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1
Hodge, Toni Ann. "Accreditation of Business Schools: An Explanatory Multiple-Case Study of their Motivations." Thesis, University of Canterbury. Management, 2010. http://hdl.handle.net/10092/3755.
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The commitment required of a university or business school to gain international
accreditation is significant, both in dollar terms and staff time. This thesis seeks to explain the motivations for business schools to seek accreditation with three major accrediting bodies, AACSB International, EFMD and AMBA, using a multiple-case study methodology underpinned by the frameworks of institutional isomorphism, bandwagon pressures and information asymmetry.
Interviews were carried out with 17 business school deans; five deans of accredited schools in Europe, five deans of accredited schools in the United States of America and seven
business school deans in New Zealand. All the New Zealand schools were either accredited, formally in the process of seeking accreditation or about to enter the application stage. The results provide supporting evidence for the notion that business schools are seeking
accreditation in order to achieve legitimacy benefits rather than performance benefits, and that intangible benefits are seen as having more importance than the costs involved with achieving accreditation. It was also found that where the focus is at an international level, accreditation is found to be underpinned by information asymmetries whereby schools are seeking to gain legitimacy by providing signals to the market regarding their quality. At a regional or national level information regarding quality is more well known and, instead, isomorphic and bandwagon pressures become evident as the pathway towards legitimacy. This study will be of value to business school deans in understanding the forces they are being subjected to when considering the value of seeking international accreditation. The results provide an understanding of why, in the absence of a formal business case, a school may consider such a move, or may have entered the process without the hard data that
identifies the costs and estimates the benefits in a measurable way. In this regard it will also be of value to all staff of business schools, and of the wider organisation, to understand the
phenomenon that is accreditation.
2
Chaniol, Jacques. "Les accréditations internationales des écoles de management françaises : déterminations et enjeux en termes de communication et de changement : étude du cas de l'ESCEM." Paris 8, 2012. http://www.theses.fr/2012PA083861.
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Le cas de l’ESCEM, à travers son histoire, nous semble particulièrement complet et pertinent pour servir de base à une analyse du développement récent des accréditations dans l’enseignement supérieur de gestion en France. L’idée de cette thèse est de s’interroger sur ce que recouvrent les accréditations pour les concepteurs (fournir de l’information claire et objective) et pour les utilisateurs (utiliser le label sur un marché concurrentiel ou/et comme une démarche de structuration en interne). Il y a donc l’idée d’un écart possible entre la philosophie originelle de l’accréditation et l’exploitation de l’accréditation : ne sommes-nous pas passés de l’idée de la conception basée sur la démarche qualité à l’instrumentalisation du processus comme un outil de communication ? Le projet débute avec cette question centrale que nous allons confronter à des théories existantes (la théorie néo-institutionnelle et de manière complémentaire la théorie de l’acteur stratégique) et à une réalité observée de façon qualitative (celle de l’ESCEM). S’agissant des Ecoles, l’idée sera de démontrer qu’elles sont dans une logique de conquête de marché et de performance. S’agissant des Agences d’accréditation, l’objectif sera de comprendre ce qu’elles sont afin de mieux appréhender leur impact sur les Ecoles de management et de s’interroger sur la possibilité de certifier l’enseignement comme on peut certifier n’importe quel autre service. Nous nous focaliserons finalement sur trois hypothèses que nous discuterons : les accréditations internationales sont un processus structurant pour les Ecoles, elles sont un processus qui standardise les Ecoles et enfin plus qu’un outil d’évaluation, elles sont un outil de communication. L’objectif de notre recherche n’est pas de formaliser des propositions de niveau conceptuel, mais plus de niveau opératoire et de nous interroger s’agissant de démarches qualité dans l’enseignement supérieur sur les résistances, les facteurs accélérant ou freinant, les effets collatéraux, les risques de l’échec versus les avantages du succès, les actions tactiques, etc. …Given its historical background the case of ESCEM school of management presents a good basis for analysis of the role played by the accreditation process in the higher education business school sector in France. We believe that there is a potential mismatch between the original philosophy behind the process as it was first conceived and the use to which it is actually put in reality. For example, could it be that the original driver of quality held out by the accreditation agencies has effectively been supplanted and used instead by business schools as a marketing and communication tool. Before examining this hypothesis in the light of a the neo-institutional theory of business organization and the theory of the strategic actor, we take a look at the past 15 years and demonstrate how business schools have used the accreditation system with particular reference to two agencies involved -AACSB and EQUIS. We then go on to present a description of the qualitative method employed in our research and offer ESCEM as a case study. Finally we make practical management suggestions based around the following 3 hypotheses discussed in the body of our work about international accreditation systems, namely that they are: - Providers of structure for business schools - Agents of standardization in business schools - More of a marketing and communication tool than a system of evaluation. Our aim is to come up with suggestions which can be used in practice and to encourage those involved in the delivery of top quality education, to engage in a constant process of reflection upon the many issues involved. These range from consideration of factors which may act as catalysts or accelerators for change, those which put a brake on change and hamper it and the effect of risk. We provide examples of success and offer tactical measures which can be deployed as well as strategic approaches which might be useful for any establishment which has already embarked on the accreditation process or is about to do so
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Spörl, Christiane. "Análise da fragilidade ambiental relevo-solo com aplicação de três modelos alternativos nas altas aacias do Rio Jaguari-Mirim, Ribeirão do Quartel e Ribeirão da Prata." Universidade de São Paulo, 2001. http://www.teses.usp.br/teses/disponiveis/8/8135/tde-18012002-225147/.
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Este trabalho apresenta uma comparação de três modelos metodológicos aplicados aos estudos da Fragilidade Ambiental. A aplicação destes modelos resultou na confecção de três mapeamentos diferenciados de Fragilidade, os quais foram analisados e comparados entre si. Dos três modelos metodológicos aplicados, dois foram propostos por ROSS (1994), um com apoio nos Índices de Dissecação do Relevo, e o outro nas Classes de Declividade. O terceiro modelo foi proposto por CREPANI et ali (1996) baseado nas Unidades Territoriais Básicas - UTB's. Os três modelos de análise da Fragilidade ambiental propostos partem do mesmo princípio: as Unidades Ecodinâmicas preconizadas por TRICART (1977) para delimitar áreas no contexto dos diagnósticos ambientais. As áreas são caracterizadas por diversos atributos: rochas, relevo, solo, cobertura vegetal/ uso da terra e pluviosidade. No entanto, estes modelos apresentam diferenças na operacionalização dos métodos, e também, nas variáveis analisadas. Destas divergências resultam três mapeamentos diferenciados. Apesar dos diferentes resultados apresentados pelos três modelos de análise da Fragilidade, seus objetivos são os mesmos, servir como subsídio ao planejamento estratégico ambiental. Os mapeamentos das Fragilidades Ambientais identificam e analisam os ambientes em função de seus diferentes níveis de fragilidade. Através destes documentos torna-se possível apontar as áreas onde os graus de fragilidade são mais baixos favorecendo, então, determinados tipos de inserção; e áreas mais frágeis onde são necessárias ações tecnicamente mais adequadas a essas condições.This work presents a comparison between three methodological models which were applied to Environmental Fragility studies. The application of these models resulted in three different Environmental Fragility maps, which were analyzed e compared with each other. Of the three methodological methods used, two were proposed by ROSS (1994), one of them based on the Reliefs Dissection Index and the other on the Slope Classes. The third model was proposed by the INPE (1996), based on the Basic Territorial Units BTU's. The three models come from the same principle: The Ecodynamics Units, defended by TRICART (1977) to classify areas regard to its environmental diagnosis. The areas characterized by several information: rocks, topography, soil, vegetation/ use of the soil and pluviosity. However, these models present differences in the operationalization of the methods, and also in the variables analyzed. These divergences results three different mappings. Although the different results presented by the three models, its purposes are the same: to gather information to the Environmental Strategic Planning. The environmental Fragility mappings identify and analyze the areas according to its different fragility levels. Through these documents it´s possible to point out the lowest fragility rated areas, favoring then certain types of insertion; and the most fragile areas, where more adequate technical actions are required.
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Bouteraa, Fatiha. "Comportements stratégiques et changements institutionnels lors du processus initial d'accréditation internationale AACSB (2003) : le cas d'une Business School universitaire française : l'EM Strasbourg." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAB009.
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Les objectifs de la thèse sont de comprendre : 1) les mécanismes de diffusion, d’adoption et d’institutionnalisation des accréditations internationales, 2) les comportements stratégiques mobilisés à l’égard notamment du processus initial d’accréditation institutionnelle AACSB, 3) les réponses stratégiques et organisationnelles pour gérer les demandes institutionnelles conflictuelles provoquées par les injonctions des 21 standards AACSB (2003) et 4) les changements opérés en vue de l’alignement aux injonctions du processus initial prescrit et des 21 standards AACSB (2003). Dans une perspective néo-institutionnaliste, nous mobilisons un cadre d’analyse alliant les comportements stratégiques et le changement institutionnel. Pour répondre aux objectifs de la recherche, une étude de cas longitudinale rétrospective et en temps réel sur 15 ans d’une business school universitaire française est menée. Les résultats de la recherche permettent d’enrichir notamment le cadre d’analyse d’Oliver (1991) d’une sixième réponse stratégique et de trois tactiques dans le cas d’un processus initial d’accréditation institutionnelle AACSBThis research aims to understand: 1) the mechanisms of diffusion, adoption and institutionalization of international accreditations, 2) the strategic behaviors adopted to respond to the initial AACSB accreditation process, 3) the strategic and organizational responses to the conflictual demands originated by the 21 AACSB 2003 standards and 4) the changes occurred in order to ensure the organizations’ alignment to the 21 AACSB 2003 standards and to the required process.Based on a neo-institutional perspective, we used two conceptual frameworks about strategic responses and institutional change. In order to comply with our objectives, we have conducted a 15-year longitudinal case study both retrospectively and in real time within the only French business school operating inside a university. The principal result of the research is the identification of a 6th new strategic response for Oliver’s (1991) framework as well as three tactics to be adopted in the initial AACSB accreditation process
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Pavic, Ivana. "The Adoption of Online Education for the Delivery of Graduate Business Programs in Canadian AACSB Accredited Business Schools: Exploring the Influence of Enabling and Constraining Forces on Institutional Change." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35075.
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The competitiveness of the graduate business education market; concerns over graduate program relevance; and decreased provincial funding are placing destabilizing pressures on the current graduate business program offerings in business schools promoting the possibility of institutional change. Despite most academic institutions embracing online education as an option to respond, Canadian AACSB accredited business schools have not moved in this direction. The purpose of this research study was to explore the reasons for the limited adoption of online education in Canadian AACSB accredited business schools. The theoretical lens framing this research study was Institutional theory. A qualitative multiple case study research design was carried out with four Canadian AACSB accredited business schools participating. The main data collection method was semi-structured interviews with senior administration and faculty. This study revealed that the constraining forces were stronger than the enabling forces towards adoption, ultimately leading to limited adoption. The enabling forces identified were: market expansion opportunities; cost and infrastructure savings; and student demand for more online education. The constraining forces identified were: the lack of face-to-face interaction; and development and delivery cost. An examination of stakeholder influence found faculty resistance, to hold the strongest influence on organizational decision making in these business schools. Faculty resistance was concentrated mainly towards fully online graduate programs with greater acceptance for the hybrid format. The Institutional theory lens helped to understand that institutional change in academic institutions is difficult, due to the isomorphic forces acting as constraining forces to institutional change. This rendered the finding that the lack of legitimacy of this delivery medium was the main reason for the limited adoption of online education. A number of significant contributions to research in the areas of online education and institutional change in academic institutions; practical implications; and suggestions for future research in this area were also provided.
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Fellag, Djamal. "L’influence de l’environnement sur l’évolution du business model de l’entreprise : une approche par les capacités dynamiques." Electronic Thesis or Diss., Université de Lorraine, 2020. http://www.theses.fr/2020LORR0027.
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La plupart des travaux s’intéressant à l’évolution des Business Models (BM) privilégie les facteurs internes comme les choix stratégiques du dirigeant en matière de clients, d’activités ou de ressources. Les facteurs externes ou environnementaux comme déterminants dans l’évolution des BM restent, eux, largement moins explorés. La conception de l’environnement communément admise dans les approches BM considère que ce dernier est produit par la réflexion et les actions des dirigeants plus qu’il ne s’impose à eux. En partant d’une revue de la littérature axée sur l’approche par composantes du BM comme cadre d’analyse et plus particulièrement le modèle RCOV (Warnier, Lecocq et Demil, 2006) et les capacités dynamiques (Teece, 2007, 2017), cette contribution propose de traiter l’influence d’une variable environnementale institutionnelle, à savoir les accréditations internationales (EQUIS, AACSB) sur une école de management française, Burgundy School of Business. En intégrant une variable environnement au travers les capacités dynamiques, nous proposons d’enrichir ce modèle RCOV par de nouvelles propositions d’analyse non seulement dans les composantes du BM mais également dans les interactions possibles entre les différentes composantes. Pour valider nos propositions et alimenter notre cadre théorique qui cherche à intégrer la variable environnement-accréditation dans le modèle RCOV, nous proposons de réaliser une étude de cas à visée exploratoire sur BSB (Burgundy School of Business) qui a vu son BM transformer suite à la montée en puissance des accréditations. Toutes les composantes du BM de l’école ont été impactées par les accréditations internationales. Nous réhabilitons ainsi le rôle moteur de l’environnement en mettant en évidence le développement d’une capacité dynamique d’accréditation dans l’évolution voire la transformation du BM des entreprises et cherchons à caractériser le BM de l’entreprise sur la base des modifications des composantesMost of the work focusing on the evolution of Business Models (BM) focuses on internal factors such as the manager's strategic choices in terms of customers, activities or resources. External or environmental factors as determinants in the evolution of BM remain largely unexplored. The conception of the environment commonly accepted in BM approaches considers that the latter is produced by the thinking and actions of leaders rather than being imposed on them. Starting from a review of the literature focusing on the BM component approach as an analytical framework and more particularly the RCOV model (Warnier, Lecocq and Demil, 2006) and dynamic capacities (Teece, 2007, 2017), this contribution proposes to deal with the influence of an institutional environmental variable, namely international accreditations (EQUIS, AACSB) on a French management school, Burgundy School of Business. By integrating an environment variable through dynamic capacities, we propose to enrich this RCOV model with new analysis proposals not only in the BM components but also in the possible interactions between the different components. To validate our proposals and feed our theoretical framework which seeks to integrate the environment-accreditation variable in the RCOV model, we propose to carry out an exploratory case study on BSB (Burgundy School of Business) which saw its BM transform following the rise in power accreditations. All components of the school's BM have been impacted by international accreditations. We thus rehabilitate the driving role of the environment by highlighting the development of a dynamic capacity of accreditation in the evolution or even the transformation of the BM of companies and seek to characterize the BM of the company on the basis of modifications components
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Aguiló, Payeras Francesca. "Caracterització del gen Acetoacetil-CoA sintetasa." Doctoral thesis, Universitat de Barcelona, 2008. http://hdl.handle.net/10803/1063.
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CATALÀ: La cetogènesi és un procés mitocondrial a partir del qual es sintetitzen els cossos cetònics: acetona, acetoacetat i 3-hidroxibutirat, que són emprats com a font d'energia en el mitocondri dels teixits extrahepàtics a través de l'acció de la Succinil-CoA:3-cetoàcid-CoA transferasa (SCOT). Alternativament, en el citosol dels teixits lipogènics, l'acetoacetat pot ser activat a acetoacetil-CoA, a través de l'enzim Acetoacetil-CoA sintetasa (AACS), proporcionant unitats acetil-CoA de manera independent i anàloga al citrat produït en el mitocondri, transferit al citosol i escindit per l'ATP-citrat liasa.
1. Estudi de la funcionalitat de la seqüència del cDNA del gen AACS humà predit.
Hem demostrat que la seqüència predita del cDNA del gen AACS humà codifica per una proteïna funcional. Els valors de les constants de Michaellis-Menten (Km) de la proteïna GST-AACS son de 37.6M, 155.24M i 2.3M per l'acetoacetat, l'ATP i el CoA, respectivament. A més, l'enzim AACS humà és inhibit a 15 M de CoA.
2. Estudi de les modificacions posttraduccionals de la proteïna AACS humana.
L'anàlisi de la seqüència aminoacídica de la proteïna AACS humana revela la presència de diversos residus de lisina com a putatius llocs d'acetilació. La substitució de la Lys634 per Arg provoca una disminució de l'estat d'acetilació de la proteïna però no l'aboleix totalment. Mitjançant la deleció de l'extrem COOH-terminal hem pogut concloure que aquesta regió és determinant per a l'estat d'acetilació, encara que no es pot descartar la possibilitat d'altres residus de lisina acetilables en l'extrem NH2-terminal.
3. Aportació al procés de la colesterogènesi del gen AACS humà.
S'ha analitzat l'efecte de la sobreexpressió de la proteïna AACS humana en el procés de la colesterogènesi, mitjançant la generació d'un sistema induïble BDTMTet-On Gene Expression system en cèl·lules HeLa. L'acetoacetil-CoA, fruit de la reacció catalitzada per l'AACS, és incorporat de manera preferencial cap a la síntesi de colesterol, implicant que l'esquelet de quatre carbonis de l'acetoacetat o bé la seva forma activa, l'acetoacetil-CoA, no s'equilibra completament amb el pool de dos carbonis representat per l'acetat i l'acetil-CoA. Una de les hipòtesis que explicarien aquest fet és la possible existència d'interaccions (channeling) entre els primers enzims de la via de la colesterogènesi, és a dir, entre l'AACS i l'HMGCS1. No obstant això, els nostres experiments mostren que ambdues proteïnes no interaccionen ni de manera directa ni indirecta.
4. Estudi dels mecanismes de regulació transcripcional del gen AACS humà.
Hem caracteritzat els elements necessaris per a que es produeixi l'activitat basal del gen AACS humà i hem estudiar la seva regulació transcripcional per factors de transcripció implicats en l'homeòstasi lipídica: LXR, SREBPs i PPAR. Els nostres resultats mostren que l'Inr és funcional, i que les caixes GC presents en el promotor proximal del gen AACS uneixen el factor de transcripció Sp1, important en la mediació de l'activitat basal d'aquest promotor. Els putatius LXRE i SRE, localitzants en el promotor in silico, no són funcionals. En canvi, PPARregula l'expressió del gen AACS d'una manera no canònica a través de la proteïna Sp1 i mitjançant la interacció amb les caixes GC.
5. Regulació de l'expressió del gen AACS de rata en diferents situacions fisiològiques: ritme circadiari.
L'expressió del gen AACS està sotmesa a regulació circadiària, produint-se el zenit d'expressió en fetge i en TAB a l'inici de la fase fosca, coincidint amb el període de màxima activitat dels rosegadors. El patró d'expressió del factor de transcripció SREBP-1 i de l'AACS en fetge és paral·lel, suggerint que SREBP-1c podria ser responsable de mitjançar la regulació de l'expressió de l'AACS en aquest òrgan en les situacions fisiològiques estudiades: dejuni/realimentació en les fases diürna i nocturna, i administració d'insulina.
Acetoacetyl-CoA synthetase (AACS, acetoacetate-CoA ligase, EC 6.2.1.16) is a cytosolic ketone body (acetoacetate)-specific ligase found in several lipogenic tissues that might play an important role in the provision of Acetyl-CoA units for lipogenesis. Transfer of acetyl as acetoacetate, from the mitochondria to the cytosol, would operate in parallel with transfer via citrate and ATP-citrate lyase.
1. Kinetic parameters of the human AACS.
The KM values for acetoacetate, ATP and CoA were 37.6 M, 155.24 M, and 2.3 M respectively. CoA exerts an inhibitory effect when concentration raised over 15 M.
2. Study of the posttranslational protein modification of human AACS.
Sequence analysis of human AACS protein shows the presence of multiple lysine residues as a target of acetylation modification. The invariant lysine of the PX4GK domain, is not relevant for total levels of human AACS acetylation because the mutation of Lys-633 to arginine, did not abrogate the reactivity with the α-acetyl-lysine antibody. However the replacement of Lys-634 with arginine yielded a decrease in the acetylation status of human AACS protein.
3. Human AACS and cholesterogenesis.
We studied the effect of human AACS overexpression in HeLa cells using the BDTMTet-On Gene Expression system. As previosly reported, acetoacetate is used preferentially for cholesterol biosynthesis although we couldn't observe a substrate channeling in the early steps of cholesterogenesis.
4. Study of the mechanisms of transcriptional regulation of human AACS gene.
We isolated the human AACS promoter, characterized the elements required to initiate transcription and analyzed the expression of the gene in response to LXR, SREBPs and PPAR, all known important factors for lipidic homeostasis. We show that the human AACS promoter contains an Inr sequence and several GC boxes that are determinant for its basal activity. We also show that PPAR transcriptionally induces the expression of the AACS gene by a non-canonical mechanism, since it is recruited to the AACS promoter by direct interaction with Sp1.
5. Circadian rhythm.
AACS transcriptional regulation is under the control of circadian rhythm in liver and BAT but not in brain. Our results suggest that circadian expression in liver is driven by the rhytmic expression of SREBP-1c.
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Bennett, Andrea Rose. "Attitudes Toward Adult Education Among Adult Learners Without a High School Diploma or GED." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6468.
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The purpose of this study was to explore attitudes toward adult education among adult learners without a high school diploma or the General Educational Development (GED). In this study, adult learners without a high school diploma or GED completed the Attitudes Toward Adult Education Scale (AACES) and selected respondents volunteered to participate in a face-to-face interview in conjunction with the mixed methods section of the study. For this study, I used a 5-point Likert scale to measure the responses on the 22-item AACES survey.
Three hundred and fifty respondents participated in the study. Descriptive statistics and a three-way ANOVA revealed attitudes toward adult education were not very favorable among adults without a high school diploma or GED. Overall, there were no significant differences among adult learners without a high school diploma or GED. However, age was statistically significant, as older adult learners had more favorable attitudes toward adult education than younger adults did. Race/ethnicity and gender showed no significant differences. The qualitative data revealed interviewees valued adult education and thought it was important for them to obtain their GED or high school diploma. Those interviewed believed they needed to obtain their GED or high school diploma in order to acquire meaningful employment. The interviewees did not express any immediate plans to participate in adult education or post-secondary/GED studies upon completion of the GED program.
Based on the results, adult learners without a high school diploma or GED recognized the importance of obtaining a high school diploma or GED, but their attitudes toward the perception of participation in adult education were not favorable. The respondents believed participation in adult education is important and necessary to gain employment, but they did not show much enthusiasm for participation in adult education beyond the GED program.
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Delaney, Eileen. "The Effects of Monitoring and Ability to Achieve Cognitive Structure on the Psychological Distress of HIV Testing." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1126022877.
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Mearns, Kevin Frank. "The sustainability of community-based ecotourism in southern Africa." Thesis, University of Portsmouth, 2010. https://researchportal.port.ac.uk/portal/en/theses/the-sustainability-of-communitybased-ecotourism-in-southern-africa(8a403ded-d0b4-4a20-aacb-3dbc5a641aa0).html.
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The global trend towards sustainability is influencing humankind on a daily basis. One of the aspects of human life that is significantly influenced by this trend is decision making with regard to travel and holidays. The investigation was initiated in an attempt to monitor the sustainability of community-based ecotourism in southern Africa and to set a baseline for future comparison. A comprehensive inventory of 331 community-based tourism ventures across southern Africa was compiled as part of the study. A spatial selection was undertaken to refine the selection of ventures which could be safely and economically visited in southern Africa. A telephonic interview was carried out with each of the remaining 241 community-based tourism ventures in order to determine which ventures may be categorized as community-based ecotourism ventures. The results of the telephonic interview were used to classify the community-based ecotourism ventures into types. A random selection within types followed to select six case studies for further investigation. An evaluation framework was constructed to monitor the sustainability of the selected community-based ecotourism ventures. The evaluation framework made use of a number of sustainability issues and their associated indicators. The evaluation framework was then tested for its applicability to investigate the social, economic and environmental sustainability of the six case studies. Thereafter a cross-case analysis was undertaken to compare the results and to obtain baseline data for future comparison. The utility of the constructed evaluation framework was subsequently commented on and changes were recommended. The study provided a time- and cost-effective evaluation framework for monitoring the sustainability performance of community-based ecotourism ventures. The constructed framework also makes an important contribution as a departure point in the adaptive learning cycle for the development and implementation of sustainable tourism indicators for community-based ecotourism ventures. Case study specific recommendations were made in order to improve the sustainability performance of the investigated case studies. The results of this study serve as a benchmark against which future investigations into the sustainability of community-based ecotourism ventures in southern Africa may be compared. Conclusions relating to the sustainability of community-based ecotourism ventures in southern Africa are drawn, and a number of recommendations for further research are made.
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Oakshott, Stephen Craig School of Information Library & Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.
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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Dash, Sagarika, and 史莉雅. "Design of AACS Protection Duplication on Blu-Ray Recordable Disc for non-AACS LA Enterprise." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/42132295769016721115.
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碩士國立中央大學
資訊工程學系
104
Multimedia technology is the essential part of home entertainment and it makes a great progress from last decade. Content distribution systems are essentially content protection systems that protect premium multimedia content from being illegally distributed. So, it becomes a challenge for digital industries to give protection to their content and the physical distribution system. Devising effective Content Protection mechanisms and building satisfactory Digital Rights Management (DRM) systems have been top priorities for the Publishing and Entertainment Industries in recent years. Advanced Access Content System (AACS) is intended to restrict access to and copy protection of HD-DVD and Blu-ray, which is playing a crucial role in copyright protection during this challenging era for much-renowned companies. In this thesis, we propose a step-by-step design that adopts the AACS copy protection architecture for recordable media, without getting key authorization from AACS LA, which will provide a robust, high compatible and cost-effective content protection system for non-AACS LA enterprise. We emphasize on how to play the BD-R with AACS protection on an unauthenticated AACS player. The result of our design is to protect the BD-R with AACS, which can be easily used by the small and medium non-AACS LA enterprises.
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Wang, Hui-chin, and 王惠菁. "Sustainable Development in Higher Education Curriculum－A Comparison between AACSB and ABET." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/77321882777635819112.
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碩士國立中山大學
國際經營管理碩士班
100
Since the trend of uprising awareness of sustainability in which strives for the balance of environmental protection, economic growth as well as social concern is mentioned and further discussed in important events before and slowly put into enforcement, neither industry nor education can ignore from this trend. This paper will contribute to address the important issues: 1. Discussing the background of sustainability issues from the important historical events and scholars points of view. 2. Endeavoring in discovering the current efforts made of sustainability by industries and educational institutes 3. Understanding sustainability education status applied in business and engineering schools in two accredited systems AACSB (The Association to Advance Collegiate Schools of Business), and ABET(Accreditation Board for Engineering and Technology) in United States by analyzing the sustainability-related courses difference among academic backgrounds (accredited systems), regions, school ranking, undergraduate and graduate levels, topics as well as teaching methods. 4. Comparing the result of web-based survey between AACSB 460 accredited business school and ABET 382 engineering schools as well as to the similar sustainability-related course in previous studies based on questionnaire or web-based surveys. The results are as follows: 1. ABET accredited engineering school shows much more aggressiveness on providing sustainability-related courses, especially in west region. 2. Our web content analysis in both AACSB and ABET have lower result than questionnaire survey studies before. 3. Top 100 ranked school in both colleges have more than twice related course; however, AACSB places related courses on graduate level with compulsory and ABET tends to put on undergraduate level with electives. 4. Regarding to the sustainability issues, AACSB focus moral thinking &culture diversity while ABET endeavors in management of natural resource 5. Both colleges adopt most of traditional teaching methods: 61 % of AACSB have case study and discussion and 80 % of ABET use textbooks and assignments At the end, this study will apply the results to business practitioners, enables them have an understanding about their recruited professionals and students who have received which kinds of related subjects and issues taught in the school. For educators, the study provides them the comparisons in leading universities to examine their existing program for sustainability so as to enrich the cross-institutional academic exchanges.
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Makwati, Tulo. "Anglo-American corporation on the move: an assessment of AAC's decision to shift its primary listing to London." Thesis, 2017. https://hdl.handle.net/10539/25767.
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Anglo American Corporation also known as Anglo was founded by Ernest Oppenheimer in 1917 by consolidating smaller mining companies to better exploit diamonds and gold deposits in South Africa. From its early days, Anglo played a critical role in the development of the South African economy. At its height, it owned manufacturing companies, financial houses, mining companies, industrial companies and car assembly companies. In 1999, Anglo transferred its primary stock to the London Stock Exchange (LSE) four years after the end of apartheid. Following its move to London, Anglo sold its significant assets in South Africa at the same time purchasing more assets abroad. This paper focuses on Anglo’s reasons to shift its primary stock from the Johannesburg Stock Exchange (JSE) to the London stock exchange.MT 2018
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Chen, Mei-Ling, and 陳美玲. "A Study on the Implementation of Core Competencies Specified in AACSB Accreditation Criteria: A Case Study of School of Management in the Middle of Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/57059585294645269946.
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碩士大葉大學
管理學院碩士在職專班
98
The purpose of this study was to explore implementation strategy for AACSB accreditation in Business and Management schools. Meanwhile, it also investigated the graduates of School of Management in the central Taiwan whether they corresponded with the standards of Core Competencies Specified in AACSB Accreditation Criteria. And find out their cognition to the importance of Core Competencies Specified in AACSB Accreditation Criteria. Through deep interviews, we learned implementation strategy for AACSB accreditation in Business and Management schools. According to the data of the questionnaires, we analyzed the level of the graduates corresponded with the standards of Core Competencies Specified in AACSB Accreditation Criteria, and their cognition to the importance of Core Competencies Specified in AACSB Accreditation Criteria. The results showed as follows: 1.The implementation and condition on strategies for AACSB accreditation in Business and Management schools. 2.In this university, the core competencies of bachelors and masters are between the level of “correspondence” and “generality “correspondence. The doctors’ have reached the level of correspondence. 3.In this university, the bachelors’ cognition to the importance of Core Competencies Specified in AACSB Accreditation Criteria was between the level of “importance” and “general” importance. The masters’ and the doctors’ have reached the level of “importance.” v 4.In this university, the bachelors, the masters and the doctors thought that the level of the importance on Core Competencies Specified in AACSB Accreditation Criteria was over the level of correspondence. Based on the results of the research, some suggestion and future related study are proposed. It provided the schools of implementation of AACSB Accreditation Criteria and enhanced the design of Core Competencies.
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Tung, Liching, and 董麗清. "The Impact Of International Accreditation On Higher Education Institutions In Asia Pacific Region- Three Cases Of AACSB Accreditation Business Schools In Hong Kong, Singapore And Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/93323674387138764214.
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碩士輔仁大學
教育領導與發展研究所
100
THE IMPACT OF INTERNATIONAL ACCREDITATION ON HIGHER EDUCATION INSTITUTIONS IN ASIA PACIFIC REGION-THREE CASES OF AACSB ACCREDITED BUSINESS SCHOOLS IN HONG KONG, SINGAPORE AND TAIWAN Li-Ching Tung Abstract The purpose of this study is to understand the impact of international accreditation on higher education institutions in Asia Pacific region by three cases of AACSB accredited business schools in Hong Kong, Singapore and Taiwan. The study compared the opinions and attitudes toward the purpose of applying for AACSB accreditation, developing policies for applying for AACSB accreditation, making rearrangement in human resources for applying for AACSB accreditation, establishing any faculty reward system to encourage faculty to improve their academic contributions, getting more internationalized after gaining the AACSB accreditation and realizing the importance of impact items like institutional mission, faculty professional development, financial resources, curriculum reform and student learning outcomes with gaining international accreditation in the three schools in charge of the three business schools’ deans and two international well-known scholars. The study adopted qualitive research methods including the interview by e-mail and phone call and documentary analysis to analyze the current situation and problems encountered by three business schools in Hong Kong, Singapore and Taiwan selected as research subjects. There are several findings: 1. The influence of international accreditation on higher education in Hong Kong, Singapore and Taiwan gets more and more important. 2. The three cases of business schools in Hong Kong, Singapore and Taiwan have been influenced by gaining international accreditation gradually. 3. The purposes of gaining international accreditation in the three cases of business schools in Hong Kong, Singapore and Taiwan are not alike.
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Rios, Janice Denise. "Best practices for online business degree programs." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5564.
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Online education has changed the way education is delivered. Higher education has been the leader of providing online education. Currently, the fastest growing online degree program in higher education is a Master of Business Administration (MBA) degree. This demand is due to employees who are looking to move up in their career but who are not able to attend school full-time. Many accredited not-for-profit business schools as well as for-profit universities have launched their own online business degree programs to meet this demand.
This report aims to review best practices for online business degree programs. It will describe the evolution of distance education as it pertains to higher education, the difference between campus, online and hybrid mode and the types of online learning. This report also identifies how higher education and business schools are providing online education and are competing with for-profit universities and explains why Association to Advance Collegiate Schools of Business (AACSB) accreditation is important. I will also discuss the benefits of delivering online business degree programs as well as proves the challenges that administration, students and faculty face in this process. Through analysis of existing research studies, the report will explain which best practices administration, faculty and students can adopt in order to offer and participate in a successful online business degree program.text
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Jiayuan, Sui. "A Security Analysis of Some Physical Content Distribution Systems." Thesis, 2008. http://hdl.handle.net/10012/3718.
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Content distribution systems are essentially content protection systems that protect premium multimedia content from being illegally distributed. Physical content distribution systems form a subset of content distribution systems with which the content is distributed via physical media such as CDs, Blu-ray discs, etc.
This thesis studies physical content distribution systems. Specifically, we concentrate our study on the design and analysis of three key components of the system: broadcast encryption for stateless receivers, mutual authentication with key agreement, and traitor tracing. The context in which we study these components is the Advanced Access Content System (AACS). We identify weaknesses present in AACS, and we also propose improvements to make the original system more secure, flexible and efficient.
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Veenkamp, Carol-Ann. "Perspective vol. 20 no. 6 (Dec 1986)." 2013. http://hdl.handle.net/10756/251264.
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Veenkamp, Carol-Ann. "Perspective vol. 20 no. 6 (Dec 1986)." 1986. http://hdl.handle.net/10756/277594.
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Van, Ginkel Aileen, Brian J. Walsh, Don Posterski, Gary Duim, and Nicholas Terpstra. "Perspective vol. 17 no. 3 (Jun 1983)." 2013. http://hdl.handle.net/10756/251284.
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