The purpose of this study was to investigate what Tennessee community colleges were currently doing in preparing students in the area of business ethics. The study explored preparedness of faculty members in teaching business ethics, motivations for teaching business ethics, preferred methods of business ethics instruction, proportion of time devoted to teaching business ethics, and faculty member perceptions of responsibility, importance, and effectiveness of teaching business ethics. Personal and professional demographic factors were collected, such as age, gender, degree earned, teaching experience. These were useful in developing a profile of business faculty members in the 13 Tennessee community colleges. An on line survey was designed to gather information to address the research questions in the study. The survey consisted of 14 questions with areas for comments and remarks from faculty members. Based upon the findings, conclusions have been drawn. The typical business faculty member is male, 56 years of age or older, teaching in higher education 16 years or longer, holding a masters degree as his highest academic achievement, and holding the current academic position of associate professor. Over two-thirds of the faculty members devoted 10% or less of their class time teaching business ethics. Eighty-five percent of the faculty members have had some business ethics training taking courses and attending workshops. It appears that the business faculty members in Tennessee community colleges are well prepared to teach business ethics. The most preferred method of teaching business ethics was the use of real-life cases, followed by discussion, and hypothetical cases. Ninety-six percent of the business faculty members perceived some degree of responsibility, 100% business faculty members perceived some degree of importance in teaching business ethics. Over two-thirds perceived business ethics instruction not to be effective, somewhat effective, or unsure. Recommendations for faculty include: commit, train, establish goals and objectives, develop effective instructional methods, put program into place, and evaluate its effectiveness. Recommendations for further research include: explore any changes from this study, include other states for comparison, go beyond the specific areas in this study, and conduct a study focused on measuring the effectiveness of business ethics education.

Because of the increased number of large corporations offering tuition-aid programs to their employees, there is a need to collect data and study the motivation for participation and barriers to participation for this population. A questionnaire, with items identifying motivational factors and barriers to participation in tuition-aid programs, was developed and sent to a sample of employees of a major corporation who do and who do not participate in that corporation's tuition-aid program. This study found that cost and time considerations are overwhelmingly cited as the chief barriers for participants and nonparticipants. Barriers identified as significant by both participants and nonparticipants were examined through a review of literature as to possible solutions to their elimination. The chief decision-makers in the 23 operating companies of the corporation rated each of the recommendations as to their feasibility in being implemented. The decision-makers rated prepayment and paying for material costs as the two lowest possible solutions they would consider implementing in order to reduce the barriers. What emerges clearly is the point that management must take a hard look at their present policies that appear to be barriers to participation in tuition-aid programs. The researcher developed a set of final recommendations along with a rationale for each. / Ed. D.

This study addresses itself to several issues in relation to public education in the United States. First, it examines the basic social philosophies underlying the development of mass education in the United States. Secondly, it asks the question: what is the purpose of public education? Thirdly, it relates the development of public education to a dominant source of social change--industrialization, and examines the relationship between the structure and function of education in the 1800's and early 1900's, and the needs of the marketplace. Fourthly, it examines the relationship between the curricula of education in the 1980's and the needs of high technology in the marketplace.

Thesis (Ph. D.)--University of Hawaii at Manoa, 1995. / Includes bibliographical references (leaves 393-410). / Microfiche. / 2 v. (410 leaves), bound 29 cm

The study provides an econometric analysis of the impact of economic growth on the matric pass rate in South Africa. The model used provincial pass rates from the year 2008 to 2013 as well as the economic growth rates of each province from the same period. A panel data random effects model was used to run the model and produce the results. An extensive literature review was conducted to analyse the pass rate in the Eastern Cape which has been the lowest in South Africa for some years. The results of the model suggest that economic growth in the different provinces has a positive effect on the matric pass rate except for the Eastern Cape, Limpopo and Mpumalanga. The model also produced a low R2 indicating that economic growth does not sufficiently explain the matric pass rate in the different provinces and other factors which were not included in the model are important.

The development of social enterprises are recognised by the broader community as an effective tool for addressing social problems. As a result, the development and emergence of social enterprise sectors have taken various paths in different geographic regions in the world. For the African context, the withdrawal of funding from the state as a result of external conditions imposed by foreign actors as well as the institutional support provided by foreign aid organisations were the key drivers behind the emergence of the social enterprise sector in Africa. Within the South African context, job creation and poverty alleviation are pressing priorities, both politically and economically, so providing an environment that is conducive for the development of social enterprises or social entrepreneurship. Implementing social entrepreneurship activities in higher education is important as universities are under increasing pressure to become responsive to student needs, and there is a growing scrutiny of their engagement, supportive, and economic role in local communities. By supporting local communities, institutions can broaden the student experience and create an economic impact. In addition, as the student experience entails more than curricular learning opportunities, social entrepreneurship practices are an important dimension for higher learning. This study used a series of case studies of social entrepreneurship projects that were implemented in the classroom of the first and second year Management students on the 2nd Avenue Campus of the Nelson Mandela Metropolitan University (NMMU). These case studies highlighted the possibilities of how classroom space and students can be utilised to set-up social enterprises to improve the conditions of the many disadvantaged and disenfranchised communities within which the university functions. At the same time, learning takes place through the practical application of the theory taught in the classroom. From the seven case studies highlighted in the study, a framework was developed to implement social entrepreneurship activities in the context of higher education. This framework includes five steps, namely, motivation and inspiration to develop social enterprises in the classroom, student involvement in creating and developing a product for sale, use of appropriate teaching strategies to provide the learning experience, provision of adequate mentoring and control of the social enterprises and, finally, assessment of the social enterprises. With the funds generated from the projects, communities benefited, for example, the upgrading of community facilities. Educators in higher education institutions are responsible for developing future business leaders. Given the increasing importance of social issues, especially poverty, this educational experience ensured that the students were made aware of the importance of using the powers yielded by business to solve some of these social issues, and thus contribute to the improvement of the South African economy. As a result, social entrepreneurship has a role to play in addressing social and economic issues. For example, the entrepreneurship part of the business will help to alleviate the unemployment strain placed upon the South African economy, whereas, the social part of the business will assist in alleviating poverty. Regarding the implementation of social entrepreneurship activities within the environment of higher education, it is evident from the case studies that successful social enterprises can be established within the classroom and sufficient funds generated to effect positive change within disadvantaged communities. Other higher education institutions in South Africa may find the implementation of social entrepreneurship activities more problematic as they might not possess a similar university culture as the NMMU.

The principal theme of this work is the courses of written communication. The theoretical part mainly focuses on the business plan and the market research. The practical part describes the evolution of internet communication and continues with a business plan which comprises the concept of courses of written communication. Based on the market research, the goal of the work is to find out whether the chosen focus group would be interested in this kind of courses. The market research consists of the secondary and primary research. The primary quantitative research served as a tool to update the secondary data. As a qualitative research the author used the individual in-depth interviews. The work concludes by evaluating the results of the market research and serves as a recommendation for managers of educational institutions.

The purpose of this project is to develop Balanced Scorecard recommendations based on analysis that was conducted for Facilities Services at California State University, San Bernardino.

Although Business-Industry-Education (B-I-E) involvement in Tech Prep programs is frequently discussed and encouraged in the literature, there was little information which identified what is meant by involvement. This study determined what constitutes B-I-E involvement in Tech Prep programs in Virginia's community colleges and secondary schools. At the time of this study there were forty-four (44) Tech Prep projects in Virginia. Each Tech Prep project had at least one key person at the community college and at least one key person at the secondary schools in the community college service area. There are twenty-three (23) community colleges in Virginia with at least one Tech Prep project at each community college. Each community college in the consortium had at least one secondary school associated with it. In most instances, there were several secondary schools associated with each community college. The sample consisted of 23 key persons at the community colleges and 23 at the secondary schools. / Ed. D.

The New Horizons Project, a school/business partnership in Richmond, Virginia, was established in 1980 between the Richmond Public Schools and the Metropolitan Richmond Private Industry Council to prepare youth from economically disadvantaged homes to enter the world of work. An in-depth case history of the New Horizons Project was conducted to describe how it was developed and to identify the factors that became a part of its implementation, success, and demise. The study provides useful information to school systems which are interested in establishing similar partnerships. The population for the study consisted of representatives from the business/industry community, the Richmond-Public Schools, the New Horizons staff, and a Virginia Commonwealth University faculty member who had knowledge of the project. / Ed. D.