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André, Beate. "Change Can Be Challenging : Introduction To Changes and Implementation of Computerized Technology In Health Care." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for kreftforskning og molekylær medisin, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-12282.
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Endring kan være utfordrende - introduksjon av endringer og implementering av computerteknologi i helsevesenet Utvikling og introduksjon av ny teknologi i samfunnet og i helsevesenet spesielt er krevende og åpner både for nye muligheter og utfordringer. På tross av at mye ressurser brukes i forhold til innføring av ny teknologi er det lite fokus på menneskers forhold til teknologi og computere spesielt. Helsevesenet opplever et økende krav om effektivisering og kvalitetsutvikling. Innføring av teknologi forventes å kunne bidra til dette. De forskjellige profesjonene som arbeider i helsevesenet kan ha ulike tradisjoner og kulturer som påvirker måten de tar i bruk ny teknologi. Team bestående av forskjellige profesjoner er generelt sett på som en måte å oppnå både effektivitet, kvalitetsforbedring og endring. I helsevesenet palliativ omsorg kan pasientenes spesielle tilstand og situasjon gjøre at de er ekstra sårbare for endringer i rutiner og implementering av ny teknologi. Hovedmålsetningen med prosjektet var å fremskaffe ny kunnskap om hvordan helsepersonell kan ta i bruk computerteknologi og hvordan holdninger, kultur og bruk av tverrfaglig team kan influere på helsepersonells evne og mulighet til å gjennomføre endringsprosesser som innebærer implementering av computerteknologi. For å studere hvordan helsepersonell ved en pallativ avdeling. Respondentene deltok i et dybdeintervje med to forskjellige mål. Det ene var a belyse forhold ved opplevelsen av en implementeringsprosess ved en palliativ avdeling og det andre var å finne ut hvilke faftorer som kan virke fremmende i en implementeringsprosess. Mangel på deltagelse i beslutningsprosesser og forståelse av nytteverdien ved bruk av computere var noen av opplevelsene respondentene rapporterte. Flere uttrykte også at palliative avdelingers målsetting og pasientenes totale situasjon gjorde brukes av slik teknologi vanskelig og at det var uforenelig med deres målsetting og tanker om god omsorg. I forhold til spørsmålet om faktorer som virker fremmede mente respondentene at et aktit og motiverende lederskap og nøkkelpersoner som var til stede på avdelingen kunne være avgjørdende for en vellykket implementering. For å undersøke kulturelle forskjeller blant to profesjoner i helsevesenet, sykepleiere og leger, ble det gjennomført en studie ved 6 sykehus i Norge. Det ble identifisert forskjeller mellom de to profesjonene som kan være av betydning for dannelsen av tverrfaglig team. Forskjellene som ble identifisert var imidlertid av mer strukturell karakter enn kulturell, og dannelse av velfungerende tverrfaglig team kan derfor bli en realitet fordi strukturelle forskjeller er lettere å endre enn kulturelle. Avhandlingen viser at utfordringene som finnes i helsevesenet knyttet til implementeringen av computerteknologi er i forhold til de barrierene som er identifisert i studien og de faktorene som kan virke fremmede på implementering av computerteknologi. Strukturelle barrierer mellom profesjoner i helsevesenet kan virke hemmede på dannelsen av velfungerende tverrfaglig team og dette kan igjen virke inn på gjennomføringen av noen endringsprosesser i helsevesenet.
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Rasebotsa, Daniel. "How curriculum advisors and school management teams communicate curriculum changes in schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62903.
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In South African schools and in other schooling systems, curriculum implementation and management poses a challenge. The purpose of this qualitative case study located within an interpretive paradigm was to explore how curriculum advisors and School Management Teams (SMTs) communicate curriculum changes to schools in the Gauteng North District in Gauteng Province. Purposive sampling was employed to select twelve participants: four curriculum advisors and eight SMT members from two primary schools. Data were collected by means of semi-structured interviews. The findings of this study show that while communication occurs between curriculum advisors and SMTs, there are certain challenges. These include lack of clarity on what needs to be changed, poor planning and time management, lack of coordination in communicating the changes and communication barriers related to the use of written messages. It was evident that implementation of curriculum changes requires supportive and open communication between the curriculum advisors, SMTs and other educators. Strategies for enhancing communication comprise planning for change, effective communication and the provision of feedback to confirm that messages are interpreted as intended. It was therefore recommended that adequate time be given to communicate the changes, communication be planned and coordinated to reduce conflict of activities and clear communication channels, trusting relationships and open lines of communication that include the use of technology be established.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
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Toivo, Emma. "Change Management and Supply Chain Management : Employee issues in implementation processes of SCM - The action and re-action related to changes in each stage of an implementation process." Thesis, Linköping University, Department of Management and Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-12412.
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<p>Competition on today’s market is fierce. Providing a defect-free product is no more a competitive advantage. Now money and focus is put on managing the supply chain, a competitive tool to thriving in today’s business climate. There are two distinct flow pipelines: the order information transfer pipeline and the product transfer pipeline, both dependent on the collaboration efforts of individuals.</p><p>Evolving within supply chain management equals integrating the supply chain from basic to complex; from baseline or functional to internal or external. Bringing focus to where it is found to be lacking, this literary study highlights and connects issues that may arise during implementation of external supply chain integration. The focal point is thus on employee reactions to change, with each stage of implementation that the implementation issues connect to. Simultaneously, the study provides (pre)requisites to management during the different stages, which would support the implemented transition in its different phases.</p><p>The result of this study is a Manger Model that gives an overview of each of the implementation stages, the requisites for management and issues regarding employees at each of the stages. Constructed to be applicable to more than just external integration the model encompasses all the gathered models and theories through a discussion of not only the complexity of the internal and the external supply chain, but also the complex nature of the individuals caught within the implementation, both from the manager’s as well as the employee’s point of view.</p>
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Pitman, A. J. "The development and implementation of a new land-surface scheme for use in GCMs." Thesis, University of Liverpool, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384511.
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Muthige, Shumani Ralson. "Managing the implementation of management structure changes at the Eastern Cape Department of Education." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1652.
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The Eastern Cape Department of Education has been in the forefront of the media – mostly for the wrong reasons. The major problems that have been reported range from the mismanagement of the feeding schemes, unpaid service providers, lack of adequate infrastructure, corruption committed by the officials, unfilled posts, poor service delivery and the second lowest matriculation pass rate in the country. Although there are many problems, as stated, this study research is focused on the management of change and its implementation in the organisational structure.
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Mann-Williams, Angie. "Understanding the Impact of Regulatory Changes on the Implementation of Therapeutic Day Treatment: A Case Study Approach." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3505.
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Therapeutic Day Treatment (TDT) is a community-based mental health treatment program regulated and funded by the Department of Medical Assistance Services (DMAS) in the Commonwealth of Virginia. This case study sought to understand how DMAS regulatory changes impacted the implementation of the TDT program in the Commonwealth between fiscal years 2004 and 2011. In an effort to respond to this question, sources of qualitative and quantitative data were collected including: TDT fee-for-service data, regulations in the Community Mental Health and Rehabilitative Services manual guiding the implementation of the TDT program, and structured interviews with eight key stakeholders who interface with the TDT program. The fee-for-services analysis found that there was a 269% increase in fee-for-service expenditures between fiscal years 2007 and 2011. The analysis of the regulations found DMAS added language to provide greater clarity to the existing regulators. Some of these changes include the implementation of the PA process with KePRO as well as the VICAP process. Additionally, staff requirements changed and paraprofessionals were no longer able to provide TDT programming. Caseload limits were also set for TDT programming. Four themes emerged through the analysis of the structured interviews. These themes include: 1) fraudulent practices and misuse of TDT services, 2) regulatory oversight, 3) cost containment, and 4) evaluation. Implications focused on the areas of policy, practice, and research by suggesting further research studies focusing on TDT and policy, offering the foundation of a more comprehensive theory focusing on policy implementation, and lastly the researcher provided a logic model for the TDT program in an effort to propel evaluation research forward.
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Ashe, Jessica. "Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523633726943884.
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Nyirenda, Duncan M. C. "An evaluation of the implementation of national curriculum changes in science and mathematics in Malawi with reference to parallel changes in England and Wales." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281857.
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CIRAK, HANDE, and GHUSEN NABIL CHAALAN. "The Internationalization Process of UK based Small and Medium Enterprise : The Implementation of Global Marketing Program." Thesis, Karlstads universitet, Institutionen för ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6441.
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The effects of globalization have changed the global market rules which encourage many firms to expand their sales to foreign markets with the aim of entering new and potential profitable market. OnDemand Group (ODG) ‚ UK Based Company that focuses on content management on the platforms of operators’ music and video‚ has already seen the advantages by entering 24 different country markets and now by entering to Dubai market which is the opportunity for ODG to move to Middle East market. However‚ the internationalization process is a long process for the firms. The firms must choose the right market, right entry modes, target markets to benefit from opportunities, design new global marketing program, and find appropriate ways to implement that program in each market. In this thesis‚ we mainly focused on implementation of global marketing program‚ because‚ regional differences due to different preferences of other markets can be a shortcoming for ODG for the creation and implementation of global marketing program in Dubai. Our aim is to understand how OnDemand Group marketing program accommodate these differences, and what changes they are making in the marketing program and organizations to reach the new potential markets and broadband operators in Middle East close to United Arab Emirates market. To find out the answers for our research question related with global marketing program‚ Qualitative method is used in our study. Qualitative method in this research will aim to collect both primary data through e−mail and phone interview, and secondary data related with ODG is obtained through ODG website and relevant reports, academic journals, university database, books and relevant websites. In conclusion, we clearly observe that many aspects of the global marketing program remained unchanged, and there are many processes that are even standardized like some processes in the operations and the strategic management models by headquarters. However when it comes for the end customer services offered by ODG, there are a quite high level of customization between different regions and countries. In real practice, we find this applicable even for simple product companies that offer some level of services. .
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Porter, William Christian. "Community Earth System Model: Implementation, Validation, and Applications." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/547.
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The Community Earth System Model (CESM) is a coupling of five different models which are combined to simulate the dynamic interactions between and within the Earth's atmosphere, ocean, land, land-ice, and sea-ice. In this work, the installation and testing of CESM on Portland State University's Cluster for Climate Change and Aerosol Research (CsAR) is described and documented, and two research applications of the model are performed. First, the improved treatment of cloud microphysics within recent versions of CESM's atmospheric module is applied to an examination of changes in shortwave cloud forcing (SWCF) and results are compared to output from older versions of the model. Second, the CESM model is applied to an examination of the effect that increased methane (CH4) concentrations have had on the catalytic destruction of stratospheric ozone (O3) by ozone depleting compounds (ODCs) such as chlorofluorocarbons (CFCs) and nitrous oxide (N2O).
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Woolfolk, Sara Rebecca. "BEHAVIORAL AND LIFESTYLE CHANGES AFTER IMPLEMENTATION OF A WALKING PROGRAM AMONG TEACHERS AT AN ELEMENTARY SCHOOL." MSSTATE, 2006. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07062006-175426/.
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Health experts are recommending an average of 10,000 steps daily to attain certain health benefits and suggesting the use of pedometers for calculating ambulatory activity, such as walking. A 13-week, worksite walking program was implemented with teachers at an elementary school providing pedometers, weekly walking groups, bimonthly supplemental nutrition information, and a survey upon program completion to evaluate the effectiveness. Results showed that of the 31.3% that participated, 93.6% have tried to increase their daily activity in the past and 58.1% found the Bee Active walking program to be more effective than previous attempts. Participants reported that wearing the pedometer helped motivate more physical activity and increase total daily steps taken. For non-participants (63.6%), schedule conflicts and lack of time were the top two participation barriers. As a result of providing the bimonthly nutritional information, both participants and non-participants have attempted to make healthier food choices, while increasing their daily consumption of fruits and vegetables significantly.
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Abukrisha, Taha Zakaria. "Socio technical perspective on computer based AIS development and implementation : reflections on recent changes in Egypt." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274305.
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Ripplinger, Lydia. "Implementation and Evaluation of Curricular Changes in the Undergraduate TESOL Internship Program at Brigham Young University." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3113.
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This MA project consists of the implementation and evaluation of the effectiveness of intended improvements to the TESOL minor internship program at Brigham Young University (BYU). The majority of changes implemented and evaluated in this study were suggested by Marisa Ontiveros in her 2010 MA thesis, An Evaluation of the Learning Outcomes and Curricular Organization of the Brigham Young University Undergraduate TESOL Internships Course. The present report summarizes relevant literature that led to the current project, including a discussion of the importance of internships in general, information regarding the significance of TESOL internships, and a summary of the BYU TESOL internship program, with descriptions of past studies that have focused on it. Specific curricular changes central to this study are then outlined, which consist of the implementation of new learning outcomes, the alteration of internship prerequisites, the addition and alteration of several course components, and the requirement that international interns participate in internship class sessions. Methods employed to implement and evaluate these changes are also discussed. Evaluation results are summarized, and implications and suggestions for future work are detailed.
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Rios, Francisco Javier Larrain. "The Changes in Relational Trust during the First Year of a Distributed Leadership Implementation| A Descriptive Study on the Changes of Trust among Distributed Leadership Teams." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287344.
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<p> This study examined the effects of a school improvement project involving Distributed leadership (DL), a perspective for studying or developing organization leadership through the interaction of organizational members and activities. This research was part of a larger DL Project taking place in York City School District, PA, which sought to improve school leadership to enhance student achievement as a final end. While recent studies provided significant findings about DL’s contribution to school improvement, the literature begs for more research about the effects of distributed leadership. One of the effects the DL Project wished to accomplish was the development of trust among the DL teams. According to the literature, trust has a direct link to academic achievement and school improvement respectively. Similarly, it was expected that this effect would improve the implementation of the DL Project. This smaller study sought to answer how, if at all, the DL Project implementation changed trust on the teams and in the schools; and how the experience of doing an evidence-based project, within the DL Project, contributed to the changes in trust in the teams over time. The two-month study took place in York City schools and involved the first-year of the DL Project, and as participants, DL team members and members from the staff. An embedded mixed methods approach was used to collect and analyze qualitative and quantitative data from project archives, surveys and interviews. The analysis suggests that trust changed positively or negatively within the first year of the Distributed Leadership (DL) intervention; The DL Project mainly improved respect and integrity (two dimension of trust) among the teams and in the school; The other two dimensions of trust were highly affected during the first year of the DL Project implementation: Competence and personal regard; Improvements in trust are less evident in the first year; The context can greatly affect trust changes; and the evidence-based project proved to catalyze changes in trust during the first year.</p><p>
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Radin, Umar Radin Zaid. "Investigation of Factors Influencing the Adoption of Safety-Related Changes during the Early Stages of Implementation: An Exploratory Study." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1439982828.
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Nordfeldt, Niklas, and Daniel Espling. "Exploration of Changes for Goods Distribution in the ASEAN Following the Implementation of the ASEAN Economic Community." Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH, Industriell organisation och produktion, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-28310.
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Purpose - The purpose of this thesis work is to explore how the fully implemented AEC affects cross-border trade in the ASEAN, and based on the findings determine how multinational companies should adapt their logistics strategy to the change. To achieve this purpose the following research questions will be answered: How will the AEC affect the distribution of goods in the ASEAN? How should a multinational company adapt their logistics strategy to the new conditions? Methodology - To explore the opportunities and threats regarding the fully implementation of AEC, the authors had to complete 4 phases including a pre-study, literature study, case study, and data analysis. The pre-study was about the basics of ASEAN. The Literature study was mainly about Logistics Management, Strategic Management, Contingency Theory, and AEC, and its aim was to find out the key factors affecting logistics strategy and how the AEC affects them. In order to locate what opportunities and threats that arise along the affected factors, a case study was conducted by studying a real-life example on a case company, through interviews and tariff tables. Additionally, data analysis was done throughout the thesis work by structured methods and a PEST analysis. Findings - Literature study showed that the affected factors where tariffs, NTBs, ROO, trade facilitation, customs integration, standards, and TBTs. After analysing how the affected factors will change the business environment by a PEST analysis, the authors found that the most crucial threat is increased competition and the greatest opportunity is in the ease of moving goods and the size of the market. Hence, for a multinational company, the best strategy in this case is a Strategic choice strategy, which is both proactive to the change and somewhat able to influence the business environment. The case study showed that in the current situation, the best economic logistics strategy is through Malaysia, no matter end destination. After the fully implemented AEC, the Free Trade Agreements for each country will be the deciding factor. Implications - This thesis is made in ASEAN for multinational companies who is considering in which ASEAN member country to use as an assembly point for the ASEAN market after the implementation of AEC. For these companies, this study can be a fundamental part of their decision. Research limitations - In this thesis, the affected factors known by literature has been considered when evaluating the consequences of a fully implemented AEC. The case study is including half of the ASEAN members and in a given order. In addition only the external business environment, and more specific the general environment, was taken into consideration. In further studies, a benchmark could be performed in order to find literature unknown factors, all ASEAN members should be included in various combinations of orders, and considering the whole business environment.
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Woolfolk, Sara. "Behavioral and healthy lifestyle changes after implementation of a walking program among teachers at an elementary school." Master's thesis, Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-07062006-175426.
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Farris, Martin Theodore. "Issues, challenges, and changes faced by purchasing professionals during the implementation of packaging solid waste reduction efforts /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225220057.
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Horng, Lily Ming-Sha. "A pilot study of changes in physician prescribing practices after rural mutual health care implementation in China." [New Haven, Conn. : s.n.], 2008. http://ymtdl.med.yale.edu/theses/available/etd-12022008-134152.
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Farris, Martin Theodore II. "Issues, Challenges, and Changes Faced by Purchasing Professionals during the Implementation of Packaging Solid Waste Reduction Efforts." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1225220057.
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Onion, Carl William Reginald. "Changes in medical practice following superficial and deep processing of evidence : a controlled experiment in clinical guideline implementation." Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364176.
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Ahlstrand, Tobias, and Joseph Selin. "What happens with control when fundamentals change? : A study of how an ERP implementation may affect management control by causing changes among supporting roles and activities." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15187.
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As the society becomes more internationalized and companies spread operations to multiple locations in different countries, there is a growing need for systems that can link information between different company departments and make it available for users at any time. Over the years, companies have used several information systems for different business activities and purposes, but due to complexity and high costs, a need for an integrated platform has emerged. A system that can connect different business functions within a company, and at the same time link systems owned by customers and suppliers through modern technology is an Enterprise Resource Planning (ERP) system. Today, management control may be regarded as an information intensive company process where managers can improve control by working with relevant and accurate information. An ERP system represents a natural bearer of that information, and because of that, it becomes interesting to analyze the effects on management control when its fundamentals (the ERP system) change. As previous publications mostly have examined organizational changes and effects of ERP implementations from a more general perspective, the authors realize a need for addressing ERP systems in relation to management control. Though prior research indicates that implementation of ERP systems have affect on management control, there is still uncertainty how it may be affected. The aim for this study is therefore to create understanding of how a major change such as an ERP implementation may affect management control by causing changes among supporting roles and activities. In order to achieve the purpose for this work, the authors have exemplified an ERP implementation through a case study of a manufacturing company implementing Electronic Invoice Processing (EIP) as a part of a larger ERP change. By using a scientific research approach characterized by an iterative process that moves between theory and empiricism, some valuable outcomes can be drawn from the analyzed case material. These outcomes become in the end target for a broad interpretation of roles, activities, and how changes among them may affect management control on a more generalized ERP level. Analyzing the case, the authors have been able to identify three distinctive roles that may be affected by an ERP implementation; the Executor, the Supervisor, and the Supporter. These three roles have been found to carry out five prime activities; Information Assembling, Information Verification, Information Registration, Information Presentation, and Information Storing. Finally, the changes and altering of focus between these roles and activities were found to potentially affect management control positively through five prime aspects; Timeliness, Accuracy, Accessibility, Richness, and Control.
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Dumaine, Rémy. "How Changes Management Allows to Contain Risk and to Achieve Goals While an ERP Implementation Within a Company in Multicultural and International Context ?" Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-201661.
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Since the invention of the first computer in 1937 by John Vincent Atanasoff and Clifford Berry the process of computerisation within companies is still increasing. Nowadays, the Enterprise Resource Planning software can be seen as one of the most used software in the world. In the 1990s the price of a stock option could increase just with the public announcement of an ERP implementation within the company. It was generally synonym of rigor, data traceability, and control and best practice integration. However, in 2015 through various case studies, observations and records, we can claim that this kind of software cause a lot of changes such as organizational changes, employee's tasks changes or business practices. This paper will explain the role of Change Management during an ERP implementation project. We will analyse the importance of this management area in this kind of project and we will observe that change management has to be taken into account in order to reach objectives and containing goals. In order to illustrate this idea, we will compare two different companies. First the report of the ERP implementation will be done for the French firm EVERIAL. It summarizes 15 months of personal observations within this project where I worked as Key User implementing SAGE X3 ERP for the Purchase module April 2013 to July 2014. Then the second company is described from a case study. It is a Chinese company with Chinese business culture, which succeed first with a home custom designed ERP implementation. However it failed to implement Western ERP called SAP R3. From both EVERIAL and the Chinese company we will analyse the importance of Change Management during the implementation step. Moreover, an analysis of business culture in this kind of project will be done in order to emphasis the role of change management when Western best practices are implemented in Asian Company with a strong local culture.
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Ivens-Duran, Morgan. "A spatial analysis of changes in recreational fishing pressure on the central coast of California subsequent to MPA implementation." DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1303.
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Marine Protected Areas (MPAs) are implemented to address a variety of management concerns, including conservation and restoration of fisheries, but few studies assess how MPAs affect regional fishing patterns. Previous research suggests effort will intensify at MPA edges, but few datasets include sufficient pre-implementation data to quantify how MPAs alter fishing effort. We used recreational fisheries data collected by scientific observers aboard Commercial Passenger Fishing Vessels that target nearshore fish species, primarily rockfish. We assessed shifts in the spatial distribution of fishing effort over a 10-year period that includes pre- and post-implementation observations of the California MPA network along the Central Coast. We visually depict fine-scale annual fishing pressure, calculate total regional effort, and identify changing hot spots of fishing activity. While we found no evidence for “fishing the line”, MPA implementation was associated with changes in regional fishing patterns, including contraction of fishing effort away from the northern extent of the region and increased effort intensity in some pre-MPA fishing hotspots. Fishing effort redistribution should be considered in future management decisions regarding California’s MPA network.
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RELVAS, JULIANA TOLEDO. "THE IMPACTS OF ORGANIZATIONAL CHANGES ON THE IMPLEMENTATION OF CORPORATE GOVERNANCE PRACTICES AT A TELECOMMUNICATIONS ENTERPRISE: OI´S STUDY CASE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16702@1.
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A maioria dos estudos sobre governança concentra-se na relação entre as
práticas de governança corporativa, tais como estrutura do conselho de
administração e o desempenho financeiro resultante, mas poucos se aprofundam
nas questões organizacionais e como essas interferem na implementação das
práticas da Governança Corporativa dentro da empresa. Além disso, as pesquisas
têm maior concentração de estudos na área de finanças com 55,2% versus 25,9%
em organizações. Portanto, com base na revisão de literatura sobre mudança
organizacional, teoria das organizações e governança corporativa, três suposições
foram elaboradas para verificação em campo. As suposições diziam respeito aos
seguintes temas: o papel da alta administração na definição da mudança; o papel
da gerência de governança corporativa na gestão da mudança e o papel da
comunicação na implementação das práticas de gestão. A pesquisa de caráter
qualitativo e dedutivo foi realizada entre Abril e Maio de 2010, por meio de
entrevistas semi-estruturadas com 15 executivos de uma empresa de
Telecomunicações. Os sujeitos entrevistados foram o presidente do conselho de
administração, o CEO, o CFO, sete diretores e cinco gerentes. Concluiu-se que a
estrutura para tratar e disseminar as práticas de governança corporativa ganhou
maior importância após a fusão da Oi com a BrT: a área deixou de ser uma
gerência para tornar-se uma diretoria. A gerência de governança corporativa,
contida nesta diretoria, no papel de agente de mudança foi considerada como
tendo o papel de catequista. A comunicação interna funciona como a principal
ferramenta de divulgação do tema Governança Corporativa na organização.<br>Most studies on governance focuses on the relationship between corporate
governance practices, such as board structure and financial performance results,
but not many studies focuses on organizational issues and how these may cause
interferences in the implementation of the practices of corporate governance
within the firm. Furthermore, research has greatest concentration of studies in
finance with 55.2% versus 25.9% in organizations. Therefore, based on a review
of literature on organizational change, organizational theory and corporate
governance, three assumptions have been elaborated for field verification. The
assumptions related to the following themes: the role of top management in the
definition of change, the role of corporate governance management in managing
change and the role of communication in the implementation of management
practices. The qualitative and deductive research was held between April and May
2010, through semi-structured interviews with 15 executives of a
telecommunications company. The subjects interviewed were the president of the
board, CEO, CFO, seven directors and five managers. It was concluded that the
structure to handle and disseminate corporate governance practices has gained
greater importance after the merger of Oi with BrT - Brasil Telecom: the area
gained importance and become a directory. Also, the corporate governance
management, inserted in this directory, playing the role of change agent, was seen
as a catechist. Internal communication serves as the primary tool for
dissemination of the topic Corporate Governance in the organization.
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Cornelissen, Stephanie. "The responses of primary school Heads of Department to curriculum changes since 2005." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40438.
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With nineteen years of democracy behind us, South Africa has experienced uncountable changes within its borders and on various playing fields. One of the most memorable changes, in my opinion, was in education. This motivated me to embark on a study about the responses of Heads of Departments (HoDs) to curriculum changes. I especially wanted to focus on the management of those changes.
The focus on HoDs arose from the devolution of responsibility from the principal to the HoD with regard to curriculum change. This uninterrupted cycle of curriculum change that South Africa is experiencing occupies the HoDs to a large extent. They have to ensure that the changes take place as smoothly as possible with as little resistance as possible. In order to accomplish this, one would think that the HoD would be trained in managing a department and curriculum changes. This is unfortunately not the case, and they are following their own guidelines that they have constructed through trial and error.
This study was conducted through a narrative design within a qualitative framework, allowing me to give a voice to those who have none. It required me to have focus group interviews, which laid the foundation for my semi-structured interview. The use of documents assisted with the crystallisation of the data. This research was conducted in the Lady Frere district of the Eastern Cape. There were two sets of HoDs from different schools, and one participant willing to participate in a semi-structured interview.
The purpose of this study was to find out what guidelines HoDs had constructed by looking at HoDs’ responses to, and management of curriculum changes since 2005. It became very clear that there is some confusion about what is expected of the HoD during the change process and the HoDs in this study felt it better to follow traditional methods of teaching, as this was all they knew. However, the focus on producing quality education was very important to them.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Education Management and Policy Studies<br>unrestricted
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Azbel-Jackson, Lena. "Regulation of emotional responses using an Implementation Intention and an Observer Mental Imagery : exploring changes in self-reports and physiological responses." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627933.
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It has been demonstrated that emotion regulatory goals can be successfully accomplished using implementation intentions (e.g., Schweiger Gallo, McCulloch, Gollwitzer, 2012) or mental imagery (e.g., Davis, Ochsner, Gross, 2011) as emotion regulatory strategies. The effectiveness of these strategies was assessed by examining changes in subjective reports of experienced emotion. In the present thesis these findings are explored and extended in five experiments in which the impact of forming either an implementation intentions or an Observer visual imagery perspective on self-reports and on physiological arousal, measured by changes in Electrodermal and Heart Rate responses. Study 1 was designed to examine whether an implementation intention would be effective in realizing the emotion regulatory outcome specified in the 'then' component of this 'if-then' plan to the picture type specified in the 'if component ("If! see a weapon, then 1 will stay calm and relaxed! "), in the absence of an additional goal intention. To control for an attentional bias towards negative content, in addition to neutral pictures the participants viewed two types of negative pictures: ones depicting a weapon (then component I cue) or non-weapon negative pictures. These were viewed after either an Implementation Intention (IMP), or a Goal Intention (GI, "1 will stay calm and relaxed! "), or no self-regulatory (Control) instructions. The effectiveness of the IMP instructions was determined by comparing participants' arousal ratings to the negative pictures between experimental conditions and to the non-weapon pictures within the experimental conditions. The results showed that only participants in the IMP condition reported feeling calmer after viewing the non-weapon pictures and the weapon pictures (relative to Control and GI conditions). These findings provide a replication of Schweiger Gallo et al.'s (2009) observation that the emotion regulatory goals can be accomplished using an implementation intention, and extend them by demonstrating the effectiveness of an implementation intention in the absence of a prior goal intention. These effects are thought to reflect the benefits of forming an "if-then" plan by increasing cue (weapon picture) accessibility and enhancing the association between this cue and the emotion regulatory outcome (staying calm and relaxed).
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Richards, Julie Ann. "Evaluation of Nutritional Adequacy and Symptom Improvement During Implementation of the Low-FODMAP Diet in Individuals with Irritable Bowel Syndrome." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524001442665205.
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Sheikh, Imran. "Improving the performance and reliability of systems which employ the 'Controller Area Network' protocol through low-level changes to the controller implementation." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9466.
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The CAN (Controller Area Network) protocol provides one of the cost-effective methods to network current generations of distributed embedded systems. Although it is a robust protocol with short messages and simple priorities, it is largely thought of as only being suitable for soft real-time, event-triggered systems. Safety critical applications require highly predictable behaviour with strict bounds on worst-case message transmission times; the next-generation mechatronic systems also requires a high level of information throughput. In its current form, CAN lacks most of these requirements principally due to its medium access scheme and physical-layer design. This thesis presents a frame work which aims to enhance the capabilities of CAN, in order to push the boundaries of the protocol’s current operation. In particular, the main research question to be addressed is the exploration of the extent to which low-level modifications can enhance CAN suitability for use in the next generation of critical systems. In order to answer this question, it is first necessary to develop a flexible and robust platform to implement these modifications using a novel facility made up from custom soft-core CAN controllers. This novel facility was then employed to implement and experimentally investigate three small but conceptually significant protocol modifications as follows: Increasing the effective data rate from 1 to 10 Mbps whilst doubling the effective payload from 8 to 16 bytes; Reduction of unwanted transmission jitter by compensating for bit stuffing; Enabling a windowed transmission scheme to provide optimal trade-off’s between transmission reliability and real-time behaviour in noisy environments. The thesis describes the results obtained from these experiments and summarizes the main pros and cons that appear. The thesis then concludes with observation that the modified CAN protocol may be suitable for use with certain classes, of the next generation time-critical distributed embedded systems.
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Schildt, William C. "A study of changes in behavior and attitudes with regard to bullying through the development and implementation of a bully-proofing program." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002schildtw.pdf.
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Horn, Brian K. Wilhelm Ronald Wayne. "The perception of English language arts teachers about instructional changes following the implementation of the Texas Assessment of Knowledge and Skills Test." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12134.
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Pinney, Brian Robert John. "Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4721.
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The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach changes in whole-class discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on Argument-Based Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice.
Few studies have examined the ways in which teaching practice changes in relation to the big idea or disciplinary core idea (NGSS), the development of dialogue, and/or the development of argument during first semester implementation of an argument-based inquiry approach. To explore these areas, this study posed three primary research questions: (1) How does a teacher in his first semester of Science Writing Heuristic professional development make use of the "big idea"?, (1a) Is the indicated big idea consistent with NGSS core concepts?, (2) How did the dialogue in whole-class discussion change during the first semester of argument-based inquiry professional development?, (3) How did the argument in whole-class discussion change during the first semester of argument-based inquiry professional development?
This semester-long study that took place in a middle school in a rural Midwestern city was grounded in interactive constructivism, and utilized a qualitative design to identify the ways in which the teacher utilized big ideas and how dialogue and argumentative dialogue developed over time. The purposefully selected teacher in this study provided a unique situation where he was in his first semester of professional development using the Science Writing Heuristic Approach to argument-based inquiry with 19 students who had two prior years' experience in ABI. Multiple sources of data were collected, including classroom video with transcripts, teacher interview, researcher field notes, student journals, teacher lesson plans from previous years, and a student questionnaire. Data analysis used a basic qualitative approach.
The results showed (1) only the first time period had a true big idea, while the other two units contained topics, (2) each semester contained a similar use for the given big idea, though its role in the class was reduced after the opening activity, (3) the types of teacher questions shifted toward students explaining their comprehension of ideas and more students were involved in discussing each idea and for more turns of talk than in earlier time periods, (4) understanding science term definitions became more prominent later in the semester, with more stating science terms occurring earlier in the semester, (5) no significant changes were seen to the use of argument or claims and evidence throughout the study.
The findings have informed theory and practice about science argumentation, the practice of whole-class dialogue, and the understanding of practice along four aspects: (1) apparent lack of understanding about big ideas and how to utilize them as the central organizing feature of a unit, (2) independent development of dialogue and argument, (3) apparent lack of understanding about the structure of argument and use of basic terminology with argument and big ideas, (4) challenges of ABI implementation. This study provides insight into the importance of prolonged and persistent professional development with ABI in teaching practice.
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Horn, Brian K. "The perception of English language arts teachers about instructional changes following the implementation of the Texas Assessment of Knowledge and Skills test." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12134/.
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Accountability in education has been expanding for the past twenty years. As standards for curricular areas continued to develop, educational shareholders desired a way to measure student achievement contextualized by the established standards. Since 1964, policies expanded federal involvement with education, and with the No Child Left Behind Act in 2001, high-stakes testing became a significant part of public education. In Texas, testing transitioned in 2003 to the Texas Assessment of Knowledge and Skill (TAKS) test, an assessment that determines grade advancement for students, ratings for school districts, and additional compensation for some teachers. Along with the increasing expectations for student achievement, the need for effective instruction also increases. This dissertation studies how English language arts (ELA) teachers in four North Texas suburban high schools perceive instructional change following the implementation of TAKS. One hundred twenty-one teachers (n=121) were surveyed using an instrument broken into seven categories: student-centered instruction, student interest, instructional communication, time, classroom environment, teacher knowledge, and assessment. Participants were separated into two groups, teachers with one to six years of experience with a district or seven or more years with a district. Using a rating scale for each statement on the survey instrument, participants indicated the direction and magnitude of change or indicated no change occurred. When comparing an overall average frequency percentage for each possible rating for each category, the two highest percentages for both surveyed groups indicated no instructional change since the implementation of TAKS. However, when considering specific statements about professional growth and instructor knowledge, both groups were likely to rate a change as positive. Whereas, if the statement suggested instructional areas constricted by time, participants for both groups were likely to rate a change as negative. Additionally, an ANOVA indicated no significant difference between either of the participating groups.
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Metzger, Verena Doreen. "An empirical study of organisational changes due to the professional development and implementation of a social media approach for ensuring sustainable company success." Thesis, Glasgow Caledonian University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.700996.
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Howden-Evans, Jonathan Paul. "Sustainability of the Chapter I prohibition : the changes necessary for it to survive the impact of defective design and implementation, decentralisation and the www factor." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288148.
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Glenn, Walter H., and Eric E. Otten. "Commander Naval Air Forces (CNAF) Flight Hour Program: budgeting and execution response to the implementation of the Fleet Response Plan and OP-20 pricing model changes." Monterey, California. Naval Postgraduate School, 2005. http://hdl.handle.net/10945/10031.
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MBA Professional Report<br>Effectively managing the Navy Flight Hour Program (FHP) has historically posed unique challenges. Most notably, CNAF FHP managers have routinely faced a seemingly unavoidable shortfall in flight hour funding requiring the use of creative cash management practices and reliance on defense supplemental appropriations to continue flight operations to the end of each fiscal year. In an effort to reduce this disparity between budget forecasts and actual program execution requirements, significant changes were recently made to individual pricing models used in formulating OP-20 funding levels. In addition, the Navy's transition to the Fleet Readiness Training Plan (FRTP) in support of the overall Fleet Response Plan (FRP) in July of 2003 resulted in a fundamental shift in funding level requirements and overall program execution. The purpose of this study is to analyze what effect the response to this fundamental shift in the Navy's overall readiness posture, in conjunction with the aforementioned OP-20 budgetary process enhancements, had on the matching of budgeted program dollars with execution requirements. The methodology for the study will entail an analysis into the specific changes to the budgeting models used in the formulation of OP-20 funding levels, along with a review of the resulting execution changes at COMNAVAIRPAC (CNAP) in support of the FRP.
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Leung, Yun-chuen Jeff, and 梁潤全. "Implementation of total quality management in view of recent changes: a case study of Urban 21st CenturyIntegrated TQM Model in the Hong Kong private property managementsector." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45008152.
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Volkova, Olga. "Changes in attitude and self-reported smoking behavior of youth with different social economic status pre-and-post implementation of WHO tobacco control policies in Ukraine during 2005-2011." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1471539193.
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Molapo, Moyahabo Rodgers. "How educators implement curriculum change." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60963.
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This qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum Statements (NCS) as the core curriculum guideline for basic education in South Africa and that the Curriculum and Assessment Policy (CAPS) offers practical implementation guidelines and directives to the NCS.
Triangulated data collection techniques, involving interviews, classroom observations and document analysis, were employed to gather information. In an effort to understand the daily realities educators experience in their implementation of curriculum changes, Rogan and Grayson?s (2003) theory of curriculum implementation was applied to nine case studies. The Atlas.ti software package was used to analyse data.
The analysis of data revealed that inconsistencies existed between the optimistic? view of the Department of Education to improve curriculum implementation despite continuously changing the curriculum, and the pessimistic? scenario where educators consistently speak of obstacles to curriculum implementation. The main findings of the study show that CAPS implementation is hampered by inadequate training of teachers, poor understanding of curriculum reforms, poor involvement of educators in the curriculum development processes, poor resources and work overload. The study argues for the necessity to stabilize curriculum changes given the associated implementation challenges of policy overload within the South African education system. The study further shows that in the highly politicized education context of South Africa, curriculum implementation takes a back seat to institutional political machinations.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
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Diogo, Sara Margarida Alpendre. "Changes in finnish and portuguese higher education governance: comparing responses to the Bologna process and new public management." Doctoral thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/16968.
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Doutoramento em Estudos em Ensino Superior<br>Esta dissertação compara as mudança governamentais e políticas nos sistemas de ensino superior (ES) português e finlandês, que emergem de pressões externas similares. Exemplos destas pressões externas são o processo de Bolonha e as manifestações legislativas mais recentes da Nova Gestão Pública (NGP), nomeadamente o novo regime jurídico das instituições de ensino superior (IES) portuguesas (RJIES) e finlandesas (Novo Acto Universitário), visando alterar não só as estruturas de governação institucional, como também as práticas de tomada de decisão.
O estudo fornece uma descrição histórica e cultural abrangente dos sistemas de ES português e finlandês, a fim de dar a conhecer a forma como os governos destes países e as suas IES reagem a movimentos de mudança similares.
Embora Portugal e Finlândia difiram significativamente em termos geográficos, históricos, culturais e económicos, ambos os países empreenderam recentemente reformas legislativas semelhantes nos seus sistemas de ES, tornando esta comparação relevante no âmbito das políticas de ES. Além disso, apesar de divergirem na sua natureza, carácter, objectivos e nível de aplicação, estas políticas foram implementadas simultaneamente, com o objectivo de melhorar a eficiência e qualidade do desempenho institucional, bem como a visibilidade e competição nacional. Argumenta-se que a crescente internacionalização do ES, a política de soft law da União Europeia (UE) bem como a ideologia managerialista – também disseminada por relatórios e discursos de organizações internacionais como a Organização para a Cooperação e Desenvolvimento Económico (OCDE) e a UE oferecem explicações para semelhanças em contextos nacionais. No entanto, as especificidades históricas e culturais, e as características estruturais destes sistemas político-administrativos explicam as diferenças nos processos de implementação de políticas e, consequentemente, nos resultados obtidos a nível nacional.
Juntamente com uma vasta análise documental, o estudo é baseado na análise qualitativa estratégica e é suportado empiricamente por 61 entrevistas semiestruturadas a actores-chave, a nível sistémico e institucional, em ambos os países, e em ambos os tipos de instituições de ES realizadas durante os anos de 2011e 2012. Estes actores foram escolhidos devido às suas funções e grau de envolvimento no objecto de estudo: as últimas reformas de governação das IES impulsionadas pela Yliopistolaki 558/2009, pela Lei 62/2007 e pelo processo de Bolonha. Assim, os resultados aqui apresentados espelham as vozes dos praticantes que se envolveram nessas reformas, tanto ao nível do sistema quanto ao nível institucional. Resumidamente, é possível observar que, frequentemente, a aplicação da legislação nacional em IES é alcançada através de processos top-down (principalmente no caso Português) e um misto de estratégias bottom-up e top-down (mais na Finlândia). Estas estratégias visam alterar a estrutura organizacional das instituições, os órgãos de governação, os processos de tomada de decisão e as condições de trabalho dos profissionais académicos. O estudo revela que actores dentro do mesmo grupo de funções tendem a ter opiniões semelhantes em Portugal e na Finlândia, o que significa que independentemente da nacionalidade, as percepções convergem de acordo com os papéis dos entrevistados.<br>This research compares governmental and political changes in Portuguese and Finnish higher education (HE) systems, emerging from similar external pressures. Examples of these external pressures are the Bologna process and the recent legislative expressions of New Public Management (NPM), including the new legal framework for Portuguese (RJIES) and Finnish (New University Act) higher education institutions (HEIs) which aims at changing not only institutional governance structures but also institutions’ management and decision-making practices. The study provides a comprehensive historical and cultural description of the Portuguese and Finnish HE systems in order to build a framework for the advancement of knowledge on how Finnish and Portuguese governments and their HEIs react towards similar movements of change.
Although Portugal and Finland differ significantly in their geography, history, culture, and economic status, both countries undertook similar HE legislative reforms, making the comparison focused and relevant for the study field of HE policy. Moreover, albeit different in character, goals and enforcement level, the policies were implemented concurrently, and both intend to improve efficiency and quality of institutional performance and to enhance national visibility and competition. It is argued that the incremental internationalisation of HE, the European Union (EU) soft law, as well as the NPM ideology – also disseminated by reviews and discourses of international organisations like the Organisation for Cooperation and Economic Development (OECD) and the EU offer an explanation for similarities in national contexts. Nevertheless, historical and cultural specifics and structural characteristics of political-administrative systems are considered explanatory factors for differences in policy implementation processes and therefore in national outcomes.
Together with document analysis, the study is based on qualitative analysis and finds empirical evidence on 61 semi-structured interviews to key actors of system and institutional levels in both countries and in both types of HEIs conducted during the years 2011 and 2012. These actors were chosen due to their roles and degree of involvement in the study object: the latest institutional governance reforms driven by the Yliopistolaki 558/2009 and the Law 62/2007. Thus, the findings presented here rely much on the voices of the practioners who engaged in these reforms, both at the system and institutional levels.
Briefly, it is possible to observe that frequently, the application of national legislation in HEIs is achieved through top-down processes (mainly in the Portuguese case) and a mix between top-down and bottom-up strategies (more in Finland). These strategies aim at changing institutions’ organisational structure, their governance bodies, decision-making processes and professionals working conditions. This study shows that the same group of actors tend to have similar opinions both in Portugal and in Finland, which means that regardless nationality, perceptions converge according interviewees’ roles.
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Lloyd-Staples, Chris. "The implementation and impact of the secondary science National Strategy : a single-school case study to explore the changes in classroom teaching styles and the responses of students to these initiatives." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4665.
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The National Strategy for Science was progressively introduced from 2002 with the intention of providing a clear structure for improved delivery of the subject in secondary schools. Through a series of scripted training events, supported by printed resources, the intention was to provide science teachers with a clear framework for sequential teaching of key themes through the use of pedagogy intended to involve the students in their own learning. After several years, the nature of the National Strategy shifted to concentrate on the support of subject leaders, and the Strategy is planned to end in 2011. The current school cohorts have all experienced the teaching of science since the introduction of the Strategy, and should therefore have benefitted from the improved delivery, intended to create improved outcomes and more positive attitudes towards science. By means of a case study investigation in 2008 in a single school, the impact of the National Strategy was explored. By means of a range of qualitative methods, including questionnaires, interviews and lesson observations, it was possible to investigate the extent to which National Strategy ideas had become embedded in the daily routines of the science teachers, and the extent to which students viewed science positively. The study focused on Y7 (soon after entry to the school), Y9 (prior to the SATs examinations) and Y11 (during the run-up to GCSE). An initial study four years previously was used to provide an indication of changes during the life of the Strategy, and to indicate trends. In addition, sampling in other schools was used to determine whether the questionnaire results were atypical. The results showed that the Strategy had largely failed to become embedded in normal classroom practice, with little evidence of teachers making good use of the pedagogy or the structured delivery that was central to the Strategy message. The reasons for this failure were: • The expectation that centrally-delivered training would be effectively cascaded by one individual to other teachers in the school, • The failure to concentrate on a few simple messages or themes, repeatedly delivered and reinforced in subsequent training, • The introduction of a plethora of other initiatives, each demanding teacher time, and diluting efforts to focus attention on the National Strategy themes. As a result, the science teachers in 2008 showed less understanding of the Strategy than teachers in 2004, and their use of techniques such as the three-part lesson and enquiry-based learning were less evident. The Strategy was to be a mechanism to improve examination results and to improve student attitudes to science. The examination results are shown to be largely stagnant over this period 2003-2008, and the attitudes of students towards science are shown to become less positive during their time in secondary school. The key finding, therefore, is that the Strategy failed in its aims because it failed to listen to its own message. It failed to recognise that teachers, just as much as students, need simple messages, repeatedly delivered in innovative ways, in order to learn and fully internalise these ideas.
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Taylor, Gregory S. "NMCI history, implementation, and change." Thesis, Monterey, Calif. : Naval Postgraduate School, 2006. http://bosun.nps.edu/uhtbin/hyperion-image.exe/06Sep%5FTaylor.pdf.
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Thesis (M.S. in Information Technology Management and M.B.A.)--Naval Postgraduate School, September 2006.<br>Thesis Advisor(s): Barrett, Frank ; Buddenburg, Rex. "September 2006." Description based on title screen as viewed on February 20, 2008. Includes bibliographical references (p. 171-177). Also available in print.
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Black, Jolene. "Peer Coaching & Change Implementation." TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2144.
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The process of change implementation and the measurement of concerns of those involved in change using the C.B.A.M. model have been the topics of many studies conducted during the past two decades. Peer coaching is a relative newcomer, yet has been the focus of several studies. To date, however, comparative information about the change process and its affect on the concerns of teachers involved in peer coaching has not been analyzed.
This study examines and compares the Stages of Concern regarding an innovation of teachers with and without peer coaching partners. After a review of significant research, the paper analyzes the effect peer coaching experience and peer coaching team configurations may have on the Stages of Concern about an innovation, and how development through the Stages of Concern differ between peer coaches and nonpeer coaches.
The Stages of Concern Questionnaire was mailed to all current peer coaches and to a randomly chosen sample of teachers not involved in the peer coaching project at Ft. Knox Community Schools at Ft. Knox, Kentucky. The data was collected and presented in tabular form to analyze the impact of peer coaching on the Stages of Concern regarding the innovation, process writing.
A comparative synopsis of the findings suggest that peer coaching teams may have a tendency to impact the development through the Stages of Concerns. The results were not statistically significant (chi square). No statistical significance was found in comparisons of the effect on the Stages of Concern regarding process writing between first and second year peer coaches and peer coaching team configurations.
It was recommended that further research be made into factors that relate to the peer coaching environment's affect on teachers' concerns while implementing change in schools. Six tables and three pages of references are appended.
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Jones, Justin LeGrand. "Implementation Strategies for Change Initiatives." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6340.
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Many change initiatives fail because business leaders often lack the strategies for successful implementation. The inability of business leaders to successfully implement change initiatives can result in missing deadlines, increasing costs, and reduced employee productivity and morale. Grounded by Lewin's change management model and Kotter's 8-step change model, the purpose of this multiple case study was to explore strategies aerospace manufacturing managers in the Midwest Region of the United States used to implement successful change initiatives. Data were collected through face-to-face semistructured interviews with 3 aerospace manufacturing managers and a review of company documents. Data were analyzed using methodological triangulation, coding, and thematic analysis to identify patterns and themes. Three main themes emerged from the data analysis: well-defined and measurable goals improved the ability to track and measure the change implementation, teamwork improved employee involvement and collaboration, and communication improved transparency and employee support. The implications for positive social change include the potential to improve aircraft safety by reducing aviation accidents and keeping communities safe from loss of life.
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Wilson, Craig Michael. "Barriers and drivers to the implementation of the "clean development mechanism" within the Nelson Mandela Bay Municipality: a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003851.
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The global threat of climate change is one of the most crucial environmental issues facing the world in modern times. In response to this threat, international governments have drafted the Kyoto Protocol which included the Clean Development Mechanism (CDM). The CDM is a scheme which invited developing countries, like South Africa, to become involved in climate change mitigation projects. While South Africa has been identified as an attractive host country for CDM projects, research has revealed that it lags behind other developing countries in this regard. This study provides a theoretical background to the CDM and grounds the subject within the field of Environmental Economics. Following a literature review of factors that could influence the involvement of a municipality in CDM projects, this thesis undertook a case study of the barriers and drivers to CDM implementation within the Nelson Mandela Bay Municipality (NMBM). Use was made of semi-structured interviews, where a questionnaire was used to guide the researcher’s interview process. Five NMBM officers, who were likely to have been involved with CDM project implementation, were interviewed. Data collected was analyzed using a coding technique and was compared and contrasted to the literature in a process of explanation building. It was possible to elicit 14 factors that acted as CDM-barriers; seven that acted as CDM-drivers; and 10 that were required to change within the NMBM to encourage greater CDM involvement. Of the barriers, lack of awareness, poor political will and lack of funding emerged as the most inhibiting. Of the CDM-drivers, the potential financial benefits; ownership of infrastructure capable of producing carbon assets; and technology transfer emerged as the factors most likely to promote CDM involvement. With regards the factors that require change, it emerged that a positive response would result from a proactive stance by National Government on the CDM; the use of Public-Private-Partnerships to facilitate CDM projects; and improved communication and capacity building within the NMBM and the Nelson Mandela Bay business community. The main recommendation offered to the NMBM was for it to draft a Sustainable Development Policy as well as a formal sustainable development strategy to drive a coherent and consolidated approach to the Municipality’s involvement with CDM projects. Further, it was proposed that the NMBM should, lobby National Government for it to promulgate enabling legislation and a framework which would encourage CDM investment in South Africa; and engage with local business to promote the active involvement of the Nelson Mandela Bay with the implementation of CDM projects. Keywords: Global Warming, Kyoto Protocol, Clean Development Mechanism, Sustainable Development, Environmental Economics, Public Sector, Nelson Mandela Bay Municipality.
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Roseborough, LaKisha B. "The Change Process: Curriculum Change from the Teacher's Perspective." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3191.
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Teachers are experiencing change at a constant rate within school systems across the nation. Principals are preparing teachers to adapt the curriculum to meet standards that are state mandated. This study focused on the change process adopted by the principal for use in assisting teachers with implementation of curriculum and instructional strategies. Findings from this study will provide administrators’ strengths and weaknesses that are experienced during the change process.
Through analysis of interviews, focus groups and documents, the researcher was able to unfold the perspectives of teachers as they relate to Fullan’s Change Theory with initiation, implementation, and institutionalizing the change and The Concerns Based Adoption Model.
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Reijers, Chris. "Manage and implement organizational change in small firms : a case study in the beauty industry." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21919.
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Aim: The aim of this study is to gain deep understanding on how organizational changes are managed and implemented in small firms. Method: The data for this study is collected by doing an extensive literature study and by conducting semi-structured face-to-face interviews with respondents from one single case company. This data was then sorted by topic and analyzed accordingly. The management’s perspective is presented by statements and quotes and the employee’s perspective is presented in summarized essay form. Result & Conclusions: The study showed that change is an ever-present future of the small firm business environment and must be seen as an ongoing process. Firms have to take a thorough approach when implementing change, where gaining enough support for a change initiative is essential for its success. Suggestions for future research: Since this study is only focused on a single case, the suggested framework needs more validation. Also the author recommends further research on the topic of change implementation at small firms in general. Contribution of the thesis: More case studies are needed to further validate the research outcomes since this study was a first attempt to discover the field of change implementation in small organizations.
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Rohitratana, Kaewta. "MRP implementation in Thailand : social and cultural issues." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266806.
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Bergman, Amanda, and Mastaneh Mashouri. "Influencing Change : Organizational Change and the Implementation of Self-Managing Teams." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-326340.
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Organizational changes are inevitable, yet up to 70% fail. Technological development and competition in a volatile environment require more flexible organizations. As such, implementing self-managed teams (SMTs) has become a more common approach. The fact that SMTs ought to be self-managed has further raised a debate, since it is argued that some form of manager still is required. Therefore, the following research question was proposed; How does the interplay of influences unfold between the manager and the organizational context when implementing SMTs? The purpose of the study is to increase the understanding of how different activities, events and actions during a change process of implementing SMTs influence the manager, as well as how the manager influences the change process of implementing SMTs. The research was conducted by a qualitative, abductive approach based on a case study. The results show that managers influence perceived history of change, control and the SMTs. Managers are influenced by perceived history of change, employee commitment to change, control, and by the SMT. These influences determine how the manager is influenced by, and how the manager influences the organizational change towards the implementation of SMTs.
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Stockton, Karen. "An explorative study considering the process of change at school and local authority level as a result of implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 and The Additional Support for Learning (Changes in School Education) (Scotland) Regulations 2005, with its support document, Supporting children's learning - code of practice 2006." Thesis, University of East London, 2007. http://roar.uel.ac.uk/3818/.
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This research evaluates the process of change at school and local authority level, as a result of the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004. Five research questions investigate the perceptions of those school staff taking part in the process of change, in that they query: the properties staff attach to the process of change; the conditions they believe may foster or inhibit the process of change; the skills they feel are important to facilitating a process of change; what changes there may be for children with Additional Support Needs; and, importantly, what meaning they infer from taking part in the process of change. This research pursues a flexible qualitative design, marrying Grounded Theory and a Constructivist philosophical perspective. The method utilised to address these questions involved administering initial Quality Indicator Schedules, followed by twelve semi-structured interviews in three phases (A, B & C) with staff in two schools. Interpretative Phenomenological Analysis of the transcribed interviews took place at the end of phases A, B and C. The research findings suggested that those staff taking part attached the following properties to the process of change: change in school practice; good understanding; and an understanding and attitudinal shift. In addition, staff were able to depict the conditions, from their own perspective, that either fostered or inhibited the process of change, to the extent that, during phase C, they had conceptualised their thinking into a framework: the Bottom-Up Model/Approach which offered them a preferred framework to help support future processes of change. The meaning inferred, from the perspective of those staff taking part in the process of change, focused on self and school improvement better to support children with Additional Support Needs.