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McCulloch, Myra. "Higher education : organizational structures and cultures : responding to change." Thesis, University of Bristol, 1995. http://hdl.handle.net/1983/ddf439b3-5183-487e-8eba-5fdeb34035e3.
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Van, der Westhuizen André Jeánne. "South African higher education institutions as learning organisations : a leadership process model." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53059.
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Thesis (PhD)--Stellenbosch University, 2002.ENGLISH ABSTRACT:Reform is one of the most controversial elements in higher education and has therefore attracted much attention from within the academic community and from outside. The present higher education scene is characterised by demands for transformation and change, not only in South Africa but in Africa and the developed countries as well. The pressures and demands for change come from outside the field of higher education as well as from within. Some countries have been involved in the process of change and transformation for a period of over thirty years, while others have just embarked on the route or still have to start the change process. The post-apartheid era has marked an era of profound change for South African higher education institutions with concomitant legislation to ensure the change process. If effective and successful transformation of higher education institutions and systems can take place in South Africa with new models of transformation and the effective integration of cultures and openness to change at all institutional levels, these models could be instructive not only to Africa but also to the rest of the world and to academic life universally. However, the demands for change worldwide indicates not only towards new legislation but also towards flexible approaches and new forms of institutional structures and leadership to accommodate the significant, rapid and fundamental changes taking place in higher education and the realisation that institutions of the future will be different from those of the past and the present. In this study the influence of organisational models are used to establish a conceptual framework towards the development of learning organisations. The study reflects on how these new types of organisations will influence higher education institutions as organisations. It also considers what will be expected of higher education institutions to become learning organisations. Learning organisations have special qualities and higher education institutions or teaching institutions do not automatically qualify as learning organisations. The promise of the new millennium provides the higher educationcommunity with the opportunity to take stock of their position and to find out if they possess the necessary skills and have the enabling structures to accommodate a new world. Becoming a learning organisation involves more than a paradigm shift for higher education institutions. It requires a revolution, a quantum leap towards individual recognition and growth, leadership development and empowerment and institutional learning. The Academic 'Process Leadership' Super structure provides the space, structure and process for higher education organisations to re-organise and re-create itself to fit the demands of a new world. An analysis of leadership, leadership development and institutional change in higher education institutions brought to the fore that these institutions have not been effective in providing programmes that develop leaders because they simply do not know what is necessary for effective leadership development. Institutions do not have an in-depth understanding of leadership and they have not enculturated leadership development as a core aspect and activity in higher education institutions. There is grave concern regarding the development of 'soft' people skills. The qualitative research investigation into the process of change towards learning organisations in higher education institutions indicate that there are profound problems in the areas of leadership, leadership development, people management and satisfaction, knowledge management and learning dynamics. These areas form the core aspects within the new structures, that of learning organisations. The insights gained from the process analysis of five higher education institutions indicate that the implementation of the academic leadership model as described in the study will provide individual leaders with the necessary leadership skills to fulfill their roles in the recreated empowered institutions. This process of leadership development, as indicated in the study, could enable institutions to become learning organisations.
AFRIKAANSE OPSOMMING:Die huidige konteks van hoer onderwys dui daarop dat verandering een van die belangrikste, maar ook mees kontroversiele aspekte aangaande die studieveld is. Die hoeronderwysomgewing asook hoeronderwysinstellings verkeer onder geweldige druk van beide binne en buite die akademiese gemeenskap om te verander. 'n Analise van die huidige stand van sake en konteks van hoeronderwysinstellings dui daarop dat verandering nie net in Suid-Afrika 'n faktor is en baie aandag geniet nie, maar dat Afrika sowel as die ontwikkelde lande ook onder geweldige druk verkeer om te transformeer. Sommige lande is al vir meer as dertig jaar betrokke by die proses van verandering. Dit wil egter voorkom dat sommige van die ander lande Of nog glad nie begin het nie 6f pas begin het met die proses van verandering en transformasie. Die tydperk na 1994 en die oorgang na 'n nuwe demokratiese regenng m Suid- Afrika was ook die begin van dramatiese verandering in die Suid-Afrikaanse hoeronderwysomgewing. Die kwessie van verandering is nie net in sekere nasionale beleidsdokumente aangespreek nie, maar ook in meegaande wetgewing. Indien Suid-Afrikaanse hoeronderwysinstellings in staat sou wees om nuwe modelle te kan akkommodeer en te kan verwesenlik terwyl hulle besig is met die transformasieen veranderingsproses, kan hierdie modelle van nut en van waarde wees, nie net vir Afrika nie, maar ook vir die ontwikkelde wereld en die internasionale hoeronderwysgemeenskap. Nuwe strukture en modelle kan ongelukkig nie net deur wetgewing daargestel word nie. Instellings sal toeganklik moet wees vir moontlike nuwe vorms van leierskap, leierskapsontwikkeling en die konsep van veranderde strukture om sodoende te kan aanpas by die eise van 'n voortdurend veranderende wereld en die geweldige impak wat verandering op hoeronderwysinstellings het. Hoeronderwysinstellings sal moet besef dat instansies wat op die toekoms gerig word nie kan vashou aan ou uitgediendemodelle nie. Toekomsgerigte modelle verskil van die huidige vorms, sowel as die van die verlede. Die invloed van organisasiemodelle op hoeronderwysinstellings verskaf konseptuele verwysingsraamwerke vir die ontwikkeling van nuwe begrippe en konsepte. Die konsepte help om rigting aan te dui en te bepaal wat van instansies verwag word om sodoende te kan verander na lerende organisasies. Dit is belangrik om kennis te neem dat lerende organisasies spesifieke eienskappe het en dat hoeronderwysinstellings nie sonder meer gereken en geklassifiseer kan word as lerende organisasies nie. Hierdie nuwe vorm van organisasiestruktuur sal 'n fundamentele invloed he op institusionele prosesse asook op die manier waarop instellings in die toekoms bedryf sal word. In die nuwe millennium sal hierdie paradigmaskuif die geleentheid aan hoeronderwysinstellings voorsien om nie net revolusioner te verander nie maar ook om 'n kwantumsprong te maak na die belangrike mens- en leervaardighede. Hierdie vaardighede is nie net noodsaaklik vir die ontwikkeling om 'n lerende organisasie te word nie, dit maak ook die kern uit van hierdie nuwe organlsaSles. Die proses van akademiese leierskap en leierskapsontwikkeling, soos wat voorgestel word in die model van die Akademiese Leierskapsproses Superstruktuur sal aan instellings die geleentheid bied om die noodsaaklike leierskapsvaardighede te ontwikkel. Dit sal ook die kreatiewe en innoverende omgewing skep wat dit vir hierdie soort organisasie strukture moontlik sal maak om nuut te kan ontwikkel en sodoende in staat sal stel om te kan herorganiseer binne 'n konteks van groter aanpasbaarheid. Hierdie kwalitatiewe studie en navorsingsanalise ten opsigte van leierskap, leierskapsontwikkeling en die proses van verandering en transformasie het aangedui dat hoeronderwysinstellings in Suid-Afrika nie effektief ontwikkel ten einde lerende organisasies te word nie. Die ondersoek dui daarop dat instellings nie die onderliggende elemente van die begrip "leierskap" verstaan nie. Leierskap en leierskapsontwikkeling maak tans nie deel uit van die huidige institusionele kultuur nie.
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Wilson, Susan L. "Empowerment in organisations: A qualitative study of managers' perceptions within an institution of higher education." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36607/1/36607_Digitsed%20Thesis.pdf.
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This thesis is a qualitative study that looks at non-academic managers' perceptions and experiences of empowerment for staff within a service division of higher education. The primary aim of the study is illuminative understanding of these perceptions and experiences in times of changing concepts of leadership and management in educational contexts, within a global environment of rapid organisational change and discontinuity. The research seeks subjective understandings through a process of interpretive hermeneutic inquiry, using a case study approach involving a semistructured questionnaire, interview and observation techniques and a reflective journal. The interpretive methodology used in the research outlines a process of inquiry that situates the researcher as a knowledgeable observer in a relationship of inter-relatedness with the research participants. The theoretical framework for the study evolves primarily from interpretive hermeneutics and phenomenology, the philosophical traditions which give direction and focus to meaning, understanding and interpretation, and how these are constructed and negotiated in terms of personal development and professional development for staff. This process incorporates a philosophy of 'research with' rather than 'research on' thus suggesting a research process that explores social relations in their everyday context.
The data for the inquiry were gathered over a contained period of six months, occasioned by time-line requirements within the Doctor of Education program at the Queensland University of Technology (QUT). The twelve participants in the study were drawn from a population of twenty eight non-academic managers, employed in a full-time capacity from the Kelvin Grove and Gardens Point Campuses within the Division of Information and Academic Services at QUT. The sample of people drawn for the study represent factors of acceptance to participate, availability and gender balance. To receive approval from the University Research Ethics Committee at QUT to conduct this research, and to encourage managers within my Division to participate, a strict protocol was required and followed to ensure anonymity and confidentiality for the participants at all stages of the inquiry.
The concept of empowerment was examined as an organisational strategy conceptualised within a sphere of self growth which focuses on the selfperceptions and subjective feelings of worth of individuals.
The outcomes from the case study indicate that the participants see the concept of empowerment as a positive organisational strategy, which enables staff to give good service to clients, to be more productive and responsive to change, and to enhance the personal growth of all staff.
The study found, however, that although most participants used some empowering strategies with their staff there were real constraints and limits placed upon them that frustrated these efforts. For example, there was a belief amongst all participants that they work in a bureaucracy, governed by rules that follow inflexible hierarchical lines of management, and that they are accountable for their area of operation without always having the right to use their preferred management style. These bureaucratic constraints and limitations were seen as a negative influence to individual empowerment and incompatible with the concept of empowerment. Nevertheless, a small number of participants testified that within the University there were spaces, albeit in small areas of work, that permitted individual empowerment which reflected the perception that it is the way you go about doing things where you have the most freedom.
Some implications for personal and professional practice are discussed and the limitations of the study are outlined. Finally, the potential of the case study to generate social possibilities of 'what is' and 'what can be' is considered.
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Wessels, Marius Lourens. "Guidelines for the implementation of cooperative education in South African teaching and learning organisations in higher education / Marius Lourens Wessels." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1588.
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Peeke, Graham. "Mission, education and change : the concept of institutional mission and its application to the management of further and higher educational organisations." Thesis, Cranfield University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332920.
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Diedericks, Rita. "Students' perceptions of service quality at two South African higher education institutions / Rita Diedericks." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10280.
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South African higher education institutions are facing increasing competition from both local and global competitors. This increasing competitive pressure has forced them to become aware of the importance of building and sustaining a suitable competitive advantage. Adding to this, South Africa’s economy, together with the world economies, has witnessed changing circumstances in relation to consumers’ needs, tastes and preferences. In this light, service quality has been recognised as a means to meet these challenges. As service industries play an important role in many economies around the world, the significance of providing an adequate level of service quality has emerged. Higher education institutions too are now being called upon to account for the quality of the services they provide. As service quality is a key strategic issue and a pervasive strategic force, the methods deployed in measuring service quality is of concern. Traditionally, higher education institutions used measures to account for the academic standards they provide, together with accreditation and performance indicators of teaching and research. However, from the viewpoint of their primary consumers, higher education institutions need to put measures in place to account for their students’ perceptions of service quality as well. Higher education institutions need to concentrate their attention on what the students feel is important in delivering the service. In measuring service quality from the perspective of the students, higher education institutions will be able to improve their service delivery processes, which will help to create consumer loyalty and, in the long-term, build a competitive advantage. The primary objective of this study was to provide a comparative view on the undergraduate students’ perceptions of the service quality delivered by two South African higher education institutions. The study comprised a literature review and an empirical study, and a descriptive research design was employed. The literature review focused on service quality. The literature review did not focus specifically on examining service quality from higher education institutions perspective but rather looked at service quality from the perspective of general service industries. In addition, in order to shape the literature on service quality, an introduction to services and services marketing was provided. Within the empirical portion of this study, quantitative research was applied using the survey method. Two South African higher education institutions formed the two sample groups in this study. A self-administered questionnaire was administered on the relevant first-, second- and third- year business and marketing management students of each sample’s respective faculties.
The findings obtained from the main survey questionnaire are discussed in order to provide insights as to how students’ evaluate the service delivery of higher education institutions. Given the limitations and scope of the study, a balanced view of the two sample groups is provided in that the sample groups were split representatively. The recommendations provided in this study provide guidelines regarding the possible ways in which higher education institutions can market themselves in order to build a sustainable competitive advantage.MCom, North-West University, Vaal Triangle Campus, 2012
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Lange, Joshua. "Exploring value through international work placements in social entrepreneurial organisations : a multiple case longitudinal study." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/22106.
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Universities and their partner organisations are promising that short-term work placements in social entrepreneurial organisations will increase student employability, leadership skills, and knowledge of socially innovative practice, while providing students meaningful opportunities to ‘change the world;’ yet theory and empirical studies are lacking that show what is beneficial and important to students, how students develop, and what influences their development through these cross-cultural and interdisciplinary experiential learning programs. This is the first study to explore the value of UK and US students participating in international internships and fellowships related to social entrepreneurship from a socioeconomic perspective. For this study, a value heuristic was developed from organisational models in the social entrepreneurship and educational philosophy literature followed by a qualitative longitudinal multiple case study. Fifteen individual student cases were chosen from two programmes involving two UK and three US universities, taking place in eleven host countries over five distinct data collection intervals. Findings across cases show a broad range of perceived value to students: from research skills and cross-cultural understanding, to critical thinking and self-confidence. Findings also show how student perspectives changed as a result of the placement experience and what ‘internal’ and ‘context-embedded’ features of the placements influenced students’ personal and professional lives. However, the ambiguity of social impact measures raises ethical questions about engaging students with limited knowledge, skills, and preparation on projects where they are unprepared to create long-term value for beneficiaries. This study contributes to the literature on higher education and international non-profit and business education by: providing an expansive matrix of value to students engaging in international placements; initiating a ‘hybridisation’ theory of personal value; creating a rigorous methodology transferable to similar programmes; outlining embedded features that programme developers can integrate in order to improve their own social and educational impact; raising ethical questions related to theory and practice; and including the researcher’s own multi-continent journey into the substance of the work.
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Ramrattan, Mark. "Developing web-based information systems for emergent organisations through the theory of deferred action : insights from higher education action research." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/5187.
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This investigation follows a philosophically interpretive approach on how the web developer developed Web-based Information Systems (WBIS) in a continuously changing higher education organisation. The investigation focused on emergence within the organisation and the resultant problems this gives the web developer in developing WBIS. The web developer used an action research methodology to investigate the emergent higher education organisation and its need for web-based aesthetics & internet speed. This approach was designed by the action researcher to assist both the web developer and manager in developing WBIS within emergent organisations. It is also designed to address a number of major constraining factors placed on the web developer. These included: time constraint, web-based aesthetics, internet speed, emergent aspects, methodology issues and accommodating planned organisational change. The interpretation of these constraining factors gained through the theory of deferred action enabled the action researcher to understand, interpret and create associations to explain the WBIS development process. The web developer had to defer the design process at several points because of unexpected events occurring in the organisation and take deferred action. As a result the Kadar Matrix was created and used by the web developer to manage the constraining factors. The Kadar Matrix has extended the theory of deferred action (ToDA) by implementing its constructs in the analytical tool, Kadar Matrix, for WBIS development. This is a modification of theory for practice. The research further identified that deferred action is necessary for the web developer in emergent organisations.
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Arthur, Len. "The impact of the 1988 Education Reform Act on collective bargaining in the PCFC sector of higher education : an analysis of control and resistance in organisations." Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344023.
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Leslie, Mike (M C. ). "Exploring the developmental outcomes of service-learning in Higher Education for partner organisations : an exploratory study of two modules at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4242.
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Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Amidst debates over the transformation of South African (SA) Higher Education (HE), the core institutional function of community engagement is a possible means of bolstering the developmental role of HE in relation to community needs. The potential for community engagement, and more specifically service-learning, to contribute to community development is yet to be fully explored in the SA context. Broad policy mandates such as the Reconstruction and Development Programme (GNU, 1994) and the White Paper on Transformation of Higher Education (DoE, 1997) have created a policy environment supportive of community engagement as an institutional function of HE advancing the state’s developmental agenda. In the course of the national reorganization of the HE system, the Joint Education Trust (JET) / Community-Higher Education- Service Partnerships (CHESP) initiative undertook feasibility studies of community engagement in SA HE and consulted widely around community engagement. The main outcome has been service-learning’s promotion as an endorsed means of knowledge-based community engagement. Concerted efforts to build the institutional capacities for service-learning nationwide have since been conducted and service-learning is now an increasingly prominent means of community engagement in HE. The conceptual origins of service-learning suggest that mutual student and community benefits are achieved in the course of service-learning programmes, with significant research substantiating student learning outcomes. However, there is limited research available on community outcomes and a lack of empirical evidence on how the community is engaged in service-learning. Conceptualizations of service-learning partnerships in SA yield the introduction of a third party, the partner organization as the host of the service-learning modules in addition to the university and the community. The Triad Partnership Model applied at Stellenbosch University (SU) provides an opportunity to explore the experience of the third party, the partner organization, in what is conceptualized as a dyadic relationship between student and community. As a former student, representative of a partner organization and co-facilitator in a servicelearning module, the author explores the experiences of representatives of partner organizations of service-learning in HE. This dissertation presents the experiences of ten site-supervisors from nine partnering organizations of Stellenbosch University as evidence of some of the developmental outcomes of two service-learning modules. The study discusses the various stages in the process of partnership as it pertains to outcomes experienced by the sitesupervisors of the partner organizations. These experiences help clarify the developmental implications of the Triad Partnership Model for the partner organizations of the two service-learning modules studied. The dissertation concludes by making recommendations for future areas of study and makes some considerations for prospective service-learning modules at SU.
AFRIKAANSE OPSOMMING: Die kern institusionele funksie van gemeenskapsbetrokkenheid is te midde van die debate oor die transformasie van Suid-Afrikaanse (SA) Hoër Onderwys (HO), ‘n moontlike wyse om die ontwikkelingsrol van HO in verhouding tot gemeenskapsbehoeftes te bevorder. Die potensiaal van gemeenskapsontwikkeling, en meer spesifiek diensleer se bydrae tot gemeenskaps-ontwikkeling, is nog nie voldoende in die SA konteks ondersoek nie. As breë beleidsmandate het die Heropbou en Ontwikkelingsprogram (GNU, 1994) en die Witskrif oor die Transformasie van Hoër Onderwys (DoE, 1997) ‘n beleidsomgewing geskep wat ondersteunend is vir gemeenskapsinteraksie as ‘n institusionele dryfkrag van HO om die Staat se ontwikkelingsagenda te bevorder. Ten tye van die nasionale herorganisering van die HO stelsel het die Joint Education Trust (JET) / Community-Higher Education- Service Partnerships (CHESP) inisiatief volhoubaarheidstudies van gemeenskapsbetrokkenheid in SA HO gedoen en ook gekonsulteer oor verskeie aspekte rondom gemeenskapsbetrokkenheid in die breë. Die belangrikste uitkoms hiervan was die bevordering van diensleer as ‘n legitieme wyse van kennisgebaseerde gemeenskapsbetrokkenheid. Doelbewuse pogings is onderneem om die institusionele kapasiteit vir diensleer op nasionale vlak uit te bou, wat vandag ‘n toenemende prominente wyse van gemeenskapsbetrokkenheid in HO is. Die konsepsuele oorsprong van diensleer veronderstel dat gemeenskaplike student- en gemeenskapsvoordele deur die verloop van diensleermodules bereik word. Alhoewel daar heelwat navorsing gedoen is wat fokus op leeruitkomste vir studente, is daar weining navorsing beskikbaar oor gemeenskapsuitkomste, sowel as ‘n tekort aan empiriese bewyse van hoe die gemeenskap betrokke is by diensleer. Konsepsualisering van diensleer vennootskappe in SA sluit ‘n derde party in, die vennootskap-organisasie waar die diensleermodule gehuisves word, bykomend dus tot die universiteit en gemeenskap. Die Triad Vennootskap Model wat by die Universiteit van Stellenbosch (US) toegepas word, bied die geleentheid om ondersoek in te stel na die ervaring van ‘n derde party, die vennootskap-organisasie, oor wat gekonseptualiseer word as ‘n diadiese verhouding tussen student en gemeenskap. As ‘n vorige student, verteenwoordiger van ‘n vennootskap-organisasie en mede-fasiliteerder in ‘n diensleermodule, stel die outeur ondersoek in na die ervarings van verteenwoordigers van vennootskaporganisasies van diensleer in HO. Hierdie verhandeling stel die ervarings van tien supervisors van nege vennootskaporganisasies van die Universiteit van Stellenbosch voor, as bewys van sommige van die potensiële uitkomste van twee diensleer modules. Die ondersoeker bespreek die fases van die proses van vennootskap-vorming soos wat dit verband hou met uitkomste wat supervisors ervaar het. Hierdie ervarings help om die ontwikkeling implikasies van die Triad Vennootskap Model vir die deelnemer-organisasies van die twee diensleermodules wat bestudeer is, te verhelder. Die verhandeling word afgesluit deur aanbevelings te maak vir toekomstige studie-areas en oorweging te skenk vir toekomstige diensleermodules by die US.
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Pinatel, Thibault. "Les organisations étudiantes à vocation représentative : un modèle de représentation atypique sous influence du droit social." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM1094.
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L'augmentation croissante du nombre d'étudiants en France initiée au cours de la seconde moitié du XXème siècle a progressivement projeté les thématiques relatives à leur situation sociale et à l'enseignement supérieur au centre du débat politique. Afin de défendre les intérêts matériels et moraux de cette catégorie de la population, plusieurs organisations ont émergé. Longtemps cantonné à l'UNEF, le paysage de la représentation étudiante est dorénavant pluriel et divisé. Ces organisations étudiantes à vocation représentative, plus connues sous l'appellation de « syndicats étudiants », constituent un modèle atypique de représentation locale et nationale. Bien que structurées en tant qu'associations relevant de la loi de 1901, elles subissent l'influence indéniable du droit social. Cette influence se matérialise notamment par l'émergence d'un modèle associatif ambigu, oscillant volontiers entre syndicalisme et associationnisme, et par une dimension concurrentielle prégnante, articulée autour d'un système électoral visant à déterminer la représentativité de chaque organisation. L'attraction opérée par le droit social est également perceptible en ce que le droit positif reconnaît aux étudiants un droit d'action collectif permettant aux organisations de déployer une action militante et revendicative comparable à celle des syndicats professionnels. La présence étude a donc pour objet de proposer une analyse juridique globale des organisations étudiantes à vocation représentative et des normes qui leur sont applicables tout en s'appuyant sur l'attraction que constitue le droit socialThe increasing number of students in France initiated during the second half of the twentieth century has gradually projected themes related to social status and higher education at the center of political debate. To defend the moral and material interests of this population group, several organizations have emerged. Long confined to the UNEF, the landscape of student representation is now plural and divided. These student organizations with representative vocation, better known under the name of "student unions" are a unique local and national representation model. Although structured as associations of 1901 law, they face the undeniable influence of social law. This influence is notably the emergence of an ambiguous association model, oscillating between unionism and associationism, and a pregnant competitive dimension, articulated around a voting system to determine the representativeness of each organization. The attraction operated by the labor law is also evident in that the positive law gives students a collective right of action that allows organizations to deploy a militant action comparable to that of trade unions. Present study was therefore designed to provide a comprehensive legal analysis of the students in vocation representative organizations and standards that apply to them while relying on the attraction is the social right
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Rieser, Dan Anselm. "Efficiency analysis in non-profit organisations : empirical evidence from institutions in higher education in the UK with implications for economic modelling and policy design." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/26882.
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The purpose of research carried out in this thesis is to make a contribution to knowledge by empirically examining the applicability of standard efficiency analysis to the case of non-profit organisations. The particular research objects are institutions in higher education in the UK at their institutional level. Research questions addressed in this context are how the characteristics of institutions in higher education (such as their multiple input, multiple output production process, their nonmarket environment, and the inapplicability of duality theory) need to be taken into account when standard efficiency analysis procedures are applied. In terms of the methodological approach chosen, a formal representation of the higher education production process has been sought. Different aspects of this production process have been considered, such as (i) the input perspective (functional link of input to output), (ii) the output perspective (functional link of output to cost), and (iii) an intertemporal perspective (consideration of two time periods). Empirical analysis has been carried out for the academic years 1994/1995 and 1999/2000 for a total number of 138 institutions in higher education in the UK (82 for the intertemporal case). Both Stochastic Frontier Analysis (SFA - a parametric efficiency analysis technique) and Data Envelopment Analysis (DEA - a non-parametric technique) have been used in a complementary way when efficiency coefficients were derived. Results were presented by means of league tables. Core findings from the empirical analysis are that results from SFA and DEA are correlated very low when the output perspective is considered. Results are highly correlated when the input perspective is adopted, however. Furthermore, despite their different methodological assumptions, results from the input perspective are highly correlated with the ones from the output perspective. It is therefore concluded that those institutions are highly cost efficient that are also highly efficient in terms of production. As far as the intertemporal context of higher education is concerned, there is strong empirical evidence in the data that there are both institution specific and time related (i.e. fixed) effects in UK institutions in higher education. Research carried out in this thesis has led to a number of contributions, namely (i) a critical assessment of the applicability of efficiency analysis to institutions in higher education, (ii) an in depth examination of the higher education production process, (iii) a derivation of current efficiency coefficients for UK institutions in higher education, (iv) a validation of results via a methodological cross-check (when SFA and DEA were used in a complementary way) and (v) the critical evaluation of controversial issues related to efficiency analysis in the context of higher education. The contribution made in this thesis therefore consists of two components, namely a theoretical contribution based on the theoretical advances made when the higher education production process was examined and an applied contribution based on the research findings as such. Results derived in this thesis therefore provide a valuable basis for further research in this area both at a theoretical and an applied level. The contribution made in this thesis is therefore of particular interest both for academics and practitioners.
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Harinen, Henna. "”Enbart några meter från personer med djupa kunskaper” : En studie av makt, kön och status inom universitets kärn- och stödorganisation." Thesis, Umeå universitet, Umeå centrum för genusstudier (UCGS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173006.
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Surprisingly few studies have been performed regarding gender and general staff in higher education, a workforce that in Sweden is called stödpersonal, meaning supportive staff (my translation). Academic staff is called kärnpersonal, meaning core staff (my translation). The academy is a hierarchical organisation where core staff holds the decisive power of the means and the goals of the organisation. These terms can be seen as symbols for gendering processes, constructed by what Acker (1990) calls a gendered organisation. There is a gender imbalance between the categories, for example at Umeå University, 77 percent of those who work with administrative tasks are women (i.e. supportive staff), and 68 percent of the professors are men (i.e. core staff). In order to study the experiences of the supportive staff, qualitative interviews were made with members of the supportive staff at Umeå University. The study shows that supportive staff experiences a lack of participation in meetings and working teams, and it also experiences that the core staff doesn’t recognise its competence. The supportive staff also sees that there are few possibilities to career development. Supportive staff in this study might not know how to improve its situation, but it knows that in order to reach respectability and valuation (Skeggs, 1997, 2014) it should create a distance to an image of a secretary, a subject position that is created for the supportive staff by the university. A secretary represents a woman without a decisive power of her own; she is also a generalist, which is not meritorious in an organisation where the highest power is held by people with high level of specialist knowledge.
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Ali, Amjad. "Higher education in asian countries and the role of international organizations in its development : a comparative study." Phd thesis, Université de Bourgogne, 2011. http://tel.archives-ouvertes.fr/tel-00665905.
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Dahan, Aubépine. "Mettre en œuvre le changement dans une organisation professionnelle publique? : Pratiques et identité professionnelles face aux réformes." Thesis, Paris Est, 2011. http://www.theses.fr/2011PEST0050.
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A partir d'une étude empirique sur la manière dont les universitaires ont adopté ou non de nouvelles pratiques après la réforme des écoles doctorales en France, ma thèse étudie comment une réforme organisationnelle par le haut peut changer les pratiques de professionnels autonomes. Les pratiques nouvelles ne sont effectivement adoptées que lorsqu'elles font sens par rapport à l'identité professionnelle. Or,celle-ci n'évolue pas en réponse à un pilotage précis des réformateurs,mais à la définition, par les professionnels, de problèmes nouveaux justifiant une modification des manières de faire. Par conséquent, un changement radical (impliquant une évolution de l'identité) ne peut être piloté par le haut, mais seulement favorisé à travers la structure de l'organisation : des interactions régulières entre groupes professionnels,et avec les autres parties prenantes de l'organisation (usagers, citoyens,financeurs) créent un terrain favorable à ce changement. Cette thèse discute la marge de manœuvre des réformateurs dans le contexte des organisations professionnelles publiques, ainsi que les leviers de changement à leur dispositionBased on an empirical study of how academics did or did not adopt new practices after the reform of doctoral school in France, my PhD thesis studies how a top-down organizational reform can change practices among autonomous professionals. New practices are effectively adopted only when they make sense relatively to extant professional identities. The latter do not evolve in response to a precise steering by the reformers, but to new problems definition by the professionals, leading to new ways of doing. Consequently, a radical change of practice implying an evolution of identity cannot be steered from top-down, but only supported by the organizational structure. Regular contacts between professional groups and with other stakeholders (users, citizens, funders) create a favorable context for such a change. My thesis discusses the possible scope of action for reformers in professional public organizations and the levers of change they might rely on
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Klug, Heide. "Hochschulreformen und Informationssysteme : Organisation - Personen - Technik /." Baden-Baden : Nomos, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016434351&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Couston-Gautier, Alexandra. "La coopétition public-privé comme déterminant de la performance : le cas des organisations universitaires et des écoles supérieures de commerce et de gestion." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM1078.
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Le premier objectif de cette thèse est d’apporter un éclairage sur des performances observées de l’enseignement supérieur français dans un contexte international. Et plus précisément dans le champ des sciences de gestion. Nous contextualisons notre recherche à partir d’une analyse de la littérature sur la mondialisation de l’économie de la connaissance, et sur l’évolution des politiques publiques et managériales des organisations académiques, expliquée par l’approche néo-institutionnelle. L’existence des grandes écoles et des universités révèle un contexte spécifique de concurrence et de dispersion des atouts. L’objectif principal est d’ouvrir une réflexion sur des voies de collaborations entre ces organisations en mobilisant la littérature sur le concept de coopétition et en mettant en évidence les liens avec la théorie néo-institutionnelle. La singularité de notre recherche est d’étendre ce concept aux acteurs publics et privés, de contribuer à sa construction, de démontrer sa capacité à améliorer autant la performance que la légitimité des organisations, et d’apporter aux décideurs des outils managériaux adaptésThis dissertation sheds light on the performance of the French higher education system in an International context, with a focus on graduate programs in management sciences. Our analysis is carried out in the context of globalized knowledge as well as evolving public and management policies of higher educational organizations, as prescribed by the neo institutional approach. The existence of grandes écoles, often considered elite schools, as alternatives to universities in France results in increased competition and dispersal of assets. Here we discuss how the concepts of coopetition and relational strategy can be applied to the French higher education system, as well as how they are related to the neo institutional theory. We show that coopetition strategies between public and private stakeholders can lead to improved performance and legitimacy of organizations, as well as provide policymakers with appropriate and efficient managerial tools
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Nicolle, François. "Les stratégies politiques des méta-organisations et de leurs membres à l’ère des réseaux socio-numériques : étude du secteur de l’enseignement supérieur privé français." Thesis, Paris, HESAM, 2020. http://www.theses.fr/2020HESAC036.
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Cette recherche s’intéresse aux évolutions des stratégies politiques des organisations dans un contexte de changements. Cette thèse s’intéresse particulièrement au rôle central joué par les méta-organisations dans la conduite de l’action collective, au rôle politique des réseaux socio-numériques ainsi qu’au nouveau cadre juridique du lobbying en France avec la loi dite Sapin II. Les stratégies politiques correspondent aux actions protéiformes déployées par les organisations pour influencer la décision publique. La thèse se concentre sur un secteur régulé par l’Etat, l’enseignement supérieur privé français. L’étude empirique est conçue en deux temps : une série de 18 entretiens semi-directifs avec des dirigeants d’établissements, de méta-organisations et des experts en stratégies politiques puis une ethnographie numérique de la communication des acteurs de l’enseignement supérieur français sur Twitter en 2018.La thèse met en évidence la prééminence des méta-organisations dans les actions politiques du secteur de l’enseignement supérieur privé français, et les modalités de l’articulation des actions politiques entre les méta-organisations et leurs membres. La thèse souligne le recours limité aux réseaux socio-numériques dans les stratégies politiques des acteurs étudiés. Cette thèse complète l’arbre de décision des stratégies politiques notamment par l’utilisation des réseaux socio-numériques et le recours aux organisations collectives de défense des intérêtsThis research focuses on the evolution of corporate political activities in a context of change. This thesis is particularly focused on the central role played by meta-organizations in the conduct of collective action, the political role of socio-digital networks and the influence of the new legal framework for lobbying in France. Political activities correspond to the protean actions deployed by organizations to influence public decision. The thesis focuses on a regulated sector, French private higher education. The empirical study is designed in two stages: a series of 18 semi-structured interviews with managers of establishments, meta-organizations and experts in political strategies, then a digital ethnography of the communication of actors in French higher education on Twitter in 2018.The thesis highlights the pre-eminence of meta-organizations in the political actions of the French private higher education sector, and the modalities of the articulation of political actions between meta-organizations and their members. The thesis highlights the limited use of digital social-networks in the political strategies of the organizations studied. This thesis completes the decision tree of political strategies, notably through the use of socio-digital networks and the use of collective advocacy organizations
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Persson, Anton. "Strategic Management of Higher Education Enterprises." Thesis, Linköping University, Department of Management and Engineering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9905.
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Educational institutions are becoming increasingly important for regional and national economies. Recent developments in Europe have drawn attention to the need for elite institutions. After a long domestic debate, Germany appointed three of its universities to Eliteunis in the fall of 2006. Similar discussions and initiatives have taken place in Finland and Denmark. In 2007, the Swedish university chancellor, Anders Flodström, initiated a public debate about improving the Swedish system of higher education by concentrating it to fewer institutions of higher quality. As a contribution to these discussions, it is of general interest to understand why and how educational institutions become successful. The purpose of this study is therefore to investigate what strategy and external factors that has made one particular institution – Massachusetts Institute of Technology – successful. The findings of the study show that MIT’s success depends on the possession of several important strategic resources: faculty and student quality, endowment, reputation and campus location. Thanks to these resources, in combination with some external factors, primarily the influx of large amounts of federal research funding and the (entrepreneurial) success of MIT alumni, the Institute has been able to attract: federal and private research funding, donations and more high quality faculty and students. Faculty are motivated to excel through a well-devised promotion and incentive system. There is a strong virtuous cycle dynamic between the resources. For example, an institution with strong reputation will attract good students and faculty. This will lead to increasing faculty and student quality which will improve the reputation further. To enter the virtuous cycle, significant financial resources are required. MIT, received much of these resources through the immense research efforts that were funded by the U.S. government during World War II, the Space Race and the Cold War. This enabled MIT to attract excellent faculty and build its reputation.
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White, Susan A. "Higher education and learning technologies : an organisational perspective." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/265825/.
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The uptake and diffusion of the use of learning technologies in UK Higher Education is an instance of the adoption of change. There has been considerable research into the ways in which the uptake and diffusion of innovation can bring about change processes. This work has identified the importance of barriers and drivers to change as a part of the process. Areas of study have included general instances, those specific to technology and those relevant to the use of learning technology in higher education. It has also been shown that a Higher Education institution’s organisational structure may itself inhibit or constrain the way in which the institution can respond to external changes and adopt new practices. This study reviews the development and growth in the use of learning technologies. It sets these activities in the context of changes in computing in education and psychology from a UK and a US perspective. The study analyses an extensive survey of the use of learning technology at the University of Southampton, suggesting that institutional approaches are associated with organisational models and may amplify or dampen the known barriers and drivers for change. A study of experiences across a range of UK Higher Education Institutions provides further evidence for this argument.
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October, Heidi. "Interaksie binne ‘n heteroseksuele studentegemeenskap : ervarings en persepsies van ‘n geselekteerde groep homo- en biseksuele studente." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2237.
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Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2006.Worldwide various studies have been undertaken to investigate the influence of discrimination due to sexual preference and the impact thereof on the homo- and bisexual student during his/her student years. As opposed to this, few studies have been done at tertiary institutions in South Africa. This study investigates homosexuality as a sub culture by illustrating the experiences and perceptions of a selected group of homo- and bisexual students with regards to social interaction within a heterosexual student environment.
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Sidorcenco, Dalia. "La réforme des écoles d'art françaises : une approche théorique à la frontière de la sociologie des organisations et la socio-économie de la culture." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB193.
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En 2011, suite à un mouvement de réformation accélérée menant à l'appropriation par les écoles d'art françaises du dispositif LMD, celles-ci rejoignent l'espace européen de l'enseignement supérieur et quittent le ''régime de singularité'' qui les distinguait du système universitaire. Cette adhésion signe l'aboutissement d'une série de mesures dont l'implémentation visait à agir sur deux dimensions constitutives (différentes mais complémentaires) de la réalité des écoles d'art : la dimension académique, dont la mise aux normes des cursus et la restructuration de l'organisation pédagogique permettaient à ces établissements de délivrer des diplômes reconnus au grade de master ; le volet administratif qui, à travers la transformation des écoles d'art en établissements publics de coopération culturelle (EPCC), amorce un processus d'autonomisation vis-à-vis des structures tutélaires locales. C'est par une double opération d'interrogation des déterminants qui sont au fondement de la ''remise à niveau'' de la condition des écoles d'art, et d'examen des outils de gouvernance rendant effectif le déploiement de l'autonomie décrétée, que cette recherche se propose de saisir les nouveaux enjeux dont les écoles d'art font l'objetIn 2011, following an accelerated reformation movement led by the network of French art schools, they joined the European area of higher education, getting out of the ''regime of singularity '', which distinguished them from the university system. This adherence note the accomplishment of a series of measures, whose implementation was intended to affect two distinct dimensions, constituting the reality of art schools: -the academic dimension, including the ''upgrading'' of curricula and restructuring the pedagogical organization, which allowed to accredit the awarded degree with a recognized diploma; -the administrative dimension, which through the transformation of municipal art schools into Public Cultural Cooperation Establishment (EPCC) aimed to start the empowerment process of local authorities. The aim of this research was to perceive the new issues regarding the art schools, one of them being the factors that stimulated the ''upgrading'' of the art schools condition. The other issue examined the governance tools that made possible and effective the deployment of autonomy decreed
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Morgavi, Anna Claudia. "Student support in higher education : an organisational case study." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434951.
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Aboajela, Samia Mohamed. "The influence of organisational culture on performance measurement systems in Libyan higher education." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/25431/.
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This research attempts to study the influence of organisational culture (OC) on the acceptance, importance and use of performance measurement systems (PMS) in Libyan higher education. To achieve the objectives of this research, a contingency theory is adopted. Organisational culture as a contingent variable was identified from the literature and appropriate statistical tests were undertaken to ascertain its influence. The organisational culture assessment instrument (OCAI) devised by Cameron & Quinn (2011) was chosen to be the conceptual model for determining the organisational culture type of institutions. Using the OCAI, an organisational culture profile could be verified by determining the organisation's dominant culture type characteristics. The Competing Values Framework (CVF) model developed by Cameron & Quinn (2011) was chosen to be a measurement tool for Organisational Culture (OC) to examine aspects of dominant organisational culture types in the Libyan higher education sector. A mixed methods quantitative and qualitative) approach, involving a survey questionnaire and interviews, was adopted. Descriptive statistics, which include frequencies and percentages, were utilized to present the main characteristics of the sample, the profiles of organisations’ cultural types, and the information gained in relation to the acceptance, importance and use of performance measurement systems. The sample of this study consists of three types of Libyan higher education (universities, higher institutions and technical collages). The intended participant lists covered the entire population of all groups in Libyan higher education. The study revealed that the three types of Libyan higher education are not homogeneous. In addition, the study showed that job titles and positions, experience and education levels are among the factors that influence organisational culture and thereby PMS acceptance, importance and use. While Libyan higher education in general, which includes public universities and technical colleges, was dominated by a Hierarchy culture that favours a centralised management style, the private and higher institutions were dominated by a Clan culture which is often found in ‘family-type’ organisations. Hierarchy culture exhibited a significant negative direct relationship with the acceptance and importance of performance measurement systems in Libyan universities. On the other hand, Clan culture exhibited a significant negative direct relationship with the acceptance and use of performance measurement systems in Libyan higher institutions. The contingency theory of performance measurement systems is based on the assumption that there is no universally appropriate use of performance measurement systems that applies equally to all organisations in all circumstances and the findings of this thesis are consistent with this contingency theory assumption. Therefore, organisational culture as a factor of contingency theory has influence on some aspects of performance measurement systems and does not influence others, and this depends on a given organisation’s circumstances.
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Strandli, Portfelt I. "The University; A Learning Organization? : An Illuminative Review Based on System Theory." Doctoral thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-780.
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There are voices in the research field suggesting that universities should become learning organisations in order to be more competitive and efficient. However, the proposal is mainly based on theoretical and normative discussions rather than on empirical research. Therefore, this study has explored and reviewed in what way a university organisation has organised its inner life and illuminate in what way its local organisation matches the characteristics of a constructed theoretical model of a learning organisation. The study has furthermore explored in what way the organisational characteristics interact with one another in order to find out whether they support or hinder organisational learning.
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Wu, Xianfeng. "The design qualities and spatial organisation for higher education informal learning spaces." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52362/.
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The impact of student populations, the technical revolution and social change have influenced innovations of future campus planning. Along with the evolution of pedagogical theory, the impact reflects the spatial configuration of the learning environment and the consequent student experiences therein. More specifically, the higher education informal learning spaces are increasingly being considered as essential to spatial expansion, meant to enrich the student experiences. How to design successful higher education’s informal learning space raises a broad spectrum of perspectives on different realms. This thesis reviews the considerations for designing informal learning spaces from four perspectives: The Architectural Perspective; the Pedagogical Perspective; the Building Management Perspective and the Spatial Configurational Perspective. The literature review reflects a dearth of empirical research on the impact of the design quality of the spatial organisation of the informal learning space on student experiences. Hence, the aim of this study is to critically assess the design quality of the spatial organisation of informal learning spaces that shape higher education students` spatial perceptions and activities within them. The study provides evidence relating to where, when, what, why and how students behave in informal learning spaces, while identifying the impact of student satisfaction with the design quality of the spatial organisation of informal learning spaces, with regard to the frequencies of student activities. It also explores the spatial design strategy for these contexts to better support the development of higher education’s ideal informal learning space. The case study method is employed to achieve the research aim. A mixed methods design, including the questionnaire, observation, interviews and focus groups, has been employed, at the Diamond at the University of Sheffield and the Newton at Nottingham Trent University. These were meant to study student activities, to obtain student preferences toward the design quality of the informal learning spaces, and to discuss the impact of the design quality upon student experiences. Consequently, the proposed framework of evaluating the informal learning spaces, including seven design quality aspects, the Physical Comfort, the Flexibility, the Socialising, the Openness, the Functionality, the Spatial Hierarchy and the Other Support, are discussed from a student perspective to identify and design better strategies for higher education informal learning spaces. The summaries could become a guideline for the architects and campus planners with the aim of creating better higher education informal learning spaces.
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Farndale, Elaine. "The Intra-organisational power of the Personnel Department in Higher Education in the UK." Thesis, Cranfield University, 2004. http://hdl.handle.net/1826/132.
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Personnel departments in general have a poor reputation for power and influence, although little is known empirically about their position in Higher Education institutions (HEI). There are various factors in the HEI context that suggest that the department should be important but not necessarily powerful. Therefore, by applying existing theory (strategic contingencies theory) to examine the determinants of power and the perceived level of power of the department, a more detailed view of the power of the Personnel department in Higher Education (HE) can be observed. The strategic contingencies theory model proves to be a reliable approach to apply in this context, and demonstrates clearly how the Personnel department is consistently rated lower than other administrative departments on the indicator variables.
However, in order to go beyond the static picture of structural power sources sketched from strategic contingencies theory, institutional theory is drawn upon to try to understand how the current situation of low power has arisen. Particular elements of the institutionalised HEI context are explored to discover their effect on both the determinants and levels of power. These elements include the historical status of institutions, eth extent of professionalism in departments, and the sophistication of use of information systems in service delivery; all factors discussed in existing institutional theory arguments.
Based on 144 questionnaire responses from a total of 73 HEIs across the UK, the quantitative analyses show differences in the power of Personnel departments in institutions with different historical characteristics, however professionalism and the use of information systems do not show clear relationships with power. Further qualitative data collection from seventeen interviews with HEI senior managers highlights how professionalism in the HEI context has a much broader definition than professional qualification and identity for the Personnel department. the use of information systems is also shown to be equally primitive across institutions in the current HEI context, preventing an evaluation of sophistication of use from yielding conclusive results.
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Hannon, Michael. "Examining shifts in institutional positioning in the evolving Irish higher education system." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725404.
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The thesis investigates a highly interesting, perennial issue in the contemporary development of higher education in times of massification and public sector reform: forces for organisational homogeneity and differentiation in the field, related shifts in organisational positioning of universities and of restructuration in the field. In particular, the thesis investigates higher education in Ireland between 2011 and 2016 and the impact of a national strategy for higher education launched in 2011. A specific focus of the research is on the intention to introduce a new institutional type, Technological Universities, to the field, and the early effects of this innovation upon organisational isomorphism. The emphasis upon the Institutes of Technology (IoTs) and their response to the reform imparts an element of originality to the thesis, and helps it to become a contribution to knowledge. From an organisational theory perspective, DiMaggio and Powell (1983) define organisational isomorphic change as a process of homogenisation, in which organisations operating within the same environment and under similar conditions, come to resemble one another. The study is informed by international examples of restructuring and institutional positioning. The thesis reviews a considerable amount of literature to discuss recent trends in higher education, and to analyse the literature on organisational isomorphism in general and the related literature on diversity and differentiation in higher education in particular. Further, substantial and creative efforts are made to design the empirical investigation including primary data analyses of interviews, the use of quantitative secondary data, and documentary analyses. This study is expected to be of particular interest to government, policy makers, scholars, and institutional leaders in the higher education area.
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Mansour, Hala Fawzy. "Human resource management reform and organisational effectiveness : perspectives of human resource professionals in UK Higher Education institutions." Thesis, Keele University, 2011. http://eprints.keele.ac.uk/1834/.
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The starting point of this thesis is the idea in the literature that the main objective of NPM is to apply strategic direction to public organizations (Truss, 2006) that could help to achieve economic and cost-cutting objectives (Boyne, ibid.). Achieving these objectives is, in part, based on applying management reform (Hood, 1995) through a focus on performance management, the setting of quality standards, the adoption of a philosophy of enhancing value for money and the replacement of the allegedly traditional bureaucratic structure of management based on satisfying organizational members’ interests and demands a more market- or competition-based set of arrangements. In UK higher education institutions (HEIs), human resource management (HRM) has had a major influence by orchestrating these changes to achieve organizational effectiveness (Brown, 2008). Thus human resource professionals must address these changes when planning and carrying out their roles and programmes. This thesis proposes that there are two models that can be adapted to public sector organizations, such as universities: Stakeholder Satisfaction (SS) model and Instrumental Rationality (IR) model. Stakeholder Satisfaction model is concerned with balancing the demands and interests of different stakeholders and members. It is related to political, social and communicative forms of rationality as a base to achieve Organizational Effectiveness (OC). The HRM role in this model seems to focus on operations and people to satisfying members’ interests (Employee Champion role) and to perform administrative activities (Administrative Expert role). Instrumental Rationality model is seeking to achieve economic goals. The OE perspective under this model is related to technical and economic rationality. HRM within this model is concerned with achieving strategic orientation in an organization (Business Partner role). I argue that applying New Public Management (NPM) may influence public sector organizations to move from the Stakeholder Satisfaction model to the Instrumental Rationality model. Similarly, this might well be accompanied by HRM departments in universities shifting their main focus from the role of ‘Employee Champion’ to that of ‘Business Partner’.
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Baltaru, Roxana Diana. "Organisational expansion in higher education : the growth of universities' administrative staff and its impact on performance." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21435/.
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The current research investigates the professional and administrative expansion taking place in universities over the last twenty years, characterised by the emergence of new roles and functions in areas such as: planning, marketing, student services, student placement, quality control, and external relations. Understanding the forces underlying this change is essential in building a reliable picture of the current state and likely direction of the university as an institution. I engage with the two arguments conceptualizing administrative and professional growth in universities: functionalist (emphasising the role of structural pressures e.g. student numbers) and neo-institutionalist (drawing attention to the cultural forces that shape universities as formal organisations). The first chapter provides a cross-national assessment of the relative significance of functionalist and cultural (neo-institutionalist) explanations in accounting for variation in the levels of administrative and professional staff in 761 universities from 11 European countries. The second chapter provides a national level empirical illustration of how cultural forces such as the diffusion of formal organisation make UK universities’ more prone to expand their professional infrastructure in catering to demographic inclusion. The third chapter extends the national level inquiry with an investigation into whether UK universities’ engagement with professional staff enhances university performance, in line with functionalist expectations. The findings show that the impact of structural needs on the expansion of professional and administrative staff is overestimated, as well as the role that professional staff plays in universities’ performance. The growth in administrative and professional staff is by large a by-product of universities formalising themselves as organisations. In this sense, universities’ engagement with new layers of professional expertise is a purveyor of legitimacy for institutions articulating themselves as highly integrated, strategic, and goal-driven entities.
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McKenzie, Dawn. "Organisational learning in the university : a case study of change in higher education." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8210/.
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Higher education is facing many challenges as universities contend with significant ongoing dynamic change in the external environment. As student expectations and needs evolve, many universities are reviewing the systems they use to support their business processes. This study investigates the process of change using a theoretical framework which combines the related concepts of organisational learning and knowledge management, underpinned by a complexity theory paradigm. Examining the experience of one university over a period of several years, the study identifies the changes which have impacted upon academic advising staff using a case study methodology which has been informed by action research. This methodology employs a mixed methods approach which facilitates a deeper understanding of the source of problems and enables the critique of organisational systems. Using the knowledge management techniques of collaboration, mapping and taxonomies, the study involved processual enquiry and review as new knowledge emerged and was placed within the context of the wider organisation (Dawson, 2014). The Burke-Litwin Causal Model of Organizational Performance and Change (Burke and Litwin, 1992) was employed to analyse organisational documentation and focus group feedback and the complexity inherent in higher education and the causal effects of organisational change are examined. Such an investigation provides a means by which the discrepancies between the university’s espoused theory and its theory-in-use (Argyris and Schön, 1978) can be identified and used to enhance organisational learning within the university. The main findings reveal tensions which arise from the ‘loosely versus tightly coupled systems’ of the university (Burke, 2014) and from the requirement for staff to place new and revised processes within their knowledge of previous systems. Recommendations are made which are aimed at improving advising and student records system processes as well as enhancing knowledge management and organisational learning within higher education.
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Weller, Stephen Adrian. "A study of organisational justice and participative workplace change in Australian higher education." Thesis, full-text, 2009. https://vuir.vu.edu.au/2028/.
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This thesis explores employee participation in the management of workplace change through an organisational justice framework within the context of the Australian Higher Education (HE) sector. The thesis examines the extent to which the Australian HE sector makes provisions for participative workplace change, the extent to which participants within the sector perceive participative workplace change as providing fairness, and practices that can facilitate and foster participative workplace change.
The provisions for participative workplace change are examined through a longitudinal study of enterprise bargaining agreements across all public universities in Australia for the period of 1997-2006. The research findings identify a decline in both the degree and form of employee participation in workplace change across this decade.
The perceptions of participative workplace change are examined through an altitudinal survey of management and union executives within all public universities in Australia. The research findings identify considerable divergence between management and union executives in relation to employee participation, workplace change and organisational justice.
The practices for participative workplace change are examined through twenty semi-structured interviews with management and union executives drawn from amongst the respondents to the attitudinal survey. The research findings identify areas of convergence around organisational justice dimensions and workplace change practices between management and union executives.
The thesis concludes that it is a combination of fair processes and fair interactions which are most effective in facilitating workplace change and fostering employee participation in the Australian HE sector and which in turn are seen to be able to contribute to shared perceptions of organisational justice.
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Weller, Stephen Adrian. "A study of organisational justice and participative workplace change in Australian higher education." full-text, 2009. http://eprints.vu.edu.au/2028/1/weller.pdf.
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This thesis explores employee participation in the management of workplace change through an organisational justice framework within the context of the Australian Higher Education (HE) sector. The thesis examines the extent to which the Australian HE sector makes provisions for participative workplace change, the extent to which participants within the sector perceive participative workplace change as providing fairness, and practices that can facilitate and foster participative workplace change. The provisions for participative workplace change are examined through a longitudinal study of enterprise bargaining agreements across all public universities in Australia for the period of 1997-2006. The research findings identify a decline in both the degree and form of employee participation in workplace change across this decade. The perceptions of participative workplace change are examined through an altitudinal survey of management and union executives within all public universities in Australia. The research findings identify considerable divergence between management and union executives in relation to employee participation, workplace change and organisational justice. The practices for participative workplace change are examined through twenty semi-structured interviews with management and union executives drawn from amongst the respondents to the attitudinal survey. The research findings identify areas of convergence around organisational justice dimensions and workplace change practices between management and union executives. The thesis concludes that it is a combination of fair processes and fair interactions which are most effective in facilitating workplace change and fostering employee participation in the Australian HE sector and which in turn are seen to be able to contribute to shared perceptions of organisational justice.
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Longsworth, Luz M. "Leadership in the virtual higher education environment : towards an appropriate model and framework." Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538126.
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Research into leadership in the higher education environment has traditionally mirrored business related constructs. Many of the models and instruments that have been developed for the business environment such as the transactional transformational leadership dyad have been transposed to the higher education environment with relatively minor adaptation. On the other hand, there has been relatively little exploration of leadership models for the Virtual Organisation. This research brings together the literatures of virtuality and the virtual organisation, leadership and higher education management to interrogate the effect of virtuality on leadership styles within the volatile global higher education environment caused by the liberalisation of the sector. Through a case study of a higher education institution (HEI) that is developing a virtual campus, the research explores the perceptions of leadership skills, competencies and behaviours within the virtual higher education environment to determine whether a new model or framework can be developed for a virtual and widely distributed environment. The data from interviews, surveys and focus groups carried out in the case study show that virtuality does impact leadership skills in nuanced ways, thus proposing a configuration of behaviours, skills and competencies more relevant to the virtual higher education environment. The proposed framework adds to the literature on leadership in higher education as well as leadership in the virtual environment and contributes to practice in the areas of recruitment and training of leaders and managers in the virtual higher education sector.
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Anderson, Graham. "Organisational culture in English further education : chimera or substance." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/1115/.
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Since the mid-1970s there has been a greater emphasis placed on markets and competition as a means of allocating scarce resources. As a consequence of this the provision of public services has come under close scrutiny. In the English further education sector there has been structural and strategic change. The further education (FE) colleges are positioned to be able to play a key role in· the economic and social regeneration of the UK. The development- of 'managerialism' has occasioned the use of many practices and procedures more commonly associated with the private sector provision of goods and services. This study examines whether the concept of organizational culture has meaning and validity in a further education context. Research in this area is complex, time consuming and expensive. The concept of organizational culture is examined and evidence is gathered from a case study in Templeton College. The analysis of the evidence employs some of Pierre Bourdieu's concepts of the social world: field habitus and game. The evidence suggests that there is no integrated pattern of shared beliefs or behaviours that can claim to be a distinct entity. External factors are more likely to determine the situated social practices that exist within colleges. The case study approach has limited the external validity of the research and further analysis of . colleges is needed to verify the claims in this thesis. The study demonstrates that the migration of private sector management practices and concepts to the public sector is not an unproblematic process. FE would benefit from more extensive practitioner research; the more widely and deeply the colleges understand themselves the better chance for securing lasting improvements. Organizational culture is unlikely to be a significant lever of change in FE and colleges may be better advised to build a teaching and learning ethos.
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Kenneally, Allison. "Facilitatory and inhibitory factors in higher education mergers : case studies from the Irish Institute of Technology sector." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720668.
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The Irish Institute of Technology (hereinafter referred to as IoT) sector is poised to undergo a period of transformation, consolidation and system reconfiguration, to be brought about through a series of institutional mergers, collaborations and alliances. This research focuses on the Irish higher education (hereinafter referred to as HE) landscape, and in particular, on the journey of three groups of IoTs (hereinafter referred to as Alliances) as they plan to merge and subsequently apply to be re-designated as technological universities (hereinafter referred to as TUs). This research provides a contemporaneous account of how the Irish IoTs are organising themselves for merger and examines the substantial challenges which lie therein. By examining and comparing three Alliances which are undergoing a similar process but with varying degrees of success, this research explores the key factors which facilitate on one hand, and/or inhibit on the other, merger negotiations and the merger process in HE, both at a system and institutional level. This knowledge will be useful to policy makers and other higher education institutions (hereinafter referred to as HEIs), particularly in Ireland’s IoT sector, which is likely to experience a wave of mergers over the coming decade. It also contributes to the relatively scant body of literature on the nature of and the factors impacting upon the merger process in higher education, and of mergers in the Irish HE context. A qualitative study, employing a multiple case study approach, was adopted. Based upon a thematic analysis of data gathered from the three cases, this research identifies and categorises the key factors that are perceived to facilitate on the one hand, or inhibit on the other, the merger process in HE, both at a system and institutional level. A framework consisting of political, strategic, operational, emotive, historic and cultural factors is proposed, examined and discussed, and recommendations for both institutional and system level actors are provided. In addition, this research proposes a micro-political model which details the various phases through which HE mergers proceed, and argues that it is the macro and micro-political and emotive factors, rather than strategic or operational factors, which have the most powerful influence on the merger process.
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Sappey, Jennifer Robyn, and n/a. "Flexible Delivery in Australian Higher Education and its Implications for the Organisation of Academic Work." Griffith University. Griffith Business School, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070228.110927.
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This doctoral research explores the implications for the employment relationship of the intersection between employment relations and customer relations. The context for the research is Australian higher education - specifically those university workplaces which are strongly market focused and where resourcing is inadequate to meet customer expectations. Traditionally, serving one's customer has meant providing goods or services (as requested by the customer) and doing so with courtesy (as defined by social custom). The customer was clearly outside the traditional employment relationship between employer and employee, although a focus of its output. However, in the context of post-Fordist production systems and post-modern values including the rise of consumption, there has occurred an intersection of product and labour markets which has led to changes to the employment relationship and the labour process. The thesis answers the questions: In higher education, does the student-as-customer have significant influence on the organisation of work? If so, does this constitute a reconfigured model of the employment relationship? The rationale for re-examining the employment relationship in the context of changing consumption patterns lies in the search for more extensive explanations of factors which influence the labour process with the suggestion that consumption is of increasing relevance for industrial relations theory and practice (see for example Heery 1993; Frenkel, Korczynski, Shire and Tam 1999a). The growth of a culture of consumption and changing consumption patterns are symptomatic of change which is central to the Australian economy as a whole and to higher education in particular (Usher, Bryant and Johnson 1997; Scott 1995a). In this context the doctoral research explores the social relations involved in the process of Australian higher education as a service encounter. It examines the implications for the organisation of work in particular, and the traditional bipartite employment relationship in general (between employer and employee although it is noted that the state has a peripheral role), of the student's newly constructed status of customer. The research focus is on flexible delivery which is seen as a key strategic response by higher education institutions to meet their perceptions of their customers' needs and wants. Flexible delivery is a pedagogy, a marketing tool and a form of work organisation and is a fertile domain within which to seek the intersection of employment relations and customer relations. In keeping with the labour process ethnographic tradition, this research employs Burawoy's (1991) methodology of Extended Case Method. This doctoral research raises critical issues related to the incongruence between current Australian national research ethics regimes and long established ethnographic methods employing participant observation. The practical consequences of the national research ethics regime for empirical research are explored in the concluding chapter. The data identifies that university managements' preoccupation with customer relations has undermined the traditional employment relationship between employing institution and academic. While the academic employee in the service encounter is engaged in the primary relationship of the bipartite employment relationship, management's incorporation of the student-customer into formal organisational processes which may lead to control over the organisation of work, potentially brings into being a tripartite employment relationship between employee/employer/customer. In such a model, customer relations is no longer merely the output of the employment relationship but a process within it, with customers acting as management's agents of control. This thesis introduces the concept of the customer as partial-employer. The thesis findings challenge the current management paradigm of customer focus as a 'win-win' situation. In Australian higher education customer focused strategies have emerged from managerial assumptions about student-customer needs and wants, specifically those of flexibility and value-for-money. The unintended consequence of these assumptions on the academic labour process has been a significant shift in the balance of power between academic educator and student at the level of the service encounter, with the subjugation of traditional academic authority to the power of the consumer in what has become a market relationship.
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Vogel, Michael. "Addressing pedagogical solitude : a realist evaluation of organisation development at a German higher education institution." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021593/.
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To establish a culture of collegial exchange about teaching and learning among its academic staff, a German higher education institution is running a seemingly quite successful organisation development (OD) programme, comprising professional learning communities, conferences and other interventions. But how fit for purpose is the programme? A formative realist evaluation is conducted to establish whether and why the programme works for whom and in what circumstances. On the basis of Coleman’s (1987; 1990) social macro-micro-macro scheme, a programme theory is developed and generalised as a framework for theorising, planning, visualising and evaluating OD. Pawson & Tilley’s (1997) Realistic Evaluation is chosen as research methodology, modified to match the programme theory’s structure and applied to a large data pool covering the OD programme’s first four years. Using an explanatory sequential mixed methods research design involving path analysis, content analysis and realist interviews, the programme theory is tested and gradually refined. The detailed realist evaluation reveals a number of problems at the level of the social mechanisms on which the OD programme’s effectiveness and sustainability depend. Unintended self-selection mechanisms limit the programme’s prospective fitness for purpose. Also the programme’s own history and organisational ramifications interfere with its regular functioning. Various possibilities for improvements are considered and thoughts on the programme’s transferability to other contexts are offered. The thesis concludes with critical reflections on Realistic Evaluation.
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Delport, M., D. Hay-Swemmer, and A. Wilkinson. "An internal communication model for multi-campus higher education institutions in South Africa." Journal for New Generation Sciences, Vol 12, Issue 1: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/650.
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Published ArticleIn this article the authors propose a model for South African multi-campus universities, aimed at improving the effectiveness of internal communication. The development of the model was informed by three factors: the bureaucratic nature of higher education institutions; the restructured South African higher education landscape comprising various multi-campus universities with campuses situated geographically apart; and the fact that the Central University of Technology, Free State (CUT) identified certain shortcomings in its internal communication practices during a climate survey. Various communication models, including those employed by the corporate sector, were studied, after which an extensive empirical investigation was carried out. The proposed model incorporates essential features, but also addresses shortcomings of existing internal communication models. The characteristics of the model were developed from an empirical investigation that included a mixed-method research as well as the recommendations of communication executives from seven multi-campus universities in South Africa.
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Kipkebut, Dinah Jeruto. "Organisational commitment and job satisfaction in higher educational institutions : the Kenyan case." Thesis, Middlesex University, 2010. http://eprints.mdx.ac.uk/6509/.
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Research on organisational commitment has gained momentum over the last two decades because of its association with positive work practices. As organisations undertake restructuring measures to maintain a leaner workforce, employee commitment to the organisation has now become more critical than ever. The main objectives of this research are: (a) to establish whether Meyer and Allen's multidimensional organisational commitment is applicable to a Kenyan setting; (b) to determine whether there are any sector (i.e. public and private) and occupational group (i.e. academic and administrative) differences in the levels organisational commitment, job satisfaction and turnover intentions; and (c) to examine the extent to which demographic characteristics, professional commitment, job and role-related factors, and HRM practices influenced organisational commitment, job satisfaction and turnover intentions among employees in public and private universities. This study was motivated by the state of Kenyan universities, particularly public universities as centres of excellence which are responsible for the development of human resources required for national development. Over the last two decades, public universities have been facing a myriad of problems which have affected their ability to motivate and retain their employees. This has been as a result of the general state of economic decline the country has been experiencing since the late 1980s. Consequently, facilities are rundown, students' unrest on the increase while employees are dissatisfied because of various monetary and non-monetary factors resulting in high turnover rates among academics while those who have remained are actively involved in moonlighting activities to supplement their income. The declining conditions in public universities have pushed private universities from the periphery to the forefront. Although, they offer market-oriented courses, their dependence on tuition fees as their main source of funding has made them unaffordable to ordinary Kenyans, thus raising concerns about equity in these institutions. The data for this study was collected using questionnaires from 829 academic and 785 administrative employees from three public and three private universities, with a response rate of 54% (446 academic employees) and 62% (486 administrative employees) after data screening. The data was analysed using statistical package (SPSS). In addition, semi-structured interviews were conducted from 15 academic and administrative employees with the aim of validating the data collected from the questionnaires. The findings indicated that Meyer and Allen's multidimensional organisational commitment was applicable in the Kenyan context. Secondly, the independent variables (i.e. personal characteristics, job and role-related factors, professional commitment and HR practices) were stronger predictors of organisational commitment, job satisfaction and turnover intentions for academics than for the administrative employees. Thirdly, employees from private universities were more committed to their universities and satisfied with their jobs than employees from public universities. Finally, age, education, professional commitment, role overload, supervisory support, job security, promotional opportunities, distributive justice and participation in decision making were the most important predictors of organisational commitment, job satisfaction and turnover intentions among employees in Kenyan universities. These results are significant for theory, policy and practice. In light of the applicability of the multidimensional organisational commitment to the Kenyan context, university managers should try to understand and establish work-related practices which are likely to enhance the most 'desirable' component of commitment.
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Sharma, Pradeep. "Identity formation, newcomer dynamics and organisational change in a higher educational institution." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/12625.
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This research looks at the dynamics of identity formation in a higher education organisation during a strategic branding project, the arrival of a newcomer and my role as the dean of a school of art and design. Most branding literature focuses on the key stages of how a brand proposition is formed and assumes the straightforward roll out of the identity for the organisation. In this research I focus on what goes on around me as ideas are formed and presented back to the organisation, rather than on the idealised process of what should go on. The method takes a “withness” approach to the narrative rather than a synoptic case study approach, focusing on my experience and practice. This highlights the social context of organisational life – the context of human power relationships in which people enable and constrain each other on the basis of human attributes such as identities, anxieties, values, emotions, fear, expectations, motives and interests. The research shows that intention is only a part of the narratives about strategy and identity in organisations. I argue that notions of certainty that are inherent in intentional brand strategies are often based on arbitrary inferences and that by nature brand propositions are abstractions and therefore only representative of a partial reality. To present them in a rigid sense and develop vigilant strategies for identity preservation seems artificially limiting and devoid of context. Branding has played an important role in the world of objects and transactions. It has indicated a sense of ownership, a promise of quality and performance, and more recently an indication of self-image and identity. Yet when branding is applied to organisations it is problematic. Taking principles from a context of objects and applying them to social life has led to branding often being about the preservation of a specific concept of identity and not about the ongoing dynamic process of identity formation in organisations. It is frequently seen as manipulative and controlling, yet is also seen as an important indicator of personality, differentiation, togetherness and is linked to notions of loyalty and trust. Paralleling Mead’s notion of the “I-me” dialectic, an organization can also be seen to be emerging in the context in terms of its presentation in everyday life. The notion of certainty in this sense of organizational identity denies the dynamics of the situation and one could argue that vagueness is present in all aspects of social life and essential for creative action as it allows space for newness. Any articulation of identity is a simplification of an identity that is constantly evolving. But at what level are these simplifications and abstractions useful and not debilitating? This is not to argue that intention and strategy are not essential parts of joint action. The process of negotiating is an essential part of working together towards joint action. It is a process in which we reveal our intent and discover important aspects about each other and ourselves as we emerge in the social; it is about intention and attention. However we cannot really know how people will respond to our gestures and actions, and it is in the actions that we reveal the sincerity of our intent. Managers and strategies do not solely determine organisational identity, and neither are employees free to choose their identities, attitudes, expectations and actions. We are both enabled and constrained by our own pasts and social relationships. We inform the organisational identity as well as being informed by it in an on going process of relating. This way of thinking has implications for the way that we think about brand strategy in organisations – it is not a deterministic process of control, and neither is it a process of anarchic behavior, of open resistance to management intention. Branding is a social act and is performed by human agents who are inherently complex, individual and collective at the same time. The role of the practitioner is to make sense of what is going on between us and pay attention to what emerges – after all, it is not what a brand is but what a brand does.
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Veldsman, Nadine. "The Relationships between PsyCap, Academic Engagement and Academic Performance amongst Postgraduate Students in a South African Higher Education Institution." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29233.
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In recent years, South African higher education institutions have consistently reported considerably low postgraduate throughput rates. It has thus become increasingly important to investigate what factors contribute to the academic success of postgraduate students. To this end, the researcher sought to examine the relationships between Psychological Capital (PsyCap) (the composite construct and its individual dimensions) academic engagement and academic performance. Age, gender and previous performance were included as covariates of academic performance. Moreover, she assessed whether PsyCap was a stronger predictor of academic engagement and performance than hope, self-efficacy, resilience and optimism respectively. Postgraduate students in a South African university participated in the self-report survey (N = 234). Exploratory factor analysis revealed that PsyCap and academic engagement were three-dimensional and two-dimensional constructs respectively. Pearson product-moment correlation showed that PsyCap, hope, self-efficacy and optimistic-resilience were positively related to academic engagement. PsyCap, its individual dimensions (barring optimisticresilience) and academic engagement additionally shared a positive relationship with academic performance. However, multiple regression analysis indicated that, when controlling for the covariates, only hope was a statistically significant psychological predictor of academic performance. Gender and previous academic performance were also consistently shown to uniquely predict academic performance. Suggestions for future research and the implications, theoretical as well as practical, are presented.
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Garnett, Andrea. "Creativity barriers in South African higher education institution / Andrea Garnett." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2365.
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Ryan, Suzanne Erina. "Academic Business: Tensions between academic values and corporatisation of Australian higher education in graduate schools fo business." Connect to full text, 2009. http://hdl.handle.net/2123/5398.
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Thesis (Ph. D.)--University of Sydney, 2009.Title from title screen (viewed 18th September, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Economics and Business, University of Sydney. Degree awarded 2009. Includes bibliographical references. Also available in print form.
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Nozu, Emiko. "Exploring service innovation capability in virtual servicescapes: An Australian higher education case." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/120278/1/Emiko_Nozu_Thesis.pdf.
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The proliferation of digital technologies has seen many organisations transformed their services from physical-only to digital-only or blended. Yet, there is little knowledge about how higher education providers can best respond to the changes triggered by this inevitable digital evolution. This thesis explored this topic focused on organisational routine, innovation capability and service-environment (servicescape). The contributions are three-fold. First, there is a critical mechanism of interdependency in routine change. Second, the level of interdependency varies whether it is a radical innovation or incremental change. Third, different degrees of virtuality in servicescape create unique patterns for interdependencies, stakeholder relationships, and the digital divide.
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Pounder, James Stuart. "Measuring the performance of institutions of higher education in Hong Kong : an organisational effectiveness approach." Thesis, Henley Business School, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387531.
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Lomas, Laurence Edward. "Senior staff members' perceptions of organisational culture and quality in higher education institutions in England." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324769.
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Udoh, S. "Managing the personal and organisational values of Higher Education professionals in an African development institution." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3001698/.
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Anecdotal evidence, personal experience and existing literature suggest that staff members of development organisations experience a conflict between their personal and organisational values arising from the neo-liberal paradigm that underpins their activities. If not addressed, such conflicts can affect staff members’ commitment to institutional goals, encourage them to work at cross purposes and create a dissonance between the goals set by the organisation and the results it actually achieves. This study explored how Higher Education Professionals working for an African development institution experience this conflict and whether they consider the Bohm-Isaacs model of dialogue as a potential way of managing the conflict. In this study, the conflict of values was discussed with regard to the commercialisation of higher education. The research adopted a case study approach and spanned a period of one year. It involved a group of 11 purposively selected Higher Education Professionals, who were invited to go through three stages of the study. In stage 1, participants were asked to complete a semi-structured questionnaire on how they experience the conflict, if any, between their personal and organisational values and how they have attempted to address any conflict. Stage 2 was an open discussion and dialogue in a workshop, based on the theoretical propositions that guided the formulation of research questions. The Bohm-Isaacs model of dialogue was adopted for the discussion in stage 2. In the third stage of the study, participants were individually interviewed to obtain their perspectives on how useful the regular use of the dialogue modelled in stage 2 could be in addressing the conflict, if any, between their personal and organisational values. The data collected during this study was analysed thematically to obtain answers on: (a) whether Higher Education Professionals in the research site experience the conflict between their personal and organisational values; (b) how Higher Education Professionals in the research site experience the conflict between their personal and organisational values; (c) how they have attempted to address the conflict; and (d) whether they consider the Bohm-Isaacs model of dialogue as a potential way of addressing any such conflict. The findings of the study revealed that 7 of the 11 Higher Education Professionals that participated in the study reported some form of conflict between their personal and organisational values. They claimed to experience this conflict in complex and dialectical manner as shown by the themes that emerged from the study: Core academic values versus consumerism; Equity versus sustainability; Quality assurance versus profit motive; and Good Governance versus role differentiation. The study revealed that for cultural reasons, most of those who experienced the conflict avoided addressing it. Most of the respondents stated that they experienced the conflict in a procedural rather than substantive manner. The findings also suggest that, unless carefully managed, addressing the conflict between personal and organisational values can be sensitive and challenging, especially in the African context, where the articulation of personal values that might conflict with organisational values is problematic because of deeply held cultural values about hierarchies. It was, therefore, proposed and confirmed by the study that, as opposed to simply persuading staff members to adopt different values, adopting an instrument or way of working such as the Bohm-Isaacs model of dialogue can be useful in proactive conflict management. The result of the study revealed that all the research participants interviewed considered the Bohm-Isaacs model of dialogue as a useful way of managing the conflict between personal and organisational values, especially if used proactively. Although this study suffers from the lack of generalisability which is characteristic of case studies with a small number of participants, it is hoped that it will help to create an environment for proactive management of values conflict in the institution where the research is based.
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Seema, Phuti Julius. "The role of the principal towards effective educational leadership in selected secondary schools in Waterberg Education District." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1513.
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Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2016The main purpose of this research study is to investigate and analyse the role of the Principal towards effective educational leadership in selected Secondary schools in Waterberg Education District. The effectiveness of the educational leadership depends on the educational managers’ personal backgrounds, con-duciveness of the school climates, positive learning school cultures, availability of resources in the classrooms, utilisation of learner-teacher support material (LTSM), effective organisation of educational excursions, and other related issues. Principals, by virtue of their positions need to be empowered so as to coordinate activities and provide resources that can be used to enhance effect-tive educational leadership. The most important aspect pertaining to effective educational leadership in schools, is that it must be managed properly. This actually implies that correct and relevant resources should be provided to reinforce the quality of effective educational leadership. The primary study revealed that effective educational leadership cannot be achieved by school Principals in isolation, but through the School Management Team as a whole. Due to the nature of the study, the researcher has employed phenomenology, stratified random sampling and qualitative research design to achieve the in-tended goal of the research project. The researcher has also used case studies and interview research instruments to collect relevant data from twenty (20) SMT members in area of the study. The data collected through case studies and interviews was analysed by coding derived from audio tape recorder. Descriptive analysis was used to analyse the data whose findings were based on to make conclusions and recommendations. The results indicated that the role of the Principal contributes significantly to the quality of effective educational leadership. The results also showed that there is a need for continued support from the members of the School Management Teams. The need for support from the parents, SGBs and government in terms of resources, is vital. The abovementioned support, can also assist the Principals to make a positive impact on effective educational leadership. The researcher believes that, if the findings and the recommendations from the study can be applied properly, they can add value to the educational practice in Waterberg District in particular and Limpopo Province as a whole.
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Oghenetega, Timothy Oghenefega. "An exploratory study of attractors and detractors in Black graduates' choice of an academic career in a South African higher education institution." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25414.
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This study explored the factors that most determine black graduates' career choice and aimed to better understand how these factors impact the career choice/decision to specifically pursue a career in academia in South Africa, bearing in mind that factors that attract and retain are not the same. Based on a total sample of 204 students from a South African university, the research findings indicate that there is a significant relationship between the influence of a role model and black graduates' intention to apply for an academic job. Implications for theory and practice are also discussed.