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Dissertations / Theses on the topic 'Education management development'
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Rahman, A. S. M. Moshadidur. "Management education and development strategies in Bangladesh." Thesis, Brunel University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260512.
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Martin, Vivien. "Diversity and integration in management education and development." Thesis, University of Surrey, 1998. http://epubs.surrey.ac.uk/804478/.
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Young, B. A. "Career development in construction management." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335722.
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Van, der Bank Anna Johanna. "Conditions determining the selection of education management styles." Diss., University of Pretoria, 1986. http://hdl.handle.net/2263/33034.
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The current technological development has led to an increase in the
complexity of reality which in turn has complicated the task of the
education leader as manager.
The education leader has become a personnel manager responsible for
the management of both staff and pupil activities in order to realize
the school's objectives effectively. These tendencies indicate that
the education leader must be capable of adapting his management style
to the needs of his staff in order to be able to increase the producti=
vity of his staff. The education leader must also have the necessary
flexibility to select from a variety of management styles according
to the demands of the specific situation.
Situational Leadership is ideally suited to meet the demands of the
task of the education leader, because it accommodates the level of
task maturity of each staff member. The emphasis is placed on the
relationship between the leader and the follower with the needs of
the follower as the most crucial factor in the relationship.
Three aspects are essential for successful Situational Leadership, viz.,
the correct amount of task behaviour or direction by the leader; the
correct amount of relationship behaviour or support by the leader cor=
relating with the level of task maturity of the followers. However,
other situational variables, such as superiors, the organization and
time must also be taken into consideration. Situational Leadership also makes prov1s1on for contracting for a
leadership style whereby the education leader and the teacher come
to an agreement about the appropriate leadership style to be used
to help the teacher accomplish his/her objectives.
The developmental aspect of Situational Leadership provides the means
by which the education leader can contribute meaningfully to the
development of his staff, e.g. leadership potential, motivation,
morale, commitment to objectives, decision-makirrg, communication and
problem solving.Dissertation (MEd)--University of Pretoria, 1986.
gm2013
Education Management and Policy Studies
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Xaba, Mgadla Isaac. "Management development as a task of school managers at institutional level / Mgadla Isaac Xaba." Thesis, Potchefstroom University for Christian Higher Education, 1999. http://hdl.handle.net/10394/8995.
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This study investigated management development as a task of school managers by
focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools.
The literature study exposed the need for a new education management development
approach in South African schools, the nature, scope and major aspects of
management development. Furthermore, management development approaches,
techniques and methods as well as guidelines for a new holistic approach are
described. The investigation into the education management development practice for
school managers exposed advanced levels in this regard in the UK and USA.
Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes
for school managers. South Africa is focusing on a holistic approach, with a
significant step taken being, the establishment of the National Institute for Education
Management Development.
The empirical study consisted of a structured questionnaire distributed to a sample
population of I 08 school principals, 80 deputy principals and 210 heads of
departments to investigate their management development needs, experiences and
activities. Main findings revealed a lack of training for school management,
uncoordinated education management development programmes, with existing ones
being reactions to crisis situations, and ill-defined management roles for school
managers. School principals seem solely responsible for school management, thus
exposing a need for a school-based management development approach.
The management development model developed for Gauteng schools focuses on
whole-school development, recognises the participatory management vision of the
new education system, includes stakeholder involvement in education management
development and provides school managers with a model that employs the ODE
Quality Assurance Framework.
The major recommendations flowing from this study include customising education
management linguistics for South Africa, defining job descriptions for school
managers, preparing and inducing school managers, setting education management
qualifications for education management posts and institutionalising the National
Institute for Education Management Development.Thesis (PhD)--PU for CHE, 1999
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Hewitt, Julie E. "Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/950.
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Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the knowledge and skills that are needed to run an effective classroom.
While educational organizations have adopted blended learning environments as an effective delivery method for their students, this method has not gained much traction as a way to deliver instruction to their own employees. Thus, there are opportunities to use blended learning as a strategy for professional development in the workplace. What is more common in the workplace is the application of knowledge management (KM). KM is used in organizations to identify, share, and validate knowledge in order to improve individual and organizational performance. Blended learning combined with KM strategies, can leverage face-to-face and online instruction delivery methods to give adjunct faculty real-time support as they learn to implement specific instructional methods and classroom management techniques into their face-to-face classrooms.
The goal was to construct and validate a blended learning professional development course for adjunct faculty. Design and development research methods were used to conduct the study in four phases. In phase one, a course design framework that integrated the four modes of the SECI KM model (i.e., socialization, externalization, internalization, and combination) was developed. Included with the framework was a mapping of the learning outcomes, knowledge type, and activities associated with each SECI mode. In phase two, an expert panel reviewed the framework and mapping. The Delphi technique was used to capture panel members’ feedback. Revisions to the framework and mapping were made based on the results of the expert review. In phase three, the framework was used to develop the course within the Desire2Learn learning management system. In phase four, a formative evaluation of the course was conducted using focus groups with key stakeholders including faculty, staff, and administrators.
The sequential nature of the phases in which the professional development course was designed and developed resulted in a refined instantiation of the course, which was received positively by key stakeholders; however, summative and confirmative evaluations would be needed to determine the effectiveness of the course delivery and content, as well as, whether the course is viable over time. The incorporation of the SECI principles for faculty professional development was also determined to be worthy of continued consideration. Future research focusing on the implementation of SECI principles to guide instructional design in various online and blended learning contexts is recommended.
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Alhashemi, Ibrahim S. J. "The application of Western management to the development of a management education programme in Bahrain." Thesis, Sheffield Hallam University, 1987. http://shura.shu.ac.uk/3085/.
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Management education and development are recognised as highly problematic in advanced industrial societies that have a relatively long tradition of management theory and practice. Problems of developing managerial competence become all the more acute in non-Western societies that require the transfer of managerial know-how from external, mainly Western sources. The focus of this thesis is Continuing Management Education as a vehicle for Management Development with special reference to Bahrain as a transitional society. The investigation serves as a context for evaluating the transferability of selected Western Management theories to non-Western *environments. Special emphasis is placed on the concepts of leadership, motivation and managerial professionalism, following a detailed empirical investigation of the Bahrain management culture at the macro, intermediate and micro levels. A strategy for Continuing Management Education is designed within the broader context of scanning four major management development options available to Bahrain, namely Westernisation, Bahrainisation, Japanisation and Pragmatisation. The latter option is recommended in the light of evidence generated through a collaborative approach involving an extensive survey of the management community. The strategy is applied to Bahrain through evaluating Gulf Polytechnic's Continuing Management Education Programme (COMEP) against it and identifying areas where specific correctives are needed. An explicit attempt is made to develop some guidelines pertinent to cross-cultural management theory transfer with special reference to such variables as specificity of a particular theory, its level of analysis and its methodological structure. At a parallel level, an effort is made to derive pertinent lessons of experience; both in policy terms and on theoretical grounds, out of the Bahrain case by way of a series of tentative generalizations whose applicability extends beyond Bahrain to the Gulf region, the Middle East and possibly other transitional societies. The research is based on a processual-developmental qualitative methodology and amounts to a managerial evaluation of a particular body of management theory and practice. This choice was partly influenced by the author's duality of roles as researcher and director of a major institution of higher learning. A future research agenda is also charted out.
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Costea, Bogdan. "Representations of human diversity in mainstream management education : critique and development." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369662.
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Gregory, Michael. "The education, training and personal development needs of sole-practitioner management consultants." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319018.
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Shah, Saeeda. "Educational management : an exploratory study of management roles and possibilities of management development at college level in AJK, Pakistan." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/10922/.
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This study explores college management in the context of a Muslim, post-colonial, LDC (low developing country) situation. The thesis focuses on institutional heads, both male and female, to investigate their roles, practices and the possibilities of management development. It examines the interplay of the discourses of religion, education, management, leadership, and gender, as expressed through the participants’ experiences. Moreover, professional, socio-economic, political, and ideological forces are critically examined as contributive to shaping the discourses and subjectivities, and being shaped in the process. The qualitative study is conducted from a poststructuralist theoretical perspective, but is underpinned by Islamic philosophical thought. This encourages an exploration of the related discourses, their fluid boundaries and an inherent power-play, and points to the movements from margins to centres and vice versa. It allows for a critical exploration of the 'political technologies' aiming at decentring or accessing the 'centre', with particular reference to education, gender and Islam. The thesis begins by providing a background to the research and positions the researcher. Relevant international literature is reviewed as a backdrop for later discussions, to highlight differences and commonalties. The broad framework of the research is detailed next to explain theoretical and methodological choices, followed by a discussion of the research design and its emergent multifaceted nature. Research findings, collected mainly through two diverse methods, postal surveys and in-depth interviewing, are presented and analysed separately in response to the theoretical inclines. The analysis unveils the practices involved in construction, validation and dissemination of 'discourses' and 'regimes of truth'. The concluding discussion unmasks the patriarchal power-play exploiting various modes of ordering practices and relationships on a specific educational site, and how these aim at depowering and/or empowerment through institutionalised boundaries. The study also highlights areas of management development for the college heads, and argues for context-specific programs for improved effectiveness.
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Beresford, Charles Richard de la Poer. "Strategic planning : Local Education Authorities and primary school development." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10019218/.
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Many changes were taking place in schools and local government while this thesis was being developed during 1992 and 1993. An historical perspective of the impact of legislation on education is followed by a description of the emergence of school development planning. The literature on school effectiveness and improvement, together with that on inspection and advice, are the contexts for consideration of change and quality in schools. Data from every LEA in the UK is linked with interview data from a sample of LEAs with schools engaged in an ESRC-funded research project. Additional information from national education offices and from other research carried out during the same period is used to triangulate perceptions. Insights from this range of data are then presented in two sections: the implications for LEAs and schools are explored and characteristics identified. The evidence indicates that the strategic role of LEAs has been significant in the introduction of primary school development planning. The implementation of policies that have been mandated by central government since 1988 have increasingly depended on schools' ability to prioritise within their own planning. The impact of these policies on the performance, accountability and strategic capacity of community services is considered. Particular consideration is given to collaboration between services, the power shift away from elected members of LEAs towards school governors, and the scope for effective leadership in education. The implications for the deployment of resources and re-orientation of responsibilities throughout the education service and teaching profession are far-reaching. Conclusions about the appropriateness of networking, of competition, and of new patterns of bureaucracy vary in different parts of the UK. In the wake of recent legislation affecting education and local government, a new initiative is needed to revitalise strategic systemic planning and inter-school collaboration.
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Greyvenstein, Lesley Ann. "The development of women for management positions in education / Lesley Ann Greyvenstein." Thesis, Potchefstroom University for Christian Higher Education, 1989. http://hdl.handle.net/10394/2839.
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Schaefer, Cortney M. "Development of a community education plan for urban white-tailed deer management /." Link to full text, 2007. http://epapers.uwsp.edu/thesis/2007/schaefer.pdf.
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Hurst, Alan G. "Management education, training and development of construction managers : will they ever learn?" Thesis, Nottingham Trent University, 2009. http://irep.ntu.ac.uk/id/eprint/161/.
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This thesis investigates the current state of education, training and development ofconstruction managers in the UK by undertaking three strands of research. The first research strand undertakes a longitudinal study to determine the structure of the UK construction industry, and how it has evolved into its present form. Using published Government reports the industry is analysed in terms of the levels and distribution of employment within the industry and the numbers, sizes and types of construction companies that comprise the construction industry. The second research strand comprises a study of the current state of education, training and development of construction managers amongst the top 150 UK construction companies. Research, using a postal questionnaire, is undertaken to establish, firstly, company policies and attitudes towards education, training and development of construction managers; secondly, company policies and attitudes towards links with higher education establishments; and thirdly, the extent of ICT availability to construction managers that could be used to support continuing education, training and development of those managers. Questionnaire responses were either cross-tabulated and subjected to statistical analysis using Chi-Square Tests and Symmetrical Measures to establish the statistical significance of the responses; or were ranked using Relative Importance Indices to determine company attitudes and preferences. The third strand of research comprises a desktop study of the continuing professional development (CPD) requirements of seventeen of the principal professional institutions serving the construction industry. The research establishes the various requirements, policies, practices and procedures incumbent on the institutions’ members undertaking CPD activities. This thesis concludes, firstly, that the construction industry is becoming evermore fragmented as the number of small trades contractors continues to increase together with a continued growth in self-employment and agency working in the industry. This has a negative impact on management education, training and development as the increasing fragmentation makes this more difficult for smaller firms and selfemployed workers to accommodate. This thesis concludes, secondly, that construction companies are dominated by a task-culture, resulting from the project-based nature of the industry and the competitive way that work is procured. Consequently, construction companies tend to focus on meeting short-term financial and production objectives rather than longterm development strategies required for effective staff education, training and development. Thirdly, this thesis concludes that the principal drivers for education, training and development of managers in the construction industry are not the construction companies, but the professional institutions to which construction managers might belong. It is the institutions requirements for CPD for admission to, and continuation of, membership that provides one of the key drivers for undertaking CPD by managers. However, the adoption of new Construction Industry Council (CIC) recommendations by the professional institutions is producing a move away from formalised , often time-based, CPD requirements towards a requirement that CPD should be undertaken on an ‘as needs’ basis according to the members position and requirements. This has the potential to create loophole that could undermine all attempts to maintain or raise management standards through CPD. Finally, this thesis concludes that for management standards in the construction industry to be raised, continuing education, training and development of managers must become fully embedded in the culture of the construction industry, not just the professional institutions. CPD requirements should be formally linked to both academic standards and achievement, as well becoming a mandatory requirement of all supervisory and managerial grades of schemes such as the Construction Skills Certification Scheme (CSCS).
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Bell, A. "The development of a conceptual framework for simulations in project management education." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/9260ba62-f056-48b2-912d-72df22311367/1.
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Project management is an experiential subject, and existing passive methods of teaching via lectures and seminars restricts learning to knowledge rather than leading to the deep understanding of the topic that the project management industry requires. Higher Education needs to produce competent graduates, i.e. those with both knowledge and experience. This research created and validated a conceptual framework to assist in the development of new project management simulations. The investigation confirmed that the use of simulations in the teaching of project management is a valid method of delivering experiential learning, and proposes a framework for how project management simulations can be created. The research commenced with a literature review, and a questionnaire was issued to project management lecturers to collect information on existing teaching methods and the current use of activities and simulations in the teaching of project management. From the literature and the questionnaire, a conceptual framework was created to assists in the development of new project management simulations. This framework was then tested by the creation of a new simulation. Finally, the conceptual framework was evaluated and validated by peers who have experience with project management simulations as project management lecturers. Following this validation the conceptual framework was further revised. The contribution to knowledge is threefold. Firstly the research provides a literature review into the use of simulations within project management teaching. Secondly the conceptual framework provides a starting point to other academics who are considering developing their own simulations, and finally the conceptual framework can be used to asses existing simulations. The results of the study show that the conceptual framework will greatly benefit academics when considering the development of simulations in project management teaching. This is important, because there is a growing need for student centred learning, and students who have a competence in their subjects as well as knowledge.
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Cobane, Lynsey. "The development of the Working Alliance in Self-Management Education (WASME) Scale." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38222.
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Chronic conditions present a growing challenge to healthcare systems due to increasing prevalence rates and the associated financial burden for the individuals, their family and the wider economy. Good self-management has been shown to reduce morbidity and mortality rates of those with chronic disease (Sabaté, 2003) and has led to the development of self-management education programs. Little is known about what factors improve individuals’ adherence to treatment recommendations. The current literature review sought to investigate the relationship between the patient-clinician working alliance and adherence in people with long-term physical health conditions. A synthesis of nine eligible studies revealed that eight of the nine studies identified significant positive correlations between working alliance and adherence across a variety of chronic conditions and settings. Investigation of the predictive power of working alliance on adherence in five studies elicited inconsistent results preventing generalisations. The review was limited by the paucity of research and the heterogeneity of measures used to assess working alliance and adherence. The research report aimed to develop and examine the structure and psychometric properties of the Working Alliance in Self-Management Education (WASME) Scale. A collaborative and iterative process involving educators, self-management research staff and a clinical sample across five phases were used to develop the scale. Following the development and revision of initial items, 59 participants were recruited from a convenience sample of group self-management courses. A 15-item unidimensional scale was created which demonstrated excellent internal consistency. The WASME scale demonstrated good concurrent validity with the Consultations and Relational Empathy Measure (CARE) and was also moderately correlated to the Client Satisfaction Questionnaire (CSQ-8). Clinical implications and suggestions for future research were discussed. The critical appraisal presents a reflective account of the development of the research and the trainees’ decision making process to maximise transparency.
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Mlindazwe, Thozama. "Guidelines for the development of an induction programme for the Education Management Development Centre, Metropole South District." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4210.
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Thesis (MPA (Public Management and Planning))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: South African government employees are under extreme pressure to deliver quality and effective service to the public. They are also under extreme pressure to develop leadership and skills and to set high standards for quality service delivery. The Government therefore has a duty to ensure that employees are well equipped to render services needed by the public. The Department of Education is under scrutiny and pressure to address the skills shortage in the country and such skills must be of a globally acceptable standard. It is therefore most essential that new employees of the Department of Education at district level be well aware of the Department’s vision and mission and what the Department of Education stands for. The new employee needs to be well aware of the micro, macro and meso objectives of the Department. Employees at the district level of the Department of Education are there to provide guidance, governance and leadership to the leadership in the schools. This is a huge responsibility that needs employees who are aware of the Department of Education. By induction, the new employee can be made fully aware of what the organisation stands for. Through induction, the objectives, vision, mission, challenges, strengths and culture of the organisation can be transferred and emphasised. What the organisation believes and its objectives must be transferred by means of communication from the starting phase of the employee’s entry. This makes induction one of the important aspects of organisational development. It is important for each new employee in the South African public sector to be exposed to a sound induction programme. This research was undertaken with the aim of providing guidelines for the development of the induction programme of the Education Management Development Centre (EMDC) South. Data for emperical study was collected by means of focus groups discussions unstructured interviews and case study
AFRIKAANSE OPSOMMING: Werknemers van die Suid-Afrikaanse regering is onder geweldige druk om kwaliteit en effektiewe diens aan die publiek te lewer. Hulle is ook onder geweldige druk om leierskap en vaardighede te ontwikkel en om ‘n hoë standaard vir kwaliteit dienslewering daar te stel. Die Suid-Afrikaanse regering het dus ‘n plig teenoor sy werknemers om te verseker dat hulle goed toegerus is om die nodige dienste aan die publiek te lewer. Die Onderwysdepartement is ook onder die vergrootglas en onder druk om die vaardigheidstekort in die land aan te spreek en op ‘n manier wat voldoen aan globale aanvaarbare standaarde. Dit is daarom baie belangrik dat nuwe werknemers op die distriksvlak van die Onderwys Departement bewus moet wees van sy visie en missie, en wat die Onderwys Departement se stand van sake is met betrekking tot die bogenoemde kwessie. Die nuwe werknemers moet bewus wees van die mikro, makro en meso doelwitte van die Departement. Werknemers op distriksvlak van die Onderwys is daar om leiding, beheer en ondersteuning te bied aan die leierskap van die skole. Hierdie is ‘n baie groot verantwoordelikheid wat ‘n werknemer benodig bewus is van die operationele prosedures van die Onderwys Departement. Dit is deur induksie dat die nuwe werknemer ten volle bewus gemaak kan word van waarvoor die organisasie staan. Dit is deur induksie dat die doelwitte, visie, missie, uitdagings, sterk punte en kultuur van die organisasie oorgedra en beklemtoon kan word. Dit waarin die organisasie glo en sy doelwitte moet deur middel van kommunikasie vanaf die intree fase aan die werknemer in die organisasie oorgedra word. Induksie is daarom een van die belangrike aspekte van organisasie-ontwikkeling. Dit is belangrik dat elke nuwe werknemer in ons Suid-Afrikaanse publieke sektor aan ‘n goeie induksieprogram blootgestel word. Hierdie navorsing beoog om riglyne te gee vir die ontwikkeling van die induksieprogram vir die OBOS Suid. Die data vir die emperiese studie was ingesamel deur middel van fokusgroep besprekings, ongestruktureerde onderhoude en ‘n gevallestudie.
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Pakarinen, Nea. "Transition Practices: Education for Sustainable Development in Ecotourism." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-260689.
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There is a globally acknowledged urgency for mankind to transition toward sustainability. Empowering people to make sound assessments is the basis for desirable transitions. ‘Education for sustainable development’ (ESD) is an interdisciplinary learning process advancing knowledge, understanding and action for sustainability. To encourage sustainability transitions ESD needs to be personal and place-specific. One platform provisioning for such learning is ‘ecotourism’, where participants have a heightened sense of self, others and the environment. Hence a practice incorporating ESD into ecotourism is investigated in this thesis, to determine whether the setting would be propitious for fostering sustainability transitions. The pertinent sustainability concepts are assessed, and ‘social practice theory’ is utilized in a case study. The approach of social practice theory was preferable, as it holds the assumption that people are able to act in relation to collective cultural activities rather than in immediate responses to internal or environmental events. The effect of ESD in ecotourism is analyzed through observations and unstructured interviews conducted in a case-study in Turkey – Narköy, which is a hotel, organic farm and educational facility. The findings imply that through social practice, pro-environmental transitions can be encouraged and strengthened, with the provisions of having freedom for learning, social interaction, connection with nature, tangible activities and inclusive approach.
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Holzbaur, U. D. "Linking research education and education for sustainable development via projects." Interim : Interdisciplinary Journal, Vol 11, Issue 1: Central University of Technology Free State Bloemfontein, 2012. http://hdl.handle.net/11462/325.
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Published ArticleOne of the main tasks of universities is to prepare students for an academic or professional career, and to make them responsible members of society by giving them the motivation and skills to create a better future. Education for Sustainable Development is a core feature of education in a university of the 21th century and in society. In a university, it has two aspects: firstly, to educate students and to help future academics to contribute to sustainable development, secondly, to contribute to sustainability and to spread education for sustainable development in the community. We consider examples of successful cooperation between the university and its stakeholders via projects that are relevant for education for sustainable development. We analyse the success factors and the educational and sustainability impacts of these projects.
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Schindelheim, Franklin D. "A Behavior Management Seminar for Special or General Education Graduate Students." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/841.
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The purpose of this qualitative study was to identify the classroom management needs of graduate education students in one college, and develop a seminar that emerged from the research. Researchers have shown that professional development provided for graduate education students typically deals with curriculum and instructional methodologies rather than classroom management. However, graduate education students have expressed the need to learn more effective classroom management skills. The research questions asked what classroom management skills participants said they needed to teach in both collaborative, and special education classrooms. A grounded theory approach and the constructivist paradigm were used in the study. Interviews and focus groups employing a purposive sample of 12 graduate education students were used to determine core phenomena where participants were able to help shape and construct a seminar in classroom management. The results of the codified data concluded that participants lacked skills and wanted to be trained in the meaning of effective teacher engagement with students, collaboration with other professionals, effective use of class rules and procedures, helping students understand consequences for misbehavior, and managing classroom disruptions. The research generated a 3-hour seminar for special education or general education graduate students. The results gathered during the development of the seminar suggest that the content and presentation will help graduate education students foster social change by developing skills to effectively manage their classes. Additionally, the study can contribute to social change by affording participants classroom management skills necessary to create safe and nurturing school environments that have the potential to positively impact student achievement.
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Williams, Sadie. "Management education : an investigation into the impact of management development and related issues of skill and qualifications." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552843.
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This submission is offered to meet the requirements of the PhD in alternative format. The alternative format involves the submission of scholarly materials which make an original contribution to knowledge that is equal to but different from both a traditional PhD and a PhD by publication. The materials submitted are not required to have been published in peer refereed or other kinds of journal, nor to have necessarily included original empirical research. They must however demonstrate rigorous intellectual capacity of at least PhD level and must make an original contribution to knowledge. This contribution to knowledge may be performative (action-oriented) knowledge rather than propositional knowledge. Together the materials must comprise a coherent area of scholarly and -research work. They may be supplemented by an appendix which is not required to be part of that coherent area of work but may be used to demonstrate the capacity to undertake in future original research publishable in academic journals. 6 The guidelines produced by the Department of Educational Research under which this submission is offered have four main requirements: Show convincing evidence that the candidate has pursued research and scholarship in education to a depth comparable to that of a traditional PhD Demonstrate that the work makes an original contribution to theory and knowledge or scholarship to an extent comparable to that of a traditional PhD Contain material that has been published in professional, research or scholarly outlets, or is of an appropriate standard for publication in such outlets Demonstrate that the candidate has the capacity to pursue research in the future which could contribute to the development of theory and knowledge in educational research 1.1.2 How the requirements of the alternative format are met in this submission These requirements are met in this submission in the following ways: Show convincing evidence that the candidate has pursued research and scholarship in education to a depth comparable to that of a traditional PhD By the presentation of a considerable body of work in the form of eleven research reports which make up the main part of this submission and are to be found in Section 2 (Section 2: Research Reports). These deal with a particular area of educational research, that of management development and education. These reports, while not in the format of a traditional PhD, do form a coherent academic whole. Their content is critical and analytic rather than simply factual, and offers in-depth discussion of a variety of intellectual issues connected ,with the data researched. Demonstrate that the work makes an original contribution to theory and knowledge or scholarship to an extent comparable to that of a traditional PhD By the presentation of a concluding chapter (Section 3: Conclusions) which draws together the main strands of the original contribution to knowledge contained in the Research Reports. Contain material that has been published in professional, research or scholarly outlets, or is of an appropriate standard for publication in such outlets By the presentation of a number of pieces of work in the Research Reports section which have been published in scholarly and professional contexts. These are 2.1, 2.2 and 2.3 published by the Council for Excellence in Management and Leadership, 2.9 published by the DfES, and 2.7, 2.10 and 2.11 (in press) to be published by the NHS Leadership Centre. • Demonstrate that the candidate has the capacity to pursue research in the future which could contribute to the development of theory and knowledge in educational research.
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Hitt, Sara Beth, and false. "Multi-tiered Classroom Management Strategies for All Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4067.
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Holland, Karin. "Behavior Management Training Issues in Kentucky Classrooms." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/312.
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Classroom discipline is often a primary concern of teachers. Little is known, however, about the extent of teachers' knowledge, training, and skills with behavior management issues. This study was conducted to examine teachers' training with specific behavioral strategies, their personal level of proficiency in resolving these problems, and to determine if teachers consider the function of aberrant behaviors when deciding upon treatment interventions. A survey was developed to address these issues. The survey was distributed to teachers in four south-central Kentucky counties and two western Kentucky counties. Of the 350 surveys distributed, 209 were returned for a 59.7% return rate. There were 177 regular education teachers and 32 special education teachers included in the sample. Results of this study indicated a relatively high percentage of students exhibited problematic behaviors to the point that an intervention was necessary to resolve the problem. The highest percentage of teachers received training in behavior management strategies through a workshop/in-service. The majority of teachers reported they received training in a variety of behavioral methods, with the training perceived as only moderately helpful. When asked to rate their skills in resolving specific behavior problems, teachers reported their skills to be at a moderate level. The majority of special education teachers had heard of the term functional assessment although less than half received any training in this procedure. Most of the regular education teachers indicated no knowledge of functional assessment. Most teachers did not consider the function of the problematic behaviors when deciding upon treatment interventions. The results revealed a strong need for improved training in classroom management strategies. Future research is needed to determine more effective strategies to train teachers in classroom management.
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Galindo, Stephanie D. "Improving the Resilience of Online and At-Risk Doctoral Students| Transition Management and Occupational Socialization Structures." Thesis, Aspen University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10757180.
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Doctoral student attrition was calculated at approximately 50% or greater for nearly 50 years. Exceptionally high attrition in the social sciences, humanities, and online programs was identified. The cost to students, institutions and society was of significant concern. Most students were found capable of degree completion. The median timeframe for completion was approximately 7.9 -12.7 years. Long-term student persistence was relevant to theories of social exchange, person-organization fit, positive psychology, self-determination, suicide theory, organizational support, connectivism, persistence, failure, choice and goal theory, and the theory of involvement. Critically, higher education was viewed as an employment strategy. Students continually analyze the cost benefit of attendance, their perception of time to reward, and the reliability of the reward to provide value. The institution was considered accountable for student resilience. Program alignment with career opportunities, proactive transition management, sustainable interventions, non-academic mentoring, and occupational socialization were essential to persistence. Missing were parameters for a university-wide infrastructure to manage supporting activities, particularly partnerships with industry to facilitate long-term occupational socialization through mentoring. Corporate learning partnerships and human capital management strategies were briefly explored. A university-based doctoral student support center was structured using management and value-system models. Leadership, accountability, costs, and funding were considered in system building. Mixed-method interviews of 75-120 minutes were conducted with 15 managers with relevant experience. Approaches to partners and providing ROI required understanding organizational values and culture. Long-term partnerships supporting part-time online doctoral students appeared sustainable, and stable protocol for partnership management was identified.
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Ebot, Ashu Frederick. "Effectiveness of school leadership and management development in Cameroon." Thesis, University of Birmingham, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607330.
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In both developed and developing countries poor performance of head teachers is detrimental to school effectiveness, with consequent economic costs amounting to billions of dollars every year. These costs are perhaps particularly keenly felt in developing countries, where demand for a workforce that is proficient in globally relevant competencies is especially acute, but where the effective school leadership that can help to deliver this educated workforce is especially patchy. One of the contributing factors to this poor performance is a lack of structured leadership development programmes. This study, therefore, explores the factors pertinent to effective school leadership development programmes in a resource poor education system, taking Cameroon as its example. The study combines a review of the academic literature with field document analysis evidence, structured interviews with head teachers and teachers, and a Leadership and Management Development Questionnaire (LMDQ) study. The results in particular indicate that the central educational agencies, schools and school leaders recognized the importance of ensuring that central policies and support, schools’ internal policies, and their in-service development opportunities for aspiring head teachers, are closely aligned with international best practice, particularly through the establishment of a structured leadership development programme targeted at aspiring head teachers, and aimed at combining governance skills with a more global outlook.
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Crabtree, Peter John. "The optimisation of construction management higher education to promote professional competencies and professional capability." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/332977/.
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Government and higher education see the employability of graduates as a priority. Anecdotal and empirical evidence from the researchers own fully accredited institution suggests there is little structure to the delivery of Personal Development Planning (PDP); it is not related to the world of work and of limited relevance to the learning that takes place. A critical review of published literature has revealed that an understanding of the links between PDP and work-based learning (WBL) could provide routes to improving professional membership. The thesis resolves this gap in knowledge enabling HE practitioners to enhance the development of skills and competencies. The research is mainly set in a positivistic paradigm with mixed methods research following a survey based methodological approach. Data collected through questionnaires, structured interviews and focus groups, are used to analyse the opinions and beliefs of staff and students in HE and experienced professionals working at the cutting edge of the construction industry. The work identifies the skills and competencies needed for academic study and employability, with PDP seen as an essential element of an academic course. Reflective practice is key to learning new knowledge and skills in the workplace and empirical investigation suggests experience plays a significant part in the learning process. All students should have an opportunity to see the application of theory with practice through WBL. The research has contributed to the body of knowledge by challenging the inadequacies in existing practice. The thesis identifies the key components and linkages in a theoretically informed model that proposes the use of a Graduate Skills Framework for Construction Management. This new-found understanding and toolkit promotes the teaching of employability skills alongside PDP in a structured programme of WBL. Research participants agree that this is expected to support the development of professional competencies and enhanced capability for the benefit of students, professionals and the construction industry.
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Al, Suwaidi Eissa. "Managing education in the United Arab Emirates : a case study in school development." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/6890.
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The current educational system in the UAE does not reflect the economic and social status of the country. The country is one of the leading oil producers and petrochemical manufacturers in the world, with a proven oil reserve of more than 98 billion barrels. This wealth has been reflected on most aspects of life including an advanced infrastructure, and prepared the country for the new century. However, this wealth has not equally affected the educational system. It is true that the numbero f studentsw as doubledm oret han 10 times in the pastt hree decades, but the quality of education did not change enough to meet the requirements and challenges of the new century. This thesis examines an innovative educational project aimed at bridging the gap between the education system output and the country's future needs. The project is based on a model school that is designed to enhance the students' academic standards more than the other governmental schools do. The thesis covers a number of issues in ten chapters. It starts with an introduction in chapter one followed by a comprehensive background of the UAE as a country and its educational system in chapter two. Chapter three covers a theoretical framework of the education change process supported by a review of the literature. Chapters four to six are devoted to the model school project. In chapter four the origins of the model school are discussed, while the major changes implemented in the model school are presented in chapter five. These changes cover the areas of: teacher motivation, student motivation, time allocated for education, education materials, and teachers' professional development. Chapter six clarifies the method by which teachers are allocated to work in the model school and the way students are selected to join the school. The case study methodology adopted in this thesis is explained in chapter seven. In ordert o evaluatet he models choolp rojectt he thesisi ncludest wo strands. Strand one is the students' achievement test, and strand two is teacher perception of the changes in the model school. Strand one, which is discussed in chapter eight, compares the achievement test results of third grade students in the model school to that of other schools in Abu Dhabi Education Zone. Strand two which is discussed in chapter nine evaluates the teachers' perception of the changes implemented in the model school. Chapter 10 discusses the relevance of current literature on educational change to the educational system in the UAE. Conclusions and recommendations are presented in chapter eleven.
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Hawkins, Brian S. R. "The management of staff development in a contracting education service : a case study." Thesis, Birmingham City University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304796.
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This investigation represents a search for an alternative to the bureaucratic model of career development and addresses the question: how during a period of period of contraction in the education service with associated diminished opportunities for career advancement, do teachers become commi t ted to a schoo I' s work and va lues. The case study was made during a two year period in a secondary school, in which the researcher was headmaster, when the school was undergoing contraction in the mid 1980s due to demographic trends. Its focus is a bounded group of teachers in midcareer who, during a period of low morale and conflicted industrial relations, became engaged in curriculum development for low ability pupils. Staff development is presented as personal and social reconstruction and interest centres on latent social processes and the interactional behaviours of the participants. Attention is directed towards the cultural meaning that spatial and temporal contexts hold and the modes of interaction they invoke. Two broad principles, of bureaucratization and of humanization, are identified, and an attempt is made to uncover moments of social time when conditions are particularly conducive to personal growth. This leads to a fuller exploration of the concept of teacher commitment, extending beyond its calculative or instrumental aspects, to consider its emotional and evaluative components, thus transferring the discussion from issues solely of role to those of social relationships and personal identity. Thus, its contribution to research derives from the deeper insights it provides into teacher motivation and social process in schools. These are considered from the standpoint of the insider and, as such, complement other school ethnographies made by the professional social scientist. Methodological issues of insider research have been addressed, and its special strengths and weaknesses considered. In particular, categories drawn from the tradi tion of social anthropology have been used to render strange the familiar world of schools, and non-probability sampling has been adopted to penetrate its opaqueness.
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O'Hare, Daniel Michael. "Management education and development processes : an analysis of their effectiveness in the workplace." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:5639.
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This thesis examines management educational and development processes and critically analyses the quantitative and qualitative effectiveness of the results of those processes in the workplace context. The collated data, which forms the primary research in this dissertation, was gathered through direct contact with students, (i.e. interviews/questionnaires/field visits) who were involved in management educational and development processes, with particular focus on those studying at Master's level. The student research base and sample frame, initially was concentrated in the UK. This sample frame was extended to include an international dimension; thereby facilitating measured findings through students/graduates in the United States of America, the Middle East and the Far East. The results of overseas inquiry provided the basis for a comparative analysis. In addition, corresponding employing organisations were researched, in order to quantify to what extent learning transformation was taking place within the student's theatre of activities. Such transformation was assessed in terms of increased effectiveness, both from a personal and organisational perspective. A detailed formulation of research findings is presented in support of the hypothesis, which clearly demonstrates that a disparity exists between definition and doing, a disparity between what (and how) is currently being taught in management educational -establishments and the managerial needs of public, private and voluntary organisations. Student and employer issues raised during the study are also examined and analysed. In particular, the points of generated frustration as a result of transferring management educational and development learning into the workplace and in many cases the lack of recognition of student/graduate academic achievement. Hypothesis – ‘That a disparity exists between what (and how) is currently being taught in U.K. management educational establishments and the needs of public, private and voluntary organisations.’
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Johare, Rusnah. "The development of a model for education and training in electronic records management." Thesis, Northumbria University, 2006. http://nrl.northumbria.ac.uk/2868/.
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As the emphasis on accountability in the Electronic Government (EG) environment has increased, the interest in providing the requisite knowledge and skills for the employees and potential employees (i.e. students) to manage electronic records has been heightened. A number of initiatives aimed at providing educational and training opportunities for administrators, archivists, IT personnel and records managers to manage electronic records have been developed. The primary aims of this study are: (a) to analyse the education and training programmes in electronic records management (ERM) for record keepers and develop a model, (b) to examine the needs of record keepers in relation to such knowledge and skills as are required to manage electronic records in the specific context of the EG in Malaysia, and (c) to provide a suitable vocational and professional education and training model for record keepers in Malaysia to acquire and maintain knowledge and skills required for the effective management of electronic records. To achieve the above aims, the research adopted a case study approach that combined both quantitative and qualitative data to answer the various research questions. Quantitative data was gathered from a high level web survey of the national archives and related professional organisations world-wide to identify and examine education and training programmes for record keepers and current international best practice. A questionnaire survey and in-depth interviews were used to investigate and identify the roles and responsibilities of different record keepers in the Malaysian Federal Ministries, explore the context in which the record keepers managed electronic records, and examine their needs for education and training in ERM. Different software packages such as Microsoft Excel, Microsoft Access and NUD.IST (Non-numerical Unstructured Data Indexing Searching and Theorising) were used to analyse the data. This study developed a generic model relating to vocational and professional education and training in ERM. It was based on a review of the various concepts on education and training, as well as concepts underpinning the four pragmatic examples of education and training programmes in ERM developed in Europe and UK. This generic model was used to explore the emergent issues in Malaysia that were related to the need for knowledge and skills in ERM. The model was discussed and tested with the Malaysian record keepers through five focus group discussions. It was found that the generic model matched the situation in Malaysia, even though there were variations in the details due to the varying needs of the Malaysian record keepers within the EG environment and the Malaysian government bureaucracy. The underlying concepts which underpinned the generic model for vocational and professional education and training in ERM developed in this study have been validated within the Malaysian public sector setting. Therefore this generic model must be understood within the specific context of the environment in which the fieldwork was carried out. In order to assess the extent of its universal application, similar projects employing the same methods but conducted in contrasting environments or in other countries have been found to have great value.
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Khoja, Mabrouka. "The development of a sustainable quality management framework for Libyan Higher Education system." Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/13305.
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An increasing interest in implementing Total Quality Management (TQM) in the Higher Education Sector has been observed over the past decade. However, TQM sustainability is one of the major challenges facing this task. In this context, experts have emphasised on the need for understanding the synergies between TQM and sustainability models. The topic "Sustainable Quality Management"(SQM) explored through this research is an evolutionary future-oriented concept that is synonymous with "Sustainable TQM". This paradigm aims to integrate TQM with economic, environmental, and social an aspect which is commonly referred as the Triple Bottom Line (TBL). The aim of this study was the development and evaluation of a framework for SQM in the Higher Education Sector with a particular focus on the Libyan system. A sequential exploratory design was adopted to achieve this objective that involved quantitative, qualitative, and mixed methods techniques. Through a review of key literature Eight Critical Success Factors (CSFs) and 72 Quality Action Programs (QAPs) concerning SQM were identified. Also, the links between the design criteria adopted by TQM models (Deming, PDSA, and EFQM) and Sustainability models (TBL and Five Capitals). These links were analysed in the cultural context of the Arab and Libyan Higher Education System, and five types of QAPs implementation gaps visible in the Libyan Higher Education System were evaluated. Through a structured questionnaire comprising 72 questions on various QAPs, responses collected from 678 academic and non- academic staff of two Libyan Universities, National Quality Centre and the Education Ministry were statistically analysed for trends and significant differences among the 26 groups classified for the study. These results were combined with 31semi - structured interviews that portrayed opinions of the Libyan Higher Education experts, using mixed methods techniques. This study identified several environmental and ethical QAPs that are relevant to be applied through TQM models in the TBL perspective of University campuses. In general, low levels of implementation of SQM QAPs was observed in Libyan Higher Education System due to lack of awareness, inadequate knowledge of quality management tools and techniques, the absence of quality training, incompetence towards evolving SQM policies and strategies and lack of measurement of key results. The thesis concludes with the SQM framework for steering the leadership of the Libyan Higher Education System towards improved sustainable quality standards and associated policy and strategy.
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Mundy, M. "Senior management perceptions of staff development provision in further education colleges in Wales." Thesis, University of South Wales, 1989. https://pure.southwales.ac.uk/en/studentthesis/senior-management-perceptions-of-staff-development-provision-in-further-education-colleges-in-wales(78520b4f-6f47-436b-bcc2-bdd46c84598f).html.
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The primary purpose of the research is data generation relating to management perceptions of staff development provision in Welsh FE institutions, with the subsidiary aim of identifying weaknesses and omissions in provision and suggesting methods for effecting improvements. After presenting an overview of factors contributing to the growth of staff development provision in FE (chapter 1), the current 'state of the art' is determined by an examination of relevant literature,(chapter 2). Four major themes are identified and employed as research guides and parameters - staff development policies, methods of needs analysis, approaches to provision and evaluation. The research methodology generates data of both a nomothetic and ideographic nature by means of pilot studies, questionnaire survey, case studies involving interviews and repertory grids and the design and testing of a staff development model, (Chapter 3). The investigation proceeds in four stages - a preliminary survey which assesses the accuracy of perceptions derived from the literature survey; a general survey of Welsh FE colleges by means of questionnaire analysis; the conducting of case studies in which college managers' perceptions are examined by interview and completion of repertory grids; the design and testing of a practical effective staff development model which focuses on specific weaknesses and omissions identified by the research, (Chapters 4,5,6,7 and 8). It is found, (Chapter 9), that current provision shows only modest advances when compared with staff development theory and practice highlighted in the literature. In particular college policies, needs analysis systems, approaches to provision are quite rudimentary and inappropriate, with systematic evaluation of provision non-existent. It is also found that deficiencies in practice are matched by similar deficiences in the manner in which current staff development provision is perceived by managers, as indicated by the interviews and repertory grid analyses. It is further found that a staff development model can be a useful tool for improving the understanding and planning of staff development and that it is possible to conduct a meaningful and productive evaluation of a college's provision by means of a practical effective model, having as its focus the principle of holistic evaluation.
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Victor, Jeffrey R. "The Development of Student Organization Advisor Workforces through the Expansion of Strategic Talent Management Practices." Thesis, University of Maryland University College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424162.
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The purpose of this study is to provide managers in both educational institutions and student organizations with empirically-based recommendations for how to best manage student organization workforces to achieve engagement and retention. The research questions ask (a) how educational institutions and student organizations strategically manage advisor talent to attract, engage, and retain advisors in their roles and (b) what talent management strategies can be applied to sustain a competent, satisfied, and engaged student organization advisor workforce. Through a systematic review methodology with an evidence-based management perspective to configure the best available evidence for synthesis, this dissertation incorporates organizational citizenship theory, the functional theory of volunteerism, and strategic talent management theory to reach the conclusions. Study findings confirm that student organization advisor service is linked to all elements of the functional theory of volunteerism but is primarily motivated by the values function first and then the career functions. Furthermore, student organization advisor service is a form of organizational citizenship behavior, and the values function of volunteerism is the antecedent to service as an advisor. Finally, it was determined that strategic talent management practices can be applied to student organization advisors, but such practices are not being implemented by key stakeholders. A theoretical model of advisor involvement and suggestions for implementation are presented to address this gap in practice. As a result of these findings, a model for practice that incorporates key strategic talent management practices to address fundamental advisor needs has been developed with an evidence-based blueprint for implementation.
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Chalufu, John Sibusiso. "KwaZulu-Natal school principals’ perceptions of the practical relevance of formal education management development programmes." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25185.
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The purpose of this study is to explore school principals’ perceptions of the possible effects and benefits of formal university-based education management development programmes (EMDPs) on their practical work in schools. It also aims to inquire into the kinds of challenges that principals in South Africa, specifically in the province of KwaZulu-Natal (KZN), are faced with in the post-apartheid era and their perceptions of the extent to which these EMDPs meet or fail to meet their needs and those of their schools. In this study I move from the basic premise that professional development is critical for all principals and that given the new conditions that exist in SA post-1994, more than ever, the ideal situation would be for all principals to be trained so as to enable them to deal effectively with the changed and constantly changing conditions that prevail in schools. The study is guided by the following general research question: What are the perceptions of school principals of the benefits of formal EMDPs on their practices in school? The following related questions are also addressed, namely i) What are the links between formal EMDPs and the needs of school principals? ii) What kinds of challenges do principals in KZN face in the post-apartheid era and what are their perceptions of the extent to which EMDPs have met or failed to meet their needs and those of their schools? Working in an interpretivist research paradigm within a qualitative research design, the inquiry used document analysis, content analysis of research literature and semi-structured interview methods. Data were analysed using a grounded theory approach in an effort to make sense of the meanings that the participants, mainly the school principals, in this study give to their experiences of EMDPs. One of the main findings of this study is that some principals demonstrated the ability to reflect on their professional development programmes and to make connections between theory and research and some of the challenges that they encounter. The other main insights of the study include the following: a) Regarding their content and context, and according to the participants, EMDPs in KwaZulu-Natal (KZN) have major shortcomings in relation to needs assessment and analysis, programmatic aims and objectives, recruitment and selection of candidates, and field-based learning experiences. However, EMDPs are perceived to have been successful in areas such as understanding the environments for which principals need to be developed, the application of leadership and management development content to organisational settings, and in their modes of delivery. b) Although a majority of principals recognised the need to change and work within the new democratic environment ushered in by the new socio-political dispensation in SA, a few principals expressed their challenges with engaging in shared leadership and shared decision making in schools. c) Pertaining to the perceptions of school principals regarding the value of EMDPs in KZN, the majority of principals felt that although they were still struggling with a number of post-1994 challenges, EMDPs had equipped them, for the most part — albeit inadequately — to deal with the challenges that they face in schools. d) School principals highlighted what they saw as two significant aspects (emerging themes) in the professional development of principals: i. Though very critical of training workshops in their current form, school principals in this study saw training workshops as important vehicles for assisting principals to keep abreast of the developments in the leadership and management of their school, as a means for providing opportunities to share and learn from the experiences of others, and as an avenue for collaborative problem solving; ii. A majority of school principals emphasised what they regarded as the important role played by experiences beyond the formal education management development programmes, in the effective running of schools. Apart from presenting “thick descriptions” of the voices of school principals regarding the effects of the post-1994 changes on their practices and the extent to which EMDPs are perceived to have met principals and school needs, the significance of this study lies in plugging the gap of previous impact analysis studies by, amongst other things, not only focusing on the perceptions of the recipients of the EMDPs, but also focusing on the views of the EMDP providers and the policy makers. This study therefore presents critical insights which may be invaluable in the future development of EMDPs and in the improvement or modification of existing ones.Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted
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Kellie, Jean. "In-company management education and management development : an arena of contestation? : stakeholder perspectives in accredited in-company programmes." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:7116.
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This thesis explores the phenomenon of credentialed in-company management development programmes leading to management education postgraduate awards. The empirical site of the research is four case study organizations each of which had partnership arrangements with one of two UK universities. In each case management education programmes leading to management qualifications were undertaken as the means by which managers could develop their abilities to better contribute to organizational goals. In this there is an assumption that management education can seamlessly act as management development to the mutual benefit of the individual managers, the organization and the academy. The purpose of the thesis is to explore the extent to which such an assumption is warranted. The thesis adopts a stakeholder perspective in identifying key stakeholders in the management development/management education arena as the basis for the empirical research they are; the HR professionals, the university academic managers and the manager-learner participants. The research stance of the thesis is critical and contributes to the domains of critical management studies (CMS) and critical management education (CME). In advancing a critical approach, a multi-discourse analysis was undertaken. Thus the thesis produces findings aligning respectively with the concerns of functionalist, constructivist, critical and dialogic, discourses of management development whilst retaining an overall interpretive, critical stance. In so doing the thesis explores and analyses the ways that the management development / management education programmes in these case study organizations can be understood as sites that have conflicting purposes and values and also the extent to which these are reinforced, reconciled and proliferated.
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White, Deborah H. "The Impact of Cocurricular Experience on Leadership Development." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2992.
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This study investigated the impact of cocurricular activities on leadership development. College graduates recognized as community leaders were selected from three communities in Georgia, Kentucky, and Tennessee. Through survey and interview techniques, the leaders were asked to reflect on high school and college experiences that led to their development as leaders. The study included a focus on differences in experiences of male and female leaders. Developmental influences such as family, mentors, global experience, and the cocurricular activities engaged in during high school and college were explored. Title IX had no impact on increased opportunities for women in this group of participants, as only two female participants were in college in 1972. Results of the study include the importance of mentors, the strength of high school teachers and cocurricular activities, and the weak influence of college cocurricular activities. High school activities most frequently reported to have influenced leadership development include student government, group music experiences, athletics, and church youth groups. College activities with the most impact include resident hall living and internships. Gender differences in experiences include women's lack of identified community mentors and the importance of a college internship experience for women. Opportunities for men's participation in sports in high school and college as well as their descriptions of community mentors provided different learning experiences for men. Recommendations include a call to higher education to develop a more comprehensive and integrated approach to leadership education. Teaching mentoring skills to future K-12 education professionals as well as college faculty and administrators is recommended to higher education. Student Affairs preparation programs have a role to play in training future professionals how to plan meaningful leadership learning opportunities for students on campus and through distance education. Applying the best practices in experiential education will move college cocurricular activities to a higher level in achieving student learning outcomes. Accreditation bodies are also called to include such criteria in the evaluation of leadership education programs. The community leaders in this study offered leadership development advice to college students including becoming lifelong experiential learners, giving back to community, and preparing broadly for the future.
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Martin, Heather Lee. "The Development and Evaluation of - A Guidebook for Evaluating Residential Outdoor Education Programs (R.O.P.E.)." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392823556.
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Augustine, Jill. "Design and Development of Objective, Structured Management Examinations (OSMES) on Management Skills Among Pharmacy Students." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612140.
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The purpose of this study was to design, develop, and administer an Objective, Structured Management Exam (OSME) on management skills for pharmacy students. Pharmacy preceptors for the University of Arizona College of Pharmacy participated in focus groups that identified business, management, and human resource skills needed by pharmacy graduates. Once the skills were identified, gaps were identified for inclusion into the OSMEs. The OSMEs evaluated pharmacy students' performance on four skills: 1) managerial communication (oral and written); 2) conflict resolution; 3) decision-making; and 4) professionalism. The OSME consisted of a role-playing and a writing document. Both were graded using a developed scoring rubric. The role-playing scoring rubric contained 17 skills and the written document scoring rubric contained 8 skills. During the OSME, students interacted with a trained actor and were graded by a judge on their performance. Upon completion of the OSME, students completed a 29-question survey on a) their perceived ability and confidence to accomplish 8 selected skills; b) their opinion about the OSME and suggestions to improve the process in the future; and c) their background characteristics. Many-facet Rasch analysis provided detailed information with which to evaluate content validity and student performance taking into account difficulty of skills, rating scale function of the scoring rubric, judge leniency and severity. Rasch analysis provided detailed information on the scale performance and student ability and confidence. A step-wise linear regression was used to determine if any student characteristics predicted a higher OSME performance score. Ninety-six student pharmacists completed the OSME and ninety-five students completed the questionnaire. No student failed the role-playing scenario and 1 student did not complete the written document. Significant gaps were calculated between the easiest two skills, empty sounds and eye contact. Additionally, the seventeen items did not align with student performance measures. Finally, there were two separate groups of graders. The writing document scoring rubric had poor fit with the model and significant gaps were calculated. Student measures did not adequately align with item difficulty measures. For students' perceived ability, there was no significant change in overall mean student ability scores from before the educational lectures to after the OSME. However, 46% of students (n=44) had a significant change in ability scores. Three significant gaps were calculated between skills a) between decision-making and communication and between communication and active listening on the pre-educational lectures; and b) between decision-making and communication on after the OSMEs. Students appeared confident with their ability on the 8 skills. The overall mean student confidence measure did not significantly change between the three time points: 1) before the practice cases; 2) after the practice cases; and 3) after the OSMEs. However, 46% of students (n=44) had a significant change in their confidence from before the practice cases to after the completion of the OSMEs. Item difficult measures did not appropriately align with student confidence measures, meaning the items were too easy for students. Significant gaps were also calculated: a) between the motivation and communication items and between the communication and active listening items in the before the practice cases responses; b) between the motivation and decision-making items and between the communication and active listening items for the after the practice cases responses; and c) between the motivation and decision-making items; between the decision-making and communication items; and between the communication and active listening items for after the OSME responses. Based on the result of the regression, three characteristics predicted a higher performance score on the role-playing portion of the OSME: 1) previous management experience; 2) previous leadership experience; and 3) the total grade on the educational lecture quizzes. Three characteristics predicted a higher writing document score: 1) age between 26 and 28 years; 2) English as the primary language; and 3) previous pharmacy experience classified as "other" (i.e., pharmacy experience that was not hospital, community, or managed care). This was one of the first studies to develop a role-playing exercise on management skills in pharmacy education. The grading rubrics provided an initial structure for assessing student performance on these management skills. Some changes to the ability questions and the rubrics are suggested in order to improve the content validity. The findings provide the outline for the use of an OSME at schools/colleges of pharmacy as part of their curriculum. As exposure to management scenarios showed higher performance, educators should include these skills in the education of student pharmacists in order to prepare them for a future career in pharmacy.
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Hitt, Sara Beth, and false. "Learning Strategies and Classroom Management to Support All Learners." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4064.
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Hedmo, Tina. "Rule-making in the transnational space : the development of European accreditation of management education /." Uppsala : Företagsekonomiska institutionen, Uppsala universitet, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4458.
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America, Carina Georgina. "The relevance, importance and applicability of sustainable development in Economic and Management Sciences (EMS) education." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19923.
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Thesis (PhD)--Stellenbosch University, 2012.ENGLISH ABSTRACT: One of the main features of the Economic and Management Sciences (EMS) learning area is that it prepares learners to participate in an economically complex society where social justice and a healthy environment are key concerns. Teachers are faced with an important learning outcome in the EMS curriculum, namely Sustainable Growth and Development, requiring them to equip learners with an understanding of sustainability and to encourage critical reflection on the related processes. This research aims to explore EMS teachers’ underlying conceptual understanding of sustainable development and to establish how these understandings relate to their teaching practices. The meaning of sustainable development has elicited multiple and contested reactions in the literature. Many authors are in agreement that development strategies should be consistent with the planet’s resources and linked to a balance between society, economy and the environment. However, increased production and consumption resulting from neoliberal economic policies and intensified global competition invariably disturb the earth’s ecosystem. On the one hand, increased economic activity has the advantage of resource development (capital, natural and human resources) that promotes economic growth. On the other hand, this growth occurs at the expense of resource exploitation which in turn leads to environmental degradation, the erosion of cultural identities, health risks and, in many instances, unsustainable lifestyles. There is a growing consensus that knowledge and a changed mindset are required for developing an enhanced focus towards a sustainable future. Education for Sustainable Development (ESD) provides the knowledge, skills, values and theories for promoting sustainable development. The research was conducted within a constructivist-interpretivist paradigm. A case study design strategy, as part of a qualitative research approach, was selected to best answer the research question. The data collection was done by means of the literature reviewed, in-depth interviews and subject-object interviews (written explanations). This was followed by the systematic categorisation and coding of the data by means of content analysis. The main finding of the study was that EMS teachers had a single focus with regard to sustainable development: their understanding predominantly related to the economic pillar of sustainable development. The interrelatedness of the economy, society and the environment to achieve sustainable development objectives was not subjected to much scrutiny. This research showed that there is a need for ESD to be integrated into the EMS discourse.
AFRIKAANSE OPSOMMING: Een van die uitstaande kenmerke van die leerarea: Ekonomiese en Bestuurswetenskappe (EBW) is dat dit leerders voorberei vir deelname binne 'n ekonomies komplekse samelewing waar maatskaplike geregtigheid en ‘n gesonde omgewing ‘n kern-uitdaging vorm. Onderwysers word gekonfronteer met 'n belangrike leeruitkoms in die EBW-kurrikulum, naamlik Volhoubare Groei en Ontwikkeling, wat van hulle verwag om leerders toe te rus met 'n begrip van volhoubaarheid en om kritiese refleksie oor verwante prosesse te stimuleer. Hierdie navorsing het ten doel om die onderliggende konseptuele begrip van volhoubare ontwikkeling by EBW-onderwysers te verken en vas te stel hoe hierdie begrip betrekking het op hul onderrig praktyke. Die betekenis van volhoubare ontwikkeling het verskeie en omstrede reaksies in die literatuur ontlok. Baie outeurs stem saam dat die ontwikkeling van strategieë in ooreenstemming moet wees met die planeet se hulpbronne en gekoppel moet word aan 'n balans tussen die samelewing, die ekonomie en die omgewing. Verhoogde produksie en verbruik, as gevolg van die neoliberale ekonomiese beleid, versterk egter wêreldwye mededinging en versteur sodoende die aarde se ekosisteem. Enersyds het toenemende ekonomiese aktiwiteit die voordeel van hulpbronontwikkeling (kapitaal, natuurlike en menslike hulpbronne) wat ekonomiese groei bevorder. Andersyds vind hierdie groei plaas ten koste van hulpbronbenutting, wat weer lei tot die agteruitgang van die omgewing, die aftakeling van kulturele identiteit, gesondheidsrisiko's, en, in baie gevalle, nie-volhoubare lewenstyle. Daar is 'n groeiende konsensus dat kennis en 'n verandering in denkwyse nodig is om ‘n sterker fokus op 'n volhoubare toekoms te verseker. Opvoeding vir Volhoubare Ontwikkeling (OVO) verskaf die kennis, waardes en teorieë vir die vestiging van volhoubare ontwikkeling. Hierdie navorsing is onderneem binne 'n konstruktivisties-interpretivistiese paradigma. Om die beste antwoord op die navorsingsvraag te bied, is ‘n kwalitatiewe navorsingsbenadering gekies en ‘n gevallestudie-ontwerpstrategie gevolg. As deel van die data-insameling is die literatuur voortdurend verken en in-diepte onderhoude is gevoer, gevolg deur geskrewe verduidelikings. Hierna is die sistematiese kategorisering en kodering van die data deur middel van 'n inhoudsanalise gedoen. Die belangrikste bevinding van die studie was dat die EBW-onderwysers 'n enkele fokus gehad het ten opsigte van volhoubare ontwikkeling: hul begrip het hoofsaaklik betrekking gehad op die ekonomiese pilaar van volhoubare ontwikkeling. Daar was deurgaans 'n gebrek aan kritiese refleksie oor die interverwantskap tussen die ekonomie, die samelewing, die omgewing en die wyse waarop die doelwitte van volhoubare ontwikkeling bereik kan word. Hierdie navorsing het getoon dat daar 'n behoefte bestaan om OVO binne die EBWleerarea te integreer.
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Theeb, Munir. "Development of a model for implementation of strategic change management in Libyan higher education." Thesis, Edinburgh Napier University, 2009. http://researchrepository.napier.ac.uk/Output/3580.
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This research focuses on an analysis of the changes in the Libyan Higher Education Institutions (LHEIs) management system. This is an important subject since the Libyan General People's Committee for Higher Education (LGPC) has begun to introduce changes for improving and enhancing the management of Libyan Universities (LUs) and the movement towards sustainable development. This study investigates and examines new management changes by considering different factors including university financing, quality and institutional performance and the relationship between fields of organisational change and implementation process. It may be interpreted within a strategic framework, socio-cultural model and institutional changes. Does this mean a move from idealism to a realistic perspective in relation to the problems and issues of universities in Libya? The study also considers the conditions and barriers involved in implementing the new changes. LHEIs have to re-examine their existing structures and practices in order to meet the needs of the information age. This requires major changes and transformation. A main concern that hinders the management of change process is the lack of useful models and success cases to lead the way. The present research proposes to identify the most successful strategies adopted at Higher Education Institutions (HEIs) and universities in order to characterize the change processes adopted across the universities. In light of these strategies, another important objective of this research is to develop a model for implementing management change into HEIs and universities. The research is also expected to extend the researcher's understanding about the extent of success of the organisational development and change policies in improving performance. This study is designed to fill the gap in knowledge about models appropriate to the management of change in higher education. Each model sheds light on different aspects of organisational life and has a distinct set of hypotheses about why change occurs, how the process grows, when change occurs and how long it takes and the results of change. The models will then be adapted to the specific cultural, political and social aspects of LHEIs. The research questions were answered using multiple data sets showing percentages which explained the benefits of comprehensive assessments of change and its mechanisms. The results will be used to explore how the combinations of quantitative interpretation techniques may be used to support LHEIs in enhancing their quality in an effective way while harmonizing with LUs, external standards and requirements of the information age. Research has shown that higher education governance needs to find a clear mechanism for the process of evaluating the course of HEIs and everything related to the role of a university, identifying its strengths and weaknesses and identifying opportunities for development, both at the university level and in higher education management and policy-making to enhance the effectiveness of this vital sector in various areas. Extrapolating from barriers of change approaches which have recently arisen, this study sheds light on the process of change; the main component of this are managers who have a range of awareness and understanding of change in shaping their trends and attitudes towards it. This has an important impact in organisation leadership to implementing change. The implementation of a strategic change model is based on the assessment to keep up with the conversion used in the statistical analysis and deep understanding and mutual commitment to the process of change between the institution and staff. The most important factors for success in building useful understanding of the change process lies in the preparation process and the knowledge and understanding of the customer in recognising the importance of avoiding ambiguity in the steps of change, predicting potential problems, showing different ways of working for the customer, and developing a cooperative relationship with stakeholders. Extrapolation of findings suggests that lack of strategy or a clear action plan to develop and improve the quality of institutional performance leads to a higher education sector with the slow pace of interaction with the desired societal goals. There is also difficulty in keeping pace with the management of modern university systems and recent developments in the fields of science and technology. Therefore, the main objective of higher education management is to develop a flexible action plan to improve/implement and manage the change process using an effective strategy, to avoid any possible resistance to the process of change and to ensure the active and wide participation by the staff in general; a plan of action aims to: §Contribute to the realization of the vision and a message of higher education, deepen basic values, and implement strategy plans. §Develop a model for the change that includes the first steps of implementing change. §Stimulating all personnel of institutions of higher education to upgrade their performance, including a positive impact in the development of institutional performance.
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Miller, Diane Teel. "The development of accreditation standards for faculty in four- year hospitality management education programs." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/74781.
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The problem for this study was to identify standards desirable for faculty when four-year hospitality management education programs are accredited. A modified Delphi technique was used to determine standards and reach agreement among a panel of hospitality professionals concerning desirable standards to be used to evaluate faculty during the self-study section of the specialized accreditation process. Nine faculty qualifications identified in the literature as being common to the self-study section of specialized accreditation constituted the framework of the study. These qualifications included academic preparation, scholarly productivity, applied professional experience, involvement in professional associations, competency in area of specialization, teaching effectiveness, interest in curricular experimentation, ability to work with students, and public service.
A professional panel consisting of 15 hospitality management education administrators/faculty and 12 hospitality management industry representatives developed standards for each of the above qualifications. The panel rated the desirability of the standards using a Likert-type scale (4=very desirable, 3=desirable, 2=undesirable, l=very undesirable). All standards receiving a total of two-thirds of the responding panel members' votes in the very desirable and desirable categories were included in a proposed accreditation model of faculty standards. Unexpectedly, the panel questioned the inclusion of the qualification of public service and agreed to omit the evaluation of faculty on this qualification during specialized accreditation.
It was recommended that eight of the qualifications and their corresponding standards be used by The Council on Hotel Restaurant and Institutional Education (CHRIE) to form criteria necessary for the self-study section of specialized accreditation. It was also recommended that the developed standards be used by hospitality management faculty as a means of self-evaluation. Finally, it was recommended that hospitality management education administrators use the standards as (a) guidelines when hiring and evaluating faculty and (b) a means for assessing faculty needs prior to faculty development programs.Ed. D.
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Baus, SheaLynne A. "The Development, Implementation, and Outcome Evaluation of a Stress Management Program for Xavier University." Xavier University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1382968971.
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Jackson, Teresa M. Terry. "Leadership Transition and the Development of the Top Management Team| A Case Study in Higher Education." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843986.
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This qualitative, bounded, single case study centered on the process of building and leading the top management team during a presidential transition at a private, not-for-profit, coeducational, faith-based university in the United States. Specifically, the research concentrated on the dynamics of rebuilding a leadership team in a turbulent environment under a new president.
The primary source of data was semi-structured, in-person interviews with the new president and nine out of 10 top management team members. Detailed interviews provided comprehensive and extraordinary first-hand access to the team construction and leadership process. Other data sources, including relevant artifacts, documents, and press releases, were collected and analyzed to provide important details about the case context.
Major findings and conclusions are discussed in relation to the literature on leadership and top management teams. Five conclusions provide practical recommendations from the president’s vantage point: (1) the president recognized the necessity of restructuring her team in order to meet the board’s mandate; (2) in a highly turbulent institutional environment, the president constructed a diverse executive-level team with very limited resources; (3) the president’s communication and leadership style reflected a high degree of emotional intelligence that contributed to her overall effectiveness; (4) the president provided structure and a defined role, which enabled and guided the team to more effectively implement its mission; and (5) the president’s coaching assisted in (a) managing conflict, (b) developing trust, and (c) enhancing the team’s learning.
Recommendations for future research and implications for both theory and practice are presented to conclude the study. Senior leadership teams are essential to the success of their organizations. Therefore, it is important that those charged with executive leadership give priority to the important task of systematically assessing and building the leadership team, particularly under new leadership. In this study, the new president completely overhauled the team, and her personal leadership style, which involved a high level of emotional intelligence along with personal coaching of the team, attracted others to join. The use of coaching in senior leadership teams in higher education seems to be emerging as a new area for theory development.
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Balayan, Ariana. "A Study of the Factors and Conditions Associated With Graduate Enrollment Management Practitioners' Participation in Professional Development." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/2.
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This investigation was designed to determine the factors and conditions associated with graduate enrollment management practitioners’ participation in professional development activities (PD). The sample consisted of members of a professional association, focused solely on supporting graduate enrollment managers and related staff, whose patterns of involvement in various PD events for the previous 5 years were classified as low or inconsistent. In an effort to identify member preferences, as well as characteristics associated with PD activities, the investigator sought to provide information useful to developing future PD programs for the association.
An electronic quantitative instrument, the Professional Development in Graduate Enrollment Management (PDGEM) survey, consisted of closed-ended questions related to PD grouped under the following headings: Demographic Information, Support for and Knowledge of Professional Development Activities, Attitudes and Beliefs About Professional Development: Individual and Institutional, Components of Professional Development in Graduate Enrollment Management, Professional Development Plans, Participation and Involvement in Association Professional Development Activities, Other Organizations’ Professional development, and Professional Development Overall. It was disseminated to 1,461 members of the Association, with a return rate of 163 (11%). Descriptive and linear regression analyses were conducted in order to discern (a) the frequency of participation in PD and (b) the demographic and other variables predictive of participation in PD.
The study’s findings revealed that about one-quarter of the respondents participated regularly in association-sponsored PD and that the involvement levels of the remainder of the membership were inconsistent. Additionally, on-site activities were favored over online, content relevance greatly influenced whether practitioners participated, and member interest in conducting academic research was low. Cost was also a primary factor in determining participation in professional development.
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Ady, Janet Carrier. "Dissertation Title| Framing Youth Citizen Science for Education, Youth Development, andPublic Land Conservation." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252184.
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This study explored how citizen science programs can connect young people with nature while providing needed scientific data. The premise was that, with attention to proper design, modification of current programming might increase citizen science outcomes for conservation. Furthermore, combining sound scientific protocols with effective education and positive youth development strategies can lead to consequential benefits for youth and society. An embedded single-case study explored a set of 20 citizen science programs relevant to the U.S. Fish and Wildlife Service to determine how the programs intended to educate and develop youth and to understand the programs’ designs. A theoretical framework based upon science education, environmental education, and positive youth development guided the inquiry. The study also explored how environmental educators, youth group leaders, scientists, and public land managers might work together to design and implement youth community and citizen science programs on federal lands. Study findings informed development of a prototype planning framework to guide planning and implementation of youth-focused community and citizen science programs on federal lands. Using the framework to design robust citizen science programs can assist scientists monitoring environmental conditions to inform land management decisions; and assist environmental education program coordinators to design meaningful service–learning activities for youth.
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Chien, Chee Fah. "Development, validation and use of an instrument for assessing business management learning environments in higher education in Australia: the Business Management Education Learning Environment Inventory (BMELEI)." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17957.
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Although there are numerous instruments available for assessing classroom learning environments at the tertiary level, no instrument has been specifically designed and validated for measuring the business management education learning environment (Brennan & Ahmad, 2005). My aims were (1) to design, develop and validate an instrument, the Business Management Education Learning Environment Inventory (BMELEI), for assessing business management students’ perceptions of the psychosocial learning environments of university seminars and tutorials and (2) to relate learning environment to attitudes towards the subject and attitudes towards the case study teaching strategy. This study is distinctive in that it involved both quantitative and qualitative methods. The BMELEI and two attitude scales were administered to 480 final-year undergraduate and postgraduate business studies students in 30 classes at both Curtin University of Technology and Edith Cowan University in Perth, Australia. The qualitative component of the study involved semi-structured interviews with 42 randomly-selected participants from the above universities. Factor analysis supported a six-factor structure (Student Cohesiveness, Teacher Support, Involvement, Task Orientation, Cooperation and Equity) with scale alpha reliabilities ranging from 0.78 to 0.90 for the actual form and from 0.80 to 0.92 for the preferred form using the individual as unit of analysis. Students’ attitudes were found to be positively associated with classroom learning environment.Also differences were found between students’ perceptions of the actual and preferred classroom environment, and between male and female students’ perceptions of the actual and preferred classroom environment. Findings suggested that students preferred a more positive and favourable classroom learning environment than they perceived as being actually present.
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Wademan, Mark R. "Utilizing development research to guide People Capability Maturity Model adoption considerations." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Clarke, Davina Margaret. "Practising, developing, and researching : a study of professional development through action learning." Thesis, University of Salford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272963.
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