Dissertations / Theses on the topic 'Arts management training'

A training method utilized in a few martial arts was found to agree strongly with current cognitive psychology theory. Further study extracted a procedural model for learning a complex set of whole-body, dyadic motor skills involving high-speed, interactive, continuous situation assessment and decision making. A broader literature survey found relevance in several fields of research, supporting the definition of four performance dimensions in the activity. Data collected from one experienced student partnering with each of ten students of various experience levels was analyzed on these four dimensions. These dimensions were found sufficient to show both individual differences and changes across an instructional intervention. Strong correlations found under linear regression were supportive of anecdotal evidence from the model??s long empirical history in training. Data provided evidence of a self-organizing dynamic emerging from the interaction of a dyad participating in this activity, and of individual differences in cognitive resource management dynamically setting allocation priorities among specific aspects of a complex motor/cognitive activity. Highly individual responses demonstrate a mechanism for insight into students that are difficult to read. Numerous comparisons and contrasts show interactivity of performance dimensions. Impact is foreseen for research, training and testing in motor learning fields, as well as situation awareness, decision making and military tactical training. Further research is recommended to replicate these findings, test hypotheses derived from them, and to extend testing of the drill-network model into other fields of learning.

This thesis investigates the provision of orchestral training in Great Britain through the opportunities offered in pre-graduate, undergraduate and postgraduate areas. The research follows on from the 1965 and 1978 Gulbenkian Reports, "Making Musicians" and "Training Musicians" and investigates those conclusions and recommendations of the reports which appertain to this thesis. The research was carried out by surveys, interviews and through literature available to the author. Surveys were carried out by questionnaire and interviews were undertaken in person. The research aimed to prove three particular points. Firstly that British youth orchestras perform a vital task in providing the initial training of orchestral musicians. Secondly, whether the view taken by some of the British professional orchestras that British conservatoires do not devote sufficient curriculum time to complete orchestral training to the standards required by the professional orchestras is accurate. Thirdly that better opportunities for postgraduate orchestral training are required. This thesis thus concentrates on the provision for those students who show ability in playing an orchestral instrument and have attained entry into the higher levels of orchestral performance. Thus the research looks at orchestral provision at county level, conservatoire junior departments, national youth orchestras, conservatoires, universities, postgraduate opportunities and the summer music schools. The conclusions drawn from the research are that, despite serious financial pressures, the provision of orchestral training before entry to higher education is continuing to produce very high quality playing opportunities. In nearly all cases this is a good depth of provision, with young players being offered subsidised orchestral training courses on a regular basis and for many, the opportunity of working alongside professional conductors and tutors. The responses indicate the positive value placed on the training opportunities provided at this level and that they are held in high esteem by the music profession. The research also shows that conservatoires have not yet come to terms with the dilemma of developing high profile master musicians whilst at the same time ensuring that the training of instrumentalists encompasses all aspects of the orchestral profession and other changes in employment opportunities for their students. Postgraduate training that is already available receives high praise, but there are significant findings indicating that a greater provision is necessary.

High employee turnover in the apartment rental housing management industry is a critical issue. Employee turnover is very costly to organizations in all industries. One factor, which may lead to employee turnover, is an employee’s perception of training benefits. The purpose of this quantitative, explanatory, nonexperimental, cross-sectional, survey study was to analyze employee turnover in the rental housing management industry by assessing the relationship between employees’ commitment to the organization and employee training. The research literature on the theory of organizational commitment indicates a gap in organizational and management research regarding the research problem in this study concerning the turnover rate of employees in the apartment rental housing industry. The research literature has identified a relationship between organizational commitment and employee training, but the research literature was nonexistent for Meyer and Allen’s (1984) conceptualization of organizational commitment modeled for apartment rental housing professionals. Therefore, a direct comparison of findings from the current study with findings from the literature was not possible. Through multiple linear regression, the goal of this study was to examine the relationship between employees’ commitment to the organization, employees’ perception of the benefits of training, and demographic characteristics. The findings of the study are indicative that a relationship exists between training and organizational commitment in the rental housing management industry. The only employees’ perception of training variable that was a significant predictor of employee commitment was personal related benefits of training. One recommendation for future research is to investigate a possible connection between employees’ organizational commitment to the organization and other variables, such as salary, job satisfaction, and supervisory support.

Doctor of Philosophy(PhD)
This thesis investigates performing arts administration and management in the current economic and social environment in Vietnam and Australia within a context of globalisation. A comparative study of two major arts organisations in both Vietnam and Australia was carried out to investigate the following: why and how performing arts organisations are adapting to the changing environment; how arts leaders are adapting to changes; and whether arts managers need specific arts management training. The suitability of pertinent training packages and tertiary arts management courses from an Australian perspective are examined to determine whether these could be adapted for arts administration training in Vietnam. A qualitative case study approach was employed, using judgemental sampling. Two case studies were in Vietnam (the Vietnam National Symphony Orchestra and the Hanoi Youth Theatre), and two in Australia (the Sydney Symphony Orchestra and the Melbourne Theatre Company). Some arts administrators involved with managing these performing arts organisations were interviewed in-depth, and relevant documents, regulations and policies in the arts field were also analysed to lay a foundation for comprehending the operation and management of performing arts organisations in both countries, at a time of change. Findings indicate that globalisation and particularly economic changes are major pressures that are pushing arts organisations to adapt. Furthermore, in the context of the knowledge economy, credentials have become increasingly important for arts leaders to obtain their positions, while in order to be successful in their positions, practical experience, innovation and an entrepreneurial mindset proved to be even more essential. It is suggested that some pertinent arts management training courses in Australia could, if adapted, contribute to enhancing arts management and the entertainment industry in Vietnam, as well as providing mutual benefit to both Vietnam and Australia.

Published Article
The central theme of this article is to investigate the potential advantages to school management and teacher training in South Africa of an aesthetic approach or arts-based staff development. It is argued that the field of education with its specific body of professional and scientific knowledge seems unable to offer satisfying solutions to pressing problems in post-apartheid South African schools. It is suggested that the arts should be explored for answers and solutions. The opinions and attitudes of school management teams from some of the poorest schools in the Free State Province of South Africa were analysed in order to gauge whether any positive change had occurred in their professional knowledge, confidence and self awareness after the said teams had been exposed to arts-based staff training and learning workshops. The positive change that was detected may be ascribable to the application of an aesthetic approach being followed during in-service workshops. Statistical analysis of the pre- and post-unit responses of 117 attendants of management training workshops indicated that there had indeed been some statistically significant improvements in their professional knowledge, in their confidence as managers and in their perception of themselves as educational artists. Most appear to have been quite prepared to see themselves as educational artists. The positive changes could provide some encouragement and a kind of quantitative basis for the advocates of aesthetic education.

Recent research findings have reinforced the importance of soft skills for managerialsuccess. Consequently, there is an ongoing practical need for and research interest ineffective soft skill training. In order to improve the soft skills of their employees,companies have begun to turn to performing artists in the hope of achieving a hightraining effect. While this phenomenon has created excitement, it has hardly been thesubject of serious investigation guided by research questions and executed researchmethodologies. In particular, hardly any insights exist into the exercises artists use whenproviding soft skill training and coaching for a business audience. In order to exploresuch activities in a systematic way, this thesis turns the attention to the performing artshigher education curriculum for identifying relevant exercise categories and for linkingthem to soft skills. This is accomplished through in-depth interviews conducted withclassical singing and drama teachers in Germany. In order to achieve a transfer to thebusiness world, HR representatives from German-based management consulting firmsare also questioned through in-depth interviews in order to explore relevant soft skillsaddressable by performing arts interventions. The results show transfer links betweeneight performing arts curriculum items and seven soft skill categories. Apart fromexploring the relationship between arts-based exercises and managerial soft skills, theresearch results confirm the benefit rationale for arts-based training and highlightsuccess factors. The outcomes are visualised in a suggestive model aimed at providing asystematic orientation for arts-based trainers and for organisations considering soft skilltraining based on the performing arts. However, the research has also limitations,especially a too conservative number of connections between performing arts curricularitems and soft skill categories. Other limitations include a regional and cultural focus onGermany, as well as the reduction of arts-based training activities to the boundaries offormal performing arts education. These shortcomings are used for motivating futureresearch.

The ability of direct care staff members to carry out behavior programs, specific protocols written by a behavior analyst, or recommendations made after completion of a functional behavioral assessment is an essential tool needed for such documents to actually be meaningful to patients. Since direct care staff members spend the most time directly working with patients, it is imperative that they carry out intervention procedures with reliability and fidelity. This study evaluated the effectiveness of staff training procedures as well as organizational behavior management techniques used to ensure that staff members are equipped with the tools they need and are properly motivated to carry out the proposed intervention procedures. Staff members received training on the Tools for Positive Behavior Change curriculum developed by the Behavior Analysis Services Program at the University of South Florida using a myriad of training techniques. Then, organizational behavior management techniques were implemented in order to maintain tool implementation and positive interactions with patients over time. Effectiveness of these procedures was measured using a concurrent multiple baseline across participant research design. Results showed that participants did not increase, or only slightly increased, tool use and positive interactions after being trained. However, tool use and positive interactions showed a more substantial increase for most participants after the implementation of organizational behavior management procedures.

Thesis (MPhil)--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: The aim of this study was to investigate .the need for a staff development programme for academics in the Faculty of Arts at the University of Durban-Westville. This thesis has five chapters. Chapter One is the introductory chapter and examines the nature of the study in relation to the aims of the study, sub-problems, various definitions of staff development and formulates a hypothesis. The hypothesis states that: "There is a definite need for an academic staff development programme in the Faculty of Arts at the University of Durban-Westville." This hypothesis is then followed by a motivation and rationale of the study followed by a discussion of background studies on staff development. The limitations, strengths and scope of the study are presented followed by some preliminary considerations. Chapter Two provides an in-depth examination of staff development. It begins with a critical discussion of the various philosophies that underpin staff development practices. These philosophies include positivism, hermeneutics and the political nature of staff development. This is followed by a discussion on the goals of higher education and its link to staff development. Special reference is made to the South African context, quality assurance in South African universities and staff development programmes at the Historically Black Universities. Thereafter, an in-depth discussion of the link between teaching and learning is presented. This is accomplished by referring to theories of teaching and learning in higher education. Once this is completed, the entire spectrum of staff development activities is presented. This discussion begins with a description of the various competencies of the lecturer followed by a presentation of two models on staff development. The following staff development practices are then discussed in detail: induction programmes, seminars and workshops, reflective teaching and self-directed practice, mentoring, consultation, personal growth contracts, the cascades method and micro-teaching. This discussion is consolidated by presenting the case of the University of Durban- Westvi11e and motivating for the need for academic staff development in the Faculty of Arts. Chapter Three presents the research design and methodology - it outlines the steps undertaken in the current study. Both qualitative and quantitative methods of research were utilized. The primary means of collecting data was the survey which included the dissemination of questionnaires to both third year students and lecturers in the Faculty of Arts. Students were selected from the population of third year students in the Faculty of Arts. A proportional stratified randomized sampling procedure was applied to both the population of staff and students. Chapter Four presents the analysis of the data in a systematic way. The student questionnaire is analyzed followed by an analysis of the staff questionnaire. These results are presented in table form, followed by a discussion. There are 38 tables in this chapter. Chapter Five is the final chapter that presents the conclusions drawn from the study and provides recommendations for the establishment of a staff development programme.
AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die behoefte te bepaal vir 'n personeelontwikkelingsprogram vir akademici in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville. Hoofstuk Een is die inleidende hoofstuk en ondersoek die aard van die navorsing in verhouding tot die doelwitte daarvan, subprobleme, verskeie definisies van personeelontwikkeling, en formuleer 'n hipotese. Die hipotese stel dit so: ''Daar is 'n besliste behoefte aan 'n personeelontwikke1ingsprogram in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville." Hierdie hipotese word dan gevolg deur 'n motivering en 'n grondrede vir die navorsing. 'n Bespreking van die agtergrondstudies oor personeelontwikkeling volg daarop. Die beperkinge, sterk punte en omvang van die navorsing word dan voorge1e. Daarna volg 'n paar inleidende beskouinge. Hoofstuk twee bied 'n diepgaande ondersoek na personeelontwikkeling. Dit begin met 'n kritiese bespreking van die verskillende filosofiee wat onderliggende is aan personeelontwikkelingspraktyke. Hierdie filosofieë sluit positivisme, hermeneutiek en die politieke aard van personeelontwikkeling in. Dit word gevolg deur 'n bespreking van die doelwitte van hoër onderwys en die verband wat dit met personeelontwikkeling het. Daar word in die besonder verwys na die Suid-Afrikaanse konteks, gehalteversekering in Suid-Afrikaanse unversiteite en personeelontwikkelingsprogramme by Histories Swart Universiteite. Daarna volg 'n diepgaande bespreking van die verband tussen onderrig en leer, waartydens daar na onderrig en leer-teorieë in die hoër onderwys verwys word. Vervolgens word die totale spektrum van personeelontwikkelingsaktiwiteite ondersoek. Hierdie bespreking begin met 'n beskrywing van die verskillende bevoegdhede waaraan dosente moet voldoen, en word gevolg deur 'n voorlegging van twee personeelontwikkelingsmodelle. Die volgende personeelontwikkelingspraktyke word dan in besonderhede bespreek: orientingsprogramme, seminare en werkswinkels, reflektiewe onderwys en selfgerigte praktyk, mentorskap, konsultasie, persoonlike ontwikkelingskontrakte, die "cascades method" en mikro-onderrig. Hierdie bespreking word dan saamgevat deur die saak van die Universiteit van Durban-Westville te stel. Die behoefte aan personeelontwikkeling vir akademici in die Fakulteit Geesteswetenskappe, word gemotiveer. In Hoofstuk drie word die navorsingsontwerp en -metodologie uiteengesit. Dit verduidelik die prosedure wat gevolg is in die navorsing. Beide kwalitatiewe en kwantitatiewe ondersoekmetodes is gebruik. Die primere metode om data in te samel, was die meningsopname wat die uitstuur van vraelyste vir beide derdejaarstudente en dosente in die Fakulteit Geesteswetenskappe ingesluit het. Studente is gekies uit die derdejaarstudente in die Fakultiet Geesteswetenskappe. 'n Proporsioneel gestratifiseerde ewekansige monsternemingsprosedure is toegepas op beide die personeel en die studente. Hoofstuk Vier bied 'n sistematiese ontleding van die response op die vraelyste. Die studente se response op die vraelyste is ontleed en daarna is 'n ontleding van die personeel se vraelyste gedoen. Die uitslae hiervan word in tabelvorm voorgelê en word daarna bespreek.

Academic researchers and marketing practitioners are exploring methods to improve salesperson training. Recently, self-directed learning projects were proposed as a new paradigm for learning to take place in the sales domain (Artis & Harris, 2007). Current conceptual work provides a strong foundation for understanding salesperson self-directed learning; however, prior to quantitatively testing proposed models, scales must be created and modified to address salesperson specific learning endeavors. The purpose of this dissertation is: 1) to develop scales to measure salesperson willingness to use self-directed learning projects (SDLP's), 2) to develop a conceptual model of salesperson self-directed learning, 3) to modify current scales to specifically examine salesperson self-directed learning, and 4) to test this model empirically. To accomplish this, the relevant theories and literature were analyzed to create a theoretical model that would test the following research questions: 1.What factors contribute to salesperson willingness to use SDLP's? 2.What is the relationship between salesperson willingness to use SDLP's and salesperson use of SDLP's? 3.What is the relationship between salesperson use of SDLP's and salesperson performance? Two conceptual models were created to account for two categories of learning projects, induced and synergistic SDLP's. The following variables reflect the conceptual models: willingness to use induced/synergistic SDLP's, use of induced/ synergistic SDLP's, perceived supervisor/organizational support for induced/synergistic SDLP's, and self-regulation training and performance. Data from 392 salespeople within the financial services industry fit the measurement model and suggest that use of synergistic (non-mandatory) SDLP's positively impacts performance (.396) and use of induced (mandatory) SDLP's does not impact performance. Willingness to use synergistic SDLP's positively impacts use of synergistic SDLP's. Support from the organization and supervisor positively impact willingness to use induced and synergistic SDLP's. Surprisingly, training in self-regulation did not positively impact salesperson willingness to use induced or synergistic SDLP's. The new measures for all constructs exhibit Cronbach's alpha reliability statistics over .7 and acceptable confirmatory factor analysis results. The study provides reliable measurement scales and empirical support for the future study of self-directed learning in a sales context.

Given that researchers estimate approximately one child in every classroom has Attention-Deficit/Hyperactivity Disorder (ADHD), and that most of these students are served in the general education classroom, it is imperative that general education teachers know how to effectively teach these students. Seventy-two general education elementary school teachers completed a survey containing demographic information, a knowledge of ADHD questionnaire, and a survey on interventions for students with ADHD. Results indicated that teachers scored an average of 57% correct on the Knowledge of Attention Deficit Disorders Scale (KADDS), scoring statistically significantly higher on the Symptoms/Diagnosis subscale compared to the General and Treatment subscales. In terms of the interventions, teachers felt more knowledgeable, perceived their skill to be greater, rated as more acceptable, and rated lower barriers to the implementation of classroom management interventions such as the use of cues, prompts, and attention checks; physical arrangement; structure; and varied presentation and format of materials. Teachers felt they knew least about, had less skill, rated as less acceptable, and had more barriers to the implementation of behavior management interventions such as token economy, response cost, and time-out from positive reinforcement, as well as self-management techniques. Most demographic variables were unrelated to teachers' knowledge of ADHD, their perceived knowledge of interventions, and their ratings of acceptability of interventions. Based on the information presented, teachers need more training and knowledge in the area of ADHD and interventions for students with ADHD in order to effectively help children with the disorder. Importantly, school psychologists and other service providers who suggest interventions for teachers to use for students with ADHD need to consider the factors that contribute to teachers' acceptability of interventions.

Abstract It is estimated that approximately 16-20% of youth will develop a diagnosable behavior disorder. Behavioral parent training is a valuable approach to address disruptive behaviors by teaching parents how to effectively manage their child’s challenging behavior with non-physical disciplinary techniques. While these programs are generally effective, attrition rates have been found to be as high as 60% in some cases. This review provides information about the characteristics commonly associated with these programs, the attrition rates of each program, and the general effectiveness of the programs. Meta-analytic procedures were implemented to identify contributing factors leading to withdrawal from intervention. Keywords: parent training, behavioral parent training, parent management training, parent child interaction therapy

Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology

A presente pesquisa se propõe a registrar o contexto da criação e as experiências de onze anos de atuação do Programa de Cidadania artística Viva arte viva, com o objetivo de assinalar aproximações entre cultura e educação, a partir das interseções entre os campos da Gestão Cultural e da Pedagogia do Teatro. Ao final, almeja-se refletir, na perspectiva da experiência relatada, sobre o papel da Gestão Cultural na ampliação da dimensão educativa presente na prática artística e na formação do cidadão-artista. Palavras-chave: Viva arte viva, Pedagogia do Teatro, Gestão Cultural
This research\'s purpose is to register the context of creation and experience in eleven years of operation of the Citizenship Program Viva arte viva with the goal of pointing out similarities between Culture and Education from intersections between the areas of Theatre Pedagogy and Cultural Management. In the end, it aims to consider, from the reported experience, the role of Cultural Management in the expansion of the educational dimension present in art practice and development of the citizen-artist.

L'art a été proposé comme réponse aux critiques de la Management Education dont les activités se sont académisées et où les approches d'inspiration scientifique dominent. Ma thèse constate l'homogénéité de la littérature spécialisée qui tend à se focaliser sur les apports des caractéristiques « romantiques » de l'art – où il est pris comme l'opposé théorique de la gestion. Avec une perspective critique, ma thèse s'appuie sur l'étude longitudinale, qualitative, inductive d'un cas unique pour tenter de déterminer si l'art, employé en tant que pédagogie, éloigne du localement dominant. L'analyse indique qu'il s'agit d'une expérience d’une pratique hybride, entre art et gestion, qui peut résonner avec les piliers de la Management Education. L'art éloigne alors de l’académisme, mais l’on reste dans le domaine de l’activité organisée qui peut être compatible avec les valeurs managériales actuelles. Il apporte une expérience du pratique, pas uniquement les caractéristiques romantiques. Il peut agir plutôt sur les moyens que sur les fins, pour offrir un retour vers un fondement pratique source de la Management Education avant son académisation progressive
Art has been put forward in response to the critiques of Management Education whose activities have become quite academized and where scientifically inspired approaches dominate. In my thesis, I note the homogeneity of the specialized literature which is quite focused on what the “romantic” characteristics of art can bring – art is there taken as the theoretical opposite of management. With a critical perspective, my thesis builds on a longitudinal, qualitative, inductive study of a single case to try to determine if art, used as a teaching method, creates distance with what locally dominates. The analysis indicates it is an experience of a hybrid practice, between art and management, which can resonate with the pillars of Management Education. Art entails less academism, but one remains in the domain of an organized activity that can be compatible with the current managerial values. It brings an experience of the practical, not only the romantic characteristics. It can have an effect on the means more than on the ends, so as to offer a return to a practical foundation which has been the source of Management Education before its progressive academization

abstract: Department chairs or school directors, as the bridge between administration and faculty, and closely associated with the teaching and learning at the heart of the institution, hold very important roles in the departments or schools they oversee. Many chairs and department administrators in music schools and departments are selected from the faculty of the department and asked to serve as the chief administrator. They assume a set of duties that, to that point, have been beyond the purview of their academic training and professional experience--particularly for those with training in the performance disciplines. While usually successful as teachers, these new chairs and department heads face a difficult transition into administrative work because the skills required for an effective administrator are very different from those necessary to be an effective teacher. The purpose of this research was to ascertain the knowledge and skills that would be most practical for individuals aspiring to administrative or leadership roles in schools or departments of music, and to design a doctoral cognate that would supply that knowledge. The author reviewed the available research into administrative training for individuals pursuing administrative work in schools and departments of music. Interviews were then conducted with current or former music administrators from across the United States, inquiring about their experiences as administrators, any administrative training they received, and the types of things they wished they had known when first working in an administrative capacity. The author used this information to make recommendations concerning the creation of a doctoral cognate in administration for graduate students preparing to become music faculty so that they are equipped to undertake administrative responsibilities. The resulting cognate area consists of four courses: a course in finance, budgeting, and development; a course on organizational structure and behavior; a course on management and leadership theory; and a practicum or independent study in administration, in which students spend time observing and shadowing their department administrator(s) to apply the principles learned in the previous three courses.
Dissertation/Thesis
Doctoral Dissertation Music 2015

碩士
育達科技大學
休閒事業管理系碩士班
107
This thesis was study the influence of elementary school students learning martial arts on their living skills and emotional management. The research purposes are three aspects. 1. To understand the current situation of elementary school students learning martial arts. 2. To understand the current situation of elementary school students’ emotional management. 3. To study the influence of elementary school students learning martial arts on living ability. The study adopted a questionnaire survey method. Study subjects were the middle to higher grades of elementary school students. Statistical analysis was using descriptive statistics, independent sample t-test, single-factor variability analysis and Pearson product difference. The findings as below: Study was conducted by the questionnaires of “The influence of elementary school students learning martial arts on their living ability and emotional management”. We selected 280 the middle to higher grades of elementary school students, who participated the martial arts competition of Kaohsiung City’s 108th National Gangdu Cup. After studying the relevant literature, the research tools were compiled by the scales of study questionnaire of “the influence of elementary school students learning martial arts on their living ability and emotional management”. The data were statistically analyzed by using SPSS 20.0 software. The results of the study were as follows: First, there was no significant difference in the variables of grades and gender, who participated in martial arts and emotional management. Second, in the variables of parents’ social status and parental management, there was no significant difference in the participation of martial arts learning and emotional management. Third, the numbers of years that primary school children learning martial arts have a significant positive correlation with living ability and emotional management. In addition, the numbers of years that primary school children learning martial arts have a significant positive correlation with emotional perception, emotional adjustment, and emotional expression. Fourth, the numbers of years learning martial arts have a significant difference in the prediction of emotional management. In the aspect of individual interpretations, the highest predictive powers are “emotional management” and “emotional adjustment”. That explanatory variation is 58%. Finally, according to the research results, the researcher provides relevant suggestions to schools, teachers, families and future research.

Organisations wishing to enhance their return on investment from training must understand the variables associated with transfer of training so that they can promote those which enable transfer and intervene to limit those which inhibit transfer. In the international literature on training transfer, researchers and practitioners have acknowledged that transfer of training will occur only when trainees have the desire or motivation to transfer training to the job. In Malaysia, despite increasing investment in public sector training, there has been very little research on transfer of training. This thesis contributes to a greater understanding of transfer of training variables and how they affect trainees’ motivation to transfer their training. Further, as the role of training has progressively changed from a focus on programs to a broader focus on learning, creating and sharing knowledge, this thesis tests the hypothesis that knowledge sharing behaviour influences a trainee’s motivation to transfer their training. Using a research framework constructed from an adaptation of two key Human Resource Development models (Holton 1996; Holton et al. 2000) and the theory of planned behaviour (Ajzen 1991), this thesis explores the contention that trainees’ motivation to transfer training is influenced by a number of secondary influence variables, expected utility variables, transfer climate variables, enabling variables and ability variables as well as the variables associated with sharing behaviour. Through a questionnaire administered to 437 government employees attending training programs in the National Institute of Public Administration, a central training organisation for government employees in Malaysia, the thesis created an empirical database from which to study the phenomenon of transfer of training. This work culminated in the development of a structural model for motivation to transfer training which incorporates knowledge sharing behaviour and extends our understanding of the operation of the precursors to motivation to transfer. The findings of this thesis impact on HRD functions in the Malaysian public sector at two broad levels: pre training and post training. The thesis makes a contribution to both HRD practice by detailing the sorts of HRD activities which will enhance transfer of training and secondly, makes a contribution to theory through the creation of a new model of motivation to transfer training which features knowledge sharing behaviour.

TITLE: Strategic plan of association Vraťme dětem pohyb, z. s. OBJECTIVES: The diploma thesis examines the strategic management of a nonprofit sport organization, respectively long-term planning of association Vraťme dětem pohyb, z. s., goals are to characterize the organization and its products and to make a strategic analysis which will include an analysis of the internal and external environment as well as a comprehensive SWOT analysis of the organization. Strategic objectives and areas will be determined on the basis of the found information and will be subsequently solid in the proposal strategic plan of the organization. METHODS: This diploma thesis is concieved as applied research, a combination of quantitative and qualitative methods will be used for its purposes. The specific applied methods are observation, interviewing, questioninq, analysis of texts and documents, SWOT analysis, PORTER and PEST analysis. Design research, including research issues providing framework for the thesis are put in the relevant chapter. RESULTS: Within the framework of strategic analysis ware analysed internal and external environment and maked SWOT analysis of the organization. Subsequently was create strategic plan proposal of sports association plan Vraťme dětem pohyb for September 2018-2021. The following...

TITLE: Strategic plan of association Vraťme dětem pohyb, z.s. PROBLEM: The diploma thesis examines the strategic management of a nonprofit sport organization, respectively long-term planning of association Vraťme dětem pohyb, z.s. The association Vraťme dětem pohyb, z.s. currently cooperates with organization Gorila MMA CLUB, s.r.o. These emerging sports organizations were separated from the original associaton PriMMAt Gym Praha, z.s. The diploma thesis therefore contributes to the solution of current problem and its results will be practically usable. SUBJECT: The subjekt of the thesis is the sport association Vraťme dětem pohyb, z.s. Its main purpose is a publicly beneficial aktivity, namely the organization and operation of leisure activities aimed at children and youth. The association especially focuses on the area of body culture, sport and other club activities. Their main purpose is to operate Gorila Junior children's sports club with elements of combat sports and self-defense. The Sports Association i salso preparing a project for generic sports training for children. MAIN GOAL: Main goal is to create strategic plan proposal of sports association plan Vraťme dětem pohyb, z.s. for September 2018 - September 2021. PARTIAL GOALS: Partial goals are to characterize the organization and its...

This study is a systematic, objective investigation of educator empowerment, where the researcher explores the perspective of ABET educators. This study is presented against the backdrop of striking a balance between the conventional curriculum and Curriculum 2005 (OBE) because they exhibit a variety of challenges, anomalies and imbalances which led to the Revised National Curriculum Statements which will be implemented in 2006. It is informed by the fact that educators, if empowered, form an integral and central feature of changes in educational centres, especially in teaching adult learners to be able to assist their school-leaving children so as to improve provincial matric results, for example. The researcher focused on educators of ABET in Limpopo Province as the unit of analysis in this study. Interactive, cooperative, peer teaching, dialogic meditation, group and team teaching, constructivism and human resource development, reflective and multi-level approaches, are discussed with a particular focus on educator empowerment, including in-service training programmes. The researcher regards ”church settings” (her term) as inappropriate for effective teaching as they reduce educators to preachers and learners to congregants. This occurred as a result of the failure to recognise the importance of educator-learner, learner-learner and educator-educator interaction in the past curriculum. The study argues that the approaches mentioned are appropriate for this study. Educator empowerment is a lived-in and continuous process, monitoring and evaluating of in-service training to ensure quality. It was therefore necessary to develop a research design that would make it possible to enable educators to implement the new curriculum. Qualitative research is based on an in-depth inquiry which captures an educator's personal perspectives and experiences. Focus groups and in-depth interviews, which exemplify qualitative methods, were seen to be the best research tools in gathering the data for this study. The respondents, were UNISA ABET certificate students, and also professional educators at formal schools. They showed zeal in improving the educational situation. Their responses led to the model which has been developed in the thesis, culminating in uplifting the teaching profession and handling its multi-level led dynamic in an interactive and cooperative manner and reflecting in their experiences so that purposes of the National Qualifications Framework can be attained.
Educational Studies
D.Ed. (Didactics)

Over the last four decades, museum education in the United States has developed into a legitimate and respected profession. However, for those who want to become art museum educators, the path is neither clear nor smooth. Those in the profession often face low pay, limited career growth opportunities, and a lack of job security. Despite these realities, the museum education field continues to attract people. Yet, there is scant literature about novice art museum educators, specifically about how they find their way as they enter the profession. Utilizing a post-intentional phenomenological methodology, this qualitative study explores the phenomenon of wayfinding, defined as how someone orients themselves to the museum education profession and the ways they navigate the opportunities and challenges they encounter. The research questions guiding this study include how wayfinding took shape for five art museum educators with less than two years of work experience, what they went through upon entering the profession, and what helped them navigate their way. Phenomenological research methods, including three one-on-one interviews with each participant over six months and a focus group with all of the study participants, were employed to gather rich descriptions of their lived experiences. The research materials were placed in dialogue with concepts that resonated with wayfinding as described by the study participants, including self-identity, agency, and relational autonomy. Findings illuminate how (un)welcoming these novice art museum educators found museum spaces, how their sense of self intersected with their wayfinding, how they enacted agency, and how they drew upon relationships with other people. Insights into the unique experiences of novice museum educators of color, the empowering effects of agency, the varying roles of mentoring and peer support, and the value of pausing to reflect on lived experiences are shared. While the findings are limited to the educators in the study and are not representative of the field at large, this study provokes and produces new ways of understanding wayfinding for novice art museum educators. As the field of museum education continues to evolve, this study offers pertinent insights to university instructors who teach museum education courses, education supervisors in art museums, people who are interested in a museum education career, and art museum educators already working in the field.

The theoretical part of the thesis deals with the teaching profession in primary schools of art in the 21st century in the context of curricular reform. It addresses not only the readiness of teachers to changes that the curriculum documents bring, but at the same time solves position management (role of directors) in this process. Concretizes the development of the teaching profession from the perspective of management in art schools. The research part of the thesis analyzes the selected documents school curricula, defines the content development for teachers through the training of teachers and emerging approaches of directors in this process. Dissertation will complete the topic by the recommendations of advanced training teachers for the management of teachers in art schools. KEYWORDS teaching profession, competency model, basic art education, curriculum reform, school educational program, the strategy of educational objectives, training of teachers, role and attitudes of directors