Dissertations / Theses: 'Education management'

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Freedman, Paul. "Management and management education : a psychosocial exploration." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246861.

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Sousa, Ligia Paula Peixoto Correia de. "Undergraduate representations of management and the possibilities of critical management education : the case of Portuguese management education." Thesis, Bournemouth University, 2007. http://eprints.bournemouth.ac.uk/10523/.

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Mann (2004: 208) identifies three components of emotional labour: 'The faking of emotion that is not felt and/or the hiding of emotion that is felt, and the performance of emotion management in order to meet expectations within a work environment. Nurses working in prison in England and Wales have a dual role; that of both carer and custodian. This thesis examines the emotional labour of nurses working in adult prisons who undertake a dual role in both caring and custody. A qualitative, reflexive methodology was adopted with a postmodern philosophical foundation. Phase one of the study involved semi-structured interviews with nine qualified nurses from three adult prisons: two male establishments and one female. In phase two of the study, two of these nine nurses entered into a supervisory relationship with the researcher. Monthly clinical supervision sessions were held with both nurses over six months. Findings from this study suggest that the nurse working in prison experiences emotional labour as a consequence of four key relationships: the relationship with the prisoner patient, the relationship with officer colleagues, and the relationship with the Institution; the fourth relationship centres on the contradictory discourses the nurse engages with internally, and is referred to as the 'intra-nurse' relationship. This relationship involves on-going internal dialogue between the two selves of the nurse: the professional self and the emotional 'feeling' self. In order to manage the emotion work inherent in prison work, it is suggested that the development of emotional intelligence through clinical supervision and reflective practice is of significant benefit to both health care and discipline staff.

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Ramcharan, Aneel. "Managing human resources in education : applying organisational communication in educational management." Thesis, University of Zululand, 2004. http://hdl.handle.net/10530/321.

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A thesis submitted in fulfilment of the requirements for the Degree of D.Litt in Communication Science, University of Zululand, 2004.
Human Resource Management has become one of the most discussed approaches to the practice and analysis of employment relationship in our modern society. In this thesis I present my recommendations that organisations will function more effectively and efficiently if the people who work in them are encouraged to develop professionally and to use that approach to undertake organisational tasks. Increasingly human resource management is being recognised as crucial, not only to the individual but also to the promotion of effective and efficient organisations. In this thesis I will focus on educational management in two ways — from the perspective of the individual and from the perspective of the organisation. Educational management is a diverse and complex range of activities calling on the exercise of considerable knowledge, skill and judgement by individuals, but its practice is dependent on the culture of particular organisational settings. I focus on this constant interplay between individual capability and organisational requirements, which make human resource management for educational managers both challenging and exciting. In this thesis I will examine how the concepts, skills and insights gained through professional development can be applied by educational managers to specific organisational tasks and systems. At best this thesis encourages school managers to ask questions about their own organisations and to develop their own solutions appropriate to their organisations. My research involves a mixture of theory and practical examples, which it is envisaged will spur students of learning and educational managers to apply and refine in the future. In the final phase of my research I reveal how the concepts, skills and insights gained through professional development can be applied bv educational managers to specific organisational tasks and systems in the effective use of human resources.

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Elliott, Carole. "Critical theory and management education." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423984.

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Williams, Lesa Faye. "Diabetes Self-Management Education Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1235.

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Diabetes is a devastating disease in American. The disease can cause chronic health comorbidities, and untreated diabetes has negative consequences for individuals and on our nation's economy. Newly diagnosed diabetics often have a lack of knowledge about the disease process. The purpose of this project was to design and implement a diabetes educational program to enhance participants' knowledge about diabetes management and self-care using the Health Belief Model. Diabetes Self-Management Education (DSME) is critical in improving patient outcomes and the prevention of diabetes related complications. Participation in a standardized diabetic educational intervention will improve patient knowledge, as measured by a reliable and valid pretest and posttest questionnaire. The objective was to develop a DSME curriculum that will be recognized and approved by the American Diabetes Association. A one group pretest /posttest method was employed with ten participants. A sample of ten participants between the age of 22 years old through 65 years old included eight women and two men all identified as African American. Upon completion of the 5-week DSME program, participants were noted to have started participating in weekly exercise or increased the number of days of exercise from 2 days to 3 days per week. Participants also noted a decrease in their systolic and diastolic blood pressure reading. Participants noted on average a 2-3 pound weight loss. Significant improvements were shown on both the knowledge scale and confidence scale of the modified Diabetes Project Participation Questionnaire. Results from this project indicated that participants applied knowledge from the DSME program to improve their own health status.

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Cordero, Jennifer. "Impact of a self-management strategy on three first-graders at risk /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_corde_impac.pdf.

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Persson, Anton. "Strategic Management of Higher Education Enterprises." Thesis, Linköping University, Department of Management and Engineering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9905.

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Educational institutions are becoming increasingly important for regional and national economies. Recent developments in Europe have drawn attention to the need for elite institutions. After a long domestic debate, Germany appointed three of its universities to Eliteunis in the fall of 2006. Similar discussions and initiatives have taken place in Finland and Denmark. In 2007, the Swedish university chancellor, Anders Flodström, initiated a public debate about improving the Swedish system of higher education by concentrating it to fewer institutions of higher quality. As a contribution to these discussions, it is of general interest to understand why and how educational institutions become successful. The purpose of this study is therefore to investigate what strategy and external factors that has made one particular institution – Massachusetts Institute of Technology – successful. The findings of the study show that MIT’s success depends on the possession of several important strategic resources: faculty and student quality, endowment, reputation and campus location. Thanks to these resources, in combination with some external factors, primarily the influx of large amounts of federal research funding and the (entrepreneurial) success of MIT alumni, the Institute has been able to attract: federal and private research funding, donations and more high quality faculty and students. Faculty are motivated to excel through a well-devised promotion and incentive system. There is a strong virtuous cycle dynamic between the resources. For example, an institution with strong reputation will attract good students and faculty. This will lead to increasing faculty and student quality which will improve the reputation further. To enter the virtuous cycle, significant financial resources are required. MIT, received much of these resources through the immense research efforts that were funded by the U.S. government during World War II, the Space Race and the Cold War. This enabled MIT to attract excellent faculty and build its reputation.

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McRoy, Ian. "Management of change in higher education." Thesis, Middlesex University, 2006. http://eprints.mdx.ac.uk/6556/.

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The project concentrates on the issues facing Intercollege in its move towards university status. The purpose here is to establish a methodology that will assist the process of gaining university status whilst addressing the change management issues. The project provides evidence that indicates successful application of change management techniques through the use of communication and presentation skills, exercising responsibility, leadership and delegation of authority so that plans can be successfully implemented through both transformational and evolutionary change mechanisms. The main themes that emerged from the research are contextualised in a model. Substance considers the external influences impacting on a complex institution such as a university and what senior managers should do in order to enact change. In context the external environment is significant with regard to how the individual stakeholders perceive higher education and how its services may be utilised by them. Stewardship of the institution is focused on leadership and ensuring that all managers fully engage with staff. To support this action learning activities are employed to determine the underlying concepts that require addressing. The overlap applies in different forms throughout the research to reveal that by employing action research techniques, leaders and change agents instigate action learning sets as a development tool to overcome these aspects. The research indicates that it is difficult to become a successful change agent without being an effective leader and that those successful leaders are successful change agents. The project concludes that a praxis of leadership development programme is implemented for managers and that action learning be used to support this in order to achieve a successful outcome during the transformation from college to university status. This will allow individuals to focus on the transfer of learning to the live challenges of the change process.

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Springborg, Claus. "Art-based Methods in Management Education." Thesis, Cranfield University, 2014. http://dspace.lib.cranfield.ac.uk/handle/1826/9212.

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The purpose of this dissertation is to develop explanatory theory for the learning processes facilitated by art-‐based methods in management education (ABMs). Such theory is important because managerial educators increasingly use ABMs, and without a well-‐developed theory it may be difficult to realise these methods’ full potential. Current research on ABMs uses theories from other fields but generally sees ABMs as methods for making important information available for reflection, e.g. information about unconscious assumptions, aesthetic experience, or non-‐propositional or tacit knowledge. This shows that the field is grounded in a representationalist view of cognition. This view of cognition makes it difficult to explain certain themes in the research field, such as, the importance of staying with the senses without reflecting, aesthetic agency, and the process of making. I therefore asked: What insights can be gained from exploring ABMs, using theories grounded in the embodied view of cognition, in particular Conceptual Metaphor Theory (CMT) (Lakoff & Johnson, 1999) and simulation theories (Barsalou, 2008). For the empirical work, I used an experimental design with 60 managers from Danish companies. All participants selected problems from their work they perceived as important, yet unsolvable. They were randomly divided into three groups: Two groups using different ABMs to address problems and a comparison group where no ABM was used. The experiment indicated that 1) creating new metaphors for a problem based on different sensory metaphors enabled the participants to import behaviour from contexts unrelated to the problematic situation, and 2) focusing on sensory experience enabled participants to remove judgments about self or others. Furthermore, the experiment indicated that learning outcomes reflected participants’ experience of the concrete learning intervention. These findings contribute to CMT by suggesting that it is possible to formulate relationships between changes in metaphors and specific learning outcomes. They contribute to ABM by suggesting that experiences that participants have during ABMs are later used as tools for structuring other experiences – not merely as data for reflection.
ESRC (Economic and Social Research Council)

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Slater, Michael D. "Crisis Management by Higher Education Leaders." Thesis, Edgewood College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10686482.

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The purpose of this quantitative study was to explore crisis management teams’ (CMTs) perceptions of higher education leaders’ competencies in managing crisis situations. It addressed the following research question: What are relationships among CMT members’ perceptions of leadership orientations and perceived competencies of their crisis management leaders? Exploratory data analyses showed the presence of two of Bolman and Deal’s (2013) primary leadership frames: human resource and structural. Analyses also showed relationships among lower reported leadership frame behaviors, crisis preparedness, and crisis-leader ratings. More extensive research on crisis leadership is recommended.

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Harley-McClaskey, Deborah K. "Secrets of Project Management." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4077.

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Lathroum, John A. "A comparative analysis of graduate management education." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA343578.

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Thesis (M.S. in Management) Naval Postgraduate School, March 1998.
"March 1998." Thesis advisor(s): Gail Fann Thomas, Nancy C. Roberts. Includes bibliographical references (p. 243). Also available online.

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Vasikainen, S. (Soili). "Performance management of the university education process." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206189.

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Abstract The goal of this thesis is to investigate whether the performance management systems of the university education process can be developed by using the mechanisms and indicators of operations management. This thesis is a result of a multiple-case study consisting of two polar cases: the Faculty of Technology and the Faculty of Humanities in the University of Oulu. Both faculties have several departments which constitute separate cases. This study explores the elements of the performance management systems used by the Ministry of Education during the first decade of the 21st century and considers whether these performance management systems have affected the university education process. First, the existing research is examined to understand what kind of factors affect the controllability and performance management of organisations. Furthermore, an empirical study was conducted on how the control mechanisms of the Ministry of Education reflect the main variable of controllability analysis. After that, the changes in the education processes in the various departments of the two faculties were examined using a controllability analysis. The results indicate that the financial models of the Ministry of Education reflect to some extent the main variables of controllability analysis. However, the models focus almost solely on output indicators. The Ministry of Education should consider expanding the models to include input and process variables. During the 21st century the number of university drop-outs has increased dramatically. This indicates that the process has become more ineffective. The focus of control has shifted from control of the quality of input to the quantity of the output. The finances of the Faculty of Humanities have decreased and it has had to adapt to the financial model of the Ministry of Education by seeking financial flexibility and by changing the production process (decreasing the number of new students, giving a more restricted variety of courses, restricting the maximum amount of credits). The Faculty of Technology faces a different situation. Most notably, the Department of Electrical Engineering has faced the problem of rapid growth. This has caused problems related to the quality of material (students), insufficient capacity and the inability to produce the volumes that the Ministry of Education desired. The Department of Electrical Engineering therefore made its own decision to decrease the number of new students. The reason for this was different from that of the Faculty of Humanities. The Department of Electrical Engineering was not able to increase the production volume to a sufficient level. The Faculty of Humanities instead had a problem of overproduction. The Ministry of Education does not compensate for production that is over its targets
Tiivistelmä Tämän väitöskirjan tavoitteena on tutkia, voidaanko yliopistojen opetusprosessin suorituskyvyn johtamista kehittää käyttämällä tuotannonohjauksen menetelmiä ja indikaattoreita. Tämä väitöskirja muodostuu useista esimerkkitapauksista, jotka ryhmittyvät kahden toisilleen vastakkaisen tapaustutkimuksen alle: Oulun yliopiston teknillinen tiedekunta ja humanistinen tiedekunta. Molemmissa tiedekunnissa on useita laitoksia, jotka ovat jo sinällään itsenäisiä esimerkkitapauksia. Tässä tutkimuksessa kartoitetaan opetusministeriön 2000-luvun alussa yliopistojen suorituskyvyn johtamiseen käyttämiä menetelmiä ja pohditaan niiden vaikutuksia yliopistojen opetusprosessiin. Aluksi kartoitettiin olemassa olevien tutkimusten pohjalta niitä tekijöitä, jotka vaikuttavat organisaation ohjattavuuteen ja suorituskyvyn johtamiseen. Seuraavaksi selvitettiin empiirisen tutkimuksen avulla, miten opetusministeriön käyttämät ohjausmenetelmät heijastelevat ohjattavuusanalyysin keskeisiä tekijöitä. Lopuksi molempien tiedekuntien laitoksilla toteutettiin ohjattavuusanalyysi opetusprosessissa tapahtuneiden muutosten selvittämiseksi. Tulosten perusteella voidaan todeta, että opetusministeriön ohjausmallit heijastelevat jossain määrin ohjattavuusanalyysin keskeisiä muuttujia. Mallit keskittyvät kuitenkin lähes kokonaan prosessin loppupäähän eli tuloksiin. Ministeriön tulisikin harkita syöte- ja prosessimuuttujien lisäämistä malliin. 2000-luvun ensimmäisellä vuosikymmenellä opintonsa keskeyttäneiden määrä on kasvanut merkittävästi. Tämä kuvastaa sitä, että prosessista on tullut aiempaa tehottomampi. Ohjauksen painopiste on siirtynyt opiskelijavalinnan laadusta tutkintojen määrään. Humanistisen tiedekunnan rahoitus on vähentynyt tutkimusjaksolla ja tiedekunta on pyrkinyt sopeutumaan opetusministeriön rahoitusmalliin etsimällä taloudellista liikkumavaraa ja muuttamalla opetusprosessia (pienentämällä sisäänottoa, kaventamalla kurssitarjontaa ja rajoittamalla tutkinnon kokonaisopintopistemäärää). Teknillisen tiedekunnan lähtökohdat ovat erilaiset. Ennen kaikkea sähkötekniikan osasto on joutunut sopeutumaan nopeaan kasvuun. Tämän on aiheuttanut ongelmia mm. opiskelijoiden osaamistasossa, kapasiteetin puutteena ja kyvyttömyytenä päästä opetusministeriön asettamiin tutkintotavoitteisiin. Sähkötekniikan osasto päätti edellä mainituista syistä pienentää sisäänottoa. Osaston päätös perustui siten eri syihin kuin humanistisen tiedekunnan vastaava ratkaisu. Sähkötekniikan osasto ei pystynyt kasvattamaan opetusprosessin volyymia riittävälle tasolle. Humanistinen tiedekunta sen sijaan kärsi ylituotannosta. Opetusministeriö ei korvaa tavoitteet ylittäviä tutkintomääriä

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Tjokatam, Sandra. "Learning in action : developments in management education." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/843319/.

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In the 1980's colleges of Further and Higher Education were subject to a variety of pressures to develop their provision of management education. These pressures are reviewed in their historical context as a prelude and background to an exploration of the then current challenges for such education. Interviews with representatives of Awarding Bodies and Colleges provide macro and micro-level perspectives on these challenges. The process of APL (Accreditation of Prior Learning, now called by the Management Charter Initiative, the Crediting Competence Process) emerged as the potential means of facilitating flexible, work-based management education programmes. This view was reinforced by the results of telephone questionnaires and semi-structured interviews with Senior Human Resource and Line Managers. The National Vocational Qualification (NVQ) initiatives (1988 - 1993) required such competence-based programmes so an investigation was instituted into the changes required in management education, training and development (METD) so that it might respond appropriately. The development of the roles of staff/learners, as they attempt to support the effective learning of manager/learners, became a specific focus using an iterative, ethnomethodological approach incorporating Kelly's (1955) constructivist techniques in a case study of a college undertaken immediately before and after the introduction of NVQ management programmes. The thesis argues that, to enable transformative learning by manager/learners through a process of emancipatory education (Mezirow, 1990), a complementary parallel process of critical, active reflection must be established for staff/learners within innovative educational programmes. This process should engage both teachers and managers in action learning (Revans, 1980) to uncover the elements of reflection (Boud, Keogli & Walker, 1985) and to develop skills of reflection on reflection-in-action (Schon, 1983, 1987). To promote such development a strategic approach to the management of change (Haffenden, 1990) is explored and elaborated to produce a model in which staff and organisational development interact through the 'learning company' process (Pedler, Burgoyne & Boydell, 1991) so that a college and its individual members may continuously transform in order to survive and prosper into the 21st Century.

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Houldsworth, Elizabeth Jane. "An investigation into multimedia in management education." Thesis, Henley Business School, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241587.

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Rahman, A. S. M. Moshadidur. "Management education and development strategies in Bangladesh." Thesis, Brunel University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260512.

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Bryan, Yvette. "Management education in England : the Urwick Report." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/93959.

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This study provides a contribution to the historiography of management education in England. Criticism of British management expressed in Government policy over the past sixty years has concluded that a low level of management education in the UK is affecting its ability to compete. To this end there have been a number of government interventions in management education. The focus of this research is the first phase of government intervention in management education initiated in 1945. By considering the development of management education from a historical perspective this research adopts the theoretical stance that an understanding of the past can contribute to an understanding of management education today. The report of a committee on Education for Management appointed in 1945 by the Minister of Education, the Urwick Report (1947) and the subsequent Diploma in Management Studies (DMS), the first qualification in management studies, are used as vehicles to articulate the involvement and relationships of industry and government with regard to formal management education. From this, conclusions are drawn about the professional and policy processes at play and consideration given as to how these shaped subsequent practice. The method adopted was documentary analysis of primary sources which included published and unpublished administrative papers from government archives. Data from journals, a newspaper, and the archives of employee and employer bodies were referenced to provide context and support the validity of my interpretation. I conclude that the key contribution which the Urwick Report made to management education was in establishing the principle that there was a body of knowledge associated with management. The study illuminates policy processes surrounding management education at a particular time with regard to a specific report. During this period opportunities existed that, if actioned, could have significantly changed the education of managers in England. Government, industry and education were all party to these opportunities. Events surrounding the Urwick Report, and the subsequent implementation of the DMS, offer some useful lessons from the past.

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Malone, Joanne. "Creative teaching methodologies for hospitality management education." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602396.

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This dissertation explores the role of creative teaching methods in hospitality management education. It examines how hospitality lecturers and students perceive the role of creativity in a selection of higher education institutions in the Republic of Ireland. It also reports on the current level of creative leaching practices within the hospitality discipline in these institutions and how effective they are within the disciplinary and institutional contexts in which they occur. A mixed methods approach was used to gather the views of lecturers and students concerning creativity and its role in higher education within the hospitality discipline. The research adopted three traditional data collection methods: survey questionnaires, interviews and focus groups. The data from the student and lecturer surveys were combined with data from interviews and focus groups to provide an indication of the current levels of creativity in teaching methods. On the whole, the hospitality lecturers and students in the study supported the use of creative teaching methods to enhance hospitality education. This position is consistent with current literature in the field. A range of factors and conditions were identified by the research as enabling or inhibiting the adoption of creative teaching methods in hospitality management education. These included challenging working conditions and a lack of available resources. Additionally, this research was used to identify what the respondents perceived as missing from hospitality education and how teaching and learning could be improved. The results suggest that questions need to be asked about the structure of many hospitality management programmes. The consensus among lecturers and students was the need for a more practically orientated curriculum and increased opportunities for structured work placements. In summary the results of this study add to our understanding of how hospitality lecturers and students perceive the role of creativity in higher education. They also indicate the current level of creative teaching practices within the hospitality discipline and how effective they are within the disciplinary and institutional contexts in which they are practised.

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Shaw, H. "Rationality and ritual in further education management." Thesis, Swansea University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507929.

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Thorp, Heather. "European management education : learning to think differently." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/898/.

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Ruth, Damian William. "Research, education and management in South Africa." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311814.

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Hollinghurst, S. "Management education factors and British economic decline." Thesis, University of Essex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361039.

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Alharbi, Zahyah. "Analytics and Information Management in Higher Education." Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/69527/.

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Educational data mining, or the ability to exploit educational data to detect patterns, is an area of increased activity. In this research, we look at the practical application of predictive models in a Higher educational setting in the UK. Firstly, we investigate the use of data mining techniques to highlight performance issues early on and propose remedial actions. We predict good honours outcomes based on data at admission, and some early results from the 1st year. Secondly, we study more granular predictions at the module level. We compare several data mining techniques in order to build both regression and classification models. One of the difficulties we encounter is that, within our problem, missing data is abundant because students do not always take the same module choices. The problem of missing data is prevalent in many data mining applications and remains challenging. We address this problem in a novel way by using multiple imputation combined with an ensemble setting to produce our models. The results show that all the data mining algorithms that use multiple imputation perform better than those without multiple imputation, both in the cases of classification and regression. The algorithms developed, and in particular Support Vector Machines and Random Forest, give us reasonably accurate predictions that could be used as the basis for a future recommender system to assist with module choice selection. Lastly, we study how to use the knowledge found in a way acceptable to students and other stakeholders. For this we design a survey questionnaire to understand student views. We also carry out several interviews with students and some key stakeholders to understand any barriers to change and also to identify enablers. We then analyse the collected data and propose recommendations for the final system.

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Tsiligiris, Vangelis. "Cross-border higher education and quality management." Thesis, Birmingham City University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638451.

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Several dynamics have contributed to the increasing conception of higher education as a service, universities as service providers, students as customers and quality as value for money. Quality management has been pursued as a means to promote accountability and is primarily driven by student satisfaction surveys. This has resulted in the dominance of the retrospective customer model for the management of quality in higher education (Biggs, 2001) with emphasis on accountability and ‘value for money’ for the student customer. At the same time, decreasing public funding and a growing student demand for higher education programmes has increased the provision of programmes across borders. This has increased cross-border education activities, which involve the movement of people, institutions and programmes across borders. The latter, termed transnational education, happens when higher education institutions collaborate with institutions in other countries to offer their programmes offshore by forming transnational education partnerships. The current quality management model in transnational education partnerships is dominated by concentration on ‘risk mitigation’ for exporting countries and ‘sameness’ of quality standards between ‘home’ and ‘offshore’ provisions. This is pursued by the exporting country’s retrospective customer model, which takes no consideration of the difference of student expectations and perceptions in different locations of programme delivery. Thus, the applicability of the retrospective customer model in TNHE can be problematic, owing to the fact that students who study in different parts of the world on the same programme are very likely to have different expectations and perceptions of quality in higher education. The purpose of this thesis was to explore the applicability of the retrospective customer model and to propose a prospective model for the management of quality in TNHE partnerships. The research is pursued within a Critical Realist theoretical paradigm, considering that students, irrespective of their location, will form common expectations and perceptions independently of their own interpretations, but at the same time will be impacted, to a significant extent, by the deeper social and cultural dynamics of a particular time and space. The research strategy deployed in this thesis is a case study, using a mixed methods sequential design including a questionnaire survey followed by individual semi-structured interviews as the data collection methods. The analysis of the quantitative and qualitative data showed that students appear to share a common ‘customer’ identity which is shaped by the prevailing quality discourse 2 in higher education. However, students appear to be immature as customers, contrary to the assumption made within the current quality discourse about students being rational decision agents. Students, irrespective of their location, seem to be less aware of the transformative role of higher education and appear to develop an instrumental approach in regard to their expectations and perceptions of quality in higher education. The analysis of the data also showed that the expectations and perceptions of students who are studying on the same programme but at different geographical locations vary. Specifically, it was found that student expectations and perceptions are shaped by a range of contextual dynamics. A conceptual framework has emerged from the findings of the research which can be used as a framework for the analysis, discussion and evaluation of student expectations and perceptions in a TNHE context. The findings of the research have significant ramifications for the applicability of the retrospective customer model in TNHE relating to both service quality (student satisfaction) and educational quality. Specifically, the findings of this thesis suggest that a retrospective customer model which has been designed in one country using the local contextual dynamics would not be applicable in another country without modifications and adjustments. Instead, the research justifies and proposes the adoption of a prospective model for the management of quality in TNHE which enables the acknowledgement and management of student expectations and perceptions prior to academic delivery

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Remy, Detlev. "Revenue management in for-profit higher education." Thesis, University of Surrey, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665501.

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Higher education is influenced by social, cultural, economic and academic drivers (Knight, 2004). According to Marginson (2003) education is moving in the direction of marketization and is also becoming more profit-driven. Researching for-profit higher education, Fried and Hill (2009:37) state that "higher education is different from most goods in several ways". Nonetheless, for-profit higher education has to maintain its profitability to stay not only in a very competitive market but one in which external factors have a huge impact. One way to react to the changing landscape could be the application of revenue management principles to for-profit higher education. Revenue Management is nowadays of growing importance across several industries which face capacity constraints and fluctuations in demand. Hence, the purpose of this thesis is to examine how revenue management can be applied in for-profit higher education. Based on a realism research paradigm, the author has conducted a single case study design with embedded units, · by interviewing 19 members of management in a leading for-profit hospitality school which offers higher education programs. The aim of the research was two-fold; first, to analyse the specifics of for-profit higher education, and second, to investigate what implications this has for the management of pricing and capacity. This has led to the following findings: Although revenue management is applied nowadays in many industries it is necess·ary in order to fully understand the practice, to classify the type and application of revenue management practice in terms of preconditions and components and tools of revenue management utilised, For-profit higher education looks like a suitable candidate for revenue management practice, however only a 'loose' revenue management model can be applied, mainly based on the use of scholarships and optimised capacity utilisation,

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Krasnyuk, Svitlana Olexandrivna. "Features of modern management in higher education." Thesis, Національний авіаційний університет, 2016. https://er.knutd.edu.ua/handle/123456789/10508.

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The modern educational system as the totality of socio-economic institutions that contribute to the formation and development of intellectual potential of the country is one of the most important areas in the process of formation and education of members of society and requires a special approach to solving problems for its effective management.

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DeMain, Karen A. "Healthcare Managers' Perspectives of their Management Education." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1418909720.

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Hippler, Brooke Jenkins. "Self-management by beginning special education teachers /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501406811.

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Van, Meel Rosita Maria. "Management of Flexible Responses in Higher Education." Lille 1, 1996. http://www.theses.fr/1996LIL12031.

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Mgonja, Brooke Wright, and Brooke Wright Mgonja. "Concussion Education and Management for School Nurses." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622927.

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Background: Despite the increased awareness and education to the public, concussions in children continue to ensue without proper concussion education and management in school systems. Whether the child suffers a concussion in school or at home, it is essential for school nurses to have proper concussion education and evidence based management strategies to further monitor post-concussive symptoms in the school setting. Concussion symptoms can affect the student up to 7-10 days following the injury. Concussions can range from mild to severe, with symptoms lasting hours, days, months or longer. Children who experience a concussion can experience academic challenges that will affect them in the classroom. Without proper concussion education for school nurses, concussed youth may experience post-concussive symptoms. School nurses have a significant role, collaborating with the parents, providers, and the student in providing accommodations and support while transitioning back into the classroom. Purpose: To assess the knowledge of Utah school nurses regarding concussion education and management of the concussed student. In addition evaluating the educational intervention, which changed the knowledge base of the participants. Methods: A one group pre-test and post-test design was used. Study materials were emailed via the Utah School Nurse Association listserv to all Utah school nurses. A concussion educational power point was provided to these nurses before having them complete the post-test. Results: The results of the paired sample t-test revealed that there was a significant difference (p= .000) in comparison of the pre-test and post-test results after viewing the concussion educational power point. Conclusion: The results of this study showed that there was a significant difference between pre-test and post-test results after viewing the concussion educational power point. Therefore it can be concluded that providing education and awareness regarding concussion and its management will increase the knowledge and ultimately may change practice which in turn may improve patient outcomes.

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Dias, Maria da Conceicao Loureiro. "Quality management in higher education in Mozambique." Thesis, Bangor University, 1998. https://research.bangor.ac.uk/portal/en/theses/quality-management-in-higher-education-in-mozambique(8b6a2ab3-e3aa-43a4-9448-b9a975c89b7c).html.

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This thesis concerns ideas and practices about quality assurance systems, quality enhancement and performance indicators in higher education. The quality of higher education is important in a country's economic and social development and its enhancement is a major objective of any higher education system. There has been an increasing demand for institutions of higher education to be accountable and make their activities more transparent to their consumers and to society as a whole. Therefore, institutions have become more explicit about their aims and the methods used to achieve such aims. Also, the monitoring of inputs, processes and outcomes of a University has now become widely accepted. The context for the study of quality management in higher education is the 'Eduardo Mondlane' University (UEM) in Mozambique. This thesis aims to analyse the quality assurance procedures currently in existence at 'Eduardo Mondlane' University (UEM), to examine recent and ongoing efforts to build capacity, to consider a range of options for increased efficiency and effectiveness, and to make recommendations for quality management at UEM. Examples of British Universities already engaged in quality assurance initiatives are analysed and their relevance to UEM is discussed. This thesis comprises nine chapters. The first chapter contextualizes the thesis by considering the historical background to Mozambique. Chapters two and three discuss styles and strategies of managing quality, and ways of monitoring the performance of educational institutions. Chapter four examines arrangements in selected U.K. Universities for quality assurance. Chapters five to eight outline the methodology used to collect the research evidence and discuss the main results from the survey research conducted at UEM. Four main aspects of quality assurance at UEM form the focus of the research: the quality assurance of admission procedures, the quality assurance of teaching and learning, the quality assurance of student development and support, and a framework for quality enhancement. The concluding chapter presents a summary of the main findings as well as recommendations for quality enhancement at UEM. A list of performance indicators is provided along with suggestions for further research on quality assurance at UEM.

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Yaryan, Elizabeth C. "Special education complaint management: A national profile." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618712.

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Special education complaint management is federally mandated with regulations promulgated in the Education Department General Administrative Regulations. Despite these federal regulations, little attention and no research has ever focused on this area. Special education complaint management systems have access to valuable information necessary for thorough compliance monitoring and this information should be used to benefit children requiring special education services.;This study examined special education complaint management systems and complaint issues in each of the 50 states in the United States, the District of Columbia, the territories, and the Department of Defense Schools. State level complaint managers were asked to complete a survey instrument regarding staffing patterns, implementation procedures and practices, complaints and complainants, complaint issues, as well as assistive services available to complainants.;Results of the study show increasing numbers of complaints, issues, record keeping, and information dissemination. Recommendations for technical assistance and future research are provided as they relate to state level special education complaint management.

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Alholiby, Mossab Saud. "Developing a framework to enhance the operation of quality assurance in Saudi Arabia's higher education : educational management and e-management perspectives." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30634/.

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This research aimed to develop a framework to enhance the operation of quality assurance in Saudi Arabia’s higher education institutions, through exploring stakeholders' perspectives, considering educational management and the potential of e-management. In looking to generate an insight into the reality of QA practice towards developing a heuristic enhancement framework, a case study methodology consisting of both qualitative and quantitative data collection methods was employed. In the initial stage, a scoping study was employed to explore the main issues surrounding the operation of QA by conducting 10 interviews with elite stockholders. For the main study, interviews, focus groups and a questionnaire were employed to gather data simultaneously. There were 23 participants in interviews, 9 in focus groups and 301 responders to a questionnaire. Qualitative data were analysed based on thematic analysis, descriptive statistics were applied to the quantitative data making use of the SPSS statistical package. Data were analysed separately and then integrated and compared in the process of interpretation of the overall results. This case study found that participants from all levels of the institution agreed that QA requirements are a primary part of academic commitments. The results showed that stakeholders are willing to engage in the QA operations at an individual level. However, not all faculty members accepted the changes resulting from a systematic QA approach. There are those who support and engage effectively and those who reject the idea because of uncertainty or lack of a clear understanding of QA. This study has identified that the largest group of stakeholders actively participating in QA operations is made up of QA staff, followed by administrative and faculty staff. In addition, the study found that stakeholders with experience in QA participate significantly more than others. The study noticed a disparity between the engagement of stakeholders at older long established colleges and new ones. Several factors driving this trend emerged, such as the work environment, availability of support from senior management, availability of human and financial support, and the extent of understanding of QAP. The study discovered a wide range of evidence indicating significant difficulties in relation to the participation of stakeholders in the QA operations, due to a number of common challenges; such as management issues, individual attitudes, staff development, incentives and external factors. The study indicated that the relationship between QA operation and e-management in the university is limited or unclear. In terms of the positive perception of participants toward the potential of e-management in the operation of QA, the results indicated that e-management could provide essential solutions to a number of challenges confronting stakeholders in QA operations. Five potential areas in which e-management could help in QA operations were outlined: administration, operation, information management, control and evaluation and support. However, the study revealed several potential challenges that could confront higher education institutions in taking full advantage of e-management in the operation of QA, namely, management aspects, stakeholders, and technical issues. The study has proposed a heuristic framework to enhance the operation of QA and to tackle the issues that arose over the course of the research. The framework’s development is grounded in the literature across three disciplines (Change, QA and e-management), and in the perspectives of stakeholders involved in the actual operation of QA. This framework considers seven main areas: leadership, stakeholders, QAP, staff development, rewards and incentives, e-management and external factors. The study proposes a framework with the intention of providing guidance and insight for higher education policy and decision makers, academic leaders in Saudi HEIs, and for HEIs throughout the region.

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Bauer, Christine, and Christine Strauß. "Educating artists in management: an analysis of art education programmes in DACH region." Taylor & Francis Group, 2015. http://dx.doi.org/10.1080/2331186X.2015.1045217.

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Labour force in the art sector is characterised by high qualification, but low income for those people who perform the core contribution in art, i.e. the artists. As artists are typically self-dependent in managing their business, they should have managerial skills besides those skills necessary to perform their artistic core activities. If the lack of managerial skills is a reason why artists fail to make a living from their talent, then this chain of cause and effect could be ruptured by adequate educational opportunities. This paper analyses the curricula of a wide range of institutions offering art education programmes and identifies their managerial learning content. In doing so, we focused on German-speaking countries, the so-called DACH region (i.e. Germany, Austria and Switzerland, whereas D, A and CH are country codes). We identified and analysed 159 course syllabi of 81 art universities, schools and academies. The results of our study indicate a lack of managerial learning contents: a vast majority of institutions follow a rather traditional approach to art education, focusing solely on artistic competences. We suggest the implementation of managerial learning contents to better prepare art students for successful careers in the arts.

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Lonam, Matthew W. "Hospitality education 2010 : a delphi study /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953878.

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Brown, Lisa Ann. "Instructor Usage of Learning Management Systems Utilizing a Technology Acceptance Model." Thesis, Montana State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10682891.

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Limited research exists on the factors that influence an instructor’s choice to use a learning management system. The purpose of the current study is to explore how task technology fit constructs relate to the other constructs that comprise Davis’ Technology Acceptance mode. The technology acceptance model is widely used as an indicator of actual use of a technology system. A sample of 284 instructors completed a survey consisting of demographic questions, open ended questions about their reasons for choosing to choose to utilize a learning management system, and Likert scale questions about six constructs of the research model including task technology fit, ease of use, usefulness, attitude, intent to use, and actual use. The relationships between TAM model constructs and Task Technology Fit were analyzed using a partial least squares structural equation model method with SMART- PLS. The relationship between task technology fit and actual use was mediated by ease of use, usefulness, attitude, and intent to use. To evaluate the constructs in the model, an exploratory factor analysis was conducted and the factor structure for online and face-to-face instructors were different. Two models were developed, one for face-to-face instructors, and one for online instructors to account for this difference. The research models were evaluated for face-to-face instructors and online instructors. The study found significant relationships between all the TAM constructs and Task Technology Fit for face-to-face instructors. The relationship between attitude and intent to use was not significant for online instructors. This research supports the need for more research into the differences between online and face-to-face instructor’s perceptions of technology use. The differing instructional needs of face-to-face and online instructors have implications on the training and support an institution should provide to increase usage of learning management systems.

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Майборода, Тетяна Миколаївна, Татьяна Николаевна Майборода, Tetyana Mayboroda, Анна Сергіївна Воронцова, Анна Сергеевна Воронцова, and Anna Serhiivna Vorontsova. "Current state of governmental strategic management of lifelong education system development." Thesis, Poland, Przemyśl, Nauka i studia, 2018. https://essuir.sumdu.edu.ua/handle/123456789/79663.

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Iversen, Robin, and Tobias Andersson. "MBA and ENGINEERING MANAGEMENT : Management education for engineers in the Swedish industry sector." Thesis, Jönköping University, Internationella Handelshögskolan, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48596.

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Jenkins, Charles T. "Management and management education in a less developed economy: the case of Malawi." Thesis, Aston University, 1985. http://publications.aston.ac.uk/12157/.

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Malawi is seen as a society in transition, and as a consequence, it is argued, Malawian managers face particular problems where traditional and Western values intersect. The role of the Polytechnic of Malawi as a provider of management education in this environment is thus problematical. The thesis begins with a description of the Malawian business environment in its geographical, historical, political, cultural, economic and institutional forms, and then goes on to examine the problems practising managers themselves feel they face, and attempts to explain these problems in terms of the environmental factors described, and the environmental changes taking place. It is concluded, from the analysis conducted, that the environmental features discussed interact in a complex way to make Malawian managers averse to exercising initiative and taking decisions. The question of what the Polytechnic can do to help overcome this aversion is addressed. The field research was conducted in Malawi in the seven months January to July, 1980, during which time 207 questionnaires were administered to junior and middle managers working in all sectors of the economy at levels equivalent to Polytechnic graduate entry. In addition, a number of senior managers (both Malawian and expatriate) were interviewed, a case study was conducted in a manufacturing organisation, and a second questionnaire was administered to all business students at the Polytechnic. Extensive use of official statistics was also made where appropriate.

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Kimemia, John Zachariah Njenga. "The role of inspectorate in Kenya secondary education : professional conflicts in education management." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019694/.

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Aigare, Annija, Tsvetelina Koyumdzhieva, and Petrocelia Louise Thomas. "Diversity Management in Higher Education Institutions: Key Motivators." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15555.

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Problem and Purpose – Diversity management, a subject of increasing interest over the last three decades in the business context, is even more relevant to higher education institutions, where diversity is present both in the supplier and customer side. In addition to general organisational improvements, most of the benefits arguably derived would have a direct impact on the cognitive processes such as problem-solving, creativity and learning, which are the core of the university reason for existence, being a centre for knowledge creation and transfer. However, the existing research covering diversity and its management in this particular organisational setting is very scarce. This paper aims to fill some of this gap. The purpose of this study is to identify the key motivators for ethnic diversity management in higher education institutions and the perceived benefits derived. Method – The investigation took the form of in-depth structured interviews conducted through e-mail, policy document analysis and website reviews of four selected higher education institutions. Pattern matching (Yin, 1994) was employed as the mode for data analysis. Findings – Ethnic Diversity Management was present in all units, however, it went beyond just the business case to include social justice view and other aspects. The HEIs studied were found to either manage diversity for purely ethical reasons, be motivated by a combination of moral considerations and perceived performance improvements, or completely culturally embrace diversity in the environment with less designated initiatives of diversity management, dependent on a range of variables present in each institutions related to their perceptions, goals and environment. Hence, both the social justice case and business case were concluded to be strong motivators for diversity management in the higher education context. Originality/value – The paper highlights various DM initiatives, strategies as well as observed effects, hence solidifying the arguments for recognizing and managing diversity and the link between well managed diversity and performance in various aspects, both in business and higher education context. The study is expected to make a contribution to knowledge by assisting in providing information on key motivators for DM in HEIs and is intended to be an elementary supplement for scholarly discourse in management science, and particularly DM in the HEI context.

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Chauke, Margaret. "The management of inclusive education in the classroom." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05222008-085029/.

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Radzevičienė, Asta. "Internationalisation of higher education institutions: human resource management." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070629.142139-24661.

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Enhancing of internationalisation in Higher education institutions is investigated in the dissertation, with the priority given to human resource management. The intercultural competence is identified as an instrument for complex improvement of internationalisation: its perspectives quantitative and qualitative results. The theoretical and empirical research results are summarised in the concept of HEIs’ internationalisation proposed, which is based on the idea of human resource intercultural competence development.
Darbe nagrinėjamos aukštojo mokslo institucijų veiklos internacionalizavimo tobulinimo problemos, prioritetizuojant žmonių išteklių vadybą. Analizuojama aukštojo mokslo institucijų internacionalizavimo samprata, subjektai ir veiksniai sąlygojantys internacionalizavimo plėtrą, bei kokybinius ir kiekybinius parametrus. Atliktų teorinių ir empirinių tyrimų rezultatai yra apibendrinami pateikiamoje aukštojo mokslo institucijų internacionalizavimo koncepcijoje, grįstoje aukštojo mokslo institucijų žmonių išteklių tarpkultūrinės kompetencijos formavimu. Darbe patiekiami sprendimai siūlomai koncepcijai realizuoti.

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Sallis, Edward John. "Quality management in further education : issues and implementation." Thesis, University of the West of England, Bristol, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385836.

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Martin, Vivien. "Diversity and integration in management education and development." Thesis, University of Surrey, 1998. http://epubs.surrey.ac.uk/804478/.

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Holloway, Tony. "Financial management and planning in higher education institutions." Thesis, Brunel University, 2006. http://bura.brunel.ac.uk/handle/2438/411.

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The aim of this dissertation is to examine whether there is a better way in which higher education institutions might approach financial management, including the way in which they choose to allocate resources within their institutions. Why do I ask this? On the basis that higher education institutions exist not only to educate students, but also to contribute to the development and furtherance of knowledge, as well as making a contribution to the national economy in terms of expertise and commercialisation of intellectual property, I considered the way in which my own institution addressed these issues from the perspective of seeking to ensure that the resources available to it were allocated in a manner that may best facilitate the achievement of these objectives. I was not convinced that my own institution’s relatively ‘simple’ model of allocating resources in relation to student numbers, based on the model used by the Higher Education Funding Council for England (HEFCE), was the best way of achieving the objectives set out in the preceding paragraph. A number of questions sprang immediately to mind. How does the model address the issue of quality? How does the model address the achievement of the institution’s strategic objectives? How does the model address the issue of directing resources to areas identified as key to the institution’s academic offering? The list was endless. The dissertation draws on my own experience across a range of sectors, and I chose the National Health Service as a comparator group that exhibits many of the characteristics of higher education institutions. It is a large consumer of public resources, is labour intensive, and needs to prioritise the allocation of resources to deliver strategic and national objectives. In light of this, I believe that it is legitimate to draw on the experience of the review of the National Health Service from 1974, particularly in the 1970s and early 1980s, that review being based on the applicability of two financial management techniques, Rationalism and Incrementalism.

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Yau, Lau Cho. "Management accounting in education : stakeholder perceptions in Singapore." Thesis, University of Leicester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410777.

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Davies, Ian. "Emerging management education issues for the human services." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343294.

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Parsons, Philip Graham. "Performance management and academic workload in higher education." Thesis, Cape Technikon, 2000. http://hdl.handle.net/20.500.11838/1740.

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Thesis (MTech(Human Resource Management))--Cape Technikon, Cape Town, 2000
This research project investigated the need for a method of determining an equitable workload for academic staffing in higher education. With the possibility of the introduction of a performance management system at the Cape Technikon it became imperative that an agreed, objective and user-friendly method of determining the workload of each academic member of staff be established. The research project established the main parameters of the job of an academic staff member and their dimensions that would influence both the quantity and quality of work produced. They were established based on the views of a panel of educators drawn from a diverse range of disciplines. Using the identified dimensions an algorithm was developed and refined to reflect the consensus views regarding the contributory weightings of each of the parameters' dimensions. This algorithm was tested and refined using a base group of academic staff who were identified by their colleagues as those whose workload could be considered a benchmark for their discipline. The most significant result of the research programme is the agreed algorithm that can form the basis for a performance management system in higher education. The user interface that was developed at the same time reflects the transparency of the system and allows for it to be adapted to the needs of various groups of users or individuals within an organisation. On the basis of this research it has been established that a system for determining an equitable workload which encompasses an extensive range of parameters can be developed using a participatory approach. Using a significant sample of academic staff as a basis, it would appear that the system is valid, reliable, useful and acceptable to academic staff in the context of a performance management system.

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Van, der Bank Anna Johanna. "Conditions determining the selection of education management styles." Diss., University of Pretoria, 1986. http://hdl.handle.net/2263/33034.

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The current technological development has led to an increase in the complexity of reality which in turn has complicated the task of the education leader as manager. The education leader has become a personnel manager responsible for the management of both staff and pupil activities in order to realize the school's objectives effectively. These tendencies indicate that the education leader must be capable of adapting his management style to the needs of his staff in order to be able to increase the producti= vity of his staff. The education leader must also have the necessary flexibility to select from a variety of management styles according to the demands of the specific situation. Situational Leadership is ideally suited to meet the demands of the task of the education leader, because it accommodates the level of task maturity of each staff member. The emphasis is placed on the relationship between the leader and the follower with the needs of the follower as the most crucial factor in the relationship. Three aspects are essential for successful Situational Leadership, viz., the correct amount of task behaviour or direction by the leader; the correct amount of relationship behaviour or support by the leader cor= relating with the level of task maturity of the followers. However, other situational variables, such as superiors, the organization and time must also be taken into consideration. Situational Leadership also makes prov1s1on for contracting for a leadership style whereby the education leader and the teacher come to an agreement about the appropriate leadership style to be used to help the teacher accomplish his/her objectives. The developmental aspect of Situational Leadership provides the means by which the education leader can contribute meaningfully to the development of his staff, e.g. leadership potential, motivation, morale, commitment to objectives, decision-makirrg, communication and problem solving.
Dissertation (MEd)--University of Pretoria, 1986.
gm2013
Education Management and Policy Studies
unrestricted

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Dissertations / Theses on the topic 'Education management'

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