Organizational behavior.

Alliance portfolios, or a firm collection of simultaneous alliances, have become
common phenomena particularly in technology industries. These portfolios have been
found to have a significant impact on firms’ financial performance. At the same time,
there is little consensus regarding the direction of this effect. Findings have shown
positive, negative, curvilinear, and non-significant relationships. In this dissertation, I
employed an organizational learning perspective to investigate the effect of alliance
portfolio size on firm financial performance. Using a sample of 343 firm-year
observations in the U.S. software industry, I explored portfolio- and firm-level
characteristics as moderators of this relationship. Findings provide evidence for a
curvilinear, inverted U-shaped relationship between portfolio size and firm performance
that is moderated by the timing of the alliances within the portfolio and by the firms’ Top
Management Team (TMT) turnover.

This research was based on a multi-case study design focused on the leadership
practice of high school principals and assistant principals and their roles in improving
graduation rates. The study sought to answer one overarching research questions: In
schools that demonstrate an increase in graduation rates what leadership practices are
evidenced in principals and assistant principals and teacher leaders. One sub-question
addressed the tools and interventions that the leadership team practices in relation to
improving graduation rates and the second sub-question addressed the accountability of
changing standards with respect to graduation rates. A third sub-question sought to
answer how interactions of principals and assistant principals relevant to improvement in
student performance are interpreted by faculty and staff. The purposeful sample from
each of the three high schools consisted of one principal, four assistant principals and one
teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates.
The study reveals six major findings: (a) school leaders establish a clear vision,
mission or goal to increase graduation rates, (b) identification, management and
evaluation of academic enrichment programs are necessary interventions for student
success, (c) school leaders build a culture of student learning and achievement through a
system of processes, programs and support initiatives, (d) the leadership team is
knowledgeable, strongly motivated and devoted to their role as leaders in serving all
students, (e) school leaders use data as guiding variables in making decisions regarding
at-risk student achievement and success, and (f) school leaders develop and foster
positive relationships with students and teachers.