by Agnes G. Yeh. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1981. / Bibliography: leaf 36.

Thesis (S.M. in Engineering and Management)--Massachusetts Institute of Technology, Engineering Systems Division, 2011. / Cataloged from PDF version of thesis. / Includes bibliographical references (p. 92-95). / The focus of Bank of America's change management initiatives has shifted away from acquiring and integrating new businesses, a process it calls transition, and towards internal enterprise transformation through a process the Bank calls transformation. One significant change management initiative currently underway is the California Northwest (CANW) transformation. The focus of the CANW initiative is to transfer the Bank's retail banking platform and accounts in California, Idaho, and Washington to the Model banking platform that it maintains across the rest of its enterprise. This thesis, using the California Northwest transformation as a case study, is an enterprise systems evaluation of change management practices at Bank of America. MIT Lean Advancement Initiative (LAI)'s Enterprise Strategic Analysis and Transformation (ESAT) methodology is used as a framework to evaluate the consideration of CANW stakeholders and the alignment of their needs with the CANW goals, processes, metrics, and strategic objectives. INCOSE's framework for writing quality system requirements is further applied to the California Northwest transformation goals. The result of this systems analysis is that while the set of strategic objectives is complete, additional processes, stakeholder values, and metrics need to be identified or developed. Although the set of CANW strategic objectives / goals is complete and all key objectives appear to have been included, the wording of individual goals needs to be clarified and the change management team must review each goal to ensure that it is both necessary and attainable. The second element of the research looks towards change management practices as a whole at Bank of America to identify whether BAC's transformation process is complete and effective. The study reveals that Bank of America should take a stakeholder centric view and consider the needs of all stakeholders to gain "buy-in" from all parties so as to create an "all hands on deck" environment for transformation initiatives. Other recommended actions include announcing change initiatives publically when possible, back-checking of actions by all parties, maintaining a single message, and adopting a standardization vs. transformation mindset. / by Daniel Isaac Wallance. / S.M.in Engineering and Management

The Great Depression elucidated the shortcomings of the banking system and its control by Wall Street. The creation of the Federal Reserve System in 1913 was insufficient to correct flaws in the banking system until the Banking Acts of 1933 and 1935. A.P. Giannini, the American-Italian founder of the Bank of America and Mormon Marriner S. Eccles, chairman of Federal Reserve Board (1935-1949), from California and Utah respectively, successfully worked to restrain the power of the eastern banking establishment. The Banking Act of 1935 was the capstone of their cooperation, a bill that placed open market operations in the hands of the Federal Reserve, thus diminishing the power of the New York Reserve. The creation of the Federal Housing Act, as orchestrated by Eccles, became a source of enormous revenue for Giannini. Giannini's wide use of branch banking and mass advertising was his contribution to American banking. Eccles's promotion of compensatory spending and eventual placement of monetary control in the hands of the Federal Reserve Board with Banking Act of 1935 and the Accord of 1951 and Giannini's branch banking diminished the likelihood of another sustained depression. As the Bank of America grew, and as Eccles became more aggressive in his fight for control of monetary policy, Secretary of State Henry Morgenthau, Jr., became a common enemy to both bankers. Morgenthau caused the Securities and Exchange Commission to launch an investigation of the Bank of America. Later, when Eccles and Giannini were no longer friends, the Board of Governors filed suit under the Clayton Act against Transamerica, a Giannini bank holding company. By 1945, Giannini's bank was the largest in the world. When John W. Snyder replaced Morgenthau, the "freeze" against Giannini's expansion stopped. Eccles was demoted by Truman but served on the Board of Governors until the Accord of 1951 making the Reserve no longer responsible for supporting the pegged interest rates of government bonds.

No description available.

Policy emphasis on education as a medium to alleviate poverty and to achieve development is this thesis’s topic. Long enforcement of this approach has led us not only to believe in the education-for-prosperity link, but also to reproduce it and create a social system that works in line with it. This study explored this approach as conceived by key international financial institutions—the World Bank and the Inter-American Development Bank—and by a specific nation-state—Mexico. An historical analysis was conducted of 29 documents from 1960, when these banks first became involved in policy making and funding of education projects worldwide, to the present time. They were chosen because of their relevance in effecting concrete practices in the education sector. A constructivist grounded theory approach was used to read, analyze, and identify relevant categories within them. A content analysis methodology was also used to study the treatment of the concepts of education and poverty over time by the two banks and Mexico. This study contributes to a deeper understanding of how educational policies came to be. The study of the banks revealed that the link between education and poverty occurred at the end of the 1980s. This link was strengthened by a shift of focus from the nation to the individual, which facilitated the education-for-poverty objectives. The study of Mexico suggests that international policies influenced national education policies; Mexico adopted the same perspective during the 1990s, a decade later than the banks. Despite the strength and acceptance of education for prosperity, it is still a social construct of our creation and reproduction. The key recommendations are (a) to develop further understanding and appreciation of the noneconomic side of education; (b) to distance education from economic and neoliberal principles that belittle its humanistic side; (c) to consider that education, our way of conceiving it, and our practice is a social construct that can be challenged and changed; and (d) to seek a type of education that truly fosters equity and equality. / Educational Administration and Leadership

Thesis (Ph. D.)--University of Massachusetts at Amherst, 2000. / Includes bibliographical references (leaves 321-331).

Orientador: Nora Rut Krawczyk / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T11:11:40Z (GMT). No. of bitstreams: 1 InzunzaHigueras_JorgeLuis_D.pdf: 3292170 bytes, checksum: f0102b266aa55873a4d125e11b448aeb (MD5) Previous issue date: 2014 / Resumo: A presente pesquisa procura identificar e analisar os processos de circulação e regulação de políticas na América Latina, durante a década de 1990, associados às reformas educacionais do Chile. Examinamos os mecanismos e dinâmicas de propagação desses conhecimentos através de diversas instâncias: organismos não governamentais, governos, organismos internacionais e redes. Analisamos os antecedentes históricos, sociais e políticos que ajudam a compreender a permanente inovação chilena, ao longo do século XX, no desenvolvimento de políticas educacionais. Nessa perspectiva, apresentamos a condição de "laboratório de políticas educacionais" do Chile como um elemento relevante para explicar seu lugar de referência na região. Identificamos duas ondas de reformas político-educacionais no Chile após o golpe de Estado de 1973, uma de ordem neoliberal, ocorrida no período da ditadura militar (1973-1990), e outra de tipo reformista conservador a partir da restauração democrática nos anos 1990. Os conhecimentos produzidos nessas ondas de políticas se amalgamaram em sua disseminação regional, não sendo fácil estabelecer uma diferenciação entre eles. Destacamos a participação central de redes de políticas, formadas por uma geração de tecnocratas, especialistas, fazedores de políticas e pesquisadores nas décadas de 1970 e 1980, em ações de análise, circulação e disseminação. Essas redes desempenharam um papel fundamental na nova governança, isto é, na regulação de políticas através de um conhecimento originado em redes regionais/transnacionais. Também examinamos as principais políticas chilenas em circulação durante a década de 1990 ¿ focadas no âmbito da ação afirmativa, informática, avaliação padronizada de aprendizagem e fundos competitivos de desenvolvimento ¿, propondo uma leitura de sua relevância para a regulação de políticas da região. A relação entre as políticas educacionais chilenas (com seus formuladores e gestores) e os organismos de financiamento internacional, especialmente o Banco Mundial, ocupa uma posição de destaque nesta pesquisa. Essa relação foi complementar. Por um lado, após a ditadura, procurou-se promover governabilidade interna no Chile, com o apoio do Banco Mundial, uma entidade internacional detentora de uma aura neutra. Por outro, para o Banco Mundial, o Chile significou a possibilidade de acesso ao laboratório neoliberal com a experiência acumulada de quase uma década de implantação; com isso, o banco obteve conhecimento que começou rapidamente a se espalhar para incentivar o início de reformas e políticas na América Latina. A metodologia de pesquisa incluiu entrevistas que fizemos com destacados fazedores de políticas do Chile, Argentina, Paraguai e Brasil, além de funcionários de organismos como o Banco Mundial, Banco Interamericano de Desenvolvimento, Organização das Nações Unidas para a Educação, a Ciência e Cultura (UNESCO) e Programa de Promoção da Reforma Educacional na América Latina (PREAL). Também analisamos material de arquivo do governo chileno (Ministério da Educação, Ministério das Relações Exteriores, Agência de Cooperação Internacional) e do Banco Mundial relacionado ao desenvolvimento de projetos do setor educacional no Chile e na América Latina durante a década de 1990 / Abstract: This research seeks to identify and analyze the processes of circulation and regulation of policies in Latin America. Our perspective specifically focuses on the circulation of Chilean educational reforms during the 1990s, and we examine the mechanisms and dynamics of the spread of knowledge through various instances: non-governmental organizations, governments, international organizations and networks. We analyze the social, historical and political backgrounds that help us to understand the permanent innovation of that country during the twentieth century in developing educational policies. From this outlook, the present Chilean condition as a "laboratory of educational policies" is a relevant factor in explaining the reference point occupied by this country in Latin America. We identified two waves of political educational reforms in Chile after the coup of 1973: a neoliberal order given during the military dictatorship (1973-1990); and a conservative reform from the democratic restoration in 1990. The knowledge produced about these policy waves coalesced in their regional spread, not easily discernible to differentiate. We highlight the essential participation of policy networks, shaped by a generation of technocrats, experts, policy makers and researchers in the 1970s and 1980s, into shares of analysis, circulation and dissemination of educational policies. These networks played a key role in the new governance, by the regulation of policies through knowledge that originated in regional and transnational networks. We also examined the main outstanding Chilean policies during the 1990s. These policies focused on the scope of affirmative action, information and communication technology, high stakes standardized tests, and competitive development funds. We propose an analysis of its relevance for the regulation of regional policies. The relationship between the Chilean educational policies (and their formulators and managers) and international funding agencies, especially the World Bank, occupies a prominent position in this research. This relationship was complementary. On one hand, Chile was intended to foster internal post-dictatorship governance with the support of the World Bank, an international entity entrusted with a neutral aura. On the other hand, Chile for the World Bank meant being able to access the neoliberal laboratory. Chile seemed a great opportunity, considering its experience of nearly a decade of deployment of neoliberal policies. The World Bank got knowledge of it, and started quickly to spread it to encourage the initiation of reforms and policies in the Latin American region. The research methodology included conducting interviews with prominent policymakers in Chile, Argentina, Paraguay and Brazil, as well as employees of organizations like the World Bank, Inter-American Development Bank, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Program for Promotion of Educational Reform in Latin America (PREAL). Also we examined archival material from the Chilean government (Ministry of Education, Ministry of Foreign Affairs, and International Cooperation Agency) and World Bank projects related to the development of the education sector in Chile and Latin America during the 1990s / Doutorado / Ciencias Sociais na Educação / Doutor em Educação