Social and Behavioral Sciences Commons^™

The Effects Of Ethical Leadership And Organizational Safety Culture On Safety Outcomes, David Ronald Freiwald

Doctoral Dissertations and Master's Theses

This dissertation investigated the relationship among ethical leadership, an ethical workplace climate, safety culture, safety behaviors, and measured safety outcomes of workers in the high reliability organizations of aviation and healthcare. The primary objective was to develop a model linking these factors and assess their fit within the model. A secondary objective was to examine differences between the two populations. In this study, a 101-item instrument was used to collect and analyze employee responses on ten factors comprising the model. Structural equation modeling – path analysis was used for testing and evaluating relations using a combination of statistical analysis and …

The Case To Accredit Homeland Security Programs: Why Outcomes-Based Accreditation Makes Sense, James D. Ramsay

Security Studies & International Affairs - Daytona Beach

The following essay lays out an argument for program level accreditation in academic homeland security (HS) programs. Admittedly, neither the practice nor the educational components of the HS discipline are standardized. Indeed, a recent analysis by the Congressional Research Service indicates that there remain several operational definitions of HS in practice. Regardless, this paper provides rationale which argues that after roughly eight years, academic HS has developed enough to be able to identify and support a distinct set of student learning outcomes— knowledge, skills and attitudes—that can both characterize and define the discipline.

Generally, program level academic accreditation requires a …

The Case To Accredit Homeland Security Programs: Why Outcomes-Based Accreditation Makes Sense, James D. Ramsay

Applied Aviation Sciences - Daytona Beach

The following essay lays out an argument for program level accreditation in academic homeland security (HS) programs. Admittedly, neither the practice nor the educational components of the HS discipline are standardized. Indeed, a recent analysis by the Congressional Research Service indicates that there remain several operational definitions of HS in practice. Regardless, this paper provides rationale which argues that after roughly eight years, academic HS has developed enough to be able to identify and support a distinct set of student learning outcomes— knowledge, skills and attitudes—that can both characterize and define the discipline.

Generally, program level academic accreditation requires a …