by Yau Chi Shing Danny. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 77-82). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / Chapter / Chapter I --- INTRODUCTION --- p.1 / Company Background --- p.3 / From ISO 9000 Accreditation to TQM --- p.5 / Approach to Implementation of TQM --- p.6 / Methodology --- p.7 / Purpose of Study --- p.7 / Self-Assessment --- p.8 / Interviews --- p.10 / Chapter II --- LITERATURE REVIEW --- p.12 / What is TQM --- p.12 / What is Quality --- p.12 / The TQM Gurus --- p.14 / The Benefits of Implementing TQM --- p.15 / Elements of TQM --- p.18 / Tools and Models for TQM Implementation --- p.19 / Critical Success Factors for TQM Implementation --- p.21 / Why TQM Programs Sometimes Fail --- p.24 / Is ISO 9000 a Prerequisite for TQM --- p.25 / Chapter III. --- DATA ANALYSIS AND INTREPRETATION --- p.27 / Mission and Objectives --- p.27 / Developing of Mission Statements --- p.28 / Core Values --- p.29 / Goal Setting and Benchmarking --- p.30 / Customer Focus and Satisfaction --- p.31 / Market Share and Customer Attrition Rate --- p.32 / Customer Satisfaction Drivers --- p.33 / Customer Dissatisfaction Drivers --- p.35 / Development of Action Plans to Promote Customer Satisfaction Drivers and Minimising Customer Dissatisfaction Drivers --- p.37 / Development of Service Pledges --- p.38 / Measuring the Views on Quality of Service of Internal Customers --- p.39 / Operational Performance and Process Improvement --- p.40 / Actions taken to Increase Direct Interaction with Customers --- p.41 / Process Improvement --- p.43 / Human Resources --- p.44 / Staff Opinion Survey --- p.44 / Performance Management System --- p.47 / Staff Suggestion Scheme --- p.49 / Information and Analysis --- p.50 / Executive Leadership --- p.51 / TQM-Critical Success Factors and Encountered Difficulties --- p.54 / Chapter IV. --- CONCLUSION --- p.56 / An Overview on TQM Self-Assessment Study --- p.56 / Success Factors for TQM --- p.58 / Readiness of an Organization for TQM --- p.58 / Resistance to Cultural Change --- p.59 / Need for Effective Measurements --- p.61 / Need for Effective Communications --- p.62 / Need for Effective Teaming --- p.63 / Need for Senior Management Commitment and Effective Leadership --- p.64 / Need for Expertise Advice and Guidance --- p.65 / Closing --- p.66 / APPENDIX --- p.67 / Chapter Appendix 1 : --- TQM Self-Assessment Questions for Interviews --- p.67 / Chapter Appendix 2 : --- TQM Gurus - Dr. Dealing's Contributions --- p.72 / Chapter Appendix 3 : --- TQM Gurus - Juran's Contributions --- p.74 / Chapter Appendix 4 : --- TQM Gurus - Crosby's Contributions --- p.76 / BIBLIOGRAPHY --- p.77

by Chiu Yuk Ling Sandy, Tam Yin Yi Gloria. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 54-58). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF ILLUSTRATIONS --- p.iv / ACKNOWLEDGMENTS --- p.v / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Chapter II. --- METHODOLOGY --- p.3 / Chapter III. --- THEORETICAL FRAMEWORK --- p.4 / Michael Hammer : Reengineering --- p.5 / Thomas Davenport: Process Innovation --- p.7 / N. Venkatraman: IT- Enabled Business Transformation --- p.12 / Joseph Lung : A Management Perspective for BPR --- p.16 / Chapter IV. --- LITERATURE REVIEW --- p.20 / Chapter V. --- CASE STUDIES --- p.27 / Case Study I: A Telecom Operator --- p.27 / Case Study II: A Computer Systems Provider --- p.34 / Other Issues of Concern for BPR Exercises of Company X and Company Y --- p.41 / Chapter VI. --- SUMMARY & CONCLUSION --- p.45 / Chapter APPENDIX - --- Interview Questionnaire --- p.50 / BIBLIOGRAPHY --- p.54

by Check Suk-Han & Lee Pak-Hang, Gordon. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 91-92). / ABSTRACT --- p.iii / TABLE OF CONTENTS --- p.v / LIST OF ILLUSTRATIONS --- p.vii / LIST OF TABLES --- p.ix / ACKNOWLEDGEMENT --- p.x / CHAPTER / Chapter I. --- INTRODUCTION --- p.1 / Objective --- p.3 / Approach --- p.4 / Chapter II. --- LITERATURE REVIEW --- p.6 / Database Marketing and the Loyalty Ladder --- p.7 / Building the Customer List --- p.11 / Segmentation of Customer list --- p.13 / Planning the Database --- p.21 / Using the Database --- p.25 / Managing the Database --- p.27 / Chapter IV. --- CASE STUDY --- p.29 / Background --- p.29 / Analysis --- p.30 / Designing the Database --- p.31 / Phase One - Building up the Customer List --- p.32 / Phrase Two - Enhancing the Database to Improve Customer Relationship --- p.38 / Phase Three- Analysis the Business --- p.41 / Impact to Current Business --- p.50 / Changes in business operation --- p.50 / Budget for Hardware/Software Requirement --- p.50 / Functional requirements --- p.51 / Managing the Database --- p.59 / Chapter V. --- THE CASE STUDY REVIEW --- p.62 / Facing Challenges --- p.64 / Fear of Change --- p.64 / Increased Workload --- p.64 / Limited Resources --- p.65 / Increased Costs --- p.65 / Lack of Skills --- p.65 / Difficult to Justify the Cost and Benefit --- p.66 / Changing Image --- p.66 / Recommendations to the Bookstore --- p.67 / Chapter VI. --- CONCLUSION --- p.68 / Limitations --- p.69 / Future Directions --- p.71 / APPENDIX --- p.73 / BIBLIOGRAPHY --- p.91

by Tong Kwok Wang. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 68-71). / TABLE OF CONTENTS --- p.iv / ABSTRACT --- p.v / Chapter CHAPTER I: --- INTRODUCTION --- p.1 / Objectives of the Study --- p.2 / Chapter CHAPTER II --- BACKGROUND --- p.5 / Strategic Alliance and JVs for Automobile Industry --- p.5 / Automobile Industry in China --- p.7 / Study of Strategic Alliances of the Automobile Industry in China --- p.13 / Chapter CHAPTER III --- BEAMISH'S MODEL --- p.17 / Designing the Joint Venture --- p.17 / Managing the TV --- p.19 / JV Performance --- p.20 / Unique Characteristic of JVs in China --- p.22 / Chapter CHAPTER IV --- METHODOLOGY --- p.24 / Limitations of the Study --- p.25 / Chapter CHAPTER V --- JVS WITH INVESTMENTS FROM US AND EUROPE --- p.27 / Case Study 1: Beijing Jeep --- p.27 / Case Study 2: Shanghai Volkswagen --- p.31 / Case Study 3: Guangzhou Peugeot --- p.36 / Case Study 4: Shanghai General Motors --- p.41 / Other Western Investments --- p.44 / Chapter CHAPTER VI --- JVS WITH JAPANESE INVESTMENT --- p.47 / Case Study 5: Toyota and Charade --- p.47 / Case Study 6: Suzuki --- p.48 / Case Study 7: Honda --- p.49 / Other Japanese Investments --- p.50 / Chapter CHAPTER VII --- ANALYSIS --- p.53 / Designing the JV --- p.53 / Managing the JV --- p.58 / JV Performance --- p.59 / Chapter CHAPTER VIII --- CONCLUSION --- p.62 / BIBLIOGRAPHY --- p.68

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The purpose of this investigation was to describe the behavior of effective teachers working within the context of an effective school. The study focused on both the content and techniques of instruction utilized by the teachers. In addition, the research examined teacher behaviors that were external to the classroom setting, including teacher-to-teacher relationships, teacher-to-parent relationships, and teacher-to-principal relationships. A qualitative research design was selected for this study. The site was an inner city elementary campus. Data were collected from eleven K-3 teachers using participant observation and interviews over a seven-month period. Documents were also used as a source of data. The analysis of data was ongoing and cyclical based on the constant comparative method. The final analysis of data resulted in nine themes based on recurring patterns of teacher behavior. The findings suggest that a caring school culture plays an important role in a school's success and the effectiveness of its teachers. Furthermore, there does not appear to be a universal description that fits all effective teachers. Instead, effective teachers in an effective school function as autonomous decision makers in their classrooms, choosing the curriculum and techniques that work best for them and their students. They tend to focus on basic skills, especially reading and mathematics, using explicit direct instruction methods. However, these teachers frequently digress from their planned lessons to teach life skills and test-taking strategies. Findings for this study also support the creation of structured school and classroom environments for low-income inner city students. Student self-esteem and parental support are not negatively impacted when firm discipline is administered fairly in a caring, supportive school climate. The conclusions of this investigation have implications for teacher staff development and campus administrator training. The findings also suggest further research in the areas of school culture, direct instruction, student discipline, and classroom management.

The school environment is one of the primary contexts for children's social, emotional and cognitive development. While teachers are likely to be primarily focused on students' motivation and learning, for adolescents, one of the most enjoyable and important aspects of school life is likely to be centered around the time spent interacting with peers. It is well recognized that peers socialize one another but although many studies have examined the influence of peers on adolescents' risky behaviors far fewer have focused on the influence peers may have on individuals' positive behaviors. As a result this study focuses on academic development replicating previous research designed to examine whether peer group affiliation has an effect on student academic engagement. A cohort of 343 seventh grade students, primarily Caucasian, 52% male, was followed for a period of one school year. Teachers reported on students' academic engagement in the fall and again in spring using a 14-item scale (Wellborn, 1991), and students reported on their teachers' and parents' involvement in fall using 8- and 4-item scales respectively. Student grades were collected from school administrative records. To identify individual student's network affiliations socio-cognitive mapping procedures were used (Cairns, Perrin & Cairns, 1985), and then peer group profiles of engagement were calculated based on the average rating of engagement across each individual's affiliates. During the academic year peer group membership turnover was 49%, despite this, the quality of peer group profiles of engagement remained similar from fall to spring. Groups also tended to be and remain motivationally homogenous across the year. In general, girls' networks tended to be more highly engaged than boys' and networks that were more highly engaged tended to be more stable across the year. Structural equation modeling was used for the major analyses to assess whether peer group academic motivation in the fall could predict individual motivation in the spring. The results indicated that while controlling for individuals' earlier engagement, as well as for processes of group selection and parent and teacher influences, the quality of individuals' peer group engagement in the fall was significantly predictive of students' later engagement in the spring. It should be noted that within the major models academic performance was also strongly related to later engagement. While this study provides further evidence to underscore the importance of the peer group in the socialization of students' academic motivation, particularly when one considers the snowballing effects in motivation this influence may have across a student's entire academic career, it also illustrates the important role performance may play in academic motivation for young adolescents.

The purpose of this study was to explore, classify, and evaluate the personal experiences of juvenile offenders following release from a state training school. During a two month period beginning in the fall of 1967, a group of twenty-three releasees from the MacLaren School for Boys in Woodburn, Oregon were interviewed on a weekly basis in the Portland metropolitan area. The boys, ranging in age from thirteen to seventeen were contacted in their homes, schools, and other settings to learn of positive, negative, and critical experiences encountered in the community. Open ended questions based upon a twenty- seven item schedule were administered to the boys, focusing upon personal experiences in six major areas: school, family, peer group, community, work and authority. Responses were recorded verbatim and classified according to the boys’ judgments of positive and negative connotations. Critical experiences were also recorded to determine specific incidents which brought the boys into contact with legal authorities or otherwise seriously affected their parole status. Positive, negative, and critical experiences from this study were analyzed both descriptively and statistically. Null hypotheses were tested to determine the quality, quantity, and intensity of experiences with respect to such major variables as age of the boys, race, length of stay in the community, records of school attendance, and personality inventory characteristics. Experiences were similarly related with respect to other variables found to be present as a result of the interviewing experience. Findings yielded evidence to indicate a predominance of negative experiences in the boys’ contacts with the community following release. The highest proportion of these occurred within the boys’ families, followed by contacts with authority and school, respectively. Peer group relationships for the boys indicated the highest proportion of positive experiences when compared with other major categories.