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Miao Yi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 138-146). / Abstracts in English and Chinese. / Abstract (In English) --- p.i / Abstract (In Chinese) --- p.iii / Acknowledgement --- p.v / Abbreviation --- p.vi / Chapter Chapter I --- Introduction --- p.1 / Social-Political Background --- p.4 / Significance of Cadre Training --- p.7 / Organization of the Thesis --- p.8 / Chapter Chapter II --- Literature Review and Methodology --- p.10 / Convergence Vs Divergence: Two Views on China's Administrative Reforms --- p.14 / Interplay of Convergent and Divergent Forces --- p.21 / Elites Transformation: A Convergence Trend? --- p.24 / Rise of Technocracy in China --- p.25 / Methodology --- p.34 / Chapter Chapter III --- Rationale of China's MPA Education --- p.36 / Features of Cadre Training in China: a historical perspective --- p.38 / Demand for MPA Education: external and internal impetus --- p.43 / Chapter Chapter IV --- Design and Implementation of MPA Program at National Level --- p.54 / Initiation --- p.54 / Selection of MPA Universities --- p.60 / Admission --- p.67 / Curriculum --- p.69 / Teaching and Study Modes --- p.79 / Teachers and Students --- p.82 / Connection with Cadre Management --- p.86 / Chapter Chapter V --- A Case Study -- MPA in Renmin University of China --- p.92 / Pedagogical Matters --- p.95 / Partnership With Government and Other Organizations --- p.110 / Profiles of Teachers and Students --- p.111 / Summary: Features of MPA Education in China --- p.114 / Chapter Chapter VI --- Concluding Discussion --- p.120 / Converging Image of Administrator --- p.121 / A Technocratization Perspective --- p.127 / Implications on Convergence Problem --- p.133 / Limitations and Demand for Further Research --- p.135 / Bibliography --- p.138 / Appendix I Geographic Locations of MPA Universities --- p.147 / Appendix II Seniority List of MPA Universities (2003) --- p.150 / Appendix III MPA Specializations --- p.152 / Appendix IV Interview Information --- p.155 / Tables / Table 1. Features of Cadre Training in Various Historical Periods --- p.38 / "Table 2. Ningbo Party School (Administrative College, Socialism College) Plan for Cadre Traning Major Programs, 2002" --- p.50 / Table 3. The First Group of MPA Universities --- p.62 / Table 4. The Second Group of MPA Universities --- p.63 / Table 5. Ranking List of MPA Universities --- p.66 / Table 6. Specializations of China's MPA Education --- p.74 / Table 7. Specializations in MPA Universities --- p.77 / Table 8. MPA Applicants' Knowledge on Some MPA Disciplines --- p.86 / Table 9. Specializations provided in RUC --- p.102 / Table10. Students in RUC (Enrolled in 2002) --- p.113 / Figures / Figure 1. Geographic Locations of First Group of MPA Universities --- p.62 / Figure 2. Geographic Locations of Second Group of MPA Universities --- p.63 / Figure 3. Work Units of MPA Students --- p.113

M.Cur. / Contemporary problems in the nursing education and concern that the current nursing curriculum apparently does not prepare the nursing student for the task of unit management, prompted this investigation. In an effort to evaluate the curriculum of unit management', the learning opportunities available to nursing students to gain management skills have been investigated. Anon-experimental method of investigation has been used. In the first place a questionnaire on unit managers to supervisors has been used to determine the extent to which certain management tasks are being performed by unit managers. Secondly, it was determined what learning opportunities are available to nursing students to gain management skills in practice. The investigation identified the following deficiencies in the curriculum: - goal orientated and planned teaching strategies are not being implemented for unit management and the management skills gained by the students are merely to perform incidental and relevant tasks; - there are no structural and planned evaluation techniques to measure management skills or to evaluate to which extent supervision takes place. In view of these deficiencies certain recommendations are made for the utilization of learning opportunities in the curriculum of unit management for nursing students.

Please read the abstract in the 00front part of this document / Thesis (D Admin (Public Administration))--University of Pretoria, 2006. / School of Public Management and Administration (SPMA) / unrestricted

據稿本複印 / 論文(碩士)--香港中文大學教育學部,1986. / 參考文獻: leaves 153-171 / Chapter 第一章： --- 導論 --- p.1 / Chapter 1 --- 問題說明 --- p.1 / Chapter 2 --- 研究目的 --- p.3 / Chapter 3 --- 研究範圍 --- p.5 / Chapter 第二章： --- 香港課程發展的背景及現況 --- p.6 / Chapter 1 --- 香港政治體制的特點 --- p.6 / Chapter 2 --- 香港教育規劃的特點 --- p.11 / Chapter 3 --- 香港課程發展的特點 --- p.17 / Chapter 第三章： --- 文獻評述及理論架構 --- p.31 / Chapter 1 --- 課程革新與發展 --- p.31 / Chapter 2 --- 政治教育 --- p.50 / Chapter 3 --- 決策釐訂 --- p.57 / Chapter 4 --- 本研究之理論架構 --- p.76 / Chapter 5 --- 本研究之假設 --- p.90 / Chapter 第四章： --- 研究方法 --- p.92 / Chapter 第五章： --- 研究結果及討論 --- p.100 / 參考書目 --- p.153 / 附錄 --- p.172

The purpose of this study is to determine the soundness of the graduate educational-administration programs in the leading colleges and universities of Texas, Oklahoma, Arkansas, Colorado, and New Mexico, in the light of criteria derived from psychologies of learning, and the etiologies of desirable traits such as leadership. A second purpose for setting up such criteria is to have a basis from which to draw recommendations and suggestions for improvement.

The purpose of this study was to investigate the evolution and development of the field of public administration in the Kingdom of Saudi Arabia. Factors which brought about programs of public administration and which have been influential in the development of these programs were analyzed. Although the historical roots of Saudi public administration are traced to the recapture of Riyadh by the late King Abdulaziz Al-Saud in 1902, modern public administration in the Kingdom actually began in 1953 with a royal decree which established the Council of Ministers. Factors that led to the establishment of the Institute of Public Administration and the birth of public administration programs at major Saudi universities include the country's rapid socioeconomic growth, rapid administrative expansion, and policies of administrative reform, higher education development, and the ambitious Five-Year Plans. Despite the fact that attention to the field of public administration in the Kingdom of Saudi Arabia dates back to the establishment of the College of Commerce at King Saud University in 1959, the real start of teaching public administration in Saudi universities is considered recent. The field of public administration is paralleled with the establishment of the Departments of Public Administration in King Abdulaziz University in 1971, followed by similar steps at King Saud University in 1978. This study revealed that the Saudi Institute of Public Administration and institutions of higher education offering programs of public administration have played a highly influential role in the development of public administration in the Kingdom. However, current research in the field and practice of public administration at the university level is narrowly focused on faculty promotion. The research conducted for this study did not clarify the degree to which efforts are being made to bring theory closer to actual practice. However, a greater need for coordination between university-based public administration programs and governmental agencies seems strongly indicated.

M.Cur. / The learning accompanists (nurse educator), in the didactic situation within the context of a nursing college, is midst a process of transformation. This transformation has a direct influence on the learning accompanists didactic role fulfilment. Didactic support systems enables the learning accompanist to fulfil her/his didactic role. These didactic support systems should be managed during the process of transformation, in such a way that it enables the learning accompanist to fulfil her/his didactic role. A new creative approach to the management of the didactic situation is necessary. The goal of this study is to describe guidelines for the management of didactic support systems, at a nursing college, to enable the learning accompanist to fulfil her/his didactic role. An inductive, qualitative, contextual, exploring, descriptive strategy is used to reach the goal of the study. The background and rationale of the study are described, the problem is stated as well as a central theoretical statement. The assumptions of the study are described within the framework of the nursing theory for the whole person. No explicit theoretical assumptions are made, so that the researcher is open to empirical findings and to prevent pre-conceived ideas. The methodological assumptions is based on the Botes research model. No explicit conceptual framework is used as point of departure. Because the participants are midst a process of transformation, their knowledge and experience are used as source of data, as they can express their needs and views the best. The goal of this study is reached by setting four objectives. Objective I is to explore and describe the learning accompanists need for didactic support systems, within the context of a nursing college. Objective II is to explore and describe the managements views with regard to the way they can give didactic support, within the context of a nursing college. Objective III is to describe a conceptual framework. Objective IV is derived from objective I, objective II and objective III. Objective IV is the description of guidelines for the management of didactic support systems at a nursing college. To attain objective I, exploring is done by means of interviews with learning accompanist's. One semi-structured question is: "What are your needs for didactic support systems in the college?" To attain objective II, exploring is done by means of individual interviews with role players. One central question is set: "How can you give didactic support to the learning accompanist?" The interviews are conducted by an independent moderator/interviewer and assistant. Data is recorded by means of audio tapes and field notes, whereafter transcription takes place. Data is coded by the researcher and an assistent coder. The data analysis is done through a systematic approach of text analysis, as described by Tesch (in Cresswell, 1995:155). Thereafter the empirical findings of objective I and objective II are described. The interpretations are grounded by statements from the empirical data. Statements (n = 57) are formulated from the empirical findings of objective I and objective II. From these statements (n = 57) a list of concepts are generated. These concepts are utilized to attain objective III, the describing of a conceptual framework. The survey list of Dickoff, James and Wiedenbach (1968) is utilized to describe the conceptual framework in a structured manner. Data collection is done through a literature search to correlate the empirical findings with the literature. During the description of the conceptual framework conclusion statements (n = 15) are made. These conclusion statements are utilized to attain objective IV. Objective IV is to describe guidelines for the management of didactic support systems at a nursing college. Through logical inferention 12 guidelines and possible operationalisation of each are described. The uniqueness of the study lies in the relevance within the current time frame context and that it expresses the needs of the learner accompanists and the views of the managers at a nursing college. An abundance of possibilities for further research are created.

A new role has been developed in nursing named the Clinical Nurse LeaderSM (CNL®). This new role positions the masters prepared nurse at the patient's bedside to oversee care coordination and serve as a resource for the clinical nursing team, and to bridge the gaps in health care delivery to better meet the needs of patients in all health care delivery settings. Since this is a new role, there is a paucity of research that has been conducted surrounding these nurses. A phenomenological investigation examined the lived experiences of CNLs® to gain understanding about the meaning of leadership at the point of care and to discover the unique expressions of living caring that CNLs® experience as they embark upon this new role in the acute care hospital setting. Ten CNL® participants were interviewed for this study. Their stories about patient situations and relationships with other disciplines were shared with rich description and emotion. Hermeneutic analysis of the text revealed six essential themes. Six essential themes emerged revealing the essence of leading at the bedside and living caring in the CNL® role: navigating safe passage, pride in making a difference, bringing the bedside point of view, knowing the patient as person, helping nurses to grow, and CNLs® needing to be known, understood and affirmed. Taken as a whole through a synthesis of the themes, the understanding of the meaning of leading to CNLs® includes keeping their patients safe, being proud of their accomplishments and the respect gained from others, as well as being a helper and advocate for other nurses. / This is accomplished through their privileged place at the bedside, where they come to know their patients as person and work hand in hand with nursing colleagues. When CNLs® are supported by management, and their roles are planned and understood, they are more fully able to optimally practice and live and grow in caring. / by Barbara C. Sorbello. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

O ensino de Administração da Produção e Operações (APO) foi investigado em quatro formas complementares: através da revisão da literatura; análise dos conteúdos dos livros didáticos; análise das questões do Exame Nacional de Cursos (Provão) e análise dos programas das disciplinas de APO dos cursos de graduação em Administração de Empresas da FEA-PUC-SP, FEA-USP e FGV-EAESP, que foram consideradas as principais escolas de Administração do município de São Paulo. Quanto aos conteúdos de APO, os resultados convergiram para uma lista de 25 tópicos principais que deveriam ser tratados tanto nos livros didáticos de APO, quanto nos cursos de graduação em Administração de Empresas. Através das respostas aos questionários enviados aos professores, bem como contatos telefônicos, por e-mail e in loco, foram obtidas informações que complementaram a análise do conteúdo de APO, mas também permitiram as seguintes comparações: as três escolas possuem de quatro a cindo disciplinas obrigatórias de APO, totalizando 230 horas no curso, que ainda conta com disciplinas optativas, sendo que a FEA-USP oferece apenas uma disciplina, enquanto a FEA-PUC-SP e a FGV-EAESP oferecem oito; Slack et al. (2002) é o livro mais recomendado para as disciplinas de Administração da Produção e operações, mas para as disciplinas ligadas à Administração de Materiais não há um livro que predomine, além disso, os professores têm complementado seus cursos com apostilas; o método de ensino e o sistema de avaliação nas três escolas possuem vários pontos em comum e o Provão não tem sido utilizado como recurso didático; finalmente, nas três escolas o corpo docente está organizado em áreas ou departamentos, sendo a área de produção uma das menores na FEA-USP e na FGV-EAESP. Sendo poucos os professores, deveriam, então, ter alto número de carga horária. Apesar disso, os professores do Departamento de Produção da FGV-EAESP possuem a menor carga horária na graduação, quando comparados com as outras duas escolas. / Production and Operations Management (POM) teaching has been investigated in four different supporting ways: from literature review, books content, Brazil´s National Exam questions, and discipline program analysis, all of them related to POM, and taking place in FEA-USP (Faculdade de Economia e Administração – Business Economics College of University of São Paulo) Business Management Courses, PUC-SP (Catholic University of São Paulo), and FGV-EAESP, most renowned Business Schools in São Paulo. Results concerning POM drove to 25 main listed topics which should be referred not only in POM school books, but also in Management graduation courses. Upon answers to the questions sent to professors, phone contacts, e-mails and locals, some information was collected, which led to the following comparison levels: the mentioned schools above have 4 or 5 primary course disciplines related to POM, totalizing 230 hours, and there are still free choice program students. FEA-USP offers just one disicipline, while FEA-PUC-SP, and FGV-EAESP offer eight. Slack et al. (2002) is the most recomended book concerning POM disciplines, but for the ones related to Material Management there is no such prevailing book. Besides, professors have been meeting their courses content goal using their own notes. Teaching methods, and grading systems in those schools have common views and the National Exam has not been used as a reference or a pattern. Finally, the faculty in those three schools is divided into areas or departments. The Production area is one of the smallest in FEA-USP and FGV-EAESP, and as a result of it, FGV-EAESP Production Department professors have the smallest number of classes in graduation courses, compared to the other two schools, though as they are so few, those teachers were expected to have great numbers of classes.