underpinned and teacher retention practices in the U.S. public schooling sector. When these aspects of the study topic are underscored, the information inferred from the study outcome will be applied in pedagogical models and frameworks to optimize and enhance the teaching and learning experience of students, scholars, learners, and teachers.
Summary
Various aspects of the study’s introduction have been explored, including the nature of teaching in the context of attrition and retention rates and how it may be affecting teaching and learning. The significance of teaching in creating and nurturing human capital, a practice in which teachers are considered essential building blocks of the education sector, has been explored. Teachers’ initial position in primary education, their attrition, retention, and mobility, has been underpinned by showing their fundamental nature in terms of a students’ performance (Meyer et al., 2019). Hence, the teachers’ movement and how it affects equitable education has been underpinned. The challenges that emerge when measures are not taken to restore the workforce by recruiting new teachers have been suggested due to mobility and attrition with reduced retention and set the stage for subsequent aspects of the introduction. The problem statement has also been discussed and has been based on the increasing rate and incidence of attrition and the proliferation of teacher shortages that have increased across different states (Dee and Goldhaber, 2017). Although some teachers leave for other professions, some change their teaching specialty or school, thus leaving schools with inadequate teachers. Mobility rates have also increased due to teachers’ relocation, mainly from one school to another, hence showing that optimal teaching is becoming compromised with the need for urgent intervention. As such, the basis for the research question and study objectives was established.
The theoretical and conceptual focus of the research was also underpinned under the Social Identity Theory, which explores self-concept and human agency from a collective and dynamic group sense that determines how an individual(s) relates to others and how they derive a sense of belonging or repulsion to people and their actions. How the Social Identity Theory underpins social systems from a pedagogical stance in a teaching setting has been described, showing that it optimizes or minimizes the comfort and motivation to teach depending on how favorable the environment may be (Hogg, 2016). Thus, the theory’s usefulness in the investigation of the study problem by assessing teacher mobility, retention, and attrition in public-sector education in the United States is thus underpinned (Guan & So, 2016). Various theoretical and functional definitions of the study topic have also been described and the significance of the research. Hence, a basis for exploring the study problem concerning teacher attrition, teacher retention, and teacher mobility has been set for exploration in the literature review.
Risk Management Process and Practice
Explain why information and communication are key components of Enterprise Risk Management.
Provide at least two scholarly, peer-reviewed citations, published within the past 5 years.
Provide Abstract
How do you characterize your supervisor’s approach to management?
Think of the organization that has provided you with valuable work experience and the manager to whom you reported, or the manager who influenced you (or talk to someone who has had extensive work experience). Then, answer these questions:
1. Of what department is he or she a member? What level of management is he or she?
2. How do you characterize your supervisor’s approach to management? For example, which particular management tasks and roles does the person perform the most? What type of skills does this manager have?
3. How did your supervisor’s approach to management affect your attitudes and behavior? For example, did you perform as a subordinate and how motivated were you?
4. What area(s) of improvement would you recommend for this manager?
Journals should be between 400 and 500 words. Your response should be written in APA format. That means cover page, running head, page numbers, etc. Your Journal also should include an introduction (i.e. who are you writing about? Where is it located? For how long did you work there?), four (4) supporting paragraphs (one paragraph for each question), and a conclusion. In your conclusion, reflect upon what you have learned as it relates to this week’s material (i.e. did you learn anything new about yourself? What type of management style do you prefer?).
