No description available.

An examination, by means of the Leader Behaviour Description Questionnaire (LBDQ), was made of the leader behaviour of two types of appointed University department chairmen. The appointments were 1) permanent, made by the Vice-Principal Academic; 2) three-year term, renewable, made by the Vice-Principal Academic in consultation with the Dean and the department members involved. The writer argued that those term appointed department chairmen who were appointed by consultation between their immediate superordinate (the Dean) and their subordinates (the department members) proved more "effective" leaders than those whose appointments were made solely by the superordinate. On the basis of the hypothesis which was tested, a significant difference was found in one of the leader behaviour dimensions, Initiating Structure. This finding supported the hypothesis in part, since originally it was stated that the term appointees would score significantly higher on both dimensions and therefore be more "effective" leaders.

There is no abstract available for this dissertation.

In this study, the management of student admission and registration process at the University of North-West (UNW) was evaluated. The purpose of the study was to determine empirically the challenges facing admission management and the perceptions of students and staff on the admission process. A thorough literature study of management processes was done and a survey method was used to gather data. The subjects of the study were 57 students and 15 admission staff members (manager academic services, admissions officer, administration officers, senior administration officers, faculty secretaries, examination officer, accounts and finance personnel). The empirical investigation conducted has shown that students, the very customers of collegiate education, regard staff attitude as one of the important attributes that reflects on good management and that in their view admission staff at UNW is lacking in terms of their on-the job attitude. The findings also revealed that admission staff, on the other hand, finds their attitude to be normal and acceptable. It is for this reason that management faces a challenge of having to come up with a solution that will best address the matter to restore good student-staff relations on campus. As a possible solution to this problem, a staff induction course on customer relations management (CRM) was recommended for all staff involved with student affairs and admissions~ This would help clear misunderstandings between students and staff, thus creating an environment of mutual respect and trust. It would, further, go a long way in attracting more students to this university once the basics are in place. Furthermore, the study revealed a number of issues including online services, student orientation and planning, that need to be addressed to improve the quality of the admission process at UNW. ln this regard, the study recommends management to consider utilizing online services to offset long queues and fatigue, to fully engage the counselling centre, faculty officers, deans and departmental heads in the career guidance programme and to foster cooperation and coordination across all operational divisions. / Thesis (MBA) North-West University, Mafikeng Campus, 2003

This paper reviewed corporate universities (CUs) in China. It examined the conceptual underpinnings and definition of a CU, how it was organized, its roles in strategy and its major characteristics. It identified the relevant situation and issues in China, assessed their implications, and developed an a priori framework of CU in China in an attempt to describe and analyse how the “ideal” type of CU should be operated in China. Research was conducted to test the relevance of the framework. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2007.

This portfolio concentrates on the experiences of administrative staff in universities. The aim of the portfolio is to examine the work and work experiences of administrative staff in the three universities in South Australia, particularly in the light of increased corporatisation of universities over the last fifteen years. Administrative staff are rarely discussed in the literature focused on universities as organisations and workplaces and yet they constitute over half the staff in Australian universities. They are growing in visibility and importance as universities become more corporate in their operation and structure. New occupations have come into existence as a result of the commercialisation of higher education and the accompanying increased government surveillance has resulted in greater professionalisation of administration and administrative work roles. This research brings these changes to the working lives of administrative staff in universities into focus and places their stories at its centre. / This portfolio consists of a series of three sequential interrelated reports, each of which takes a particular approach to the working lives of administrative staff in universities. “Research report 1: The Invisible Workers: Representations of administrative workers in the literature around higher education” analyses a range of literature- academic, journalistic, government and fictional in the light of four discourses which are part of the meta-discourse of corporate managerialism. / “Research Report 2: Who Keeps the Organisation Running?: Interviews about the working lives of administrative staff in universities” analyses a collection of interviews with administrative staff undertaken over a six month period across the three South Australian universities using a hybrid method based on grounded theory. / “Research Report 3: Tell me a Story: A narrative analysis of stories in interviews” uses narrative analysis of stories told in interviews used in “Research Report 2” to gain a greater understanding of experiences common to workers located in specific universities and across the sector. “Meta-analysis: This is My Song: An auto-ethnographic account of the research project” is approached as an auto-ethnography of my own work story interwoven with the experiences of participants and selected literature to link together the findings of the first three Reports. / This portfolio adds to the corpus of knowledge around the work of administrative staff in universities by illustrating a gap in the literature and addressing this by using the descriptions of experiences of some administrative staff in the three South Australian universities to gain a greater understanding of how they view universities as work sites. / Thesis (PhDEducation)--University of South Australia, 2005.

The changes to the university system in Australia have precipitated much discussion with regard to their impact on the academic profession. Much of this deliberation is grounded in pre-Dawkins definitions of academic tasks and does not appear to reflect the experiences of many of the academics who participated in this study, which was undertaken in an attempt to identify and describe some of the ways in which continuing and casual academic staff at a single post-Dawkins university are making sense of their role in the academic profession and reflexively constructing a sense of identity. The discussion is contextualised by an understanding of the multifarious influences which have buffeted the profession throughout the 1990s and early 2000s. The complex nature of tertiary institutions and the nature of academic work are but two of the factors which have fostered the creation of multiple academic identities. / Recurring dominant themes expressed by participant academic staff during interviews have helped to reveal some of the institutionalised discourses of academia. The data indicate that academics create their own sense of reality through the structuring of their discourses. The thesis draws heavily on the notion that discursive strategies can structure systems of presence and absence within organisations, through which some types of academia are normalised and others are marginalised (Mumby 1994). These discourses of explored through key meta-narratives of academia in The University, which hosted the study. / Members' symbolic and selective participation with an identity group is central to the creative process of constructing alternative versions of academia. As Daniels, Spiker and Papa (1997, p254) argue: 'there is nothing quite so powerful as the assumption within a group that things are or should be a particular way'. Affirmation of these shared assumptions can be found in the stories and symbols which are meaningful to the members of a group. / The study is underpinned with elements of Ernest Bormann's symbolic convergence theory (1972) as a useful method of accounting for creating, raising and maintaining of a shared group consciousness through communication. Symbolic Convergence Theory, with its attendant method of fantasy theme analysis, enabled identification of clusters of academics who shared that which Bormann describes as rhetorical visions, being a collection of fantasy themes which give participants a broad view of some aspect of their social reality. Such communities of academics come to share a common symbolic reality, evident in meta-narratives. It is contended that these meta-narratives that people call on and enter in everyday life provide them with a set of interpretive procedures for making sense of the academy. / The study demonstrates that this construction of multiple academic identities is not inherently problematic, but that shifting government and institutional policies rescinding the protection of tradition and autonomy mean that the academic profession is vulnerable to an artificial homogenisation. / Thesis (PhD)--University of South Australia, 2004.

Thesis (PhD) -- University of South Australia, 1997

Thesis (Ph.D.) University of Technology, Sydney. Faculty of Education. / In recent years Universities have attempted to articulate the generic outcomes of the educational experiences they provide, beyond the content knowledge that is taught. In Australia these outcomes have come to be known as generic skills or generic graduate attributes, although they are also referred to by a range of other terms. Much like aspects of a mission statement, universities have claimed that these are the core outcomes of higher education at the particular institution and that every graduate of every degree will possess these. However there is considerable variability in what is claimed by different institutions, both in terms of which outcomes are included and the nature of these outcomes, ranging as they do from low level technical skills to complex personal attributes and values. As outcomes, this variability is magnified in the inconsistency with which such attributes are addressed in the curriculum and, where they are addressed, in the variety of pedagogical approaches employed. The observation of such variability was the starting point of this study. This research is broadly situated within the phenomenographic perspective on teaching and teaming (Marton & Booth 1997). In the investigation described in this thesis, phenomenographic analysis is used to identify and describe the qualitatively different ways inwhich a group of academics, from different disciplines, understand the teaching and learning of graduate attributes in the context of their own courses and teaching. Four qualitatively distinct conceptions of the nature of graduate attributes and their place amongst the outcomes of a university education are identified. These are related to six distinct understandings of the way in which students develop such attributes at university. The relationships between these two hierarchical aspects of academics' understandings of graduate attributes, (conceptions of what it is that is taught/learnt and conceptions of how it is taught/learnt) constitute seven logical and internally consistent understandings of the phenomenon. These seven understandings represent three broad approaches to the teaching and learning of graduate attributes. The conceptions identified in this analysis provide a way of making sense of the variety of policy statements and the range of curricula approaches reported in the literature. Moreover, these conceptions of graduate attributes provide a tool to support current attempts to implement systematic curriculum reform across a university.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 3, 2007). PDF text: 237 p. : ill. ; 24 Mb. UMI publication number: AAT 3255221. Includes bibliographical references. Also available in microfilm and microfiche formats.