Thesis (Ph. D.)--Ohio State University, 1974. / Includes bibliographical references (leaves 176-178). Available online via OhioLINK's ETD Center.

Thesis (D.B.A.)--Maastricht School of Management (The Netherlands), 2002. / Supervisor: Leo van Geffen. Includes bibliographical references.

The purpose of the study was to examine organizational structural, cultural, pedagogical, and economic (reward system) elements of a traditional research-oriented university for influences on faculty adoption of computer-mediated learning technologies (CMLTs). Emergent driving and restraining societal and organizational influences (Lewin, 1951) on faculty members adoption of CMLTs were examined. Faculty members perceptions of the extent to which university policies and practices were aligned to support the successful design, development, and implementation of CMLTs were explored. <p>A case study of faculty members, who had led CMLT development teams in a provincially funded Technology Enhanced Learning (TEL) initiative at one university between 2000 and 2005, was conducted in four stages. In the first stage of the study, focus groups and members checks were held with instructional designers in order to identify potentially information-rich CMLT projects. Findings from this included an examination of the social negotiation process among members of CMLT development teams, and provided the bases for selecting faculty members to invite to participate in the study. Stage Two was a pilot of the faculty interview protocol that resulted in protocol refinement. In Stage Three, seven faculty members and one graduate student participated in interviews and members checks of the results. Faculty members were asked to describe their motivations for adopting CMLTs into teaching praxis, any resultant changes to their scholarship of teaching, the compensation they received for time invested in pedagogical and technological innovation, and the extent to which institutional structures, cultures, and policies had supported or impeded their efforts. Stage Four involved an environmental scan of institutional and provincial documentation of the TEL initiative as an avenue to corroborating interview data.<p>In this study, it was found that faculty motivations for CMLT adoption included individual responses to departmental initiatives, curricular renewal and standardization activities, personal-professional development, integrating research into teaching, enhancing student learning, increasing the flexibility of student access to learning opportunities, and improving communications with students. Participants reported a variety of resultant changes to their scholarship of teaching: (1) a shift away from traditional lectures and toward learner-focused tutorials, small group and peer-to-peer discussions, and independent learning opportunities for students accessing electronic learning resources; (2) a new or renewed interest in using innovative instructional strategies and learning environments; and (3) a new or heightened interest in researching educational effectiveness. Organizational support for CMLT projects included fiscal support from the TEL program, and in some cases, additional funding provided by departments or colleges; project management support from the institution; pedagogical support from instructional designers; technical and aesthetic support from information technologists, media developers, graphic artists, and a medical illustrator. Organizational and cultural impediments to successful completion of projects varied across college settings. Lack of sufficient time to devote to CMLT development projects, balancing competing research, teaching, and administrative responsibilities with project activities, and therefore, coping with a mismatch between tenure and promotion requirements and necessary time commitments to CMLT projects were pervasive. Difficulties in coordinating large development teams, the slow pace of acquiring approvals for new programs, problematic project management models, and colleagues skepticism about and fear of integrating technology into teaching were common themes. <p>This study surfaced implications for organizational change that could better enable faculty efforts to adopt CMLTs. Expanding tenure and promotion criteria to include CMLT development work (Archer, Garrison, & Anderson, 1999; Hagner & Schneebeck, 2001) and revising intellectual property policies for CMLT artifacts to better acknowledge faculty efforts (Hilton & Neal, 2001; Tallman, 2000) could do much to encourage the integration of technology into teaching. Promoting educational effectiveness research studies (Chyung, 2001), and bringing CMLT efforts in from the margins to become a core activity in the scholarship of teaching (Bates, 2001) could erode current skepticism and fear about technologies displacing faculty members (Olcott & Schmidt, 2000). <p>Finally, in this study, theoretical implications for organizational change were posited. Traditional centralized and bureaucratic management styles are not well suited to supporting CMLT initiatives in higher education (Bates, 2001). A more distributed approach to leadership (Knapper, 2006) could better support necessary efforts to innovate, experiment, prototype, evaluate in order to incrementally improve project outcomes (Suter, 2001), create synergies between teaching and research activities, and garner faculty commitment to integrating computer-mediated learning technologies into contemporary teaching praxis.

The purpose of the study was to examine organizational structural, cultural, pedagogical, and economic (reward system) elements of a traditional research-oriented university for influences on faculty adoption of computer-mediated learning technologies (CMLTs). Emergent driving and restraining societal and organizational influences (Lewin, 1951) on faculty members adoption of CMLTs were examined. Faculty members perceptions of the extent to which university policies and practices were aligned to support the successful design, development, and implementation of CMLTs were explored. <p>A case study of faculty members, who had led CMLT development teams in a provincially funded Technology Enhanced Learning (TEL) initiative at one university between 2000 and 2005, was conducted in four stages. In the first stage of the study, focus groups and members checks were held with instructional designers in order to identify potentially information-rich CMLT projects. Findings from this included an examination of the social negotiation process among members of CMLT development teams, and provided the bases for selecting faculty members to invite to participate in the study. Stage Two was a pilot of the faculty interview protocol that resulted in protocol refinement. In Stage Three, seven faculty members and one graduate student participated in interviews and members checks of the results. Faculty members were asked to describe their motivations for adopting CMLTs into teaching praxis, any resultant changes to their scholarship of teaching, the compensation they received for time invested in pedagogical and technological innovation, and the extent to which institutional structures, cultures, and policies had supported or impeded their efforts. Stage Four involved an environmental scan of institutional and provincial documentation of the TEL initiative as an avenue to corroborating interview data.<p>In this study, it was found that faculty motivations for CMLT adoption included individual responses to departmental initiatives, curricular renewal and standardization activities, personal-professional development, integrating research into teaching, enhancing student learning, increasing the flexibility of student access to learning opportunities, and improving communications with students. Participants reported a variety of resultant changes to their scholarship of teaching: (1) a shift away from traditional lectures and toward learner-focused tutorials, small group and peer-to-peer discussions, and independent learning opportunities for students accessing electronic learning resources; (2) a new or renewed interest in using innovative instructional strategies and learning environments; and (3) a new or heightened interest in researching educational effectiveness. Organizational support for CMLT projects included fiscal support from the TEL program, and in some cases, additional funding provided by departments or colleges; project management support from the institution; pedagogical support from instructional designers; technical and aesthetic support from information technologists, media developers, graphic artists, and a medical illustrator. Organizational and cultural impediments to successful completion of projects varied across college settings. Lack of sufficient time to devote to CMLT development projects, balancing competing research, teaching, and administrative responsibilities with project activities, and therefore, coping with a mismatch between tenure and promotion requirements and necessary time commitments to CMLT projects were pervasive. Difficulties in coordinating large development teams, the slow pace of acquiring approvals for new programs, problematic project management models, and colleagues skepticism about and fear of integrating technology into teaching were common themes. <p>This study surfaced implications for organizational change that could better enable faculty efforts to adopt CMLTs. Expanding tenure and promotion criteria to include CMLT development work (Archer, Garrison, & Anderson, 1999; Hagner & Schneebeck, 2001) and revising intellectual property policies for CMLT artifacts to better acknowledge faculty efforts (Hilton & Neal, 2001; Tallman, 2000) could do much to encourage the integration of technology into teaching. Promoting educational effectiveness research studies (Chyung, 2001), and bringing CMLT efforts in from the margins to become a core activity in the scholarship of teaching (Bates, 2001) could erode current skepticism and fear about technologies displacing faculty members (Olcott & Schmidt, 2000). <p>Finally, in this study, theoretical implications for organizational change were posited. Traditional centralized and bureaucratic management styles are not well suited to supporting CMLT initiatives in higher education (Bates, 2001). A more distributed approach to leadership (Knapper, 2006) could better support necessary efforts to innovate, experiment, prototype, evaluate in order to incrementally improve project outcomes (Suter, 2001), create synergies between teaching and research activities, and garner faculty commitment to integrating computer-mediated learning technologies into contemporary teaching praxis.

Abstract Taiwan's financial sector was earlier divided clearly into three sections, namely, banking, securities and insurance, each of which has its own targeted customers without conflict among themselves. Nowadays, however, the financial market has reached certain maturity over years of constant development as dazzling variety of financial products are highly correlated and closely intertwined. Corporate structure based on product classification has long been unable to effectively enhance the operational efficiency of enterprises, out of which financial reform emerges. Financiers, whether their main business involves banking, securities or insurance, are looking to expanding their territory by integrating resources, which evolves into the current financial holding pattern. Hand in hand with financial holding system comes significant change in corporate culture, the impact of which is not inconsiderable for securities. For instance, what traditional securities traders sell is mostly stocks, and for investors great importance is attached to professional analyses and business development interactions. In addition to daily challenges from strong performance pressure, securities traders also have to deal with pressure from investors' potential investment losses. So besides luring bonus incentives they must have devotion and passion for their profession. But within the financial holding system, the focus is comprehensive wealth management, customer resource sharing and joint product marketing; what matters is the overall outcome of financial holding; the goal is not only to make customer satisfied, but more importantly is to improve customer loyalty, because after all it is loyal investors that are the source and guarantee of company's long-term profitability. Constant purchase of the company's products or services is the key to building long-term relationship between the company and investors. However, for securities salespersons, growing diversification of products means more time to learn about unfamiliar products (time-consuming). In the competitive environment, improved service quality does not necessarily equal income increase; on the contrary undercutting is anything but new (small profit margins). And in order to enhance the efficiency of financial holding the establishment of departments such as IT, human resources, performance analysis, is essential, which inevitably will increase operating costs with cut-down on performance-based bonus as well as welfare (low reward). It is thus suggested that the slogan of all-round salesperson is more boastful than practical for primary salespersons on the front line. But how should branch managers how to deal with decline in operation performance caused by salespersons' negative emotions and passive resistance? How can they strike a balance between company operation and requirements for salespersons? How do they find effective management methods to motivate their employees?

Throughout extant literature, there is a great deal of research on organizational change and organizational conflict; however, the two have rarely been studied together. Even less frequently studied is the existence and impact of hidden conflict during an organizational change. This study seeks to explore the meeting of these bodies of literature through the use of qualitative methods. Fifteen interviews were triangulated with artifact data and participant observation to examine hidden conflict during an organizational change in a student organization of a large, southern university. The organization studied had a long history of grassroots student leadership. However, per a directive of university administration, this pattern shifted. In order to comply with the new directive, the student leadership Council of the organization begrudgingly changed their structure. Many organizational members challenged the process taken to implement this change, not only because of the structural alteration it represented, but also for the lack of student input in developing the change plans. This study revealed that throughout the change process, organizational members used hidden conflict strategies extensively. These individuals aimed their hidden conflict behaviors at other organizational members in protest of others’ opinions of the change initiative. The use of hidden conflict behaviors had a significant impact on the change process and the efficacy of the organization as a whole. Most of the hidden conflict behaviors displayed are already identified in extant literature; however, this study also revealed new expressions of hidden conflict. In addition, this research explored the implications of emotion during an organizational change and the link between hidden conflict and resistance.

In the past decade, the banking industry in Taiwan has faced growing competitions. Since the government announced ¡§the Commercial Bank Establishment Promotion Decree¡¨ with the object of opening up the bank market further in 1991, the deregulation of Taiwan's banking sector and the introduction of new private banks make the bank market more competitive. Moreover, with the approval of ¡§The Financial Institutions Merger Law¡¨ and ¡§The Financial Holding Company Act¡¨ in 2000 and 2001, the Ministry of Finance (MOF) has endeavored to make critical financial reforms to consolidate the financial market, to encourage financial innovation, and to establish a financial management system in accordance with international norms and standards. In addition, some of the state-owned banks are privatized to improve operational efficiency as well as competitive strength in recent years; the banking industry has faced a dramatic change of structure. However, the Land Bank of Taiwan is recommended to privatize at the end of 2006, it remains as a problem how the bank should keep its competitiveness advantages and take reform measures tie in the privatizing process. Firstly, the thesis is going to analyze the changes in both domestic and foreign financial environment, examining the operational condition of The Land Bank of Taiwan, as well as doing literature reviews about privatization, strategy, and organizational change. Then, distribute questionnaires is distributed to managers in the Land Bank of Taiwan; a conference is held with experts in banking and managers in the bank. Finally, the previous information will be integrated to scheme out the ideal suggestions about competitive strategies, business strategies, and organizational change after privatization for the Land Bank of Taiwan as a reference.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Field problem. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisors: Bryan Roberts and Teresa Sullivan. Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M. Sc.)--University of Hong Kong, 1990. / Includes bibliographical references.