Thesis (Th. M.)--Dallas Theological Seminary, 2005. / Includes bibliographical references (leaves 32-33).

Thesis (Th. M.)--Dallas Theological Seminary, 2005. / Includes bibliographical references (leaves 32-33).

Thesis (Ph. D.)--University of Chicago, Dept. of Education, March, 2001. / Includes bibliographical references. Also available on the Internet.

The competitive environment in the banking industry globally and in South Africa is putting immense pressure on companies to keep track of changes in technology, customer demands, and market trends. Responses to the above will allow a company in South Africa to improve customer service and thus remain competitive and relevant. This dissertation is to determine the status and interpretation of intellectual capital (intangible assets) within a South African banking and service company. This study explores the way in which intellectual capital characteristics contribute towards a competitive advantage. A case study method was applied and interviews were conducted to capture responses. The questions were structured, but the discussions allowed for additional questions to be asked during the interviews.

The competitive environment in the banking industry globally and in South Africa is putting immense pressure on companies to keep track of changes in technology, customer demands, and market trends. Responses to the above will allow a company in South Africa to improve customer service and thus remain competitive and relevant. This dissertation is to determine the status and interpretation of intellectual capital (intangible assets) within a South African banking and service company. This study explores the way in which intellectual capital characteristics contribute towards a competitive advantage. A case study method was applied and interviews were conducted to capture responses. The questions were structured, but the discussions allowed for additional questions to be asked during the interviews.

This master thesis deals with the analysis of the training program, which is implemented in a multinational outsourcing company. During the analysis of training program I am using knowledge of Kirkpatrick model and Success Case Method study, which are described in theoretical part. The aim of this thesis is to describe the processs of the training program (focusing on the description of leadership techniques) and evaluate this course. The basic premise of the thesis is that the training program has positive feedback in the company and it has also good reputation. I'm trying to confirm those claims through an evaluation of questionnaire survey and interviews with graduates of the training program. Evaluation will give me information about employee satisfaction with the organization and content of the course, with the knowledge and skills of the teacher, etc. The questionnaires are focused on identifying what the graduates have learned, how much of it they have used in practice and what they have accomplished thanks to those knowledge. To extend this information I used personal interviews, which provide me with specific examples of the use of leadership techniques in various situations in workplace. Finally, I summarize all the results and make recommendations that would increase the effectiveness of the course.

No description available.

The difficulties non-native-English-speaking students encounter within the field of international education was explored though ethnographic research I conducted on a private Australian accounting college in China. This institute functions within a system and structure of education that has been designed elsewhere – generally for a native-English-speaking learner – under practices of standardization rather than specificity of context. Conflict experienced within everyday practices surrounding discourses of linguistic competences are uprooted to reveal how non-native-English-speaking students are positioned within this field. This positioning requires individuals to follow and recognize a system of learning, acceptable forms of knowledge, and a privileged way of communicating. When previously formed subject positions are individually and/or institutionally deemed in contradiction with this field, conflict within everyday practices arises. While counter-discourses were found within the use of native-languages, they were primarily negatively sanctioned within educational practices leading to further forms of standardization. / Graduate

Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Sponsor: Florence B. Stratemeyer. Dissertation Committee: Dorothy M. McGeoch. Includes bibliographical references.

Thesis (D. Min.)--Trinity Lutheran Seminary, 1979. / Includes bibliographical references.