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1
Khan, Abdul Hamid. "Effective management development program evaluation and review technique : a study of Purdue University Engineering/Management Program." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1041808.
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This study entitled, "Effective Management Development Program Evaluation and Review Technique," examined Purdue University Engineering/Management Program for 1995. The purpose of the program was to offer management training to a population of ninety-eight engineering managers. From a quality assurance perspective the study attempted to measure those changes that occurred in the knowledge, skills and behaviors of the participants, from before to after the program, in four levels of program effect e.g., reaction, learning, behavior and results.Responses were gathered using qualitative interviews. Evidence was gathered using Learning Skills Inventory. Behavior was gathered using Leadership Effectiveness and Adaptability Description Questionnaire. Results were gathered using Managerial Skills Questionnaire of Importance and Competence over pretest, posttest and a three-month posttest on the job.Forty-two management skills criteria were collapsed to identify seven main leadership skills for reliable evidence on the hypotheses tested: Leadership/ Organization, Human Resource Management, Financial Management, Decision Making, Strategic Planning, Negotiation and Conflict Resolution, and Managerial Communication. Important findings are summarized below. No significant differences were found in the Importance of each leadership skills:(a) by the type of company's business, (b) by the number of years of employment with the current employer, (c) by the number of years in the industry, and (d) by the type ofdegrees held by the manager (BS, MS, MBA).Significant Differences were found in the Importance of each leadership skills:by a broad range of titles, (b) by the size of company, and (c) by the number of years in current position.No significant differences were found in the Competence of each leadership skills:by the type of company's business, (b) by the size of company, (c) by the number of years in current position, (d) by the type of degrees held by the manager (BS, MS, MBA), and (e) by the number of years in the industry.Significant Differences were found in the Competence of each leadership skills:(a) by a broad range of titles and (b) by the number of years of employment with the current employer.Department of Educational Leadership
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Mtsetfwa, Bonginkosi Abel. "The impact of time consciousness in schools and on teaching and learning." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-152615.
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Schreuder, Glynis Rholeen. "The role of economic and management sciences (EMS) in preparing learners for accounting in grade 10." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1864.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2009.The thesis explores the role that the learning area, EMS, plays in preparing learners for Accounting in grade 10. EMS in grade 9 includes accounting related assessment standards upon which the grade 10 Accounting curriculum builds. The grade 10 Accounting curriculum is based on the assumption that learners have mastered the related content in grade 9. The effective implementation of EMS in grade 9 is therefore important for the teaching and learning of Accounting in grade 10. The main objective of the study was to determine to what extent the accounting related assessment standards were taught and to engage with the key factors that impact on the effective delivery of the accounting focus in EMS. A sample of five schools within a specific geographical area in the Western Cape was identified. The study used multiple data collection methods in order to increase the validity of the results, namely, a learner assessment, interviews and document analysis. The planning and assessment documents of EMS teachers as well as the assessment tasks of the EMS learners were analysed to ascertain how teachers planned to teach and assess the learning area, particularly the accounting focus within EMS. The conclusions were drawn against the policy-practice theoretical framework. The study revealed a gap between EMS policy and EMS practice. There was very limited exposure to the accounting related assessment standards in EMS. This could be attributed to a number of factors including teacher qualifications and training, lack of support, policy shortcomings, absent guidelines, etc. There was a disjuncture between what teachers believed and what they were translating into practice. Even though all the teachers enjoyed teaching Accounting and most of them believed in the importance of this discipline in preparing learners for the Further Education and Training Band and their personal lives, they were not teaching it effectively. Recommendations have been made in terms of the learning area policy, professional development and support for teachers and learners. Even though the study was limited to five schools in a particular geographical area, its findings may be applicable to many South African schools where EMS teachers face the same policy, teacher and learner challenges or shortcomings.
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Palmer, Rodney Thomas. "Comparative study : profile of technikon personnel management diplomate and Western Cape industry requirements." Thesis, Cape Technikon, 1993. http://hdl.handle.net/20.500.11838/1750.
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Thesis (Masters Diploma ( Personnel Management) -- Cape Technikon, Cape Town,1993The worsening unemployment problem and lack of skilled manpower in South Africa, is not confined only to the lower levels of the organisation hierarchy. Effective managerial skills are in short supply, and training and educational programmes therefore need to be geared to the provision of these skills. This type of training and education is the domain of tertiary educational institutions, such as technikons. It is pertinent then, to consider whether the current syllabi of management educational programmes at the technikons in fact reflect in their content, the skills required by the workplace. This line of thinking may be taken further, in that one must reason that even if the syllahi content are rele";.ant to industry needs, the relevance of the weighting or focus areas in the syllabi content, need to be consistent with the requirements of industry. This study was undertaken to examine the relevance of the skills acquired by diplomates - through the tuition received and experience gained - while studying towards the National Diploma: Personnel Management In order to achieve the goal of the study, a semi-structured questionnaire and interview approach was utilised, to ascertain the human resource management skills needs of a sample of industries in the Western Cape. A comparison of these two sets of data was then made, and the relationship between them established. The comparison was intended to serve as a guide, in order that any syllabi adjustments which might be indicated, could be targeted to meet specific industry needs.
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Chan, Kam-man. "A study of the quality of classroom management strategies." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B3195604X.
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Van, der Post Leda. "A computing studio method for teaching design thinking." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1128.
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Current trends in technology have led to a need for creativity and innovation in the design of contemporary digital products and systems. This has resulted in design thinking and creative design process having a higher profile in digital design practice. In turn, this has impacted computing education, by creating a need for computing students to develop creativity and design thinking skills. Creative design is taught using design studio teaching methods, which require a culture, environment and activities that are different to the teaching methods used in traditional computing education. Some computing academics have implemented courses using aspects of studio teaching methods, but no clear guidelines for a computing academic without creative design experience to fully apply studio teaching methods in courses could be found. The reason for the change in the role of design in the digital domain and how it affected the needs of computing students was investigated and a comparison of typical design studio and computing teaching methods was conducted using a learning systems model adapted for this specific purpose. This led to an identification of areas that required further investigation, or gaps in the knowledge of how to adapt design studio methods for use within a traditional computing education environment. These gaps were used as the basis for identifying a set of research questions for an empirical study. An exploratory case study was conducted at the Nelson Mandela Metropolitan University to answer the research questions. Three computing academics implemented studio teaching methods within three separate modules, following provisional guidelines devised from the preliminary research. Feedback was collected from the lecturers and the students registered for the modules regarding their experiences. It was found that it would be possible for computing academics to implement aspects of a design studio approach within the existing computing environment. An explicit teaching method, termed the computing studio teaching method, was developed from the results of the case study. This teaching method aims to provide computing academics with little or no creative design experience with explicit methods for implementing modified design studio teaching methods in order to promote creativity and design thinking within traditional computing modules. This teaching method will be tested, validated and refined in future research.
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Lucas, Ursula. "Perceptions of learning and teaching accounting : a phenomenographic study." Thesis, Sheffield Hallam University, 1998. http://shura.shu.ac.uk/3117/.
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This study is concerned with students' and lecturer's experiences of learning and teaching introductory accounting within higher education. It seeks to identify the key aspects of what constitutes "learning accounting" and "teaching accounting" for lecturers and students, their conceptions of accounting and the extent to which students and lecturers share experiences in common or differ in their experiences. The research method adopted is that of phenomenography which seeks to identify the qualitatively different ways in which various phenomena are experienced. Since there has been relatively little critique of the practice of phenomenography, this study also seeks to critically review the application of the phenomenographic research method in practice. This review draws on experience within empirically-based phenomenological psychology to propose a revised phenomenographic research approach. This revised approach focuses on the need to bracket presuppositions about the phenomenon under investigation, to develop an empathetic understanding with the experiences of the participants and to report findings in a way which would most fully reveal the nature of that lived experience. Through the application of this revised research approach key aspects of the individual, common and distinctive worlds of students and lecturers are identified. "Learning accounting" and "teaching accounting" are shown, primarily, to constitute the learning of a technique. Yet this emphasis on accounting as the learning of a technique is at variance with other teaching objectives perceived by lecturers to be equally, or more, important. Lecturers perceive the development of conceptual understanding to be of importance. However, they express diverse views about what "accounting" is, they are doubtful about the relationship between conceptual understanding and the learning of the technique and their explanations of accounting concepts often reveal a partial and, arguably incomplete, conceptual framework. In addition, the findings show that students' preconceptions and perceptions of relevance are central to their experience of learning accounting and they reinforce the experience of accounting as being about the learning of a technique. Lecturers' perceptions of those preconceptions and relevance reveal teaching responses based on misunderstandings of the students' experiences. An alternative way of viewing the introductory accounting curriculum is proposed which takes into account the ways in which students and lecturers experience the learning and teaching of accounting.
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Kallel, Maher. "A computer-aided tool for case study teaching and analysis." Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/61056.
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Lai, Chi-shing, and 黎志誠. "An inquiry into teachers' concerns in their organization of practical work in school physics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957171.
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Pakdaman, Afsaneh. "Dental Student Management Of Non-Invasive Intervention For Dental Caries." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/4961.
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Tshikwatamba, Nditsheni Emmanuel. "The teaching of public management at technikons with specific reference to Technikon Southern Africa." Thesis, University of Pretoria, 2000. http://hdl.handle.net/2263/27721.
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Please read the abstract in the 00front part of this documentThesis (D Admin (Public Administration))--University of Pretoria, 2006.
School of Public Management and Administration (SPMA)
unrestricted
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Oteki, Jane Bosibori. "An exploration of an environmental resource management course for sustainable development practitioners in Kenya : a case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011611.
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Environmental challenges facing the world currently call for efforts that can avert eminent disasters related to these challenges. In an effort to engage in conservation, the Environmental Resource Management course at Technical University offers an opportunity to train for sustainable development in the country. However, the development and implementation of courses aimed at developing careers in sustainability in institutions of higher learning are coming under scrutiny as questions are being asked about their contributions to sustainable development. This research explored the Environmental Resource Management course to understand how it was developed and implemented to address a practitioner in the environmental resources conservation sector. The study surfaced the contradictions in the course which can be used as a lens to re-orient the course to enable a practitioner in education for sustainable development to emerge. In Kenya, vocational courses in environmental education are a career choice for secondary school leavers and those engaged in the environmental conservation sector. This study carried out at Technical University of Kenya (TU-K) between January 2009 and April 2012 aimed at exploring how a diploma course: Environmental Resource Management (ERM) enabled the learners to become practitioners in environmental resource management. It surfaced contradictions and suggested transformative approaches to re-orient the course for sustainable development. This was necessitated by the paradigm shift in environmental education from environmental conservation education that emphasised ecological studies to Education for Sustainable Development that is broader and more holistic, encompassing social, economic and environmental aspects. The course has to be re-orientated to enable a practitioner in Education for Sustainable Development (ESD) to emerge considering the United Nations Decade of Education for Sustainable Development (UNDESD, 2005-2014). The course aims at training personnel for deployment in environmental conservation and management organisations to work as resource officers/supervisors in national parks, forestry management, water management, energy development projects officers, etc. Data was gathered through document analysis, questionnaires, interviews, observation and focus group discussions. Cultural Historical Activity Theory (CHAT) was engaged in surfacing contradictions in the Environmental Resource Management learning system in terms of its development and implementation. While Communities of Practice (COP) principles were used as the ontological underpinning for the ERM course. The results indicate that the ERM course was revised between 1998 and 2002 by experts from Saskatchewan Institute of Science and Technology (SIAST) in collaboration with TU-K staff under the programme, enhancing environmental management in Kenya. The research also established that the ERM course review process was informed by sustainable development principles, as outlined in Agenda 21. Further it was realised that the Develop a Curriculum (DACUM) process was engaged to develop the learning units. This course development envisaged Competency Based Education (CBE) as the main mode of the ERM delivery. CBE is student centred and allows for multi-entry and exit. The study however realised that at implementation this approach was partially incorporated, as the country’s education system is examination oriented and time bound. The study findings indicate that most of the units taught were on ecosystem management with the social and economic aspects having less space and time, therefore the three pillars of Education for Sustainable Development were not adequately addressed in the course to enable a practitioner in the concept to emerge. Also teaching and learning in the course was found to be more theoretical than practical with little hands-on activities because the main focus of the course was to enable the learners to acquire a certificate through examination rather than gain the appropriate competencies. Although the course was found to be enhancing ESD in relation to global and local sustainability issues, there were contradictions or challenges in the system that affected full realisation of the skills, knowledge, values and attitudes. For example the exclusion of the recipient staff in the planning of the course, lack of training of the lecturers on how to train on CBE, insufficient practical field excursions devoid of community engagement, lack of funds, lack of equipment and poor coordination. This study recommends a re-orientation of the course to a more practical approach to teaching such as: • Engagement of students with the community to solve real-life environmental problems; • Mainstreaming ESD in all courses in the institutions of higher learning so that environmental concerns are addressed by everyone; • Reviewing the educational policy to encourage solving of real-life environmental problems rather than passing theoretical examinations; • Enhancing competency based learning to enable students to become competent in their areas of specialisation; • Encouraging networking and direct involvement of the students in the community instead of spending more time in class; and • Establishing a Community of Practice among the students in Higher Education Institutions to enhance conservation practices. The study contributes in-depth insight into exploring courses in Technical Vocational Education and Training institutions using Communities of Practice as a lens within the Kenyan context. It gives some empirical and explanatory insight into how learning can emerge and be expanded in Education for Sustainable Development through relevant courses such as tje Environmental Resource Management course. It also provides learning tools to work with contradictions that arise from socio-cultural and historical dimensions of learning about natural resources in the Kenyan context. Its other key contribution is that it provides further insight into the re-orientation of the ERM courses to embrace ESD for a broader and a more holistic approach to natural resources conservation and poverty alleviation processes that are critical for responding to socio-ecological issues and risks and development challenges in Kenya.
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Root, Monica Rose. "The Effect of Teacher-Identified Classroom Management." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1544.
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The framework of this study was monitoring classroom management strategies and student behaviors in the classroom, then providing strategies and feedback to increase effective classroom management and decrease problem student behaviors.
There were 15 evidence–based practices that were researched and used in the study. Specifically teachers were asked to focus on 5 of them. These practices were: using 5 positive feedback comments to 1 negative comment; having classroom rules and expectations that were posted, taught, practiced, consistent, and positively reinforced; using an attention getting cue that had been taught, practiced and positively reinforced; having continuous active supervision including moving and scanning; and managing minor problem behaviors positively, consistently and quickly.
Teachers filled out a self–assessment tool on how well they think they implemented these strategies in the classroom, and then received coaching sessions on how to use them more effectively in the classroom. These coaching sessions were given throughout the study as teachers had days where they needed positive reinforcement themselves.
The results of these coaching sessions and the use of the strategies are presented in this study.
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Kirby, Allison D. (Allison Dawn). "Characteristics of Four-Year Baccalaureate Hotel, Restaurant and Institutional Management Programs." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277939/.
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The research questions of this study were to determine the specific hotel, restaurant and institutional management courses offered as required and elective courses, to determine which hospitality management courses were taught by faculty members in the
hospitality management program versus being taught by faculty in other programs, to
determine the teaching methods used to present hospitality curriculum, and to determine the distance learning methods currently used.
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Baume, Georges Jean Roger. "Tourism and hospitality management education in Australia : development of a conceptual framework and model for the 21st century." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phb3471.pdf.
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Bibliography: leaves 305-335. Investigates the rapid expansion, growth, and perceived quality and viability of tourism and hospitality management education. Argues that there are doubts as to whether tourism and hospitality management education is changing according to the needs of industry and the requirements of future managers. An analysis of tourism and hospitality programs in Australian colleges and universities is conducted. Results from the analysis support the proposition for a change of direction in graduate tourism and hospitality management education, and demonstrate a general agreement in terms of content and structure.
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Leung, Chi-lun Lawrence, and 梁志倫. "Exploring the effectiveness of online role play simulations to reduce groupthink in crisis management training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/196550.
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Crisis management in law enforcement context is considered to be a kind of Naturalistic Decision-making (NDM), which is hard to acquire due to the ill-structured, non-determined nature of crisis is also a challenge. Crisis either natural or man-made comes in all forms and degree of intensity. In a NDM situation, the crisis management personnel are usually anticipated in a dynamic environment of high level stress and uncertainty. Therefore, each critical incident is different; it can neither be treated identically nor pre-determined. In addition, crisis management is a small group activity that involves a number of parties or roles at different geographic locations. Groupthink is a term coined by psychologist (Janis, 1972), Groupthink victims ignore alternatives and tend to make irrational decisions in facing crises. The literature review finds that group think tendency is high for crisis management, especially in law enforcement agencies. In fact, the danger of groupthink is the most serious threat to good decision-making for effective crisis management.
There are two sets of research questions for this study. The first set comprises three research questions on how the design features of an online role play simulation affect the effectiveness of crisis management training in a law enforcement context. The research focuses on three aspects: storytelling, use of multimedia and recording facilities.
The second set comprises two research questions on whether and how the use of an online role play simulation affects trainees’ learning and understanding of groupthink tendency. Many researchers suggest that role play simulation (RPS) is a suitable tool for crisis management training for the realisation of collaboration and authentic situation awareness. In this paper, a case study of crisis management training in the context of law enforcement using online RPS is illustrated. By using Bales' Interaction Process Analysis (IPA) method, the interactions of participants in training are observed and categorised. The results show that using online role play simulation in crisis management training has positive effect on the reduction of Groupthink tendency.
The existing groupthink research is mainly based on content analysis of retrospective data, and information or empirical observations gathered in laboratory settings. Very often, only a partial model is examined. Therefore, online role play simulations can be a new method to groupthink research. Since online role play simulations can provide a holistic scenario for the crisis management exercise. As such, the whole crisis process can be visualised by researchers and facilitators. Finally, the groupthink tendency can be observed, recorded and analysed. In fact, due to the complexity of the groupthink model, many researchers can only focus on partial or several variables of the whole process in their studies.
This study provides a ground work on online role play simulation research with an application on crisis management training. Design-based Research (DBR) is adopted in this study and this methodology is new to this kind of research. DBR is proved to be a suitable methodology as researcher can improve and generate evidence-based claims about learning through iterations of refinement. In addition, this study also shows that online role play simulation can be a research tool for the holistic study of groupthink.published_or_final_version
Education
Doctoral
Doctor of Education
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朱志強 and Chi-keung Chu. "The study of the application of social learning theory in parent management training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31975318.
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Apple, Steven David. "Developing transparency masters for Product and Manufacturing System Design to support Indiana's industrial technology education curriculum." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544152.
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The purpose of this creative project is to develop transparency masters for the course, Product and Manufacturing System Design, as outlined in the Indiana Industrial Technology Education Curriculum Guide. Since the curriculum's acceptance, there has been a need for visual instructional material to support the new courses. The author identified this need by assembling a committee to advice his creative project and thus developed instructional media in the form of transparency masters. Now that the transparency masters are developed, instructors in the field of industrial technology education may now benefit by utilizing the materials to help convey the information to their students.Department of Industry & Technology
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Heyns, M. "An assessment of project management training." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52663.
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Thesis (MBA)--Stellenbosch University, 2002.ENGLISH ABSTRACT: The shortage of skilled and high-level managerial human resources are jeopardising economic development and productivity growth in South Africa. It is a critical responsibility of senior management to identify the core competencies of the enterprise and to ensure that the competencies required by managers, specialists and the workforce in general are adequate and appropriate. As more organisations recognise the efficacy of projects and move towards a project-based approach, the demand for project managers has outstripped supply and there is a growing international interest in the selection, training and certification of project managers. The work done in projects has taken on a strategic flavour, and the role of project manager is consequently being redefined as a strategic, professional role. With the tremendous growth and expenditure in this field, training professionals and organizations can no longer ignore their basic responsibility to evaluate programmes and measure the results of such programmes. The aim of this study is to measure the extent of training needs assessment currently applied, the criteria used in the selection of programmes and participants, the extent of evaluation of programmes and other contributions by the organisations. An intensive literature study was undertaken to investigate the current research into training needs assessments, participant and program selection and organisational contributions to training. An additional survey was undertaken in order to assess the use of such programmes by organisations. The following perceptions were examined and found to be a true reflection of the project management training strategies currently applied in South Africa. Few organisations have formal training need assessment policies in place. Programmes are often selected by the participants and seldom evaluated. Participants often do not get the opportunity to implement the skills they have gained. Learning and individual development is not necessarily linked to the organisational development strategy.
AFRIKAANSE OPSOMMING: Ekonomiese ontwikkeling en groei in produktiwiteit in Suid Afrika word in gevaar gestel deur die tekort aan kundige en hoogstaande bestuursvlak menslike hulpbronne. Die kritiese verantwoordelikheid van die identifisering van kern vaardighede by die onderneming en die versekering van voldoende en toepaslike vaardighede by bestuurders, spesialiste en die werksmag in die algemeen berus by die senior bestuur. Toenemende hoeveelheid organisasies herken die suksesvolle werksaamheid van projekte en beweeg na 'n projek gebasseerde benadering. Derhalwe oorskry die aanvraag na projekbestuurders die aanbod en is daar groeiende internasionale belangstelling in die keuring, opleiding en sertifisering van projekbestuurders. Projekte word meer strategies benader en gevolglik vervul die projekbestuurder 'n toenemende strategiese en professionele funksie. As gevolg van die toenemende groei en besteding in hierdie gebied, mag opleidingskundiges en organisasies nie langer hul verantwoordelikheid teenoor die evaluering van die programme en die gevolglike uitkomste vermy nie. Die doel van hierdie studie was om ondersoek in te stel na die omvang van die bepaling van opleidingsbehoeftes asook die evaluering van opleidingsprogramme, die maatstawe in gebruik vir die selektering van programme en deelnemende kandidate en die mate van bydraes gelewer deur die organisasies. 'n Uitgebreide literatuursoektog is onderneem om die omvang van navorsing in hierdie areas te bepaal. Sekere aannames is ondersoek en bevind om ware weergawes te wees van die huidige ontwikkeling programme in projekbestuur in Suid Afrika. Weinig organisasies het formele beleidsrigtings ten opsigte van opleiding behoeftebepaling. Programme word dikwels deur die kandidate geselekteer en word selde ge-evalueer. Kandidate word selde die geleentheid gegun om nuutgewonde kennis toe te pas en te implementeer. Opleiding en individuele ontwikkeling is nie noodwendig gekoppel aan die ontwikkelings strategie van die organisasie nie.
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Lofton, Dana Renia. "Guidebook for middle and high school teachers and students in conflict management." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2697.
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The purpose of the project was to design a one-semester core curriculum guidebook for middle and high schools. This curriculum will provide a tool to teach students to manage conflict in middle and high school settings. The curriculum, guidebook and materials developed will establish guidelines that can be used by middle and high school teachers to teach useful conflict management skills.
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Bar-Tal, Smadar. "Teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel : a case study." Thesis, Anglia Ruskin University, 2010. http://arro.anglia.ac.uk/123165/.
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The introduction of technology and the widespread use of ICT in the wealthier nations have led teacher-educators to integrate technological applications in their teaching environment. The research investigated the new teaching modes created by teacher-educators in teacher-training colleges in Israel, due to their transition from traditional teaching to distance-teaching through the Internet. This was a qualitative research using case study within an interpretative paradigm that enabled the researcher to consider the viewpoints of the informants together with her own viewpoint. The research tools included: 14 open interviews, a non-participatory observation, documentation reading and the writing of a personal log. The rich variety of research tools enabled triangulation of data. The conceptual framework of the research was based on theories of teacher-training, distance-teaching, academic disciplines, and several teaching dimensions: organisation and representation of data, organisation and management of teaching and different types of interaction. The research findings indicated intrinsic and extrinsic motives for the teacher-educators transition to distance-teaching. The transition created a pedagogy characterised by four teaching modes that corresponded to different academic disciplines. Each discipline harnessed the technology for intensive use in one or more of the teaching dimensions. The Representation mode used by teacher-educators in the natural sciences and statistics used a large variety of data representations and Internet writing characterised by multiple links. The Interactive mode employed by teacher-educators in the field of literacy principally dealt with formative assessment of the students' writing and used virtual communication tools to tighten the teacher-learner inter-personal interaction. The Organisational mode used in education disciplines focused on organisation and management of teaching and learning through the use of computer applications. The Holistic mode employed by teacher-educators in the fields of education and literature, in substance constituted a combination of all the characteristics of the above-mentioned modes with an emphasis given to social presence of both learners and the teacher. Analysis of the teaching modes led to the creation of a typology of four modes positioned at different points along the following scales: organisation of teaching, flexible – fixed, types of interaction few – multiple; data representation, creative – conservative; computer literate – computer users. There was a clear contrast between teacher-educators teaching education disciplines as a continuation of traditional frontal teaching and those who had previously taught in workshops. At the crossroads of pedagogy with technology, the changes in location, time and lesson character have meant that the implementation of the teaching paradigm of Zeichner and the teaching orientations of Feiman-Nemser have taken on fresh dimensions. The new teaching modes necessitate appropriate training for all teacher-educators working in distance-teaching in accordance with their academic disciplines. The research findings contribute to the reduction of a gap in knowledge concerning the new teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel.
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Bar-Tal, Smadar. "Teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel: A case study." Thesis, Anglia Ruskin University, 2010. https://arro.anglia.ac.uk/id/eprint/123165/1/SmadarBarTalThesis.pdf.
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The introduction of technology and the widespread use of ICT in the wealthier nations have led teacher-educators to integrate technological applications in their teaching environment. The research investigated the new teaching modes created by teacher-educators in teacher-training
colleges in Israel, due to their transition from traditional teaching to distance-teaching through the Internet.
This was a qualitative research using case study within an interpretative paradigm that
enabled the researcher to consider the viewpoints of the informants together with her own viewpoint. The research tools included: 14 open interviews, a non-participatory observation, documentation reading and the writing of a personal log. The rich variety of research tools enabled triangulation of data. The conceptual framework of the research was based on theories of teacher-training, distance-teaching, academic disciplines, and
several teaching dimensions: organisation and representation of data, organisation and
management of teaching and different types of interaction.
The research findings indicated intrinsic and extrinsic motives for the teacher-educators transition to distance-teaching. The transition created a pedagogy characterised by four teaching modes that corresponded to different academic disciplines. Each discipline harnessed the technology for intensive use in one or more of the teaching dimensions.
The Representation mode used by teacher-educators in the natural sciences and statistics used a large variety of data representations and Internet writing characterised by multiple links. The Interactive mode employed by teacher-educators in the field of literacy
principally dealt with formative assessment of the students' writing and used virtual
communication tools to tighten the teacher-learner inter-personal interaction. The
Organisational mode used in education disciplines focused on organisation and
management of teaching and learning through the use of computer applications. The
Holistic mode employed by teacher-educators in the fields of education and literature, in
substance constituted a combination of all the characteristics of the above-mentioned
modes with an emphasis given to social presence of both learners and the teacher.
Analysis of the teaching modes led to the creation of a typology of four modes positioned at different points along the following scales: organisation of teaching, flexible – fixed, types of interaction few – multiple; data representation, creative – conservative; computer literate – computer users. There was a clear contrast between teacher-educators teaching education disciplines as a continuation of traditional frontal teaching and those who had previously taught in workshops.
At the crossroads of pedagogy with technology, the changes in location, time and lesson character have meant that the implementation of the teaching paradigm of Zeichner and the teaching orientations of Feiman-Nemser have taken on fresh dimensions. The new teaching modes necessitate appropriate training for all teacher-educators working in distance-teaching in accordance with their academic disciplines. The research findings
contribute to the reduction of a gap in knowledge concerning the new teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel.
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Nduna, Joyce Nothemba. "Using the topic "Water management in Umtata" to promote the use of an environmental approach in the teaching of geography." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003705.
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This study first offers a critique of some conventional approaches to environmental education and geography. The critique is followed by an analysis of current learning theories which underpin environmental and geographical thinking. On the basis of this analysis an environmental approach to the teaching of geography is identified. Within the broad theoretical context provided by debates on the importance of environmental education for the solution of environmental problems, the study promotes student teachers' understanding of an environmental approach in the teaching of geography at Transkei College of Education. Water management, a section of the geography syllabus, is selected to illustrate the process and implementation of such an approach in geography. The educational effectiveness of an environmental approach with regard to the students' conceptual understanding of water management is evaluated. The study as a whole is set within the general literature of environmental education, and particularly that of education for the environment.
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Nwakanma, Chukwuemeka Dean. "Alignment of competencies as identified by library and information science educators and practitioners : a case study of database management." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94179.
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Library and Information Science (LIS) education must equip its graduates with the level of competence commensurate with the demands of entry-level positions available in the field. This is more so in the area of information technology (IT) that is widely acknowledged to be rapidly evolving thereby offering unique job specifications and or positions in LIS. This exploratory research investigates the extent of alignment between the level of competence proposed in learning objectives by LIS educators, and the level of competence required from LIS graduates by practitioners in the field. The study focuses specifically on cognitive competence, and in the domain of database management (DBM) within LIS education in US and Canada. The Taxonomy Table (TT) designed by Anderson and Krathwohl (2001) was used as a conceptual framework, to analyze learning objectives obtained from DBM educators and practitioners to determine the levels of competence proposed by educator and practitioners in DBM. The levels of competence derived from educators and practitioners were then compared to determine the extent of alignment between the levels of competence offered by LIS educators, and the levels of competence expectations of LIS practitioners from graduates in DBM.Une fonnation en bibliothéconomie et les sciences de l’infonnation (BSI) doit équiper ses finissants de compétences qui répondent aux besoins du marché du travail. C’est d’autant plus vrai dans le domaine des technologies de l’infonnation et des communications où il est reconnue y avoir une évolution rapide créant des caractéristiques de tâches et/ou des emplois uniques en BSI. Cette recherche exploratoire examine le degré de concordance entre le niveau de compétences proposé par les objectifs d’apprentissages émis par les éducateurs en BSI et celui demandé aux finissants en BSI par les professionnels du domaines. L’étude est concentrée spécifiquement sur les compétences cognitives dans le domaine de la gestion de bases de données (GBD) dans les contexte d’une éducation en BSI aux États-Unis et au Canada. Le tableau taxonomique conçut par Anderson et Krathwohl (2001) sert de cadre conceptuel pennettant d’analyser les objectifs d’apprentissage obtenus chez les éducateurs et les professionnels. Cette analyse détennine le niveau de compétence offert par les éducateurs et celui demandé par les professionnels. Ces niveaux sont ensuite comparés afin de quantifier le degré de concordance entre les niveaux de compétence offerts par les éducateurs en BSI et les attentes que les finissants en BSI devront combler afin de satisfaire les professionnels en BSI en se qui attrait à la GBD.
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Hale, John P. "A Comparative Analysis of Three Forms of Evaluating Management Training Programs." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500925/.
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The practice of training evaluation has not kept pace with prescription, and evaluations being being done are frequently negligent of appropriate controls needed to draw valid conclusions. A comparison was made of training outcomes contrasting results obtained using carefully controlled scientific approaches with those from a more popular less scientific approach. The research design involved the collection and analysis of data from a single organizations managerial training program. , Three different methods of training evaluation were studied: an "immediate reaction" rating sheet, a self-report participant survey, and a similar survey completed by t he participants' subordinates. Bo th surv ey r e sul t s showed no signif icant c hang es in on-the-job behavior six weeks after training. In contrast the "immediate reaction" ratings were positive, implying the training program was a "success." Conclusions w ere drawn concerning the validity of methods compared.
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Hergüner, Gülten. "Total quality management in English language teaching : a case study in Turkish higher education." Thesis, Aston University, 1995. http://publications.aston.ac.uk/14857/.
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The need to improve the management of language learning organizations in the light of the trend toward mass higher education and of the use of English as a world language was the starting point of this thesis. The thesis aims to assess the relevance, adequacy and the relative success of Total Quality Management (TQM) as a management philosophy. Taking this empirical evidence a TQM-oriented management project in a Turkish Higher Education context, the thesis observes the consequences of a change of organizational culture, with specific reference to teachers' attitudes towards management. Both qualitative and quantitative devices are employed to plot change and the value of these devices for identifying such is considered. The main focus of the thesis is the Soft S's (Shared Values, Style, Staff and Skills) of an organization rather than the Hard S's (System, Structure, Strategy). The thesis is not concerned with the teaching and learning processes, though the PDCA cycle (the Action Research Cycle) did play a part in the project for both teachers and the researcher involved in this study of organizational development. Both before the management project was launched, and at the end of the research period, the external measurement devices (Harrison's Culture Specification Device and Hofstede's VSM) were used to describe the culture of the Centre. During the management project, internal measurement devices were used to record the change including middle-management style change (the researcher in this case). The time period chosen for this study was between September 1991 and June 1994. During this period, each device was administered twice within a specific time period, ranging from a year to 32 months.
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Waschak, Michael R. "Evaluating the impacts of partnership an electronic panel study of partnering and the potential for adaptive management /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31779.
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Thesis (Ph.D)--Public Policy, Georgia Institute of Technology, 2010.Committee Chair: Kingsley, Gordon; Committee Co-Chair: Norton, Bryan G.; Committee Member: Cozzens, Susan E.; Committee Member: Henry, Ronald J.; Committee Member: Rogers, Juan D. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Dahl, Joanne L. "Hospitality Education Programs in Senior Colleges and Universities in the United States." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332618/.
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The purpose of this study was to describe senior-level hospitality programs and assess hospitality administrators' opinions concerning specialized accreditation during the 1990-91 academic year. Overall, administrators characterized the typical full-time faculty member as: being in a small program (1-3 members); being a non-ethnic minority; having a minimum four years industry work experience; having attained a doctoral degree; and holding the rank of associate professor. Part-time faculty members were described as: being in a small program (1-3 members); being a non-ethnic minority; having at leas one to three years industry work experience; having attained a master's degree; and holding the rank of instructor. Administrators characterized their programs as: located at public institutions; beginning after 1970; requiring graduates to acquire work experience; expecting increased enrollments; having placement services available; and not offering continuing education courses. Administrators indicated they were seeking accreditation or were accredited currently. They agreed slightly that accreditation would improve program image, help them meet their programs' missions and objectives, and provide assistance in planning.
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Mitchell, Lorianne D. "Online vs. On-Ground Learning: A Comparative Study of 2 Formats of Teaching OB." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8314.
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Van, Zyl Erik. "Oor watter vooraf vaardighede, agtergrond en profiel moet voornemende projekbestuurders beskik en watter vooraf opleiding moet voornemende projekbestuuders ontvang?" Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52384.
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Thesis (MBA)--Stellenbosch University, 2001.Hierdie studie poog om voor-opleidingskriteria daar te stel waaraan voornemende projekbestuurders moet voldoen. Dit kan as keuringsmeganisme vir voornemende projekbestuurders, dosente, werkgewers en administrateurs dien. In die ontwikkeling van 'n model om seleksie kriteria daar te stel, word antwoorde op die volgende vrae verskaf : • Wat behels die werk van 'n projekbestuurder? • Watter vooraf opleiding het projekbestuurders nodig? • Oor watter vooraf vaardighede moet voornemende projekbestuurders beskik? • Oor watter vooraf agtergrond moet voornemende projekbestuurders beskik? • Wat is die persoonlikheidsprofiel van projekbestuurders?
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De, Villiers Paul. "A market research on the core competencies and subsequent training requirements of project managers in the Cape Town region." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53248.
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Thesis (MBA)--Stellenbosch University, 2003ENGLISH ABSTRACT: Managing firms in today's highly competitive and volatile business environment is an ever increasing challenge. Project Management is an integral part of organisational management and hence project managers need to continuously excel in their careers to keep their organisations ahead of the pack. In order to be an effective project manager, a combination of specific skills/competencies is required. The focus of this mini-thesis was to establish the core competencies and subsequent training requirements of project managers in the Western Cape region. The research into the core competencies required of project managers in the industry was structured into 3 phases. The first phase comprised a research into international studies that was done to establish the core competencies required of project managers. Three researchers were identified, and a shortlist of 9 core competencies was identified from the 3 different models. The next phase comprised the targeting of 54 individuals in the project management profession in the Western Cape with a questionnaire based on the international studies. The last phase was to evaluate the data in order to conclude and make specific recommendations towards the USB management regarding current project management courses which are presented (by the USB) to the industry. Three fundamental conclusions were drawn: Firstly, 10 specific core competencies of project managers were identified. Secondly, some competencies have a much higher relevance to some industry sectors than others. Lastly, the current 5-day training course at the USB does not reflect the desired training which is required by the industry for the core competencies that is required of project managers.
AFRIKAANSE OPSOMMING: Die bestuur van organisasies in vandag se hoogs kompeterende en veranderende besigheidsomgewing is 'n toenemende uitdaging. Projekbestuur vorm 'n integrale deel van organisasie bestuur en daarom moet projek bestuurders voortdurend uitstyg in die uiutvoering van projekte om te verseker dat die organisasie as geheel sterk kompeterend kan bly. Projekbestuurders benodig spesifieke vaardighede om effektief te kan funksioneer in die werksomgewing. Die fokus van hierdie mini-tesis was om die spesifieke vaardighede vas te stel, asook die gevolglike opleiding wat benodig word vir projekbestuurders wat in die Weskaap werksaam is. Die navorsing na die spesifieke vaardighede wat van projek bestuurders in die industrie verlang word, was gestruktureerd in 3 fases. Eerstens was 'n literatuurstudie geloods op internasionale studies om te bepaal watter vaardighede van projek bestuurders verlang word. Drie internasionale navorsers se modelle was gebruik om 'n kortlys van 9 vaardigheids groepe saam te stel. Die volgende fase was om 54 individue in die projek bestuur professie in die Weskaap te nader en deur middel van 'n vraelys wat baseer is op die internasionale studies, vas te stel watter vaardighede deur die industrie verlang word vir projek bestuurders. ln die finale fase is die data geanaliseer ten einde spesifieke aanbevelings aan die bestuur van die USB bestuur te maak aangaande projek bestuur kursusse wat (deur die USB) aan die industrie aangebied word. Drie fundamentele gevolgtrekkings was gemaak: Eerstens was die 10 belangrikste vaardighede vir projek bestuurders vasgestel. Tweedens was vasgestel dat party vaardighede veel belangriker is in party industrie sektore as in ander. Laastens, die huidige 5-dag projek bestuur kursus wat deur die USB aangebied word, bied nie genoegsame opleiding (in die verlangde rigtings) om die regte vaardighede te ontwikkel vir projek bestuurders in die industrie nie.
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Barton, Michael Clinical School South Western Sydney Faculty of Medicine UNSW. "The improvement of cancer management by the application of the currently available knowledge." Awarded by:University of New South Wales, 2008. http://handle.unsw.edu.au/1959.4/39210.
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I have been intensively involved in the research on the application of currently available knowledge for the improvement of cancer care. This research covers the types of treatment that are appropriate for different clinical conditions (benchmarking and guidelines), planning services to improve access for patients, monitoring service delivery through patterns of care studies and development of the knowledge and skills of the cancer workforce. I devoted considerable effort to better educating the cancer workforce by measuring cancer teaching and developing model curricula and innovative teaching programs. I have made substantial contributions to knowledge about best practice by developing clinical practice guidelines and have developed tools and plans for cancer service delivery and have had a major influence on the training of the undergraduate and specialist medical workforce about cancer.
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Burghardt, Josef. "Database system for teaching German." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834506.
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It is not revolutionary to say that repetition and practical experience is a very important aspect in learning about and understanding a topic. This is especially true for languages, particularly from the point of view of vocabulary.Like in many other processes that deal with gaining knowledge, studying foreign words involves a lot of side work: For instance the selection of words, or their presentation for the actual training.The purpose of this thesis is to automate the study of vocabulary. To do so, an intelligent software package was developed. Divided into three parts the project takes into account the aspects from the language point of view, from the studying point of view, and from the computer science point of view.The fundamental idea to accomplish the goal is a relational database system. It is utilized by software programs that solve their tasks in respect to data management, data manipulation, storage and retrieval, in an efficient way.The system is developed for English speaking persons studying German as a foreign language. And with every language having its own nature, it naturally influences all levels and aspects of design and utilization of the database.l:Department of Computer Science
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Barr, Glenn Andrew. "The application of phronesis to teaching and quality management : a case study in further education." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:4451.
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Over the last twenty years Further Education colleges in England have expanded their Higher Education provision significantly. Higher Education in Further Education is a major force accounting for approximately ten percent of Higher Education students (Parry 2005). The thesis takes a concept from Aristotle’s Nichomachean Ethics and applies it to Higher Education in Further Education in England. The notion of phronesis adopted for this study differs from literal interpretations of Aristotle such as adopted by Kristyansson, (2005) but accords with adaptations of the concept by such as Eisner (2002), Birmingham (2003, 2004) and Hagar (2000). The interpretation adopted for the thesis is that phronesis is wise, practical knowledge which is deliberative, depends on judgement and is based on circumstances. It is about practicalities and the interaction between the universal and the particular. When applied to teaching it can be briefly summarised as an approach which bases the profession of teaching on practical knowledge and recognises the artistry of the teaching activity (Eisner, 2002). The argument of the thesis is that phronesis could provide a model for the teaching and quality management of Higher Education (HE) in Further Education (FE) at Hull College. The thesis demonstrates that in the face of pressures of commodification, performativity and vocationalisation in the national and global environment, students, staff and managers at the College hold beliefs more in tune with an approach based on phronesis rather than with that of The Office for Standards in Education (Ofsted) or The Quality Assurance Agency for Higher Education (QAA). As a result phronesis could provide a more effective foundation for teaching and quality management. After an analysis of the academic and official literature, the empirical research adopted a case study method based on semi structured interviews with students, teaching staff and managers. The empirical evidence reinforced the academic evidence that there is a managerial imperative in colleges which leads to teaching staff and managers facing a range of pressures. There are pressures on their beliefs and what they identified as their proper professional activity: teaching, reflecting, debating, updating their subject knowledge and engaging in scholarship. However, these pressures are moderated by the commitment of the teaching staff and managers to delivering a particular HE in FE experience, in partnership with their students, in accordance with the features of phronesis. Empirical and theoretical evidence supports the conjecture that phronesis could provide a model for the teaching and quality management of HE in FE, at Hull College. The views of students, staff and managers were broadly in accord with the main features of phronesis, rather than those of performativity and commodification. Their views were also consistent with a vocational education situated in phronesis, rather than with a vocationalism which is part of the 5 managerialist, performative and commodificationist agendas. Although there are pressures from all of these agendas threatening the application of phronesis, there is evidence that it is phronesis which should underpin the teaching, management and indeed, the profession for teachers of HE in FE. Recommendations focus on acknowledging the distinct role of HE in FE: its quality management; staff participation in reflection, scholarly activity and vocational updating; the recognition of students as partners in learning.
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Saale, Nwike B. (Nwike Brother). "The Participation of Nigerian Licensed Engineers in Professional Development Activities Related to Management." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331294/.
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Many engineers perform managerial roles; however, their professional education in engineering usually does not include management education. Thus, this study examined the participation of the Nigerian licensed engineers in professional development activities in management. The study proposed (1) to determine if, in fact, Nigerian licensed engineers participate in management education and training; (2) to determine the management programs in which the engineers participated and whether participation was voluntary or required, or within Nigeria or overseas; (3) to test hypotheses dealing with these variables: age, management level, academic level, years of experience in a managerial role, and sector of employment; and (4) to identify the mean number of hours of participation. Also, the engineers were asked to judge the value of non-credit versus credit programs.
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Parish, David Houston Jr. "Total quality management: A handbook for business leaders." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1415.
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Kwong, Sing-szee, and 鄺勝仕. "Management development in Hong Kong: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31265388.
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Gardner, Elizabeth Claire. "Engineering a Healthier Watershed: Middle School Students Use Engineering Design to Lessen the Impact of Their Campus' Impervious Surfaces on Their Local Watershed." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2634.
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It is important that students understand not only how their local watershed functions, but also how it is being impacted by impervious surfaces. Additionally, students need experience exploring the scientific and engineering practices that are necessary for a strong STEM background. With this knowledge students can be empowered to tackle this real and local problem using engineering design, a powerful practice gaining momentum and clarity through its prominence in the recent Framework for K-12 Science Education. Twenty classes of suburban sixth-graders participated in a new five-week Watershed Engineering Design Unit taught by their regular science teachers. Students engaged in scientific inquiry to learn about the structure, function, and health of their local watersheds, focusing on the effects of impervious surfaces. In small groups, students used the engineering design process to propose solutions to lessen the impact of runoff from their school campuses. The goal of this evaluation was to determine the effectiveness of the curriculum in terms of student gains in understanding of (1) watershed function, (2) the impact of impervious surfaces, and (3) the engineering design process. To determine the impact of this curriculum on their learning, students took multiple-choice pre- and post-assessments made up of items covering the three categories above. This data was analyzed for statistical significance using a lower-tailed paired sample t-test. All three objectives showed statistically significant learning gains and the results were used to recommend improvements to the curriculum and the assessment instrument for future iterations.
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Chan, Kam-man, and 陳錦文. "A study of the quality of classroom management strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3195604X.
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Delombaerde, Fred. "Development of multimedia courseware technology for use in Hydrology and Water Management instruction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0022/MQ50753.pdf.
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I, CHANG KUANG, and 張廣義. "A study of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/09169346969852965671.
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博士國立屏東教育大學
教育行政研究所
94
A study of teaching-relevant capitals , teaching belief、 classroom management strategies and teaching performances. Abstract The main purpose of this study was to analyze the current situations about elementary school teachers’ teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances . In addition , a path correlation model about teaching performances based upon some relevant theories and research findings was constructed in this study . To try to explore the causes of teaching performance was another purpose of this study. The main research method was questionnaire survey , and empirical data was collected by 〝Teaching Performances Scale〞.1390 subjects from four different administrative regions were sampled by two-stage random sampling , and 1173 valid questionnaires were collected. The data obtained in this study were statistically analyzed by item-analysis , factor analysis , reliability analysis , t-test , one-way ANOVA , Pearson product-moment correlation and stepwise multiple-regression. In addition , LISREL8.51 and AMOS 5.0 were used to test the fit of the path correlation model in this study. The analysis of the data revealed the following main findings: (1) The mean of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances was considerably high. (2) The teacher with different background variables have significantly difference in teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances. (3) There are significant correlations between these main variablies. (4) The teaching performances of elementary school teachers can be predicted by the main factors of teaching-relevant capitals , teaching belief、classroom management strategies. (5) The path correlation model about teaching performance was fit . According to the major findings , the main research suggestions as follows: (1) School organization should create a trustworthy campus circumstance and encourage teachers design curriculum based upon teaching needs and learners’ life experiences. (2) Teachers should consider and respect the individual differences between students .In addition , team teaching , positive classroom management strategies and multiple evaluation are efficient strategies for promoting teaching performances. (3) Further research should use Delphi technique to develop questionnaire or try to take outlier study to analyze some characteristic teachers. In addition, further research should consider some important variables such as communicative strategies, adjustment strategies and teaching efficacy. Keyword：Teaching-relevant capitals （social capital, cultural capital and human capital）, Teaching belief , Classroom management strategies, Teaching performances , Structural equation modeling(SEM).
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"The rise and institutionalization of management education in Hong Kong." 2002. http://library.cuhk.edu.hk/record=b5896002.
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Mak Tsz-wai.Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.
Includes bibliographical references.
Abstracts in English and Chinese.
Abstracts --- p.5-6
Chapter Chapter1 --- Introduction --- p.7-16
Chapter Chapter2 --- Literature Review --- p.17-53
Chapter Chapter3 --- Methodological Approach --- p.54-66
Chapter Chapter4 --- The Rise and Emergence of Management Education in Hong Kong --- p.67-83
Chapter Chapter5 --- Institutionalization of Management Education in the Formal Educational System ´ؤ An Analysis of the Curriculum of B.B.A. Program of CUHK --- p.84-126
Chapter Chapter6 --- Social Effects of Management Education as a Form of Elite Knowledge ´ؤ An Analysis of Hong Kong Journal of Business Management --- p.127-149
Chapter Chapter7 --- Social Effects of Management Education as a form of Collective Reality ´ؤ An Analysis of the Hong Kong Manager --- p.150-167
Conclusion --- p.168-172
Appendix A
Appendix B
Appendix C
Appendix D
Reference
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LAI, TZU-HUA, and 賴姿樺. "The study of risk management for outdoor teaching." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/25248280538072642222.
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碩士國立臺灣師範大學
公民教育與活動領導學系在職進修碩士班
101
The research involved investigating the execution of the outdoor teaching, planning the project of risk management and finding solutions to the problems of outdoor teaching risk management.This had been done through semi-structured -in-depth interview and purposive sampling.There were ten participants from Taichung, seven of whom were chiefs of student activities section and the others were managers of travel companies. Three conclusions were drawn based on this research result: 1. Even though basic risk management was valued, the regulation was followed.Information sharing system was emphasized and small-scale emergency medical system was established, this research highlighted the importance of documeantal program and equal distribution of risk management. 2. More consideration for a project of risk management of outdoor teaching that contained risk management commission, process of risk management, and checked list of risk analysis allowed school to make the project workable and dwindles gaps of execution among schools. 3. Difficulties came because the project may become a mere formality when schools were used to their usual routine. The solutions were to combine project with regulation of invite bid to increase enforceability and practice project of risk management. Based on research results, the researcher advised the Ministry of Education, junior high school for further research of developing outdoor teaching.
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Joubert, Dewald Hendrik. "Problem-solving techniques : a barrier in financial management learning." Thesis, 2013. http://hdl.handle.net/10210/8733.
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M.Comm. (Financial Management)At the University of Johannesburg (UJ), the subject financial management is taught on various programmes across various disciplines. Lecturers find many students struggling with this subject and particularly with applying their knowledge to practical scenarios. If the problem (practical scenario) is not similar to a scenario previously encountered, many students struggle to solve these problems by themselves. This article will attempt to identify and explain key principles that need to be considered by lecturers in order to improve the problem-solving performance of their students in financial management. Most aspects identified and elaborated on lie within the field of educational psychology. This article will attempt to create an awareness of the key underlying principles of a problem-based pedagogy.
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"Competitive strategy for diploma course in management communication." Chinese University of Hong Kong, 1996. http://library.cuhk.edu.hk/record=b5888680.
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by Terpstra Tong Jane Lai-Yee.Thesis (M.B.A.)--Chinese University of Hong Kong, 1996.
Includes bibliographical references (leaves 99-100).
EXECUTIVE SUMMARY --- p.i
TABLE OF CONTENTS --- p.ii
LIST OF TABLES AND FIGURES --- p.v
ACKNOWLEGEMENT --- p.vi
Chapter
Chapter I. --- INTRODUCTION --- p.1
Methodology of Studies --- p.3
Terminology --- p.3
Approach --- p.3
Data Collection --- p.4
Chapter II. --- METHODOLOGY --- p.6
Five Competitive Forces --- p.6
Advantages of Industry Analysis --- p.13
Establishing Competitive Advantage --- p.14
Putting Strategy to Work --- p.16
Data Collection --- p.17
Rationale and Objectives of the Questionnaire --- p.18
Chapter III. --- AN ANALYSIS OF THE CONTINUING BUSINESS EDUCATION INDUSTRY --- p.20
Bargaining Power of Customers --- p.20
Bargaining Power of Supplier --- p.23
Threat of New Entrants --- p.24
Threat of Substitutes --- p.26
Rivalry Among Existing Competitors --- p.28
Is the Continuing Business Education an Attractive Industry to Get in? --- p.30
Chapter IV. --- "THE PRODUCT, THE CUSTOMERS, AND THE CURRENT OPERATIONS" --- p.32
The Product: Diploma Course in Management Communication --- p.32
Customer Profile --- p.35
The Current Operations --- p.36
Structure of APIB --- p.36
Structure of DMC --- p.37
Chapter V. --- COMPETITORS OF DMC --- p.39
Competitors for Customers that View DMC as an English Program --- p.39
Competitors for Customers who Take DMC as a Management Program --- p.43
Diploma Programs of APIB --- p.43
Professional Diploma of Hong Kong Management Association --- p.44
Other Suppliers of Diploma Programs --- p.45
A Warning of Quality --- p.47
Competitors that Offer Management Skills Training --- p.48
Who to Compete With? --- p.49
Chapter VI. --- COMPETITIVE STRATEGY FOR DMC --- p.50
Cost is Not Manageable and Low Cost Strategy is Not Possible --- p.50
Broad Differentiation or Focus Differentiation? --- p.52
Proper Strategy: Focus Differentiation --- p.52
Position as Management Skills Program --- p.53
Putting Strategy into Action --- p.54
Focus Differentiation Strategy: Implications and Related Issues for DMC's Operations --- p.54
What Do the Customers Value? --- p.55
Target Customers - Who Should DMC Focus on? --- p.55
Market Size --- p.58
Chapter VII. --- MARKETING COMMUNICATIONS PROGRAM
Previous Marketing Plan --- p.60
Core Program --- p.61
Program Brochure --- p.62
Press Release --- p.63
Advertising --- p.64
Direct Mailing --- p.65
Option One: Sales Calls to Selected Corporations --- p.67
Option Two: Whole Day Walk-in Registration Session --- p.68
Budget --- p.69
Chapter VIII. --- CONCLUSION --- p.70
APPENDIX 1 QUESTIONNAIRE --- p.71
Chapter 2 --- RESULTS OF SURVEY ON PART-TIME STUDIES OF WORKING EXECUTIVES --- p.77
Chapter 3 --- STUDENT PROFILE --- p.89
Chapter 4 --- SAMPLE OF PRESS RELEASE --- p.96
Chapter 5 --- SAMPLE ADVERTISEMENT --- p.98
BIBLIOGRAPHY --- p.99
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shie, yau-jung, and 謝曜鍾. "A Study on Teaching Quality Assurance for Management Information System." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/82656656370995947522.
Full textAbstract:
碩士南台科技大學
資訊管理系
93
Most of teaching quality assurance researchers focused on the objections of universities or colleges. Because the objections of each college are vary different. The results of such research can not reflect the teaching quality for specific department. We dedicate the teaching quality assurance to the information management system. We establish the definition of information management system teaching quality, find out the orientation of information management system and build the teaching quality indicator for the information management system via analyzing bibliographies, experts consultation and Delphi method. Teaching quality indicators of management information system include three areas, twelve categories and ninety items. Teaching area include 5 categories which are principles of teaching, teaching staff, teaching process, teaching environment, teaching assessment and feedback. Learning area include 4 categories which are enterprise decision, information technology, interpersonal communication and team cooperation, analytical and critical thinking. Practical area include 3 categories which are professional reality, management reality, integrated capability. We expect via teaching quality indicator to collect the data for self-evaluation and comparison with other department. We also hope that can achieve the goal of teaching quality of management information system.
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Hemming, Nigel. "An investigation into the demand for, composition and viability of a specialised MBA in nature conservation management." Thesis, 2004. http://hdl.handle.net/10413/3182.
Full textAbstract:
This report reflects the results of and conclusions and recommendations arising from an investigation into the demand for, composition of and financial viability of a new, specialized, or niche MBA in Nature Conservation Management, to be offered by the Pietermaritzburg section of the University of KwaZulu-Natal Graduate School of Business. The report finds that nature conservation, whilst almost universally recognized as a highly desirable, if not crucial element of government responsibility, is increasingly being expected to pay its own way. This dichotomy is forcing nature conservation and protected area managers into a dual role encompassing both the science and practice of nature conservation and protected area management on the one hand and business management on the other, at least at thevery highest levels of management. It is submitted that the report provides clear evidence of the need for such a programme aimed at providing senior nature conservation and protected area managers with a suite of relevant business skills including financial management; resource economics; human resource management; project management; ecotourism development, marketing and management and the like. Whilst the report ultimately recommends the implementation of the niche programme, it recognizes two concerns. • Given the very small pool of nature conservation professionals in the region and the chronic underfunding of nature conservation agencies, it is not certain that programme would, on its own, be financially viable. • The reaccreditaion process undertaken by the Department of Education has set back the university's MBA programme by several years and now is clearly not the time to attempt to launch a new offering.Thesis (M.Bus.Ad.) - University of KwaZulu-Natal, 2004
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Chan, Chih-Yu, and 詹之瑜. "A Study of Teaching Supports from community websites -Take Teaching Management of University Courses As Example." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/a9wb9x.
Full textAbstract:
碩士國立東華大學
課程設計與潛能開發學系
101
This study aimed to investigate students’ perceptions towards the use of two community websites—Moddle and Facebook—to support teaching and learning. Questionnaire survey was used to examine students’ experiences in using both Facebook Groups and Moodle educationally. Researcher of this study consulted theories and assessment tools by local and overseas scholars, and created an adapted tool named “The Perceived Scale of Community Websites-Supported Education”, which assessed two community websites’ present conditions of use, statistical differences, and predictive power of various variables. Variables measured on the scale included motivation, attitude, perceived ease of use, perceived usefulness, cohesiveness, continuance intention, and behavioral intention. A total of 56 subjects were recruited: 29 were students with experience in the educational use of both Facebook Groups and Moodle; the other 27 were students with experience in the educational use of Moodle only. Albeit a small sample size, subjects were all instructed by the same teacher for unbiased, consistent teaching method. This research was a case study. Research results were as follows: (1) There was no significant difference between the ease of use of Facebook and that of Moodle among students; however, compared to Moodle, Facebook Groups built a higher level of cohesiveness. (2) Facebook Groups’s ease of use played a pivotal role in students’ continuance intentions, while cohesiveness affected perceived usefulness and behavioral intentions. (3) Moodle’s ease of use highly influenced perceived usefulness and behavioral intentions, and attitude affected students’ continuance intentions. Researcher of this study finds community-based online platforms helpful in promoting group cohesiveness, which also contributes towards effective learning; therefore, Facebook Groups are considered useful in supporting teaching and learning. The researcher also suggests that when using online learning platforms educationally, teachers can design interactive activities—task-based learning in small groups, for example—to promote cohesiveness. One way to effectively use community websites in educational settings is to make the two tools complement each other, taking advantage of both Facebook’s communicative functions and Moodle’s features as a course management system. For optimal learning experiences, teachers should take students’ technology literacy levels into account when integrating online learning platforms into classrooms.
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Francis, Cyril Vincent. "The importance of management training in the hotel industry." Thesis, 2012. http://hdl.handle.net/10210/6748.
Full textAbstract:
M.Comm.The South African hotel industry is a labour intensive industry, with high staff turnover and a shortage of skilled labour. The introduction of the national grading system and an increase in tourists, both local and foreign, placed more pressure on hotels to improve the quality of their services. Improvement of quality service is linked to well qualified personnel. The question : "Does the country have the required labour force" thus arises. The answer is obviously In order to solve the above mentioned labour problem, management training and management development programmes are of cardinal importance. Top management in hotels must show more interest in and commitment towards management training and development. Training at colleges, technikons and universities is placed under the microscope to ascertain whether it meets the requirements of the industry. Most students have the necessary theoretical training, but practical training (in-service training) has to be improved. ix Affirmative action is implemented to satisfy the needs of the majority in the work force. The necessity of affirmative action and its implementation is investigated with the aim of affording the majority of the labour force the opportunity to be trained. The main aim of this study is to highlight the necessity of management training in a changing environment. It is important that hotel management identify these changes and take action accordingly in order to remain competitive.
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Assan, Thomas Edwin Buabeng. "Phenomenographic studies in variations of learning and teaching of economic and management sciences in secondary schools / Thomas Edwin Buabeng Assan." Thesis, 2006. http://hdl.handle.net/10394/11200.
Full textAbstract:
The main purpose of this research was to establish how the theory of
variation could be used as a resource to enhance learning in
Economic and Management Sciences. In the process three specific
interdependent research questions were addressed: firstly "how can
we develop among learners a good understanding of a particular
topic in EMS, for example how the price or value of the Rand is
determined on the Foreign Exchange market? secondly "how can the
theory of variation be used as a tool for learners to experience the
object of learning in a particular way?"; and lastly, "How can the use
of a learning study help educators to improve their teaching and
make a particular kind of learning possible?"
The study utilised pre-test-post-test retention design experiment in
phenomenographic studies. A learning study tool within the variation
theory of learning was incorporated into a series of grade nine
classroom-learning activities on foreign exchange market operation.
361 learners participated in the study.
Three main findings were established. Firstly an outcome space was
found which contained four qualitatively different ways of
experiencing the determination of the Rand price/value on the
foreign exchange market. Secondly there was a statistically
significant difference between the pre-test and post-test in learning
outcome of the understanding of Rand price determination. This was
demonstrated using t-test at p-value of 0.000, followed by Levene's
t-test for equality of variance test. Thirdly, the results showed an
educationally significant improvement in learners' understanding of
the EMS concept, through the application of a learning study tool in
the variation theory of learning
The study therefore supports the role of the theory of variation of
learning, which means that learning to see something in a particular
way is a function of experiencing simultaneous variation in critical
aspects of the object of learning. Educators identify the critical
aspects related to different ways of understanding of a particular
object of learning, and to design the patterns of variation, or create
the space of variation consciously with respect to these critical
aspects.(PhD) North-West University, Mafikeng Campus, 2006