Thèses : « Educational organization on meso-level »

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Estes, Ronald James. « California school administrators and school board presidents' perceptions of grade level organization in school districts ». Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2772.

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The purpose of this study was to determine which factors associated with particular school configurations are considered when "reconfiguring" suburban and rural school districts. Superintendents, site administrators, and school board presidents from suburban and rural California school districts of no less than 800 and no more than 6,000 ADA served as the population for this study. A survey questionnaire was developed and sent to superintendents, site administrators and school board presidents in school districts that had considered reconfiguration in the last ten years. Within the questionnaire, perceptions towards factors related to grade configuration were explored. Open-ended questions and in-depth interviews were also conducted by the researcher. The typical survey respondent was between 45 and 49 years of age, Caucasian (over 90%) and had an average education at the master's degree level. The typical school district of the respondents had an enrollment between 2,000 and 2,999. Respondents indicated that their districts had been reconfigured within the last three years. The five most cited factors were: To better meet the needs of children, Desire to improve academics, Overcrowded conditions, Building a new school, and Evaluation of the education program. Responses to the open-ended questions revealed that there is not consistent support for any particular grade level organization. Responses to the open-ended questions also revealed that overcrowding and a lack of adequate facilities significantly hastened district efforts in reconfiguration. The recommendations from this research to district policy makers are: (1) Be thorough in the study of district reconfiguration, survey all groups but remain focused on the issues brought forth in this study, (2) Decision makers should consider the research but not allow the dialog regarding district reconfiguration to become muddled by its conflicting findings and recommendations, (3) Prioritize what you wish to accomplish when reconfiguring and stay focused on those issues, and (4) Decisions should be based on local concerns and needs.

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Rinaldi, Anthony P. « The intersection of counseling pychology and the prescriptive authority for psychologists movement : a qualitative exploration at the level of the professional organization ». Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5833.

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The prescriptive authority for psychologists (RxP) movement contends that psychologists who receive specialized training should attain licensure to prescribe psychotropic medication. The RxP movement has presently culminated in psychologists in the United States prescribing at both the state and federal levels. However, the RxP movement remains contentious, and both supporters and opponents continue to disagree over its validity as a professional movement. Division 17 of the American Psychological Association, the counseling psychology specialty’s professional organization, has not officially discussed the RxP movement since 1994. Given the developments within the RxP movement since then, this study endeavored to investigate the current perceptions of prescriptive authority among the Executive Board leadership of Division 17. Researchers conducted semi-structured interviews with current and former members of the Executive Board and then used a consensual qualitative research (CQR) methodology to qualitatively generate findings across participants’ responses. Participants shared qualified support of prescriptive authority, despite indicating no interest in prescribing themselves, and they reported that they saw prescriptive practice as consistent with the professional identity of counseling psychology. Participants also suggested that Division 17 could proceed with the RxP movement by developing a Special Task Group (STG) to investigate prescriptive authority among its members. These conclusions indicate that members of the Executive Board are well positioned to lead Division 17 forward in addressing prescriptive authority by creating a STG to further explore the issue for counseling psychology.

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Slavicz, Susan Bennett. « Building a Professional Learning Community at the University Level : A Case Study of an Information Fluency Initiative ». UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/486.

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An examination of the research regarding the problems associated with student academic writing indicated that two abilities, writing abilities and information literacy skills, intersect, and that an accepted term for this intersection is information literacy. The University of Central Florida’s Information Fluency Initiative recognized information literacy as a key component in developing students’ information fluency skills. This qualitative case study of the initiative used semi-structured interviews, study of documents, and observations to gather data in order to describe how the university planned, developed, and implemented the initiative. Study of relevant literature, narrative analysis (Tierney & Lincoln, 1997), inductive analysis (Hatch, 2002) and the elements of educational criticism (Eisner, 1998) informed the analysis of data. Participants in the Information Fluency Initiative identified as successful the creation of online information literacy modules by librarians and faculty, program-wide efforts to embed information fluency into curriculum, and individual faculty projects. Additionally, the initiative encouraged a scholarly approach to the study of information fluency with the implementation of an annual Information Fluency Conference held at the University of Central Florida and publication of a peer-reviewed Information Fluency Journal. Results from the study suggested that administrative support for the initiative and the leadership’s empowerment of faculty and librarians to undertake leadership roles were important factors in the initiative’s success. Results also suggested that collaboration between faculty, librarians, and instructional technologists to construct curriculum produced a professional learning community that proved valuable to participants both professionally and personally.

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Green, Robert Anthony. « Effecting Organizational Change at the Macro Level of Professions ». Thesis, Mississippi State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10640074.

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Much has been written in academic and popular publications about organizational change. Topics have ranged from case studies to anecdotal stories of how leaders can change an organization. There is little written on changing the culture and vision of a profession at the macro level.

This dissertation shows that one key to effecting change within a profession is to educate those at the entrant level and thereby effect change with the profession. Over time, these new entrants to the profession will rise to senior positions and be able to effect greater change through the hiring, training, and mentoring processes inherent in the professions and the organizations for which they work. One way to effect change in these entrants is through education in college and professional schools. This study is specifically focused on effecting change in the interdisciplinary field of engineering and public policy. Public policy involves countless infrastructure issues at all levels of government. Engineers are well-versed in dealing with the technical issues of infrastructure but their voice is often lacking at the policy level. Similarly, political scientists are well-versed in policy but are often lacking in a thorough understanding of the technical aspects of the policy.

Through an introductory course in engineering and public policy, undergraduate students from the seemingly disparate fields of engineering and political science were placed in a common classroom and through lectures, writings, presentations, and guided discussions their attitudes on key areas were changed. Areas studied were professional interest, legitimacy, deference, the public policy process, and education outside of a specific field. Through the process of education, changes in each of these areas was possible. Further, the movement was towards making students in each discipline more open to the input, opinions, and attitudes of others, and specifically in shifting engineers toward a more positive view of the public policy process. Being exposed to these topics and to each other’s thought processes, changes in professional attitudes were made.

While there is not a specific profession for which any research has been done, the military is used, in places, as an analog to the profession of engineering.

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Beutel, Lisa Mason. « Follow Her Lead : Understanding the Leadership Behaviors of Women Executives ». University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1355424220.

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Dixon, Marlene A. « The Relationship between Human Resource Management and Organizational Effectiveness in Non-Profit Sport Organizations : A Multi-Level Approach ». The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392114612.

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Courtney, Mary Elizabeth. « Who pays for public education ? The relationship between school finance and educational outcomes at the organizational level / ». The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487944660930254.

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Costa, Andrêa Filipa da Silva. « Uma medida de política pública : escola a tempo inteiro : estudo de caso do agrupamento de escolas de Miraflores ». Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2012. http://hdl.handle.net/10400.5/4614.

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Dissertação de Mestrado em Administração Pública
A Organização para a Cooperação e Desenvolvimento Económico [OCDE] tem dedicado particular interesse à educação no quadro das agendas políticas e económicas associadas à sociedade do conhecimento, pelo que a medida de política educativa Escola a Tempo Inteiro [ETI], incide nos domínios prioritários de intervenção estratégica de inovação e melhoramento das competências básicas preconizados por aquela organização internacional. A medida ETI, através de um conjunto de experiências abrangidas pelas designadas Atividades de Enriquecimento Curricular [AEC], procura assim responder às necessidades das famílias, garantindo aos seus educandos um serviço educativo de qualidade e apoio ao estudo ao longo de todo o período escolar diário. Pretende-se, com este trabalho, analisar o modo como a medida Escola Tempo Inteiro foi implementada num agrupamento de escolas da Região da Grande Lisboa e em particular a perceção de pais e professores relativamente à sua eficácia/eficiência e respetivo impacto. Foram inquiridos duzentos e vinte e dois pais e encarregados de educação de alunos do 1.º ciclo, através de questionário, e realizadas entrevistas semi-diretivas a uma amostra de dez professores com experiência de AEC. A análise dos questionários aos pais e encarregados de educação recorreu ao modelo das classes latentes, tendo as entrevistas aos professores sido submetidas a uma análise de conteúdo temática simples. De acordo com os resultados, os inquiridos, pais e professores, valorizam as finalidades da medida ETI, sublinhando a sua efetiva importância do ponto de vista de adaptar os tempos de permanência das crianças nos estabelecimentos de ensino às necessidades das famílias, assegurados por atividades complementares das aprendizagens.Todavia, levantam algumas dúvidas quanto à sua eficácia/eficiência, designadamente porque nem sempre encontram no terreno as infraestruturas, equipamentos e recursos adequados à ação/implementação da medida.
The Organization for Economic Cooperation and Development [OECD] has devoted particular interest to education within the framework of political and economic agendas associated with the knowledge society, so that the measure of educational policy Full Time School [TSI], focuses on priority areas intervention strategy of innovation and improvement of basic skills advocated by that international organization. As TSI, through a set of experiences covered by the designated Curriculum Enrichment Activities [AEC], thus seeking to meet the needs of families, ensuring their students a quality education service and support to the study throughout the school year diary. It is intended with this work, examine how the measure was implemented School Full Time in a grouping of schools in the region of Lisbon and in particular the perception of parents and teachers regarding the effectiveness / efficiency and respective impact. We interviewed two hundred twenty-two parents and guardians of students in one.Cycle through a questionnaire and semi-directive interviews with a sample of ten teachers with experience in AEC.The analysis of questionnaires to parents and guardians used the model of latent classes, and interviews teachers were subjected to a thematic content analysis simple. According to the results, respondents, parents and teachers value the purpose of the measure TSI, stressing the importance of effective point of view of adapting the residence times of children in schools to the needs of families, provided by complementary activities of learning. However, raise some doubts as to their effectiveness / efficiency, particularly as not always at the grass roots infrastructure, equipment and resources appropriate to the action / implementation of the measure.

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Sharma, Priti, James Lampley et Donald W. Good. « Organizational Communication : Perceptions of Staff Members' Level of Communication Satisfaction and Job Satisfaction ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/280.

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The purpose of this research study was to explore the topic of organizational communication in higher education and examine staff members’ perceptions about their level of communication and job satisfaction in their workplaces. This study was also designed to test the relationship between communication satisfaction and job satisfaction by analyzing the significance of different dimensions of Communication Satisfaction with the view that satisfaction is multifaceted. The results of the study indicated that gender differences and the number of years in service do not seem to make a significant difference in the level of satisfaction among staff members, but the level of education and job classification seem to make a significant difference in the level of satisfaction among staff members. There were strong positive relationships found among all 8 dimensions of Communication Satisfaction Questionnaire (CSQ ), which indicated that staff members when felt positive about 1 dimension of CSQ, also tended to feel positive about other dimensions of CSQ. A strong positive relationship and statistically significant correlation was found between overall communication satisfaction and job satisfaction scores, indicating that when staff members feel satisfied with communication in their workplace, they also tend to feel satisfied with their job in their workplace.

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Lampley, James, Priti Sharma et Donald W. Good. « Organizational Communication : Perceptions of Staff Members' Level of Communication Satisfaction and Job Satisfaction ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/260.

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Excerpt:The purpose of this research study was to explore the topic of organizational communication in higher education and examine staff members’ perceptions about their level of communication and job satisfaction in their workplaces.

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Pfister, Christina Cara. « Problems of beginning teachers at the secondary level ». Related electronic resource : Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Sharma, Priti R. « Organizational Communication : Perceptions of Staff Members’ Level of Communication Satisfaction and Job Satisfaction ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2481.

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The purpose of this research study was to explore the topic of organizational communication in higher education and examine staff members’ perceptions about their level of communication and job satisfaction in their workplaces. This study was also designed to test the relationship between communication satisfaction and job satisfaction by analyzing the significance of different dimensions of Communication Satisfaction with the view that satisfaction is multifaceted. A total of 463 non-faculty staff members from different units of a single higher education institution participated in this study. This study included non-teaching staff, including student workers and both full-time and part-time staff members. A modified version of Communication Satisfaction Questionnaire (CSQ) developed by Downs and Hazen was used to collect data. The study used a Likert-type scale with a 7-point scale and had eight dimensions (personal feedback, relationship to supervisors, horizontal and informal communication, organizational integration, organizational perspective, communication climate, media quality, and job satisfaction). The statistical analyses of the data from eight research questions revealed some significant relationships and differences. The results found that staff members perceived their level of satisfaction with communication satisfaction dimensions personal feedback, relationship to supervisors, horizontal and informal communication, organizational integration, and media quality from somewhat satisfied to satisfied, and communication satisfaction dimensions organizational perspective and communication climate as somewhat satisfied. The results found significant differences among different dimensions of CSQ, indicating that communication satisfaction is multi-faceted. The staff members perceived their level of job satisfaction to be among somewhat satisfied to satisfied range. The results indicated that gender and number of years in service do not seem to make a significant difference among staff members’ level of satisfaction, but level of education and job classification does. There were strong positive relations found among all dimensions of CSQ. A strong positive relationship and statistically significant correlation was found between overall communication satisfaction and job satisfaction scores, indicating that when staff members feel satisfied with communication in their workplace, they also tend to feel satisfied with their job in their workplace.

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Ball, Justin Ashby. « Organizational citizenship behavior at Catholic institutions of higher education : effects of organizational commitment, interpersonal- and system-level trust ». Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4945.

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The purpose of this study was to conduct an exploratory investigation of OCB, trust, and commitment among faculty and staff within Catholic IHEs. Faculty and staff from two Catholic IHEs were the focus of the study. Twenty-five schools were randomly selected from the 50 largest Catholic IHEs by undergraduate enrollment, identified from the 2012 list of Catholic IHEs officially recognized by the Association of Catholic Colleges and Universities (ACCU). The successful operation of Catholic IHEs appears to require high levels of trust and commitment. They benefit from higher levels of OCB, as they endeavor to work in common with other IHEs and, concurrently, extend efforts to adhere to the norms and expectations of John Paul II's 1990 Apostolic Constitution on Catholic Universities, Ex Corde Ecclesiae. Catholic IHEs are tasked with fostering spiritual growth and the Catholic intellectual tradition of dialogue between faith and reason. To address the study objectives, the relationships between the variables of OCB, employee trust, and organizational commitment within two Catholic IHEs were investigated. The research included (a) investigating the traditional conceptualizations of OCB, trust, and commitment with the goal of further defining them as multi-level concepts; (b) designating core concepts of OCB, interpersonal- and system-level trust, and commitment; (c) developing a model of OCB, employee trust, and commitment refining from existing theoretical bases; (d) application of core concepts to explore the dimensionality of faculty and staff members' OCB; (e) exploring the relationship between OCB constructs and levels of trust and organizational commitment; and (f) identification of any moderating effects by comparing these relationships at the different IHEs.

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Schmid, Dale Walter. « A validity study of the National Dance Education Organization's Dance Entry Level Teachers' Assessment (DELTA) ». Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721067.

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Dance education is the only arts discipline without a national entry-level teacher readiness examination, which serves as a proxy for subject matter competency demanded by the Highly Qualified Teacher (HQT) requirement of the No Child Left Behind Act. Consequently, the absence of a qualifying examination has been a barrier to K-12 dance licensure in several states. Additionally, lack of commonly held expectations for what entry-level dance teachers should know and be able to do have led to great disparity in teacher preparation programs nationwide. In response, the National Dance Education Organization engaged dance education experts from thirteen states to create the Dance Entry Level Teachers Examination (DELTA) as an indicator of Pedagogic Content Knowledge (PCK) deemed crucial for K-12 entry-level public school dance teachers by an expert group.

This dissertation chronicles the development of DELTA and focuses on the psychometric analysis of field-test results of two draft forms of DELTA, administered to approximately half of the nation’s graduates hailing from 19 of the 58 Colleges and Universities that conferred dance education degrees in School Year 2013-14. The objectives of this study are to ascertain how well the test items discriminated among examinees; to assure the items are free from inherent bias and sensitivity issues; and discern the psychometric validity of DELTA as a measure of teacher readiness in dance. The quantitative analysis of DELTA field tested items relies heavily on the tools of Item Response Theory, and more specifically on a subclass of the logistic model, the one-parameter logistic (Rasch) model and other related models from Classical Test Theory to measure PCK as a result of exposure to dance pedagogy in a codified teacher education program. Additionally, survey instruments were employed to gauge the level of consensus among university pre-service dance education program coordinators regarding the importance of and relative degree of current alignment to ten PCK Skills Clusters embedded within three Domains of Knowledge comprising the DELTA Conceptual Framework. Given the lack of cohesion among pre-service dance education programs, DELTA represents a first step toward reaching national consensus on crucial baseline PCK and skills for beginning dance teachers.

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Al-Shammari, Susan. « How Do Mid-Level Leaders Communicate with White Collar Workers in a Multi-National Setting ? » Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827780.

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Managing employees from different cultural and national backgrounds within international business organizations is one of the greatest challenges that mid-level leaders face in the new millennium because of the broad range of communication difficulties that can arise (Cox, 1991; Cupach & Imahori, 1993; Fitzsimmons, 2013; Ietto-Gillies, 2005; Lisak & Erez, 2015; Oliveira, 2013). The purpose of this quantitative study was to examine and evaluate the effectiveness of the communication strategies and tactics of mid-level leaders in one major multinational company with a sizable multinational workforce, Saudi Aramco. The theoretical framework for this study was Communication Accommodation Theory (e.g., Giles, 2014; Giles, Coupland, & Coupland, 1991, 2007). The principal survey instrument employed was the Communication Satisfaction Questionnaire (Downs & Hazen, 1977).

Only 7 demographic variables (education, age, gender, nationality match, language match, income, and duration of time with the company) had any significant correlations with the Seven Dimensions Of Communication Satisfaction proposed by Downs and Hazen (1977), but the strength of all those correlations was weak, with the exception of education. The more education the participants had, the more satisfied they were with their job.

Interestingly, in a culture in which gender differences play such an important role, there were no significant differences by gender in the workforce at Saudi Aramco. It was notable however, that the most satisfied employees were those who had been at the company the longest. National and language differences also played almost no role in employee satisfaction, most likely because the whole workforce is fluent in English. The employees did place some significance on what Suchan (2014) describes as Arabic styles of persuasion, which favor: (a) the use of repetition and paraphrasing to make a point, (b) the use of highly ornate and metaphoric language, and (c) the use of strong emotion.

Finally, in comparing the employees’ responses to Goleman’s (2000) Six Styles of Leadership, the researcher discovered that the workers at Saudi Aramco relate most of all to Goleman’s affiliative, coaching, and democratic leadership styles.

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Sawyer, Thomas Dale. « Interdisciplinary organization at the high school level : a study of perceived desirability and barriers / ». Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135508/.

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Townsend, Mindi R. « Organizational culture of community colleges and the level of perceived empowerment of adjunct faculty ». Thesis, Indiana Wesleyan University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10240033.

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The purpose of this study was to examine the organizational culture of community colleges’ departments to gain an understanding of whether or not a specific style of organizational culture, as determined by the leaders, had a relationship with the level of perceived empowerment by adjunct faculty. The current use of adjunct faculty within community colleges has increased over previous years, which has drawn attention to the practice. Therefore, the community colleges’ increasing reliance on adjunct faculty has generated an interest within these domains. The relationship between organizational culture and the empowerment was explored by administrating two surveys. Department chairs were identified as leaders and completed the Denison Organizational Culture Survey (DOCS) (Denison et al., 2012). The Psychological Empowerment Instrument (PEI) (Spreitzer & Quinn, 2001) was given to the followers, who were identified as adjunct faculty members. Hypotheses were formulated to assess whether there is a relationship between a specific style of organizational culture and empowerment of adjunct faculty. Both are quantitative surveys designed to produce data sets illustrating potential relationships. The two concepts were not found to be statistically significant.

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Brown, K. « The Effects of Teaching a Specific Top-Level Structure on the Organization of Written Texts ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1697.

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The purpose of this study was to investigate the effectiveness of teaching a specific top-level structure on students' recall and organization of expository text. The hypothesis to be investigated was that students explicitly taught the scientific report text structure schema would show improved recall and organization of written report text protocols. The report text structure utilized in this study was derived from Sloan and Latham's top-level structure of text organization devised from schema theory and semantic memory models.

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Safara, Benjamin. « THE EFFECT OF MODE OF EDUCATION AND DEGREE LEVEL ON EMPLOYER PERCEPTIONS OF APPLICANTS' HIREABILITY ». CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/453.

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Online education is becoming more prominent, but it has been found that employers are biased against hiring job applicants with online education. The influence of mode of education and degree level on employer perceptions of applicants’ hireability was investigated. It was hypothesized that employer perceptions would decrease as the education of an applicant moved to a category consisting of more online education. It was hypothesized that employers would be less likely to move forward with applicants in the hiring process (viability) as applicants’ education moved to a category consisting of more online education. It was hypothesized that degree level would moderate the relationship of mode of education on employer perceptions of applicants’ hireability and viability. Although it was expected that perceptions of hireability would increase as the applicants’ degree level increased and that perceptions would decrease as applicants’ education moved to a category consisting of more online education, as mode of education moved from hybrid to online, employer perceptions of applicants’ hireability were expected to decrease as applicants’ college degree level advanced. Survey results were collected using Qualtrics Resume Screener service. Results showed employer biases against an applicant’s hireability and viability exist as an applicants’ education moved to a category consisting of more online education, but degree level did not change this relationship. Theories were applied to results to provide possible explanations for the biases. The limitations of the current study as well as the theoretical and practical implications of the results are discussed.

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Simpson, Jayne L. Hecht Jeffrey. « Influences of school districts' policies and demographics on grade level nonpromotion in elementary schools ». Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521340.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 12, 2006. Dissertation Committee: Jeffrey Hecht (chair), Paul Baker, Rodney Riegle, Mark Swerdlik. Includes bibliographical references (leaves 119-123) and abstract. Also available in print.

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Sert, Semih. « An Analysis Of The Diffusion Of Structures And Practices In A High-level Bureaucratic Organization In Turkey By Using &quot ». Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609592/index.pdf.

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This study analyzes the process of the diffusion of structures and practices in an organizational setting using the theory of new institutionalism as the theoretical basis. The explanation of the diffusion process has been subject to major variations due to epistemological and ontological reasons. Former theories of organizational reality looked at organizations as their sole units of analyses and accounted for the diffusion process accordingly
however, today, it is widely observed and accepted that organizational behavior is shaped by historical and environmental factors. This investigation aims to provide evidence for how certain structures and practices diffuse through organizational settings while others do not. Consequently, a qualitative design was conducted to explore the diffusion process in the case of the Council of Higher Education, a high-level bureaucratic organization in Turkey. Fifteen key informants, present or former university rectors and members of the Council, were interviewed and the accumulated data were analyzed qualitatively. Also, the findings were matched and supported with relevant documents analyzed additionally. The findings drawn from the investigation indicate that the emergence of the Council implicates a pattern visible throughout the history of Turkish higher education. The Council is spotted as an important agent in redefining Turkish higher education and thus creating a new organizational field for it. Yet, highly dynamic and interactive face of today&rsquo
s higher education calls for reconsideration of the Council and its functions. A major conclusion that can be reached in this context is that the issue of legitimacy depends on the satisfaction of several demands and expectations at various levels. Therefore, even a formal and regulative organization, such as the Council of Higher Education is prone to the pressures of the organizational field it operates within and is called upon to redefine its structures and implementations accordingly in order to secure its legitimacy.

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Dvořáčková, Kristýna. « The Analysis of Current Level of Communication of a Contributory Organization and Proposals for Increasing of its Effectiveness ». Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2017. http://www.nusl.cz/ntk/nusl-356998.

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Diplomová práce se zabývá současnou komunikační strategií Lipky, školského zařízení pro environmentální vzdělávání, a možnostech zlepšení této strategie zvláště s ohledem na oblast zahradního vzdělávání. Teoretická část se zaměřuje na vysvětlení základních konceptů v rámci dané problematiky. Následující část pak představuje výsledky interních a externích analýz komunikační strategie Lipky. Tato část též poukazuje na možné nedostatky a navrhuje alternativní řešení pro vylepšení efektivity komunikace. Práce se zaměřuje na pedagogy z jihomoravského kraje a jejich přehled o aktivitách Lipky a také jejich zájem o nabízené kurzy.

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Regjo, Kathryn S. « Program assessment and culture change| Understanding organizational culture change resulting from the development and implementation of student learning outcomes assessment at the program level ». Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635762.

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The following explores the phenomenon of perceived organizational culture change resulting from involvement in the establishment of program-level student learning outcomes assessment at colleges and universities. The goal of the research was to understand what elements of organizational culture may have changed on the part of the faculty and administration during the assessment development and implementation process, and how the combined effects may have shifted elements of organizational culture.

Two primary research questions guided the exploration of perceived organizational culture change. The first question focused on how the process of developing and implementing plans to assess student learning at the program level influences the attitudes, behaviors, values, and practices of faculty. The second question considered ways in which the assessment initiative changed or affected the program's organizational culture.

Critical to answering these research questions for each program studied was an understanding of the assessment development and implementation process. Further, it was important to identify and comprehend those decisions perceived most influential on the organizational culture of the program's faculty and administration.

The review of current knowledge supported and focused on research from the following four areas: 1. a basic history of assessment and the role of accreditation; 2. perceived cultural conflicts associated with assessment; 3. institutional interpretations of assessment; and, 4. research on organizational culture and the change process most relevant to higher education.

The researcher used the qualitative method of case study analysis and focused on efforts at three private liberal arts institutions. Selected from each institution were two programs of study that have successfully established learning goals and methods to measure student learning.

Across the three institutions and six programs studied, common themes and unique features emerged relative to the process of assessment development and the elements indicative of organizational culture change. Further, general assertions emerge concerning how the program's efforts affect attributes of organizational culture.

Both faculty and administrators may benefit from the conclusions of the research. Individuals charged with demonstrating academic integrity as well as those involved in the decision-making process regarding measuring student learning may also find the research valuable.

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Carroll, Jamie M. « The Brutal Reality of Bringing Kids up to Level : Are Critical Thinking and Creativity Lost in the World of Standardized Testing ? » ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1616.

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Since the passage of No Child Left Behind, the output of education has been measured through student achievement on standardized tests. School ratings, student graduation, teacher jobs and school charters are all tied to these tests. This study analyzes the extent to which math and science public high school teachers in New Orleans focus on critical thinking and creativity, skills needed to be successful in the future. Through a framework of Richard Paul’s model of critical thinking and Theresa Amabile’s social psychology of creativity, this study evaluates support for critical thinking and creativity through classroom observations, analysis of instructional materials and teacher interviews. Findings indicate that teachers at academically selective schools are more likely to support critical thinking and creativity in their classrooms than teachers at open enrollment schools. Classroom tests of participating teachers mainly focus on assessing basic knowledge and skills, not critical thinking and creativity.

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Dominic, Mario-Princewill Patrick. « Human capital : workforce level of education in non-profit organisations operating in South Africa ; a comparative study of civil societies in Cape Town ». Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1021000.

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A descriptive research with quantitative approach examined human capital in Non-profit organisations with three objectives: to ascertain the qualifications and skills essential in the non-profit sector; to determine if Non-profit organisations provide training and education support for its workforce and to describe formal education level of NPO workforce in South Africa. The study population were employees of Non-Profit organisation (NPO’s) operating in Cape Town. In order to evaluate human capital, workforce level of education of the non-profit organisations in South Africa, significant to addressing most Non-profit organisations challenges in recent time, a survey has been conducted among the South Africa non-profits, identified on the basis of the simple random sampling. 300 questionnaires were sent out, and 147 valid responses received. Empirical results from the selected civil society organisation seem to suggest and concluded that Non-profit organisations workforce are educated up to Honours degree level on average. However, that education may not be priority for the workforce, rather passion for the job and that satisfactory human capital management reduces turnover, in order word attract and enable retention of productive workforce for non-profit organisation effectiveness.

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Parks, Agatha Custodio Dado. « The relationship among registered nurse's years of experience, credentials, work location, completed non-required continuing education hours, moral development and conceptual level ». W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539618825.

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Limited research has been done regarding the relationship among registered nurses years of experience, credentials, work location, completed non-required continuing education hours, moral development, and conceptual level. This study's theoretical framework is based on the cognitive-developmental theory domains of moral and conceptual development. A descriptive and correlational research design was used to discover the relationship between variables. One hundred registered nurses were selected from a hospital in southeastern Virginia. Participants completed a general questionnaire, Defining Issues Test-2 and the Paragraph Completion Method. Findings resulted in failing to reject the null hypotheses. There was no statistically significant correlation among the variables. The findings may be related to low sampling, unclear understanding of terms and/or participant's demographic profile being more similar than different.

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Isley, Shane D. « Toward a functional approach to goal setting ». Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5162/.

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A variable that may be associated with performance improvements is goal setting (within and across days). Easy-to-achieve goals will likely produce gradual trends in improvement and difficult-to-achieve goals steeper trends. The purpose of the current experiments was to study the effects of setting easy-to-achieve and difficult-to-achieve goals on the level, trend, and variability of correct, incorrect, and skip responses for math tasks when reinforcement contingencies and numbers of practices were held constant. Five undergraduate students answered math problems on flash cards in 30s timings. Single case design elements were used to evaluate the effects of different types of goals on the speed and accuracy of performance. The results revealed that goal setting primarily increased the frequency of incorrect responses and both the level and trend of skip responses. The implications of these findings and other important variables that influence the effectiveness of goal setting are discussed. In addition, the authors suggest guidelines to follow when implementing goals to improve performance.

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Breidert, John T. « Self-Assessments by U.S. Army Officers : Effects of Skill Level and Item Ambiguity on Accuracy ». TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/60/.

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Pretorius, Mornay Charl. « The facilitation of social integration on community level : a social work perspective ». Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53636.

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Thesis (M Social Work)--Stellenbosch University, 2003.
Some digitised pages may appear illegible due to the condition of the original hard copy.
ENGLISH ABSTRACT: Currently much attention is given in South African welfare legislation and in recent local and intemationalliterature and research to the process of social integration and the formation of social capital as one of the ideational outcomes of a social development approach, and therefore also a key practice element of developmental social work. Very little research have been undertaken to document the changes in social work practice brought about by the transition to a social development approach in South Africa. The purpose of this study is to formulate social work practice guidelines on the facilitation of social integration on community level. It therefore constitutes an attempt to illuminate how social workers could contribute to the national thrust toward the social integration of communities and provide valuable guidelines to social workers on the practical realization of this key element of developmental social work. In order to gain new insight and to clarify central concepts relating to this relatively unfamiliar research area, an exploratory research design was utilised. The population for the study consisted of practising social workers in welfare agencies subsidised by the Department of Social Services in the Cape Metropolitan area. From the population a sample was drawn utilising sampling strategies from both the probability and non-probability sampling procedures. The study was both qualitative and quantitative in nature and in-dept interviews were chosen as the method of datacollection. The interview schedule was compiled from the literature survey. In this survey the relation between the social development approach to welfare and social integration was explained, and some of the core focus areas for the social integration of South African communities were identified. Furthermore a discussion was given on community intervention strategies as a core method of social work as well as its practice implications for developmental social work. From this literature survey structured and unstructured questions were formulated and compiled in an interview schedule. This measurement instrument was utilised to explore how social workers can facilitate the social integration of communities through community intervention strategies. From the analysis ofthe results of the empirical study, social work practice guidelines on the facilitation of social integration on community level were formulated.
AFRIKAANSE OPSOMMING: Huidige Suid-Afrikaanse welsynsbeleid asook kontemporêre plaaslike en internasionale literatuur en navorsing plaas verhoogde klem op die proses van maatskaplike integrasie en die vorming van sosiale kapitaal as een van die uitkomste van 'n sosiale ontwikkeling benadering en 'n kern praktyk element van ontwikkelingsgerigte maatskaplike werk. Tans is daar nog min navorsing gedoen wat poog om die praktyk implikasies, wat die skuifna 'n ontwikkelingsgerigte benadering vir maatskaplike werk inhou, te dokumenteer. Die doel van hierdie studie is om maatskaplike werk praktykriglyne vir die fasilitering van maatskaplike integrasie op gemeenskapsvlak te formuleer. Die studie vergestalt dus 'n poging om die rol van maatskaplike werkers in die strewe na die maatskaplike integrasie van gemeenskappe te probeer verhelder, asook om aan maatskaplike werkers waardevolle riglyne te voorsien rondom die praktiese realisering van hierdie kern element van ontwikkelingsgerigte maatskaplike werk. Ten einde nuwe insigte te ontwikkel en belangrike konsepte binne hierdie relatief onbekende navorsingsveld te klarifiseer, is 'n verkennende navoringsontwerp gebruik. Die universum vir hierdie studie het bestaan uit praktiserende maatskaplike werkers in diens van welsynsorganisasies in die Kaapse Metropool wat deur die Provinsiale Departement van Welsyn subsidieer word. Vanuit die universum is 'n steekproef getrek deur beide waarskynlikheid- en nie-waarskynlikheid steekproef trekking prosedures te benut. Die studie was beide kwalitatief en kwantitatief van aard en in-diepte onderhoude is gebruik as metode van data-versameling. Die onderhoude was gevoer aan die hand van onderhoudskedules wat op grond van die literatuur ondersoek opgestel is. In die literatuur ondersoek is die verhouding tussen die sosiale ontwikkeling benadering tot welsyn en maatskaplike integrasie ondersoek, asook kern areas vir die maatskaplike integrasie van Suid-Afrikaanse gemeenskappe identifiseer. Verder is gemeenskapsintervensiestrategieë as 'n kern metode in die maatskaplike werk, asook die implikasies daarvan vir ontwikkelingsgerigte maatskaplike werk, bespreek. Die onderhoudskedule is gebruik om te eksploreer hoe maatskaplike werkers deur middel van hulle gemeenskapswerk intervensie kan bydrae tot die fasilitering van maatskaplike integrasie. Die versamelde data is analiseer en maatskaplikewerk praktykriglyne vir die fasilitering van maatskaplike integrasie op gemeenskapsvlak is geformuleer.

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Chetty, Preven. « Engaging within zones of proximal development on Facebook : the case of using Facebook to support learning and mentoring on a NQF Level 5 environmental education, training and development practices learnership ». Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017335.

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This study focuses on two roll-outs of a, year-long National Qualification Framework (NQF) level 5, environmental education learnership in South Africa and attempts at enhancing collaborative learning at workplaces using a familiar social networking site called Facebook. This study uses the Facebook group sites created for the workplace course component of the course as one of the means of data collection. Additional interviews and focus groups with learners and administrators on both Environmental Education Training and Development Practices (EETDP) courses also informed the study. The study is located within the context of the rise of the information age, its effects on socio-ecological landscape at large and ways of using social networking sites in order to facilitate scaffolding and meaning making within zones of proximal development for environmental education learnerships. It also looks at the model of apprenticeship and workplace based learning as it is broadly located at the nexus of the SAQA-led academic inquiry into workplace based learning and professional development. It was found that the use of Facebook on the EETDP learnership allowed for collaborative learning to take place between peer to peer interactions as well as between tutors and learners. It was also noted that scaffolding processes requires both technical assistance and strong instructional input from course tutors. One of the most important findings in terms of collaborative learning and engaging within the Zone of Proximal Development (ZPD) was that learners were able to communicate more effectively and freely with both fellow learners and tutors on course after participating on the Facebook group sites. The study offers recommendations on how a social networking platform like Facebook can be utilised effectively for environmental education. The study recommends that scaffolding of workplace based tasks and concepts needs to be better integrated with the course and in both online and offline interactions between learners. It also illustrates how social networking sites can become powerful tools for creating meaning making when combined with course work.

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Berssaneti, Fernando Tobal. « Gerenciamento da capacidade produtiva de um sistema de educação a distância : coordenação das funções manutenção e gestão de contratos ». Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/3/3136/tde-14122006-161747/.

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Nos tempos atuais, cada vez mais as organizações têm investido em equipamentos e infra-estrutura de educação a distância (EAD). Grande parte dos estudos até hoje realizados dizem respeito a aspectos pedagógicos relacionados a esse tipo de sistema produtivo. Contudo, há poucos estudos dedicados a sua gestão. Esta dissertação busca, por meio de uma pesquisa à literatura pertinente, seguida de uma pesquisa de campo, sistematizar o conhecimento sobre a gestão de um sistema de operações de EAD, buscando formas para otimizar sua disponibilidade operacional. Ao longo do trabalho, a disponibilidade é tratada com um indicador de resultado de duas diferentes funções da organização: função gestão de contratos e função manutenção. A primeira diz respeito ao acordo de nível de serviço (SLA) firmado entre a organização foco deste estudo e um fornecedor de serviços de telecomunicações. A segunda função compreende a forma como são adotadas abordagens ou políticas de manutenção para os equipamentos utilizados para a execução desse tipo de serviço. Assim, descreve-se o contexto em que se inserem a disponibilidade e as duas funções a ela relacionadas e buscam-se formas para coordenar essas funções com o objetivo de otimizar a disponibilidade operacional do sistema produtivo. Algumas proposições foram estruturadas e verificadas numa organização, através da metodologia científica pesquisa-ação. Um instrumento referencial foi elaborado para amparar a pesquisa de campo visando facilitar a verificação das proposições propostas, além de colaborar para melhor atingir os objetivos propostos. A conclusão da pesquisa revela que as proposições de estudo não se confirmaram de forma plena, apontando para um sensível distanciamento entre teoria e pratica organizacional, deixando, assim, espaço aberto para novos estudos.
In present days, organizations are investing increasingly in equipment and infrastructure for distance education (DE). Great part of the studies carried out until today focus on the pedagogical aspects related to this type of productive system. However, there are few studies dedicated to its management. It is the goal of this study, through research in specific literature followed by a field research, to systemize the knowledge on management of an operational system for DE, searching for ways to optimize its operational availability. Throughout the work, the availability is considered a result indicator for two different functions of the organization: contract management function and maintenance function. The former one says respect to the service level agreement (SLA) firmed between the organization, focus of this study, and a supplier of telecommunications services. The latter is concerned with the ways that maintenance approaches and politics for the equipment involved in the execution of this type of service are adopted. Thus, the context in which the availability and both related functions are enclosed has been described and ways to co-ordinate these functions with the goal of optimizing the productive system operational availability is searched. The framework of some proposals was developed and verified in an organization through the scientific methodology ?Action Research?. A reference instrument was elaborated to support the field research aiming to ease the verification of the proposals that have been made, besides helping to achieve the proposed goal. The research conclusion discloses that the study proposals weren?t fully confirmed, leading to a considerable withdraw between organizational theory and practice, leaving, thus, an open space for new studies.

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Dyck, Loren R. « Resonance and Dissonance in Professional Helping Relationships at the Dyadic Level : Determining the Influence of Positive and Negative Emotional Attractors on Effective Physician-Patient Communication ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270512589.

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Karlshøj, Poulsen Bodil. « Forebyggende og sundhedsfremmende arbejde i Kalaallit Nunaat 1996-2007 ». Thesis, Nordic School of Public Health NHV, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3149.

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Baggrund: Kalaallit Nunaat (Grønland) har opbygget en unik organisering af det forebyggende og sundhedsfremmende arbejde, hvor centralt og lokalt niveau er forbundet gennem et forebyggelsesudvalg og en forebyggelseskonsulent i hver kommune. Paarisa, Center for Folkesundhed, havde lederskabet og har udviklet en uddannelse for forebyggelseskonsulenterne. Formål: At samle og analysere indhentede erfaringer fra arbejdet med organiseringen af det forebyggende og sundhedsfremmende arbejde i perioden 1996 til 2007. Metode: Officielle dokumenter blev analyseret ved et retrospektivt, deskriptivt og eksplorativt casestudie. Semistrukturerede interviews med udvalgte nøglepersoner og anbefalinger til det fremtidige forebyggende og sundhedsfremmende arbejde, som blev givet af forebyggelses-konsulenterne på et seminar i 2007, blev ligeledes inkluderet. Endelig blev der gennemført et litteraturstudie med henblik på at analysere partnerskaber som et redskab til at højne folkesundheden. Dette studie blev anvendt til triangulering af resultaterne. Resultater: For at fremme af folkesundheden lokalt skal der arbejdes tværsektorielt og være vilje til koordinering og samarbejde. Dette kan ske ved netværksarbejde, men formelle partnerskaber anbefales. For at opnå succes, skal der desuden være forbindelse mellem centralt og lokalt niveau
Background: Kalaallit Nunaat (Greenland) has built up a unique organization of the preventive and health promotion work in which central and local level are linked through a preventive board and a consultant in each municipality. Paarisa, the Public Health Center, had the leadership and developed an education for the local consultants. Aim: To collect and analyze acquired experiences of the process of organizing the preventive and health promotive work in the period from 1996 to 2007. Method: Official documents were analyzed in a retrospective, descriptive and explorative case study. Semi-structured qualitative interviews with key-persons and recommendations to the future preventive and health promotion work provided by the preventive consultants at a seminar in 2007 were likewise included. A literature study was conducted in order to analyze partnerships as a tool to strengthen public health. This study was used for triangulation of the results. Results: In order to promote public health locally, it is necessary to work cross-sectorial and have the will to coordinate and cooperate. This can be in form of networking, but formal partnerships are recommended. To achieve success, there should be connections between central and local level.

ISBN 978-91-85721-91-7

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Rudauskaitė, Auksė. « E.švietimo paslaugos skatinant socialinę raidą Kaišiadorių rajone ». Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20060321_101444-17789.

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Throughout the Europe, special attention is paid to the development, provision and design of electronical services. Experience of foreign countries proposes that e-education plays a significant role both in social development and the development of country or its regions in economical, cultural and other aspects. Goal of work: to analyze the influence of the provided services of e-education to the social development in the municipal level.

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Martin, Mark Anthony. « Servant Leadership Characteristics and Empathic Care : Developing a Culture of Empathy in the Healthcare Setting ». Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1572254537330104.

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Boyce, G. R. « Training and educating the strategic corporal ». Quantico, VA : Marine Corps Command and Staff College, 2008. http://handle.dtic.mil/100.2/ADA490789.

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Hyatt, Rick D. « Nurse Perceptions : The Relationship Between Patient Safety Culture, Error Reporting and Patient Safety in U.S. Hospitals ». Franklin University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=frank1607988520967849.

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« From Policy to Practice : Implementing "Move On When Ready" at the Local Level in Arizona ». Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14792.

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abstract: The purpose of this study was to understand what promotes or hinders the implementation of a high school education reform policy in Arizona schools from the perspective of a nonprofit organization that served an active and intentional role as an intermediary organization working directly with schools and policymakers. The study was intended to facilitate implementation of the education reform policy in the school sites, to gain knowledge that will be used to inform future cycles of planning and implementation, and to influence state policy. This study was an explanatory nonexperimental multiple case study involving five high schools across Arizona. The study focused on the early phase of implementation of the education reform policy. A mixed methods case study design grounded in the tradition of participatory action research was employed. Data were collected through surveys, interviews, observations, focus groups, and a document review. The results suggest that the education reform policy was implementable in diverse schools across the state. However, how the education reform policy was implemented in each school site appeared to vary. A number of factors seemed to influence the actual implementation process including the design and understanding of the reform, selection process, district context and school characteristics, and school capacity to undertake the reform. The findings suggest that the nonprofit organization that served as an intermediary organization within the study influenced the implementation process. It appears that this primarily took place by providing direct assistance to the schools, creating opportunities for collaboration and communication across the multiple school sites implementing the same education reform policy, and serving as a connector to other organizations, policymakers, and the larger public. The study resulted in the nonprofit organization's deeper understanding of the complexity of implementing the education reform policy, the challenges schools face in implementing the reform, and the factors that appear to promote or impede the implementation process.
Dissertation/Thesis
Ed.D. Educational Leadership and Policy Studies 2012

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« Leadership style, group atmosphere, maturity level of teacher and school effectiveness ». Chinese University of Hong Kong, 1988. http://library.cuhk.edu.hk/record=b5885973.

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Ladbrook, Maughreen Winifred. « Challenges experienced by educators in the implementation of inclusive education in primary schools in South Africa ». Diss., 2009. http://hdl.handle.net/10500/3038.

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Resting against a background of local and international movements in respect of human rights, South African educators have had to implement a new curriculum, accept diversity and address inclusive education with little or no training, insight and knowledge. Challenges at all levels in education, impact on the successful education of children and the future of young adults who must as equal members of society enter a fast changing global economy. Challenges for educators in South Africa are unique. The lack of knowledge and training for educators and an inadequate infrastructure of the country present as some of the challenges for educators. This qualitative study deals with the subjective experiences of educators in primary schools. The research indicates that when these challenges are addressed educators will be both, better supported and disposed, towards the implementation of inclusive education idealised as the panacea for social transformation in South Africa.
Educational Studies
M. Ed.

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Nxumalo, Velile Nicholas. « Investigating middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands ». Thesis, 2008. http://hdl.handle.net/10413/80.

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This research sought to investigate middle management‟s roles in implementing the new curriculum at grade 10 -12 levels; it involved a small qualitative study of two schools in the KwaZulu-Natal midlands. At a policy level, the role of middle managers at school level in South Africa has changed. The transformation of the curriculum in South Africa placed a need in all spheres of the education system to be flexible and innovative in accepting change. In fact this need for change is mostly required by the middle management of the schools who bear the brunt of working with teachers and learners in implementing the new curriculum. Hence this qualitative study was undertaken to investigate their roles. In investigating the topic the following three questions were considered as of critical importance in understanding middle managers roles in the new curriculum. The first question explored middle managers‟ main roles in implementing the new curriculum. Secondly it explored how middle managers responded to the current reform process at the FET level, and lastly it investigated how middle managers intertwined assessment in implementing the new curriculum. The review of the literature focused on curriculum implementation internationally and locally and also explored the role of the middle managers as leaders and managers in the curriculum implementation process. The study took place in two rural schools and participants included four middle managers (three heads of department and one principal). Data were collected using semi-structured questionnaires and interviews. A selection of documents (planning and teaching documents) was also collected for analysis. In a nutshell analysis revealed that endeavours were made towards the planning process. There was a presence of the subject framework, work schedule and the lesson plan. This indicated that the initial process of designing the learning programmes was being done. However, data revealed that middle managers fulfilled a management rather than leadership function. Their roles consisted largely of curriculum implementation processes at the expense of curriculum innovation and change. Barriers included a lack of time for proper planning and innovation due to a full teaching load as well as a lack of training by the Department of Education in the area of curriculum development and innovation.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

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Privitt, Galen Wayne. « The role of public school superintendents in providing equitable learning opportunities for children from poverty at the K-12 level ». Thesis, 2006. http://hdl.handle.net/2152/2793.

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O'Doherty, Ann Patricia 1959. « District-level success : a case study to determine how a recognized Texas school district made progress in closing achievement gaps with all students ». Thesis, 2007. http://hdl.handle.net/2152/3608.

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Bound by compulsory attendance laws, over 48 million children attend public schools in the United States each year. Unfortunately, for a growing percentage of these students, compulsory attendance has not resulted in equitable achievement. In spite of educational reforms aimed at the school, district, state, and most recently, federal level, academic achievement gaps continue to exist between students of color and students of poverty as compared to white and/or more economically advantaged peers. Previously identified Educational Frameworks including the Effective Schools Correlates, Malcolm Baldrige Quality Improvement Educational Criteria, Stupski Foundation Components, and Professional Learning Communities Characteristics have described the elements present in successful schools and districts; however research into the process of how districts have made progress toward closing achievement gaps is less prevalent. This grounded theory study examined the processes employed by a single Texas school district serving over 26,000 students in an economically and ethnically diverse community which had made progress in closing achievement gaps with all students. Data gathered through semi-structured interviews, direct observations, and document reviews informed the findings. The research utilized Strauss and Corbin's three stages of coding: open coding, axial coding, and selective coding (Strauss & Corbin, 1998) for data analysis. Findings regarding the processes employed revealed that the district: created systems to select, develop and, evaluate leadership personnel; nurtured a district culture of shared accountability for results; crafted systems of accountability; built district structures to support learning and achievement; endorsed district-level decision-making; engineered a research-based and inquirydriven decision-making culture; intentionally managed change; deployed systems district-wide to impact change at the campus and classroom level, and embraced a commitment to professional learning.

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Du, Plessis Lynette Erika. « The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level ». Thesis, 2005. http://hdl.handle.net/10500/1529.

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The research focuses on the implementation of Outcomes-based Education (OBE) from a management perspective, in the Eastern Cape province of South Africa. This being a largely rural province, teachers are often un- or underqualified and in-service training for curriculum implementation is constrained by logistical problems such as vast distances, lack of physical facilities and resources and language barriers. In spite of extensive socio-political changes since 1994, these barriers remain. A thorough study of the literature provides an understanding of the foundations of OBE in the light of a need for relevant education in a democratic South Africa. The purpose, forms, characteristics and key elements of an outcomes-based approach are described, as well as the role of the teacher in curriculum implementation. OBE is a futuristic education approach embodying a radical shift from the traditional content-based approach followed in the previous education dispensation. The initial curriculum aimed at realising the new OBE approach, was known as Curriculum 2005 and is described according to its key elements. Thereafter, the debate surrounding Curriculum 2005 and the problems associated with its implementation are identified. The Revised National Curriculum Statement, produced after the review of Curriculum 2005, is outlined and the roles of the teacher, principal and district officials in terms of the new curricula are then dealt with. Attention is then given to the roles of district officials, principals and teachers in managing the curriculum since all three role players have crucial roles to play at district, school and classroom levels. This theoretical discussion provides the framework for the qualitative study in determining the perceptions of these role players in the implementation of OBE in the Eastern Cape. Data was collected by means of individual and focus group interviews with a small sample of district officials, principals and teachers, selected through a combination of judgement and convenience sampling. An examination of documents was also carried out. The findings suggest factors that encouraged or hampered the implementation of OBE at district, school and classroom levels. Finally, based on the findings of both the literature and empirical studies, recommendations were provided for the improvement of OBE implementation in the Eastern Cape.
Education Management
D.Ed. (Education Management)

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Kuo, Miao-se, et 郭妙色. « The Relationship between Organizational Structures & ; Operations In County-level Educational Sectors ». Thesis, 2002. http://ndltd.ncl.edu.tw/handle/64023696166659210049.

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碩士
國立台北師範學院
國民教育研究所
90
The Relationship between Organizational Structures & Operations In County-level Educational Sectors Abstract by Miao-Se Kuo This study was to explore the presence and relationship between organizational structures and organizational operations in county-level educational sectors. Based upon it, it is hoped that by issuing some conclusions and suggestions the study may refer to adjust organizational structures and promote organizational operations for educational bureaus. Research methods are by literary analysis, questionnaire survey, and interview. Firstly, gather related literatures, then discover by practice and in theory the meanings and functions of organizational structures and operations. Secondly, acquire current data by using self-made questionnaires, and interview in outlines focused on the statistical outcomes of questionnaires. Finally, make some conclusions; present concrete suggestions. Samples are members around 21 county-level educational sectors, taking 435 effective samples out of 846. Results are analyzed by means, standard deviations, one-way MANOVA, and typical correlations. The results are as follows: 1. Currently there is still some room for adjustment in county-level organizational structures of educational sectors. 2. Organizational operations of county-level educational sectors go quite well. 3. Concerning organizational structures, views differ. 4. Concerning organizational operations, views differ also. 5. Organizational operations may be promoted greatly if educational sectors function adequately. Suggestions for Ministry of Education: 1. Set up research teams for organizational structures. 2. Educational policies should be transparent, overall, feasible, and consecutive. 3. Fully authorize county governments to decide staffing and be flexible. 4. Enact laws and be consistent. 5. National-wide matters should be formally formulated. Minimize unnecessary things to local sectors. Suggestions for county-level educational sectors: 1. Adjust current departments by the nature and allocation of work. 2. Make up teams according to missions and professions. 3. Clarify, balance, and fit members’ rights and duty. 4. Promote organizational operations throughout involvement, permission and performance accountability.

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Holliday, Gay. « The concept of organizational opportunity : The perceptions of women mid-level administrators in higher education ». 1992. https://scholarworks.umass.edu/dissertations/AAI9233071.

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The purpose of this study is to explore, identify and describe organizational opportunity through the thoughts, perceptions and experiences of women who are currently mid-level administrators in higher education organizational settings. The idea of organizational opportunity provides the basis of the study, and the tenets of the "new scholarship on women and education" which incorporates a feminist perspective provides the framework for the study's design and methodology. The participants were invited to take part in the study, and the sample was drawn from individual member listings of the current directories of three higher education associations. The participants are women mid-level administrators in selected public, state-supported universities in California with the functional title: Dean of Students (when not identified as the chief student affairs officer), Director of Housing or Residential Education, and Director of Student Activities or College Union. Qualitative research methods were used in collecting the data through the use of a guided, open ended, in-depth interview with the participants. The study's research questions focus on: (1) how women in higher education administration describe organizational opportunity; (2) what organizational opportunities women in higher education administration describe as needing to develop professionally; (3) how women in higher education administration create organizational opportunity; and (4) what conditions women in higher education administration describe that increase and diminish organizational opportunity for their development. The analysis of the data reveals five major frameworks of the concept of organizational opportunity: (1) Organizational Context; (2) Creating Opportunity; (3) Organizational Access; (4) Organizational Support Through Mentors, and (5) Personal Factors Affecting Organizational Opportunity. A discussion of each frame is presented as well as the participant's advice to women interested in a career in higher education administration.

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47

Maforah, Tsholofelo Pauline. « Factors that promote the level of job satisfaction among school educators : an education management perspective ». Diss., 2004. http://hdl.handle.net/10500/1950.

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In this dissertation the findings of a survey on 100 inner-city independent school educators, concerning the factors that affect the level of job satisfaction are presented. It was found that educators derive most of their job satisfaction from interpersonal relationships. Dissatisfaction was mainly the result of low salaries, low status in the community, poor facilities and lack of security. Most of the educators were looking for alternative employment and regarded employment in public schools as a much better option. Recommendations were made to principals on how to improve the factors that affect the level of job satisfaction for educators.
Educational Studies
MED (EDUC MANAGEMENT)

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48

Arnold, Allison. « Middle managers’ perceptions of organistational justice after downsizing in the automotive industry ». 2013. http://hdl.handle.net/11394/3250.

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Masters in Public Administration - MPA
Organisations of every industry are changing continuously. A pervasive response to this experience is some form of downsizing. Chew and Horwitz (2002) state due to globalisation, organisations have increasingly adopted cost/ competitive measures to increase performance. Organisations inevitably seek to survive these pressures by downsizing. According to Tzafrir, Mona- Negrin, Havel and Rom Nagy (2006), downsizing is known to be defined as a company trying to increase its competitiveness, efficiency and productivity by decreasing the number of workers in the organisation. Drummond (2000) states that there is extra pressure put onto the remaining workers for productivity after the layoff process. It must be acknowledged that managers should be seen as both an employee and a supervisor. Managers therefore have to implement the change when the process occurs and deals with the reactions of him/herself and that of the subordinates (Wiesenfeld, Brockner, Petzall, Wolf & Bailey, 2001). To gain a competitive advantage, organisations must pay attention to their managers who are responsible for driving organisation’s processes and outcomes. Rana, Garg and Rastogi (2011) state that organisations need to attend to factors that influence managers’ performance and job satisfaction, such as perception of organisational justice. Managers’ perception of organisational justice is imperative, as subordinates mimic the behaviours and attitude of their managers (Wiesenfeld et al., 2001). The aim of this study is to investigate what impact the downsizing process had on the perception of organizational justice of survivor middle managers. The differences between middle managers’ age, gender, year of service or tenure, marital status and education level were taken into account. The study was conducted in different departments of a large Automotive Retail organisation where downsizing has taken place. A biographical questionnaire and a questionnaire designed to measure perceptions of organisational justice after downsizing (Niehoff and Moorman Organisational Justice Questionnaire), was administered to gather the data. The sample of one hundred and forty-four respondents consisted of male and female middle managers. Convenience sampling was utilised to select the sample. Statistical analyses involved both descriptive and inferential statistics. ANOVA and T-Test were the tools that were used to analyse the data. Findings indicates that there was a statistical significant difference in middle managers’ perception of organisational justice based on gender, age, tenure, marital status and education level in the Automotive Industry.

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Tshubwana, T. S. « The role of the principal in managing change at secondary school level in the Limpopo Province ». Diss., 2007. http://hdl.handle.net/10500/2148.

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The study was conducted in the secondary schools of Vhembe district. Five secondary schools were selected for study. Data were collected by interviews. Interview involved asking questions, listening and recording answers and then following up with additional relevant questions. The findings revealed that lack of training regarding change influences people to resist change. Therefore, before the initiation of any change, the Department of Education should train all stakeholders involved in the day-to-day implementation of change. This will minimize resistance during the implementation stage. The study recommends that educators and HoD's should work hand in hand to support their principals in order to ensure the smooth running and management of change in their schools.
Educational Studies
M. Ed. (Education Management)

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Daweti, Baphiwe. « Impact of mergers on lower level employees : a case study of the Durban University of Technology ». Thesis, 2015. http://hdl.handle.net/10321/1303.

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Submitted in fulfillment of the requirement for the degree of Masters in Technology specialising in Human Resource Management, Department of Human Resource Management, Durban University of Technology, Durban, South Africa, 2015.
The study arose as a result of a merger between the former Technikon Natal and former M.L. Sultan Technikon, culminating in the formation of a new institution in 2002, called the Durban Institute of Technology (now known as the Durban University of Technology). The focus of the study was on the impact of mergers on lower level employee motivation and staff morale at the Durban University of Technology. Furthermore, the study focused on examining the perceptions of lower level employees towards the merger process which included the pre-merger, during and post-merger phases. A mixed methods research design was used in this study. The quantitative sample was n=50. In addition, six in-depth interviews were conducted for the qualitative part of the study. This study concluded that the merger had a negative impact on the perceptions of lower level employees regarding the merger process in the post-merger phase. The results indicated that staff morale of lower level employees was low post-merger. Some lower level employees proved to be less satisfied than others who adopted the new changes as a result of the merger. Interestingly, the results indicated a high level of motivation amongst lower level employees post-merger. Minimal communication originated from top management to lower level employees. It was recommended, amongst other suggestions that communication and training should be strengthened amongst lower level employees, supervisors and management in higher education institutions. Whilst lower level employees may have low skills and education, an attempt should be made to involve lower level employees early on and throughout higher education mergers.

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Thèses sur le sujet « Educational organization on meso-level »

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