Dissertations / Theses: 'Educational institutes- Management aspects'

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Vernersson, Josef, and Al-Kilani Samer Zaid. "Education Management During COVID-19 : A Single Case Study of Swedish Higher Education Institute Jönköping University." Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53090.

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Background:COVID-19 is the most discussed topic since the beginning of the year. Moreover, today's society faces various problems caused by the COVID-19 crisis requiring new knowledge and strategies since various social institutions are affected in different ways, and the education system is included between these institutions. In fact, higher education institutions witnessed a huge transition from traditional classroom-based teaching to a virtual approach and online education. While higher education may have transformed and moved to online due to COVID-19, it is unknown whether the transition resulted in a changeddirectionfor education management. Purpose:This study aims to take a deeper look into how students and teachers are affected by COVID-19 for a higher education institution in Sweden by seeking through how online platforms are used and how it is affecting the users of education. Moreover, the study aims to know what changed in management practices and grading strategies fora sustainable university education quality during pandemics and emergencies. Method:Fulfilling the purpose, qualitative research design gathering empirical data by conducting semi-structured interviews with both students and teachers and taking a single case study approach for Swedish higher education Institute (Jönköping University) using the benefit of various perspectives from different schools that Jönköping University has. Also, higher education in Sweden combines the perspective from both students and teachers as it is on the concept 'freedom with responsibility' with students mainly pursuing their studies on their own or in groups and not focusing on the teacher perspective only. Another unique asset for Sweden higher education is the possibility to access all data collected about schools and students, such as grades which are classified as secondary data. Conclusion:The results show that thetransition affected the education managementsince it impactedthe organizing and communicating. Thenresults showed some factors,such as an earlier experienceplayed a role inadapting education management changessincea new concept of teaching developed withinthis transition with adapted teaching strategies,and students responded to that byimproved learning plans. Anothermain finding ineducation management aspects is the grading strategieswhereit was found that the criteria did not change,but exams got modified,leading to changesin thegradepatternsthat can be described as unnormal. All of that was concluded in a frameworkaccording toour findings and research work.

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Al-Arifi, Mohammed Abrahem Saad. "Managerial decision-making : subordinate-managers' participation in management decisions in the Saudi security educational institutes and centres." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/31103.

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Managerial decision making is an essential element of management. The complexity of the post industrial society, the growth of education, the speed of technological change, and the twentieth century informational revolution are important factors which increase efforts for participatory decisions. Today's subordinates are more educated, highly skilled, and more experienced than ever before. They cannot be managed by the old authoritarian decision making styles. However, the participative process of making a decision can help to increase subordinates' satisfaction, provide recognition and responsibility and reduce any conflict and ambiguity experienced by the work group. The approach used in this study is mainly exploratory and descriptive in nature and takes, as a starting point, a number of questions and hypotheses on the current managerial situation of the Saudi security educational institutes and centres. The methodology consists of the use of a survey questionnaire to obtain empirical data from the subject managers. This is to identify their managerial decision-making styles, the degree of participation that might exist in the decision making process and attitudes towards the concept of participation and its techniques. The data were analysed through the use of descriptive and inferential statistics. It was found that the five decision-making styles (AI, AII, CI, CII and GII) were all utilised by the respondents. The semi-autocratic style (AII) was predominantly employed by the respondents. The non-programmed decisions were most often made by the joint decision-making style (GII). The programmed decisions were most often done by the semi-autocratic style (AII).

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Vann, Rose Virginia. "A study of the relationship between the preference of conflict management styles, demographics, and selected characteristics of vice presidents of technical institutes in the state of Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/1472.

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The purpose of this study was to determine the relationship between the preference of conflict management styles, demographics, and selected characteristics of Vice Presidents of Technical Institutes in the State of Georgia using a correlational research design. Statistical analysis based on the responses from eighty-seven (87) Vice Presidents, found no significant relationship between the preference of conflict management styles, demographics, and selected variables. However, a significant relationship was found between leadership style and conflict management styles at the .01 level. A significant relationship was found with leadership style and age at the .05 level. These findings have significant implications for further situational leadership development for these leaders.

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Tratnik, Monika. "A comparative analysis of selected aspects of educational change : Slovenia and England." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019209/.

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The thesis explores Educational Management Information Systems in Slovenia and England from a comparative perspective. The thesis evolves from the argument that postindustrial social developments mean a major shift in educational management in general, and in educational management information systems, as parts of educational management. The main argument, methodology, and organization of the thesis are explained in Chapter One. Chapter Two focuses on an overview of some of the theories about industrial and postindustrial societies; including theories of the 'information society', postmodernity, and postfordism; explores educational change in industrial and postindustrial societies; and thirdly, analyzes selected concepts of general and educational management which have developed in the twentieth century. In Chapter Three this larger theoretical framework is narrowed and refined by analysis of the concepts of an educational information system which evolved and developed within particular management theories. First, this thesis' definition of an EMIS is offered; second, principles of educational management in industrial and postindustrial social settings are explored; and third two ideal typical models of EMIS, 'fordist' and the 'postfordist', are delineated. Chapter Four and Chapter Five focus on contemporary social and educational contexts, the empirical research, and the analysis of findings in Slovenia and England. Empirical data on the two countries of England and Slovenia, collected through interviews and documents and analyzed in the previous two chapters, are compared in Chapter Six. In the same chapter these data are contrasted with the two ideal typical EMIS models. Chapter Six also provides an overall interpretation and concludes by outlining several policy implications of the thesis.

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Whitehead, Kevin D. "Historical Analysis of Leadership Theory in the Church of Jesus Christ of Latter-Day Saints and Its Educational System." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7186.

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An organization’s leadership theory acts as a collection of primary guiding characteristics which influence its identity and direction. Developing leaders has always been important for The Church of Jesus Christ of Latter-day Saints. Historically, the Church has promoted leadership ideals for all its members through various aspects of its doctrine and organization. This study provides an analysis of multiple leadership texts produced by the ecclesiastical and educational wings of The Church of Jesus Christ of Latter-day Saints. The study helps to reveal how Latter-day Saint leadership theory has developed over time. This study considers the unfolding of Latter-day Saint leadership theory from 1900 to 2017. The analysis provides greater understanding of how ecclesiastic leadership theory relates to leadership theory provided for the Church’s religious educators. Additionally, this study considers how themes in Latter-day leadership theory developed in relationship to other contemporary historical and theoretical trends. Data derived from this analysis are used to answer the following three questions: (1) How has the idea of leadership changed over time in The Church of Jesus Christ of Latter-day Saints and in its educational system? (2) What are the enduring themes and distinctive concepts of Latter-day Saint leadership theory? (3) What differences exist between the leadership constructs provided for ecclesiastical leaders in The Church of Jesus Christ of Latter-day Saints and those of its educational system?

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薛兆枝 and Siu-chi Simon Sit. "The implementation of school-based management in Hong Kong: issues, processes and politics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31966974.

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Stettler, Stephanie L. "Sustainable Event Management of Music Festivals: An Event Organizer Perspective." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/257.

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Sustainably managed music festivals have significant value and can provide a multitude of benefits to a healthy, sustainable and desirable society if their negative impacts are mitigated and positive impacts cultivated. To reach this great potential, sustainable event management of music festivals must become widely adopted and expanded as common practice. To drive this improvement of sustainable event management, there is a need to first understand the barriers and success factors event organizers face moving their music festivals toward sustainability. This study uses a research design of mixed quantitative-qualitative methods: a survey of thirty diverse music festival organizers across the United States and interviews with five selected survey participants. Research draws on pertinent literature from sustainability theory and practice, previous research on sustainable event management, existing strategies of sustainable events, and lessons from organizational change studies. Findings revealed seven key barriers and four success factors associated with sustainable event management of music festivals as well as three specific needs of event organizers to improve sustainable event management. With these findings, seven strategies are presented to help event organizers adopt and improve sustainable event management of music festivals. This study is significant because it fills an important gap in the academic literature on events and sustainability. Additionally, this study is immediately applicable to Untied States music festivals. The findings were drawn directly from the perspectives and experiences of event organizers, and the strategies are designed to be specifically applied to their sustainable event management work.

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Floro, Elisângela Ferreira [UNESP]. "Gerencialismo educacional e precarização do trabalho docente no Instituto Federal de Educação, Ciência e Tecnologia do Ceará." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/141910.

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A Lei n. 11892/2008 criou os Institutos de Educação, Ciência e Tecnologia (IF’s) a partir da fusão dos CEFET’s, das Escolas Agrotécnicas Federais e das Escolas vinculadas às universidades. As Escolas Agrotécnicas e os CEFET’s eram especializados (salvo algumas experiências com o ensino tecnológico) na oferta de educação profissional técnica de nível médio. Contudo, a Lei que os criou, imputou-lhes a responsabilidade de atuar em todos os níveis de ensino (desde o fundamental até a pós-graduação), como forma de ampliar o número de vagas com menor custo, maximizando o aproveitamento dos recursos estruturais e humanos já existentes. Os docentes tradicionalmente habituados a trabalhar com educação profissional de nível médio se viram impelidos a atuar em vários níveis de ensino e a desenvolver extensão e pesquisa em moldes similares aos praticados nas universidades. Diante da realidade, o Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE) acionou um intenso processo de gerencialismo educacional para regular o trabalho docente, a fim de comprometê-los com as metas da missão institucional, fato que afetou diretamente as condições de trabalho dos docentes que atuam na rede federal de ensino. Em virtude desta situação, esta pesquisa visou investigar se as mudanças na estrutura gerencial do IFCE estão ocasionando gradual intensificação e precarização do trabalho docente. O universo da pesquisa foi composto pelos três campi mais antigos do IFCE, onde realizamos observações diretas e coleta de dados de fontes bibliográficas primárias (tais como a legislação educacional e os documentos internos do IFCE). Realizamos entrevistas com um membro da equipe técnico-pedagógica e/ou dos Recursos Humanos, a fim de averiguar os motivos que conduziram às reformas internas do IFCE e complementamos estas informações com a realização de entrevistas e questionários aplicados a 10% dos docentes de cada campi observado. A partir das entrevistas e dos questionários, constatamos que os impactos do gerencialismo educacional não atingem o conjunto dos docentes da mesma forma, levando uma parcela dos profissionais a considerar que a intensificação do trabalho e a perda da autonomia são problemas isolados, que devem ser resolvidos individualmente. Além disto, a reestruturação da carreira não aumentou o staus profissional dos docentes da EBTT, que ainda são vistos como profissionais mais ligados ao pragmatismo da área técnica e tecnológica do que a profissionais vinculados à área acadêmica. No entanto, os docentes são cobrados pelos sistemas de avaliação a desempenhar trabalhos bastante similares aos docentes das universidades, contribuindo para precarizar ainda mais suas condições de trabalho devido à intensificação de atribuições.
The Brazilian Law n. 11892/2008 created The Institutos de Educação, Ciência e Tecnologia (IF’s)* since the fusion of CEFET's, Escolas Agrotécnicas Federais** and some schools which are bonded to universities. The Escolas Agrotécnicas and the CEFET's were specialized (but not at some experiences with the technological education) in the technical professional high school education offering. However, the law that created them, imputed them the responsibility to behave on all levels of education (from the elementary grades to post graduation) as a way to increase the number of vacancies at a lower cost, maximizing the use of structural and human resources that already exist there. The teachers who are traditionally used to working with high school professional education found themselves compelled to act in various levels of education and to develop researches and extension activities on similar manners to those ones which are practiced in universities. On reality, the Instituto Federal de Educação, Ciência e Tecnologia do Ceará*** (IFCE) started up an intense process of educational management to regulate the labor of teaching, in order to commit them to the goals of the institutional mission, it is a fact that it directly affected the job conditions of teachers that work in the federal educational system. Because of this situation, this study is aimed to investigate whether the changes in the management structure of the IFCE is causing a gradual intensification and precariousness of teaching. The scope of this research is composed of the three oldest campi of the IFCE, where we performed direct observations, data collection and the analysis of primary bibliographic sources (such as the national educational legislation and the internal documents of the IFCE). We interviewed a member of the technical-pedagogical and/or Human Resources staff, aiming to check out the purposes which led to the internal changes with the IFCE, and we complemented those informations with the acquirement of interviews and questionnaires applied to 10% of the teachers from each observed campi. Since the interviews and questionnaires, we found out that the impact of the educational managerialism does not reach all the teachers in the same way, taking a portion of the professionals to consider that the intensification of work and loss of autonomy are isolated problems that must be solved individually. Besides, the Career's restructuring did not increase the professional status of the EBTT teachers who are still seen as professionals more associated with the technical and technological pragmatism than the professionals related to the academic field. However, teachers are charged for evaluation systems to perform very similar work to teachers of universities, and this fact contributes to turn the working conditions more precarious due to the assignments's intensification.

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Woodman, Richard. "Values in educational administration : a critique of aspects of the writings of Christopher Hodgkinson, and an opinion of their usefulness and applicability for school administrators /." Connect to thesis, 1987. http://eprints.unimelb.edu.au/archive/00000939.

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Longshore, Renee Michelle. "The rhetoric of state assessment: Educational politics in the public school system." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2721.

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In this thesis I explore the rhetoric behind the assessment push nation-wide and, particularly, in California. I take a close look at what politicians, educators, and citizens say about public education and their views of the current educational reform: whether they are speaking in support of or opposition to the No Child Left Behind Act of 2001. I look specifically at the finances of public education in California, the impact and current outcome of NCLB, and propose new reforms as suggested by those intimately involved in education.

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Nunes, Widglan Barbosa de Sousa. "Capital social e o programa mulheres mil no âmbito do instituto federal de educação, ciência e tecnologia do Maranhão / campus Imperatriz (MA)." Universidade de Taubaté, 2016. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=875.

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O programa Mulheres Mil tem como finalidade promover a inclusão social e a melhoria da qualidade de vida das mulheres em situação de vulnerabilidade social por meio da formação no ensino profissionalizante. O objetivo geral desta pesquisa é verificar o capital social, a inserção ao mercado de trabalho e a prática empreendedora das alunas egressas do programa Mulheres Mil, no âmbito do Instituto Federal de Educação, Ciência e Tecnologia do Maranhão, campus Imperatriz. A pesquisa é descritiva, com abordagem quantitativa, delineamento de levantamento dos dados e estudo de caso. A amostra constitui-se de 134 alunas egressas dos cursos de camareira e de construção civil/acabamento e pintura dos períodos de 2013 e 2014, respectivamente. Utilizaram-se, como instrumentos de coleta de dados, os questionários de identificação da amostra; o integrado para medir capital social do Banco Mundial; e o do programa Mulheres Mil. O tratamento dos dados obtidos e analisados foi realizado pelo programa Microsoft Excel, do pacote Office (2013) e Statistical Packageof Social of Science (SPSS), utilizado na análise da correlação entre os dados com o teste estatístico Qui-Quadrado. A caracterização dos dados sociodemográficos apresenta um grupo de mulheres na idade adulta, predominantemente entre 31 e 40 anos, casadas, com emprego informal e baixa escolaridade. Os resultados referentes ao capital social apontam que a maioria participa de pelo menos um grupo, principalmente religioso; tem um círculo de amizade pequeno; vive com certa desconfiança nas pessoas; e participa de ações coletivas, porém com baixa frequência. As mulheres se sentem inseguras em relação à violência, mas mesmo com essa adversidade consideram-se felizes, com a autoconfiança elevada, principalmente após a realização do curso. As respostas do questionário referente ao programa Mulheres Mil mostram que o Programa mudou a vida delas para melhor, tanto no aspecto pessoal como profissional. Embora vivam em sua maioria em ambiente familiar conturbado elas têm apoio familiar e os cursos propiciaram o conhecimento de seus direitos, dando mais autoconfiança no trabalho e, consequentemente, melhoria nos rendimentos, apesar de a maioria ainda trabalhar em casa, ou próximo de suas casas, com vendas autônomas, afazeres domésticos e prestação de pequenos serviços.
The Mulheres Mil Program aims to promote social inclusion and to improve the quality of life of women in situations of social vulnerability, by offering training in vocational education, enabling improvements in the quality of workmanship and potentially influencing the students in improvement of life for their families and their communities. The purpose of this study is to present the social results of Mulheres Mil Program under the Federal Institute of Education, Science and Technology Campus of Imperatriz in state of Maranhão. The overall objective of the research is to ascertain the social capital as well as the integration into the labor market and the perception of benefits by the former students of Mulheres Mil Program under the Federal Institute of Education, Science and Technology of Maranhão / Campus Imperatriz. The type of research will be descriptive with qualitative approach and are used as the design of the data collection with questionnaires. The sample consists of 134 former students. of Maid courses and Construction / Finishing and Painting period 2013 to 2014 the Thousand Women Program of the Federal Institute of Maranhão Campus Imperatriz. The instruments used for research were the questionnaires Sample Identification; Integrated Questionnaire for Measuring Social Capita World Bank and questionnaire to the graduates students of the Thousand Women Program. The processing of the data obtained and analyzed was performed using Microsoft Excel Office suite (2013) and the Statistical Package of Social of Science (SPSS) used to analyze the correlation between the data with the statistical test Chi-square, as well performing the Cronbachs alpha test for reliability analysis of the data. The characterization of demographic data showed a group of women with a predominance in adulthood, married with most informal employment and low education. The results of the questionnaire on the social capital found that the vast majority attend at least one group, mainly religious, presented small circle of friends, living with a certain distrust in people, large membership in collective action but infrequently, women feel very insecure with regard to violence and even with that adversity can feel happy, with high confidence especially after the completion of the course. The results of the questionnaire on the Women Program Thousand prevailed that the program has changed their lives for the better, both personally and professionally, although they have a troubled family environment, had family support, Program courses have left the most knowledgeable women of their rights with more confidence to work, is consequent an improvement in earnings, although most still work at home or close sales, household chores, small service.

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Sarwani, Markhaini Wati. "The knowledge and perspectives about educational management information system (EMIS/SMPP) of decision-makers in the Malaysian Ministry of Education (MMOE) : an inquiry into the implementation of an EMIS." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/2660/.

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This thesis reports on the implementation of an Educational Management Information System (EMIS/SMPP) in the Malaysian Ministry of Education (MMOE) since 1995. An EMIS enables data to be collected, processed, stored and retrieved, and allows data and information to be disseminated to support the main activities and 'business' cycles of educational organisations. The thesis investigates decision-makers' use of EMIS/SMPP and their perceptions as to its value and shortcomings. It highlights issues affecting the development of an integrated system/database in the MMOE from the point of view of decision-makers. It also offers suggestions for improving the implementation of EMIS/SMPP and developing an integrated system in the MMOE. The study involved a literature review, participant observation. Furthermore, interviews with a representative sample of decision-makers, the potential users of EMIS, were held. The relationships between issues raised by the decision-makers were examined and discussed with reference to two multiple cause diagrams. The study found that use of EMIS/SMPP was sparse. Several human-, organisational/management- and technological-related issues were identified as contributing to restricting the use and usefulness of EMIS. Two models of EMIS implementation are presented. The first is the model produced by the EMIS implementation team. This proved inadequate due to unclear specification of stages and identification of management and information integration, system review and management involvement. A second model addresses these weaknesses by specifying activities or interventions at specific levels and building in feedback loops in the system implementation process. A manager of change/ technology is seen as a key factor in the implementation of EMIS, the more so considering the constraints on change with the existing organisational culture and structure of the MMOE. The study provides a unique insight into change in a public organisation in Malaysia. It offers important insights into a range of human-, organisational/ management- and technological-related issues associated with change. Additionally, it offers specific recommendations for the development of integrated information systems. Areas for further research are identified.

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Kwecko, Fabio Rios. "Os desafios do diálogo entre autoavaliação institucional e gestão estratégica do IFRS - Campus Rio Grande." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6460.

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Esta pesquisa versa sobre a relação entre a autoavaliação institucional e a gestão estratégica no campus Rio Grande do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS). A autoavaliação institucional é um processo implementado nas Instituições de Ensino Superior (IES) com a finalidade de construir o conhecimento sobre si mesmas, buscando compreender os significados de suas atividades e, assim, auxiliar os processos de tomada de decisão que estabelecem estratégias para melhorar a qualidade educativa. No mesmo sentido, a gestão estratégica é um processo que se utiliza de técnicas para estabelecer estratégias de apoio aos gestores no direcionamento de recursos e esforços organizacionais para o cumprimento da missão, metas e objetivos institucionais. Este estudo teve como objetivo verificar se os resultados da autoavaliação institucional estão sendo considerados como elementos de apoio ao processo de tomada de decisão estratégica do campus Rio Grande, e em que medida as estratégias escolhidas pelo campus Rio Grande procuram atender às dimensões avaliadas e às sugestões apontadas pela autoavaliação institucional. Para o desenvolvimento da investigação, optou-se por uma pesquisa predominantemente qualitativa, empregando-se o método de estudo de caso, e com os dados sendo coletados por meio de pesquisa documental, entrevistas semiestruturadas no segmento gestores e questionários nos segmento não-gestores. Entre outros aspectos, os resultados identificaram a valorização da autoavaliação institucional como uma importante ferramenta de gestão educacional pela comunidade acadêmica, mas revelaram um tímido aproveitamento dos resultados da autoavaliação institucional na tomada de decisão dos gestores, situação atestada pela baixa incorporação dos resultados da autoavaliação institucional no planejamento estratégico do Campus Rio Grande. Ao final, apresentamos um conjunto de proposições capazes de contribuir com a melhoria, coerência e aderência entre a autoavaliação institucional e a gestão estratégica no campus Rio Grande.
This research deals with the relationship between institutional self-assessment and strategic management at the Rio Grande campus of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS). Institutional self-assessment is a process implemented in Higher Education Institutions (IES) with the purpose of building knowledge about themselves, seeking to understand the meanings of their activities and, thus, assist the decision-making processes that establish strategies to improve the educational quality. In the same sense, strategic management is a process that uses techniques to establish strategies to support managers in the allocation of resources and organizational efforts to fulfill the mission, goals and institutional objectives. The purpose of this study was to verify if the results of the institutional self-assessment are being considered as elements of support for the strategic decision-making process of the Rio Grande campus, and to what extent the strategies chosen by the Rio Grande campus seek to meet the assessed dimensions and the suggestions from the institutional self-assessment. For the development of the research, a predominantly qualitative research was chosen, using the case study method, and with the data being collected through documentary research, semi-structured interviews in the segment of managers and questionnaires in the non-manager segment. Among other aspects, the results showed the valuation of institutional self-assessment as an important educational management tool by the academic community, but revealed a timid use of the results of institutional self-assessment in the decision-making of managers, a situation confirmed by the low incorporation of the results of institutional self assessment in the strategic planning of the Rio Grande Campus. At the end, we present a set of propositions capable of contributing to the improvement, coherence and adherence between institutional self-assessment and strategic management at the Rio Grande campus.

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Cheng, Kit-yan Ruby, and 鄭潔茵. "Nuclear emergency preparedness model based on Daya Bay Nuclear Power stations for educational purposes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36168464.

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Rodrigues, Luciana da Luz. "Educação e responsabilidade social: um estudo aplicado no Instituto de Ensino Superior do Sul do Maranhão IESMA/UNISULMA." Universidade de Taubaté, 2016. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=896.

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O cenário nas empresas vem mudando, gradativamente, em razão das transformações sociais, econômicas e culturais apontadas no ambiente educacional pelo processo ensino-aprendizagem. Nesse contexto, a temática deste estudo versa sobre a responsabilidade social e as instituições de ensino superior particulares da cidade de Imperatriz (MA). Essas instituições desenvolvem atividades de extensão universitária, buscando atender às necessidades da comunidade frente às políticas públicas, estabelecendo uma relação com o ensino principalmente no sentido de oferecer ações ao seu entorno, em prol do desenvolvimento social. A proposta foi estudar os projetos e programas de extensão desenvolvidos e implantados pelo Instituto de Ensino Superior do Sul do Maranhão, IESMA/UNISULMA, face aos parâmetros do Plano Nacional de Extensão (2011/2020) como indicativos de responsabilidade social, pois historicamente, a extensão universitária é considerada uma atividade de menor valor acadêmico, apesar de conquistas legais no sentido de equiparação com as áreas de ensino e pesquisa. Diante dessa constatação, propôs-se, nesta pesquisa, avaliar a opinião dos graduandos que participam da Extensão Universitária em relação à relevância dessa atividade acadêmica na sua formação, ou seja, verificar se ela contribui, de fato, para sua formação. Apresenta, também, um estudo analítico sobre a importância das teorias aplicadas em sala de aula com as práticas dos acadêmicos na elaboração, desenvolvimento e execução de atividades de extensão, promovendo o desenvolvimento mútuo com a sociedade. O objetivo deste trabalho é identificar e comparar os projetos desenvolvido pela Instituição de Ensino Superior (IES) com as diretrizes do PNExt, apontando os possíveis indicativos de responsabilidade social apresentados em suas atividades sociais. A pesquisa, quantitativa, tem caráter descritivo, documental, com estudo de campo. O instrumento utilizado na coleta de dados é o questionário, direcionado para discentes e docentes da IESMA/UNISULMA, que possibilitou verificar os trabalhos realizados na cidade referentes ao tema exposto, além de fornecer informações acerca de duas importantes variáveis: a satisfação e o conhecimento dos entrevistados em relação aos projetos de responsabilidade social. Os resultados obtidos mostram a importância do papel social das instituições de ensino superior. Compreende as mudanças, oportunidades e desenvolvimento gerados com a implantação de projetos de cunho social, executados por atividades de responsabilidade social que proporcionam um elo entre universidade e sociedade, interna e externamente.
The scenario in companies has been changing gradually, because of social, economic and cultural transformations outlined in the educational environment for teaching-learning process. In this context, the theme of this study deals with social responsibility and private higher education institutions in the city of Imperatriz (MA). These institutions of university extension activities, seeking to meet the front community needs public policies, establishing a relationship with the teaching mainly towards offering shares to its surroundings, in favor of social development. The proposal was to study the projects and developed outreach programs and implemented by the Institute of Higher Education South of Maranhão, IESMA / UNISULMA, given the parameters of the National Extension Plan (2011/2020) as social responsibility indicative because historically, university extension is considered an activity of lesser academic value, although legal achievements towards assimilation with the areas of teaching and research. Given this finding, it is proposed in this research, evaluate the opinion of the students participating in the University Extension on the relevance of this academic activity in their training, that is, verify that it contributes, in fact, for their training. It also presents an analytical study of the importance of the theories applied in the classroom with the practices of scholars in the design, development and implementation of outreach activities, promoting mutual development with society. The objective of this work is to identify and compare the projects developed by the Higher Education Institution (HEI) with pNext guidelines, pointing out the possible social responsibility indicative presented in their social activities. The research, quantitative, has descriptive, documentary character, with field study. The instrument used for data collection is the questionnaire, directed to students and teachers of IESMA / UNISULMA, which enabled us to verify the work carried out in the city concerning the above subject, in addition to providing information about two important variables: the satisfaction and knowledge of interviewed in relation to social responsibility projects. The results show the importance of the social role of higher education institutions. Understand the changes and development opportunities generated by the implementation of social projects, executed by social responsibility activities that provide a link between the university and society, internally and externally.

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Krebs, Josiane Roberta. "O protagonismo da gestão educacional na efetivação da inclusão de estudantes surdos nos institutos federais de educação, ciência e tecnologia." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6015.

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O objetivo desse estudo foi analisar como estão estruturados os processos de gestão relacionados à acessibilidade e à inclusão dos estudantes surdos no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) e no Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina (IFSC), considerando os fatores de acesso, permanência e êxito destes estudantes, para que com os resultados da análise pudessem ser propostas melhorias no intuito de viabilizar a efetiva acessibilidade e inclusão dos estudantes surdos, estendendo a possibilidade para todos os Institutos Federais (IFs). A metodologia adotada foi o estudo de caso, considerando casos múltiplos, e o levantamento de dados foi dividido em duas etapas. Na primeira, foi realizada a análise documental, considerando a legislação e os documentos normativos institucionais do IFRS e do IFSC relacionados à acessibilidade e à inclusão. Na segunda, foram entrevistados estudantes surdos, tradutores/intérpretes de Libras, professores e gestores, totalizando quatorze participantes, os dados obtidos foram sistematizados possibilitando a análise de conteúdo e o mapeamento dos processos de gestão. Os principais resultados indicam o compromisso dos IFs em viabilizar a acessibilidade e a inclusão dos estudantes surdos, sendo identificados no mapeamento dos processos ações voltadas à divulgação institucional, ao ingresso e à permanência dos estudantes surdos, no entanto, ainda são ações isoladas e pontuais. Com relação às necessidades dos estudantes surdos foi percebida a importância do reconhecimento e da aceitação de suas diferenças culturais e linguísticas que se resumem principalmente nas formas de comunicação e na utilização da Libras. O estudo conclui que para viabilizar a acessibilidade e a inclusão dos estudantes surdos os processos de gestão devem estar relacionados as etapas de institucionalização de diretrizes voltadas à acessibilidade e à inclusão, do ingresso, da permanência, do êxito e da inclusão do egresso surdo no mundo do trabalho e na sociedade, sendo todas essas etapas perpassadas pelos princípios do acesso, do respeito, da formação e do compromisso social dos IFs. A partir das conclusões foram propostos novos processos de gestão que se configuram como proposta de intervenção resultante deste estudo.
The purpose of this study was to analyze how management processes related to the accessibility and inclusion of deaf students are structured in the Instituto Federal Educação, Ciência e Tecnologia do Rio Grande do Sul (Federal Institute of Education, Science and Technology of Rio Grande do Sul - IFRS) and the Instituto Federal Educação, Ciência e Tecnologia de Santa Catarina (Federal Institute of Education, Science and Technology of Santa Catarina - IFSC), considering the factors of access, permanence and success of these students, so that with the results of the analysis could be proposed improvements in order to enable the effective accessibility and inclusion of deaf students, extending the possibility for all Federal Institutes of Education, Science and Technology (IFs). The methodology adopted was the study of case, considering multiple cases, and the data collection was divided into two stages. In the first stage, the documentary analysis was carried out, considering IFRS and IFSC institutional legislation and normative documents related to accessibility and inclusion. In the second stage, deaf students, translators / interpreters of Libras, teachers and managers, selected in a joint way between the two institutions were interviewed, in a total of fourteen participants. The data obtained were systematized, allowing content analysis and mapping of management processes. The main results indicate the commitment of the IFs to make possible the accessibility and inclusion of deaf students, being identified in the process mapping actions aimed at institutional disclosure, admission and permanence of deaf students, however, they are still isolated and punctual actions. Regarding the needs of deaf students was realized the importance of recognizing and accepting their cultural and linguistic differences, which are mainly summarized in the forms of communication and in the use of Libras. The study concludes that in order to make possible the accessibility and inclusion of deaf students, the management processes should be related to the stages of institutionalization of guidelines for accessibility and inclusion, access, permanence, success and inclusion of the deaf egress in the world Work and society, all of which are based on the principles of access, respect, formation and social commitment of IFs.

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Kasokonya, Sinvula Martin. "An investigation of how members of a school board perceive and experience their roles in a secondary school in the Rundu Education Region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004558.

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The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and understanding of the Education Act, a lack of skill in conducting basic management and organization processes and a lack of support from the circuit inspector and Regional Education officers. This study provides some understanding of the circumstances of the School Board in trying to execute its role in implementing the Education Act, especially the section dealing with School Boards. As such, this research provides an agenda for the support and improvement of the work of School Boards in Namibian secondary schools.

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Lück, Jacqueline Catherine. "Knowledge and knowing in the public management and public administration programmes at a comprehensive university." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013166.

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Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.

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Kraska, Beverly Rzeminski. "Cooperative Research Center Directors: Importance and Satisfaction of Factors in the Work Environment Related to Organizational Performance." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332179/.

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This study explored the importance attached to and the degree of satisfaction with 53 job aspects in the work environment of cooperative research center directors. A survey instrument was mailed to the 105 individuals identified as directors of research units that are (a) committed to multidisciplinary or engineering research, (b) organized as integral units of a university, and (c) supported and funded by industry and other sources. Responses were categorized into two groups: directors involved in NSF (National Science Foundation) Industry/University Cooperative Research Centers (I/UCRC), and directors involved in other types of cooperative research endeavors. A 69% response rate was obtained. One purpose of this study was to measure: (a) factors that influence job satisfaction; (b) factors likely to influence center performance; and (c) success factors in industry/university cooperative research. This study was also designed to: (a) compare job attitudes between the two groups of directors; (c) determine the relationship between measures of importance and satisfaction for each group; and (d) develop predictive models of centers' performance using collected data; Directors assign a high degree of importance and a low degree of satisfaction to the majority of the job aspects; and they tend to be somewhat dissatisfied with those factors they consider most important in their work environment. Directors in the NSF I/UCRC group rated factors related to professional activities and industry/university interactions as significantly more important. In developing models to predict the total operating budget and the number of industrial members at a center, combinations of importance and satisfaction ratings were found to be significant factors.

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Maluk, Saib. "Students’ Use of IT to Solve Group-Oriented Educational Tasks within a Course : A study of IT Management Master Program at Umeå University." Thesis, Umeå universitet, Institutionen för informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185871.

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Irvine, Margaret Hillian. "A critical investigation of a planned organisation change initiative within an educational institution in the Eastern Cape Province." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003360.

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South Africa is living is turbulent times at present. Non-government educational organisations are challenged by changes in education policy and by scarcity of donor funding for their work. This study focuses on the management of organisation change in a non-government organisation (NGO) working in rural areas of the Eastern Cape Province. I undertook the research to gain a clearer understanding of the management of organisational change. I used a third-wave change management approach, the future search conference, to conduct the process of change with the NGO. It focuses on the positive aspects of the organisation, its potential and its desired future. I conducted both the study and the future search conference as participatory action research, which involved the participants in the cycles of planning, action, observation and reflection and thus built ownership of the solutions they generated. I used the accounts of the activities arising from the future search conference, minutes of meetings, semistructured interviews and observation of behaviour to gather data. I analysed the data using triangulation, and in particular, space triangulation, to minimise the impact of the differences in culture and language use in the facilitator and participants. Analysis of the data collected revealed in the NGO that change and transformation are slow processes requiring ongoing support from the OD consultant. The staff defined organisational effectiveness, the goal of organisational change initiatives, in terms of fundraising ability. This ability embraces many of the qualities of a learning organisation and open systems thinking, two requirements for successful organisational change. In the NGO both organisation development and transformation were processes as well as products, and changes could not easily be measured until after the processes were completed. Organisational culture, and in particular the juxtaposition of the values of the organisation and staff and those of its partners and clients, played an important role in transformation. The differences lay in a ‘being’ and a ‘task’ orientation and the staff’s responsibility lay in building connections between the two. The staff received the approach of the future search conference well and there was an equally good fit between the future search conference and participatory action research. This needs to be investigated further with regard to change management in South African organisations.

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Pinheiro, Rafael Sanaiotte. "Gestão de portfólio de projetos tecnológicos : o caso das instituições brasileiras públicas de pesquisa." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7562.

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Institutions are still looking for effective and efficient practices of their portfolio project management (PPM). Similarly, public research laboratories (PRL) are also pursuing this practice. However, these have organizational and institutional factors that differentiate them from private companies. In this way, through a literature review and case studies, developed a theoretical framework to identify and represent the organizational and institutional influence factors in practices and processes of PPM inside Brazilian public research institutions. Based on the five cases realized (a University, an institution with ties to state-owned company and three research institutions linked to Brazilian Government ministries) was able to evaluate the five factors: organizational aspects, institutional environment, identification, selection and priorization of opportunities, administration of resources and development of partnerships. It could be listed as findings of this thesis: the low adoption of PPM practices in national research institutions, the influence of public policy in the development of research activities of these institutions, and the need for a better development of managerial practices of administrative activities. Only two institutions studied have structured procedures to select, prioritize, track and monitor their projects portfolios.
Muitas instituições ainda buscam práticas eficazes e eficientes para o gerenciamento de seus portfólios de projetos. Essa busca não é diferente para os laboratórios públicos de pesquisa. Porém estes apresentam características institucionais e organizacionais que os diferenciam das empresas privadas. Neste intuito esta tese, por meio de uma revisão da literatura e estudo de casos, desenvolveu um quadro teórico para identificar os fatores que influenciam na adoção de práticas de gestão de portfólio de projetos nas instituições brasileiras públicas de pesquisa. Com base nos cinco casos realizados (uma universidade, uma instituição com vínculo a empresa estatal e três instituições de pesquisa vinculadas a ministérios do governo brasileiro) foi possível analisar os cinco fatores: Aspectos Organizacionais, Ambiente Institucional, Identificação, Seleção e Priorização de Oportunidades, Administração dos Recursos e Desenvolvimento de Parcerias. Podem ser listados como constatações do trabalho: a pouca adoção de práticas de gestão de portfólio de projetos nas instituições de pesquisa nacionais, a influência de políticas públicas no desenvolvimento das atividades de pesquisas destas instituições e a necessidade de um melhor desenvolvimento de práticas gerenciais administrativas das atividades realizadas. Apenas duas instituições estudadas possuem procedimentos estruturados para selecionar, priorizar, controlar e monitorar seus portfólios de projetos.

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Pacheco, Reinaldo Tadeu Boscolo. "O espetáculo da educação: os centros educacionais unificados do município de São Paulo como espaços públicos de lazer." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09092009-163829/.

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A cidade de São Paulo apresenta-se como uma cidade capitalista global periférica. As contradições com relação à distribuição da riqueza, o acesso a direitos sociais e a apropriação do espaço urbano são evidentes. Por meio de uma análise do papel do Estado na sociedade contemporânea, busca-se verificar o alcance e o significado das políticas educacionais implementadas por meio da construção dos Centros Educacionais Unificados (CEUs), grandes complexos nos quais são oferecidos à população serviços de educação formal para crianças e jovens desde creches, escolas de educação infantil e de ensino fundamental, além da educação de jovens e adultos bem como acesso às práticas culturais, esportivas e de lazer. Investiga-se a dinâmica de funcionamento dessas unidades educacionais buscando-se compreender como a oferta de outras oportunidades educativas além do ensino formal alteram as formas de gestão e de organização desse equipamento público. Foram realizadas atividades de observação, especialmente aos finais de semana, em duas unidades, em diferentes bairros, além de visitas esporádicas a outras três unidades. Por meio da análise de documentos e de entrevistas realizadas com gestores, ex-gestores, coordenadores de núcleos de educação, cultura, esportes e lazer, professores, prestadores de serviço e lideranças comunitárias, no total de 25 sujeitos, pôde-se levantar uma série de questões recorrentes que implicam numa revisão das formas de gestão desse tipo de complexo educacional. Ao observar-se os Centros Educacionais Unificados constata-se a espetacularização da política educacional, usando-se um discurso de reforma urbana e de oferta de lazer à população na tentativa de legitimar tal intervenção. A engrenagem do clientelismo político que se instalou em São Paulo, algo histórico na cultura política brasileira, aperfeiçoado na gestão Marta Suplicy (2001-2004) e enormemente aproveitado pela gestão subseqüente, Serra-Kassab (2005-2008), beneficiou-se com a criação de cerca de 13 cargos comissionados em cada CEU para a composição de equipe gestora, sem que haja uma discussão democrática e um controle das organizações locais sobre os serviços prestados à população. O Estado, entendido como estrutura política integrante do sociometabolismo do capital, é incapaz de impedir a desigualdade e as formas de segregação sociais. As políticas educacionais, dessa forma, têm sido incapazes de oferecer possibilidades de construção da igualdade. A arquitetura educacional foi o grande espetáculo oferecido à população, sem alterar significativamente a qualidade da escola pública municipal. Observou-se que, ao incorporar o lazer à educação por meio desse tipo de intervenção colabora-se, contraditoriamente, para a descaracterização das atividades culturais, do esporte e principalmente do lazer enquanto possibilidades educacionais, já que os grandes complexos apresentam um custo social enorme diante do que oferecem como educação não-formal. Nesse sentido, a política educacional, ao tratar a própria educação como espetáculo, fez uso do lazer como seu mais nobre adereço.
São Paulo presents itself as a global, peripheral capitalistic city, where contradictions in the distribution of wealth, access to social rights and appropriation of the urban space are evident. By analyzing the role of the State in contemporary society, we have sought to assess the scope and meaning of the educational policies that were implemented by building the so-called Unified Educational Centers (Centros Educacionais Unificados, CEUs), large complexes that provide formal educational services for children and youth day-care centers, elementary and secondary schools, continuing education opportunities for youth and adults , as well as access to cultural, sports and leisure activities. We investigated the working dynamics of these units in an attempt to understand how the offering of additional educational opportunities, over and above formal schooling, changes the ways public equipment and resources are managed and organized. We carried out observation assignments, especially on weekends, in two units, in different neighborhoods, and made sporadic visits to three other units. By analyzing documents and interviewing current and former principals and school officials, coordinators of the educational, cultural, sports and leisure departments, teachers, service providers and community leaderships (25 individuals overall), we were able to raise a series of recurring issues that imply a need to revise how this type of educational complex is managed. A study of the Unified Educational Centers positively establishes a spectacularization of educational policy that uses urban reform and the offering of leisure to the population as attempts to rationalize this kind of intervention. Pork barrel policies, a historical trait of Brazilian political culture, flourished during the administration of mayor Marta Suplicy (2001-2004), grew vigorously in the subsequent administration, Serra-Kassab (2005-2008), and benefited from the creation of approximately 13 commissioned administrative jobs in each CEU. There is no democratic debate and no control by local organizations of the services provided by the CEUs to the population. The State, understood as the political structure that composes capitals social metabolic order, is powerless to prevent inequality and forms of social segregation. Therefore, the States educational policies have been incapable of offering opportunities to build up equality. This new educational architecture is a grand spectacle offered to the population that does not significantly alter the quality of municipal schools. It has been observed that this type of intervention, by incorporating leisure into education, contributes to a misrepresentation of cultural, sports and especially leisure activities as educational possibilities, inasmuch as these large complexes imply enormous social costs vis-à-vis what they offer in terms of non-formal education. In this sense, educational policy, by treating education itself as a spectacle, makes use of leisure as its noblest and dearest prop.

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Wong, Mei Ling Emily. "Insights into the social ecology of information and communication technology (ICT) implementation in schools a quantitative approach /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3251841.

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Ntoatsabone, Maleshoane Jeanette. "How school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/169.

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Thesis (M. Ed.(Educational Psychology)) - Central University of technology, Free State, 2010
The purpose of this study was to: * Investigate how school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools. * Formulate recommendations, based on the findings of the study, for the design of programmes to develop school principals and heads of department so that they can proactively deal with HIV and AIDS. The method of research consists of an investigation in which a sample of thirty (30) primary schools at Botshabelo in the Free State Province was used. Questionnaires were distributed among the principals and heads of department. Descriptive statistics were used to describe the experiences and perceptions of the principals and heads of department towards understanding and responding to the impact of HIV and AIDS on educators. The empirical research was undertaken so as to gather information that could provide answers to the following research questions: * What is the impact and effect of HIV and AIDS on educators? * How can educators be assisted to cope with the impact that HIV and AIDS may have on their lives? * What impact do HIV and AIDS infected educators have on school management? The literature study showed that HIV and AIDS impact on education in various ways. It also indicated that the pandemic has a psychological-social impact on educators. Questionnaires revealed that most educators lose interest in their career. The study also revealed that HIV and AIDS education has not been extensively covered and standardised at the primary schools in Botshabelo. The findings derived from questionnaires provided several implications for planning, teaching and implementation of HIV and AIDS awareness programmes. Although the majority of the principals and heads of department believed that it is necessary to implement the HIV and AIDS policies in their schools, the results revealed that some are neglecting the implementation of HIV and AIDS policies. Lastly, the specific HIV and AIDS programmes should be co-ordinated by the Free State Department of Education in order to ensure that the support programmes achieve what they are intended to achieve. Principals and heads of department should be encouraged to take the lead in the fight against the impact of HIV and AIDS on education.

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Ramovha, Ndivhuwo M. "Leadership and productive school culture at selected secondary schools in Limpopo province." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2010.

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Thesis (MPhil (Education Policy Studies))--University of Stellenbosch,2009.
ENGLISH ABSTRACT: This study explores leadership and productive school culture, and focuses on school leadership at selected schools in the Nzhelele West Circuit in the Limpopo Province. Leadership plays a pivotal role in the functioning of any organisation, be it in business or in education, and the concept of leadership has become more prominent over the last decade, and there are various debates around its meaning and what it entails. In order to develop a better understanding of leadership, a literature review is conducted. This review highlights the differences between leadership and management, and explores different leadership styles. With regards to productive school culture, this study indicates that schools may look alike in terms of their physical structure, composition of staff members and purpose of their existence, but may differ drastically on how they operate. This kind of culture represents the common shared values, rituals, ceremonies, stories and an internal cultural network that values heroes, such as an extraordinary teacher. I conclude that school culture and school leadership are inseparable issues because cultural management remains the responsibility of the school leadership This study finds that leadership is of vital importance in all organisations, and that the meanings of the concept of leadership have changed over years. Further, administering schools in a democratic fashion still pose tremendous challenges to the school leadership as a whole. It seems as if the schools which are part of this investigation still struggle to adjust to a democratic dispensation. This research therefore concludes that school leaders need to ensure that they are both good managers and effective leaders. They must also ensure that the culture at their schools is conducive for teaching and learning. Keywords: leadership, management, schools, leadership styles, productive school culture.
AFRIKAANSE OPSOMMING: Die studie behels leierskap en produktiewe skool kultuur, en ondersoek skool leierskap by verskeie skole in die Nzhehele-Wes kring in die Limpopo Provinsie. Leierskap speel „n belangrike rol in die funksionering van enige organisasie, en die konsep het meer prominent geword oor die afgelope dekade. Daar is ook verskeie debate rondom die betekenis van die konsep. Met die doel om „n beter begrip van leierskap te verkry, is „n literatuur studie voltooi. Die literatuur studie dui op die verskille tussen leierskap en bestuur, en verskeie leierskap style word ondersoek. Met betrekking tot produktiewe skool kultuur toon die navorsing dat skole dieselfde mag lyk ten opsigte van hul fisiese struktuur, personeel samestelling, en die doel van hul bestaan, maar mag drasties verskil in hulle funkionering. Dié tipe kultuur verwys na gemeenskaplike waardes, rituele, seremonies, stories en „n interne netwerk wat helde, soos buitengewone leiers, vereer. My gevolgtrekking is dat skool kultuur en skool leierskap onskeibaar is omdat die kulturele bestuur nog steeds the verantwoordelikheid van die skool leierskap is. Die studie bevind dat leierskap van kardinale belang in alle organisasies is, en dat die betekenis van die konsep “leierskap” oor jare baie verander het. Verder bied demokratiese skool administrasie nog steeds baie uitdagings aan skool leiers. Dit wil voorkom asof skole in die ondersoek ook probleme ondervind om aan te pas by „n demokratiese bedeling. Hierdie ondersoek kom tot die gevolgtrekking dat skool leiers moet poog om beide goeie bestuurders en effektiewe leiers te wees. Hulle moet ook verseker dat die kultuur by hul skole leer en onderrig ondersteun. Sleutelwoorde: leierskap, bestuur, skole, leierskap style, skool kultuur.

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Cerni, Tom. "Information-processing and leadership in school principals : cognitive-experiential self theory and transformational leadership." Thesis, View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/43294.

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Transformational leaders increase job satisfaction and wellbeing among workers. This thesis proposes that leadership style is influenced by both the rational and experiential systems put forward by Epstein (1998b) in his cognitive-experiential self theory (CEST). Study one examined the relationship between the CEST information-processing systems and transformational leadership among experienced school leaders (N = 183). The rational system had a strong positive correlation with transformational leadership whereas the experiential system was weakly correlated with transformational leadership. Study two (N = 126) examined constructive thinking and transformational leadership. Global constructive thinking, emotional coping, and behavioural coping all had strong positive correlations with transformational leadership. The results of studies one and two showed that school principals who rated themselves as transformational leaders obtained high scores on the rational system and the constructive factors of the experiential system. These results provided a theoretical foundation for the remaining three studies and impacted on the theoretical framework for the CEST-transformational leadership model. Studies one and two were correlational in design and consequently were limited in explaining cause and effect. In response to this limitation, study three used a pre-test, post-test control-group design to test whether changes to information-processing systems could bring about changes in leadership style. Results showed that there was a significant difference between the pre-test and post-test transformational leadership scores for school principals in the intervention group, as rated by their school staff. The control group remained unchanged. Qualitative results indicated that the school principals in the intervention group became more conscious and reflective about their leadership practice. Thus study three provided tentative evidence that changing information-processing styles could bring about changes in leadership style. With the results showing a positive connection between information-processing and transformational leadership (Studies one-three) the next step was to establish if the rational system and constructive elements of the experiential level could predict teachers‟ job satisfaction and student learning outcomes. Study four (N = 88) showed a weak connection between principals‟ information-processing and both teachers‟ job satisfaction and students‟ learning outcomes. Leaders who exercise transformational leadership may also be required to effectively manage conflict in the organization, and this is why study five (N = 426) examined the relationship between information-processing and conflict-handling styles using an undergraduate student sample. The rational system, experiential system and constructive thinking had significant positive relationships with both the integrating and compromising conflict-handling styles. The rational system had a positive relationship with the dominating conflict-handling style. The experiential system and constructive thinking had a positive relationship with the obliging conflict-handling style. The results of the five studies provided empirical support for a CEST-transformational leadership model. Implications for educational leadership at the theoretical and practical level are discussed. Establishing a positive connection between information-processing, transformational leadership, and the choice of conflict-handling styles appears to promote effective school leadership that, in turn, is thought to influence teachers‟ job satisfaction and students‟ learning outcomes.

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Chow, Wai-yee, and 鄒慧儀. "How do school leaders shape school culture?: a multi-dimensional perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35344222.

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Van, Wyk Mirna F. "Emotional-social competencies that enhance wellness in teachers : an exploratory study /." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1277.

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Lombo, Mzimkhulu Solomon. "Stakeholders' perceptions of the shift to democratic leadership in a secondary school in the Eastern Cape : a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1015541.

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The advent of political democracy in South Africa in 1994 gave rise to new policy in education promoting democratic and participative ways of managing and leading schools. The intention was both to break from the apartheid past which was characterised by an authoritarian, nonparticipative mindset, as well as to point the way for future education development. Principals of schools were expected to develop structures and adopt management and leadership styles which were participative, inclusive and developmental. Many principals would not have been prepared for this shift in mindset, and notions of full participation in governance by parents, and representation of learners through constituted bodies would have been new to them. In this case study of one semi-urban secondary school in the Eastern Cape the researcher sought to establish whether and to what extent the school had moved towards the new management and leadership approaches. The study is interpretive in orientation, and made use of interviews and document analysis. This research has found that the school had democratised its management and leadership to a considerable degree, but that this was not necessarily due to profound changes on the part of the principal 's leadership. The principal emerged as a democratic leader by nature. More significant seem to be the structures which the school had put in place, both officially and internally, to promote widespread participation and the distribution of leadership. This decentralised system of management has contributed to a distinct organisation culture in the school characterised by warmth, openness and ubuntu.

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Chauhan, Anurag Singh. "Branding of educational institutes." Thesis, 2018. http://eprint.iitd.ac.in:80//handle/2074/7979.

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Чернова, Тетяна Юріївна. "Розвиток професійної компетентності заступника директора з навчально-виробничої роботи у професійно-технічному навчальному закладі." Thesis, 2012. http://lib.iitta.gov.ua/8571/1/%D0%90%D0%B2%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82%20%D0%A7%D0%B5%D1%80%D0%BD%D0%BE%D0%B2%D0%B0%20%D0%A2.%20%D0%AE..pdf.

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Обгрунтовано педагогічні умови розвитку професійної компетентності заступника директора з навчально-виробничої роботи, впровадження моделі розвитку професійної компетентності у міжкурсовий період підвищення кваліфікації, використання технології розвитку професійної компетентності з основами освітнього менеджменту.

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Петренко, Лариса Михайлівна. "Теорія і методика розвитку інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів." Thesis, 2014. http://lib.iitta.gov.ua/8275/1/Petrenko_%D0%94%D0%98%D0%A1%D0%95%D0%A0%D0%A2%D0%90%D0%A6I%D0%AF.pdf.

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Дисертація на здобуття наукового ступеня доктора педагогічних наук зі спеціальності 13.00.04 – теорія і методика професійної освіти. – Інститут професійно-технічної освіти НАПН України, Київ, 2014. У дисертаційному дослідженні визначено структуру, розкрито зміст та розроблено модель інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів. Автором розроблено та обґрунтовано систему розвитку інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів, яка відображає динаміку цього процесу через реалізацію компонентів: концепція, організація та виконання. Представлено методику розвитку інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів, що включає: програму, розроблену на модульній основі; традиційні форми і методи навчання в поєднанні з інноваційними, а також інформаційно-комунікаційні технології; розроблений навчально-методичний посібник «Інформаційно-аналітична компетентність керівника професійно-технічного навчального закладу: алгоритми ефективної діяльності» та запропонований авторський блог «Керівник професійно-технічного навчального закладу».
Диссертация на соискание ученой степени доктора педагогических наук по специальности 13.00.04 – теория и методика профессионального образования. – Институт профессионально-технического образования НАПН Украины, Киев, 2014. Диссертация посвящена актуальной проблеме развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. В диссертации обоснована авторская концепция развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений, цель которой заключается в создании целостной, открытой, гибкой системы развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. Система развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений состоит из взаимосвязанных компонентов (концепции, организации, выполнения), реализация которых отображает динамику этого процесса. Концепция – совокупность взглядов о развитии информационно-аналитической компетентности. Организация – цель и задания, принципы и научные подходы, диагностика уровней развития, отбор и структуризация содержания, разработка учебно-методического обеспечения, методики, критериев и параметров оценивания уровней развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. Выполнение – создание организационно-педагогических условий, организация групп для развития информационно-аналитической компетентности с использованием электронных портфолио, выбор средств коммуникации. Определена структура информационно-аналитической компетентности руководителей профессионально-технических учебных заведений, которая состоит из компонентов: когнитивного, функционального и личностно-ориентированного, каждый из которых является системой. Содержание данной компетентности определяется взаимодействием и интеграцией этих компонентов, социальным заказом, требованиями общества и государства к личности и профессиональной деятельности. Разработанная модель информационно-аналитической компетентности руководителей профессионально-технических учебных заведений отображает ее структуру и содержание, отображает целостность этого качества, позволяет разрабатывать дальнейшие сценарии ее развития, проектировать разные варианты реализации и содержит механизм оценивания развития ее компонентов. Определены критерии развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений (когнитивный, функциональный и личностно-ценностный), которые отображают связи между всеми ее компонентами как системы и раскрываются через качественные показатели. Определены организационно-педагогические условия развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений, разработана иерархическая модель, которая иллюстрирует наиболее значимые для первоочередного внедрения в систему методической работы областных учебно (научно)-методических центров ПТО. Разработана методика развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. Она включает программу, состоящую из теоретического, практического и творческого модулей. Предложены традиционные формы организации занятий (лекции, конференции, научно-практические семинары, методические семинары, консультации) в сочетании с инновационными (симпозиум, открытая дискуссия, лаборатория, тренинг, воркшоп, онлайн-общение, электронный семинар, составление списка основных идей, связанных с темой занятия, схема-коллаж за материалами лекции, самостоятельной работы с информацией, электронный портфолио), методы (стади-кейс, проектирование), а также технологии: развития критического мышления, информационно-коммуникационные, электронный портфолио). Усовершенствовано содержание и формы методической работы: онлайн-консультирование, электронный семинар, skype-конференция; уточнено сущность понятий «информационно-аналитическая компетентность руководителей профессионально-технических учебных заведений» и «информационно-аналитическая деятельность руководителей профессионально-технических учебных заведений». Экспериментально проверена эффективность реализации концепции и внедрения системы развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. Полученные результаты показали позитивную динамику развития всех компонентов данной компетентности участников эксперимента с учетом предложенных экспериментальных нововведений.
Thesis for a Doctoral Degree in Pedagogics in speciality 13.00.04 – theory and methodology of professional education. – Institute of Vocational Education of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, 2014. The thesis has examined and grounded the development of information and analytical competence by the heads of vocational schools as a system that reflects the dynamics of this process through realisation of its components: of concept, organization and performance. The methodology of information and analytical competence development of vocational school heads has been presented. It comprises module-based syllabus; traditional and innovative methods and technologies, the study guide «Information and Analytical Competence of Vocational Schools Heads: Algorithm of Efficiency» and the author’s blog «Vocational School Manager».

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Петренко, Лариса Михайлівна. "Теорія і методика розвитку інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів." Thesis, 2014. http://lib.iitta.gov.ua/7634/1/%D0%9F%D0%B5%D1%82%D1%80%D0%B5%D0%BD%D0%BA%D0%BE_%D0%B0%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84.pdf.

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Диссертация на соискание ученой степени доктора педагогических наук по специальности 13.00.04 – теория и методика профессионального образования. – Институт профессионально-технического образования НАПН Украины, Киев, 2014. Диссертация посвящена актуальной проблеме развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. В диссертации обоснована авторская концепция развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений, цель которой заключается в создании целостной, открытой, гибкой системы развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. Система развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений состоит из взаимосвязанных компонентов (концепции, организации, выполнения), реализация которых отображает динамику этого процесса. Концепция – совокупность взглядов о развитии информационно-аналитической компетентности. Организация – цель и задания, принципы и научные подходы, диагностика уровней развития, отбор и структуризация содержания, разработка учебно-методического обеспечения, методики, критериев и параметров оценивания уровней развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. Выполнение – создание организационно-педагогических условий, организация групп для развития информационно-аналитической компетентности с использованием электронных портфолио, выбор средств коммуникации. Определена структура информационно-аналитической компетентности руководителей профессионально-технических учебных заведений, которая состоит из компонентов: когнитивного, функционального и личностно-ориентированного, каждый из которых является системой. Содержание данной компетентности определяется взаимодействием и интеграцией этих компонентов, социальным заказом, требованиями общества и государства к личности и профессиональной деятельности. Разработанная модель информационно-аналитической компетентности руководителей профессионально-технических учебных заведений отображает ее структуру и содержание, отображает целостность этого качества, позволяет разрабатывать дальнейшие сценарии ее развития, проектировать разные варианты реализации и содержит механизм оценивания развития ее компонентов. Определены критерии развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений (когнитивный, функциональный и личностно-ценностный), которые отображают связи между всеми ее компонентами как системы и раскрываются через качественные показатели. Определены организационно-педагогические условия развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений, разработана иерархическая модель, которая иллюстрирует наиболее значимые для первоочередного внедрения в систему методической работы областных учебно (научно)-методических центров ПТО. Разработана методика развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. Она включает программу, состоящую из теоретического, практического и творческого модулей. Предложены традиционные формы организации занятий (лекции, конференции, научно-практические семинары, методические семинары, консультации) в сочетании с инновационными (симпозиум, открытая дискуссия, лаборатория, тренинг, воркшоп, онлайн-общение, электронный семинар, составление списка основных идей, связанных с темой занятия, схема-коллаж за материалами лекции, самостоятельной работы с информацией, электронный портфолио), методы (стади-кейс, проектирование), а также технологии: развития критического мышления, информационно-коммуникационные, электронный портфолио). Усовершенствовано содержание и формы методической работы: онлайн-консультирование, электронный семинар, skype-конференция; уточнено сущность понятий «информационно-аналитическая компетентность руководителей профессионально-технических учебных заведений» и «информационно-аналитическая деятельность руководителей профессионально-технических учебных заведений». Экспериментально проверена эффективность реализации концепции и внедрения системы развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. Полученные результаты показали позитивную динамику развития всех компонентов данной компетентности участников эксперимента с учетом предложенных экспериментальных нововведений.
Дисертація на здобуття наукового ступеня доктора педагогічних наук зі спеціальності 13.00.04 – теорія і методика професійної освіти. – Інститут професійно-технічної освіти НАПН України, Київ, 2014. У дисертаційному дослідженні визначено структуру, розкрито зміст та розроблено модель інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів. Автором розроблено та обґрунтовано систему розвитку інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів, яка відображає динаміку цього процесу через реалізацію компонентів: концепція, організація та виконання. Представлено методику розвитку інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів, що включає: програму, розроблену на модульній основі; традиційні форми і методи навчання в поєднанні з інноваційними, а також інформаційно-комунікаційні технології; розроблений навчально-методичний посібник «Інформаційно-аналітична компетентність керівника професійно-технічного навчального закладу: алгоритми ефективної діяльності» та запропонований авторський блог «Керівник професійно-технічного навчального закладу».
Thesis for a Doctoral Degree in Pedagogics in speciality 13.00.04 – theory and methodology of professional education. – Institute of Vocational Education of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, 2014. The thesis has examined and grounded the development of information and analytical competence by the heads of vocational schools as a system that reflects the dynamics of this process through realisation of its components: of concept, organization and performance. The methodology of information and analytical competence development of vocational school heads has been presented. It comprises module-based syllabus; traditional and innovative methods and technologies, the study guide «Information and Analytical Competence of Vocational Schools Heads: Algorithm of Efficiency» and the author’s blog «Vocational School Manager».

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Ramroop, Navitha. "A study of selected information technology systems on potential business units within departments in the M L Sultan Campus of the Durban Institute of Technology (DIT)." Thesis, 2003. http://hdl.handle.net/10321/1843.

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Thesis (Master's Degree in Technology: Entrepreneurship), Durban Institute of Technology, 2003.
Over the last decade computer technology has impacted tremendously on the survival and productivity of organisations. In today's technologically advanced business environment, much emphasis is being placed on obtaining a competitive advantage through the use of computers - a commodity that has become available to almost everyone in an organisation. Increasing global competition and pressing social needs have impacted with such vigo~ that even tertiary institutions are now facing major financial constraints, thus forcing them to investigate alternative sources of income to maintain sustainability. Through the use of computer technology - searching, retrieving, sorting, producing and organising data efficiently and accurately - the belief is that many departments at the M L Sultan Campus of the Durban Institute of Technology can be converted into income-generating units that can be self-sustaining. There are many departments at the M L Sultan Campus with the relevant infrastructure and person-power to establish business units. These departments vary in the services that they provide, thus relevant information systems need to be aligned to future business units within these departments. This study focuses on a) investigating the impact of information technology and its systems on businesses; b) ensuring that information technology and its systems is looked at a~ a cost effective resource for maintaining a competitive edge and promoting business value. The interaction of business processes, people and technology will ensure successful planning and implementation of strategies within the potential business units; and c) recommending to selected departments the expected fmdings whereby they could choose to adopt these recommendations to transform themselves into business units in order to maintain a competitive edge for financial sustainability.
M

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Shih, Chih-Min. "Perceptions of the General English Proficiency Test and its washback : a case study at two Taiwan technological institutes /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442514&T=F.

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Blake, Gwen. "Stop re-inventing the wheel : management of learning resources in institutes of technology and polytechnics. A thesis submitted in partial fulfilment of the requirements for the degree of Master of Computing, Unitec NZ /." Diss., 2008. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1009&context=unitec_scit_di.

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Walters, Irma Elzette. "Self-knowledge for career management : an educational psychological model." Thesis, 2012. http://hdl.handle.net/10210/7697.

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D.Ed.
The goal of this study is to design a model that could guide and direct the educational psychologist in the facilitation of the client's self-knowledge for career management: The rationale of this study is based on the fact that previously the educational psychologist, as career counsellor, had to counsel within specific limiting boundaries. In terms of career counselling this meant that he simply guided the client to make the correct career choice. Career management was not considered by the educational psychologist as part and parcel of career counselling. The need for career management is reinforced by the view of the Gauteng Education Department that education in South Africa is seen as a process of lifelong education. Career counselling should therefore be conducted in such a way that it ensures lifelong dividends. Self-knowledge can be seen as the basis for career management. The educational psychologist should possess specific knowledge and skills in order to facilitate self-knowledge in such a way that a client is empowered to manage his own career in a changing career market. The main purpose of this study will therefore be: the, development and description of a model that could serve as a guide to the educational psychologist in the facilitation of a client's self-knovViedge in order to empower him to do career management. To be able to meet this goal the following sub-goals are set: the exploration and description of the concepts necessary for self-knowledge in order to do career management by means of a literature study; the generation of the provisional model; the evaluation and the refinement of the provisional model on the basis of recommendations made by the model development experts and peer group • the writing of a manual for educational psychologists regarding the operationalisation of the final model. The execution of the development of the model will be discussed in three phases. During phase one the model is developed and described by means of a literature research. The model is functional, therefore the survey list of Dickoff, James and Wiedenbach (1968:435), is used to identify and classify the concepts in the study. A concept analysis of the central concept "self-knowledge for career management" is performed and a theoretical definition is:formulated. During phase one the main concepts and their relationships to the central concept are described in the form of relational statements. These statements do not only highlight the relationship between the concepts, but also lay a sound foundation for the conceptual framework on which the provisional model "self-knowledge for career management" is based. During phase two the provisional model is evaluated and refined by model development experts and the peer group. According to the r,ecommendations and the relevant critique, the model is refined and the final model described. The final model describes the structure of the model, as well as the process to facilitate self-knowledge for career management. During phase three a manual is written on how to operationalise the model, which serves as a guideline to the educational psychologist.

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Teleki, Chopo John. "Juridical aspects of teacher misconduct : a management perspective." Thesis, 2002. http://hdl.handle.net/2263/26734.

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"Die bestuur van die organisasieklimaat aan 'n tegniese kollege." Thesis, 2014. http://hdl.handle.net/10210/12930.

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Golla, Anne Marie. "Household structure and economic outcomes: time use, employment, and educational attainment." Thesis, 2004. http://hdl.handle.net/2152/1202.

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"To what extent is the deep enjoyment of flow experienced in primary classroom learning, and under what teaching and learning conditions might the deep enjoyment of flow be facilitated ?" University of Technology, Sydney. Faculty of Education, 2003. http://hdl.handle.net/2100/297.

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The primary purposes of this research were to identify if and how a selected teacher and her class experience deep enjoyment as flow in the classroom, and if they do have that experience, to investigate the teaching and learning factors that facilitate that deep enjoyment. In particular this research had the following three aims: 1. to explore the conditions and activities that are identifiable in learner's perceptions of their deep enjoyment or flow in learning. 2. to identify the component characteristics of flow articulated in the learners' stories about their enjoyable learning experiences. 3. to identify and examine perceptions of deep enjoyment or flow in learning in teacher practice and student learning through a teacher's stories of her teaching experience and through classroom observations. The research involved a case study of a teacher in a state school Year 5/6 classroom, and seventeen of her students. Qualitative data were collected from interviews with the teacher, interviews with the students, and field observations recorded in the researcher's journal over a period of several months. These data, analysed by using the NUD*IST software, provide valuable insight into how the teacher and her students perceive their teaching and learning experiences. The children and their teacher do experience enjoyment, often the deep enjoyment of flow in their classroom. A classroom culture was identified that includes teaching characteristics, environmental, and instructional variables, which help facilitate deeply enjoyable flow in meaningful learning. This research concludes that the intellectual knowledge is available which will make flow facilitating classroom cultures achievable. Achieving such a classroom culture is possible when educators identify and value the enjoyment of flow, with its subsequent sense of learner control, confidence, success, well-being, energy and motivation to learn. To do this, educators need to identify and implement the teaching and learning strategies available that facilitate the experience, with the intention of ensuring recurrent learner success from the early years of school attendance. Such a change in the educational ethos would lead to successful, enjoyable and vibrant learning experiences for teacher and learner in the classroom.

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"The effectiveness of an educational intervention on pain management and post-operative outcomes of Chinese patients with fracture limb." Thesis, 2009. http://library.cuhk.edu.hk/record=b6074725.

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Aim. The overall aims of this study were to develop a tailor-made educational intervention and to examine its effectiveness on short- and longer-term outcomes among Chinese patients with traumatic limb fractures who had undergone surgery.
Background. Fracture limb and undergoing surgery is the common problem after injury. It is the most common source of pain and anxiety and research continues to demonstrate a high prevalence of unrelieved pain in injured patients who have undergone surgery. Patient's belief in pain is the major barrier in pain management. Strategies directed to have appropriate educational interventions are urgently needed to improve patient outcomes for those suffering acute pain after surgery for traumatic limb fracture.
Conclusion. The C-BEI was effective in terms of reducing the pain barrier, providing post-operative pain relief, reducing anxiety, and improving sleep satisfaction in patients with fractured limbs during their first week of hospitalization after surgery. This study has generated evidence supporting the use of a C-BEI in acute pain management.
Method. The study was conducted in the orthopaedic wards of two regional hospitals in Hong Kong and comprised two phases. In phase one, qualitative interviews were conducted with twenty-six Chinese patients who had traumatic limb fractures and were undergoing surgery regarding their experiences of and beliefs about pain management. Ten orthopaedic nurses were also interviewed about their perceived pain management practices and the barriers that prevented better pain control among patients. The findings from these qualitative interviews were used to develop a cognitive behavioural approach educational intervention (C-BEI). C-BEI was used to enhance knowledge of pain, modify their beliefs about pain management and promote positive coping thoughts and behaviour. The C-BEI consisted of two sessions. The first was a 30-minute session comprised a combination of patient education and breathing relaxation exercise and conducted at T0 (1 day before surgery). A 30-minute reinforcement session was conducted at day 7 after surgery (T3).
Results. A total of 125 participants completed the study, with 62 in the experimental group and 63 in the control group. The participants were homogenous in terms of demographic data (P > 0.05) and baseline clinical characteristics (p > 0.05). The short-term outcomes (from T0 to T3) for the participants in the experimental group were a statistically significant with lower pain barrier (p = .003), lower level of pain (p = .003), lower level of anxiety (p < .001), and better sleep satisfaction (p = .001) than the control group. The experimental group had a significantly higher frequency of analgesic use at T2 (p < .001) and better self-efficacy in pain management at T3 (p = .011) than the control group. There were no statistically significant differences in the total length of stay in hospital, although the mean length of stay was shorter in the experimental group than in the control group (8.1 day VS 10.1 days). For longer-term effects, the C-BEI was effective at the post-operative stage in anxiety reduction ( p = .002) and sleep satisfaction improvement (p = .002). There were no statistically significant differences for the VAS pain level, GSE scores, physical health summary component (PCS) and mental health summary component (MCS) of the SF36 between two groups over three months, although the experimental group had better scores in the mental health dimension. Findings of the process evaluation showed that most participants perceived the C-BEI as effective in enhancing their knowledge on pain management and the use of analgesics, and helping them to cope with pain, the could sleep better and regain self-control.
The main study was conducted in phase II which consisted of outcomes and process evaluation. A quasi-experimental design of two groups' pre-test and post-test between subjects was employed for the outcomes evaluation. All participants in the experimental group received the C-BEI and usual care, whereas those in the control group received usual care only. The short-term outcomes were treated as primary outcomes and evaluated in terms of the participants' pain barrier score, pain level (Visual Analogue Pain Scale: VAS, anxiety level (State-Trait Anxiety Inventory:STAI), sleep satisfaction, self-efficacy in pain management (General Self Efficacy Scale: GSE), and frequency of analgesic use. All of which were measured at T0, T1 (day 2), T2 (day 4), and T3 (day 7) after surgery. The total length of stay in hospital of the two groups was also compared. Longer-term outcomes were further evaluated over three months at T4 (1 month) and T5 (3 months), and included the VAS pain level, STAI, sleep satisfaction, GSE and health-related quality of life (SF36).The intention-to-treat method was adopted. The process evaluation involved a qualitative study using telephone interviews.
Wong, Mi Ling, Eliza.
Adviser: Sally Chan.
Source: Dissertation Abstracts International, Volume: 71-01, Section: B, page: 0231.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2009.
Includes bibliographical references (leaves 256-278).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in English and Chinese.

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"A psycho-educational programme to facilitate principals’ management of union members’ aggression in schools." Thesis, 2015. http://hdl.handle.net/10210/14113.

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Ph.D. (Educational Psychology)
The researcher explored and described principals’ management of union members’ aggression in schools. The overarching aim was to assist principals who experience aggression from union members in the schools they head. To accomplish this, the researcher developed, implemented and evaluated a psycho-educational programme to manage union members’ aggression through the facilitation of their mental health. Union members’ aggressive behaviour and attitudes have become the order of the day in schools. This hampers the quality of teaching and learning, and also contributes to the increased levels of stress and frustration for principals, who are the school managers. Notwithstanding the traumatic environment in the workplace, principals are still expected by the Gauteng Department of Education (GDE) as well as the community, to fulfil their day-to-day functions: Principals impute violence and aggression as foremost reasons why schools have become dysfunctional and ungovernable. The research design was structured into four chronological research phases. Phase One: the situation analysis was conducted according to a qualitative research approach through individual phenomenological interviews with a purposive sample of school principals. Tesch’s descriptive approach to data reduction was applied. Thereafter a literature control was conducted. Trustworthiness was ensured through adherence to credibility, transferability, dependability and confirmability...

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Magagula, Constance Samukelisiwe. "Management of gender conflict among high school learners." Thesis, 2000. http://hdl.handle.net/10530/674.

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Submitted in partial fulfillment of the requirement for the degree Master of Education in the Department of Educational Planning and Administration at the University of Zululand, 2000.
This study investigated the management of gender conflict among high school learners. The researcher has identified the types of gender conflict that are perceived to be more serious and the frequencies of different types of gender conflict. The researcher has also determined the ways of managing gender conflict in the high school and established alternative approaches of managing it. Finally, the research recommends possible initiatives on the part of the management staff, educators, learners, governing body and parents, as well as the community at large to promote gender equity * and peaceful coexistence in schools.

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Natsiopoulou, Eleni. "Rules of Disorder: A Comparative Study of Student Discipline." Thesis, 2011. https://doi.org/10.7916/D85H7P6C.

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This dissertation is a comparative study of school discipline in the United States and in Greece. It examines the effect that schools, particularly their organizational form and rules, have upon the behavior of students and how this behavior is understood and categorized. The empirical findings show that, despite facing an elaborate system of rules, punishments, and staff dedicated to discipline, students at a New York school were three times more likely to be unruly compared with students in a similar school in Athens, where only teaching staff managed behavior, and formal rules and regulations governing student conduct were virtually non-existent. Drawing upon the theoretical insights of Emile Durkheim, Mary Douglas, Tom Popkewitz, Michel Foucault, Pierre Bourdieu, and neo-institutionalist scholars, this study proposes explanations for this surprising pattern. I argue that increased structural-functional differentiation within schools and heavy-handed sets of rules and punishments for students erode the moral authority of the teacher and create spaces outside the classroom where students can develop and employ identities and cultural hierarchies that lead to more frequent and extreme forms of unruliness. I also argue that the regulation of student discipline is part of the broader system of state regulation and control. In societies where govermentality is a dominant theme, school discipline becomes preoccupied with questions of measurement, care, and efficiency. What is needed, I suggest, is a return to democracy.

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Neethling, Siebert Ernst Jacob. "Die rol van die adjunk-prinsipaal in die verhoging van onderrigeffektiwiteit aan 'n tegniese kollege." Thesis, 2014. http://hdl.handle.net/10210/9803.

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M.Ed. (Education Management)
Lecturers at Technical Colleges mostly come from the industrial sector and consequently they seldom have experience in teaching or the necessary qualifications to teach. The lecturer who has no formal teacher's training is confronted with the realities of the teaching profession and has now become part of this profession. Lecturers very seldom receive training prior to actually practising the profession. Methods have to be found to provide in-service training for lecturers at technical colleges with the view of preparing them for their task as lecturers. with this study an attempt has been made to establish a workable program to assist the deputy principal in the in-service training of lecturers at a technical college. The rapid technological development of the past few decades has caused a breath-taking expansion of knowledge and therefore the lecturer must become a lifelong student. The constant change and renewal of teaching methods, skills and techniques can only be addressed by effective in-service training. In-service training is therefore indispensable. The task of in-service training at the technical college is assigned to the deputy principal. He must first determine the type of staff required, then he has to recruit and select staff and finally see to it that new staff members are orientated. This is, however, merely the beginning of in-service training. The deputy principal must now design a well-planned programme of in-service training. He can in this case make use of a mentor and a Subject-head. The mentor must be an experienced and successful lecturer, seeing that he has to convey his knowledge and teaching experience to the beginner lecturer. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice to the beginner-lecturer.

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Mashele, Abel Ephraim. "The effects of local interest group organisational structures on educational management : a case study of Kathorus." Thesis, 2014. http://hdl.handle.net/10210/8926.

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Mashele, Abel Ephraim. "The effects of local interest group organisational structures on educational management : a case study of Kathorus." Thesis, 2012. http://hdl.handle.net/10210/6376.

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D.Ed.
The aim of this research is to explore affective, historical, social and educational factors that led to poor management or the break-down in school management due to local interest group structures in the Kathorus area. In order to achieve the designated goal the following aspects will be investigated: the opinion of members of variotis local interest group organisational structures regarding the role of school management in Kathorus; the level of commitment of these structures in school management/administration to achieve the culture of teaching and learning; identification of a suitable, practical strategy for overcoming the problems caused by the local interest group organisational structures at schools and local levels.

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Reddy, Kasava. "Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence." Thesis, 2012. http://hdl.handle.net/10210/7624.

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Abstract:

M.Ed.
This study forms part of a greater ongoing research project concerning teacher competence and its assesment. The project focuses on researching teacher opinion on teacher competences identified by the initial research. The following areas of teacher competence are being researched : The learning environment Professional commitment Order and discipline Educational foundation Teacher reflection Co-operative ability Effectiveness Leadership This dissertation is part of the research undertaken regarding order and discipline and its role in teacher competence. An intensive research of the literature has given rise to a conceptualisation that consists of the following five aspects, namely : values; rules; human relationships; management of classroom behaviour; and teaching practices. This research essay focuses on classroom management behaviour as an aspect of order and discipline : implication for the management of teacher competence. Having orientated the reader to the particular field of research, the motivation and background of the problem will now be discussed.

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Dissertations / Theses on the topic 'Educational institutes- Management aspects'

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