The problem with which this study is concerned is to determine the extent to which American colleges and universities utilize employee assistance programs (EAPs) to overcome faculty and non-faculty staff members' personal, social, and medical problems. The purpose of this study is to assess the employee assistance programs at institutions that were involved in a related 1979 study conducted by the University of Missouri, Columbia. This study reviews the content and process of the responding programs to determine the extent to which they provide for early recognition, treatment, and rehabilitation of employees for personal, social, and medical problems that potentially affect job performance. The direct outcome of this study is the development of an EAP model for use by higher education institutions.

The purposes of this study were to determine whether directors and the senior student affairs officers who supervise them perceive the formal performance evaluation process to be accurate, fair, and meaningful, and whether they perceive the process to be influenced by the politics involved in the position.

D.Ed. / Please refer to full text to view abstract

The full text of this thesis/dissertation is not available online. Pending permission from the author/supervisor access may be provided on <a href="mailto:upetd@up.ac.za">request.</a> Read the abstract in the section 00front of this document. / Thesis (PhD (Education Management))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted

Met die implementering van die Wet op Tegniese Kolleges, 1981 (Wet 104 van 1981) het 'n nuwe tydvak vir hierdie inrigtings begin. Indien die kort tydperk waarin tegniese kolleges in hulle huidige vorm bestaan in ag geneem word, kan aanvaar word dat daar nog verskeie probleme op hierdie terrein le. In hierdie werk is daar gepoog om enkele relevante probleme aan te spreek. Met die toekomstige rol van tegniese kolleges in die RSA in gedagte is veral drie belangrike knelpunte ondersoek, naamlik: * die werkterrein van tegniese kolleges; * bestuurstrukture vir tegniese kolleges binne dieAfrikaanse onderwysstelsel; en * die outonomie van kollegerade. Ten einde hierdie probleme te kon deurskou, is die huidige posisie van naskoolse beroepsonderwys aan tegniese kolleges, en die bestuurstrukture van hierdie kolleges binne die Suid­ Afrikaanse onderwysstelsel, nagegaan. Uit die literatuurondersoek, wat ook die situasie van soortgelyke onderwysinrigtings in 'n paar oorsese lande insluit, het dit geblyk dat sekere aanpassings aan die bestaande stelsel gemaak sal moet word ten einde tegniese kolleges in staat te stel om hulle toekomstige rol in die RSA te kan vervul. Om die menings van kundiges op die gebied van tegniese kolleges en naskoolse beroepsonderwys oor genoemde knelpunte te bekom, is 'n kwalitatiewe studie uitgevoer. Tydens ongestruktureerde onderhoude met tien informante is beskrywende data ingewin. Om 'n meer volledige siening oor die aspekte te verkry is resente uitsprake in toesprake, referate en skrywes bygewerk. Nadat alle data geanaliseer en bespreek is, is tot die gevolgtrekking gekom dat die wyse waarop tegniese kolleges huidiglik funksioneer aangepas sal moet word sodat hierdie inrigtings hulle toekomstige rol in die RSA sal kan vervul. Die vernaamste aanpas­sings wat aanbeveel word is: * die werkterrein van tegniese kolleges moet so wees dat hulle onderrigprogramme inpas by die van technikons; * die ideale bestuurstruktuur sal wees as alle tegniese kolleges onder 'n sentrale onderwysdepartement ressorteer; * die outonomie van kollegerade moet uitgebrei word; maar * ten einde dit te kan doen sal kolleges gerasionaliseer moet word. / The implementation of the Technical Colleges Act, 1981 (Act 104 of 1981) introduced a new era for these institutions. If the short period of time in which technical colleges have been in existence in their present form is considered, it can be accepted that many problems still exist in this field. The researcher has endeavoured to address certain relevant problems. With the future role of technical colleges in the RSA in mind, three important aspects came under close scrutiny, namely: * the fields of study of technical colleges; * management structures for technical colleges in the South African education system; and * the autonomy of college councils. In order to deal with these matters, the present position of post-school vocational education at technical colleges and the management structures of these colleges in the South African education system were examined. The study of literature, which included the study of educational systems of similar institutions in several overseas countries, revealed that certain adjustments would have to be made to the existing system in order to enable technical colleges to fulfil their future role in the RSA. A qualitative study was conducted in order to acquire the opinions of knowledgeable persons in the field of technical colleges and post-school vocational education on the above-mentioned aspects. During unstructured interviews with ten informants descriptive data was elicited. In order to obtain a more comprehensive view of these aspects, recent statements in speeches, papers and articles were also taken into consideration. After all the data was analysed and discussed, the conclusion was reached that the way in which technical colleges are functioning at present will have to be modified to enable these institutions to fulfil their future role in the RSA. The most important modifications which are recommended are: * the fields of study of technical colleges should be such that their instructional programmes fit in with those of the technikons; * the ideal management structure would be for all technical colleges to fall under a central education department; * the autonomy of college councils should be extended; but * in order for this to take place, colleges will have rationalised. / Educational Management and Leadership / D. Ed. (Onderwysbestuur)

D. Tech. Human Resources Management / The aim of this research is to identify the factors that impact on employee engagement of academic staff in further education and training (FET) colleges in South Africa. It also looks at how to develop a successful employee engagement framework for FET colleges.

Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2018. / As the worldwide demand for quality higher education seems to be increasing, growing concern for the foreseeable future over the supply and talent retention of researchers and academics has become a major discussion amongst higher education institutions in South Africa Higher Education South Africa (HESA, 2014). Today almost half of South Africa’s population is under 25 years old and 30 percent are under 15 years old (World Bank, 2015:38). While the country is experiencing this demographic window of opportunity, the majority of academics are entering the retirement phase of their careers (HESA, 2014). Under such circumstances, these academic staff will need to be replaced with talented employees thus alerting scholars to investigate the issue. To reach target levels of education and skills development which will promote growth and development of the economy, it will be essential for the country to attract talented academic staff (Zuma, 2014). It is essential for South Africa to attract academic staff in order to enable government to reach target levels of education and skills development which will promote growth and development of the economy (Zuma, 2014). Retaining academic staff will further ensure that tertiary institutions accomplish their visions and missions and thereby becoming centres of excellence (Ng’ethe, Iravo and Namusonge, 2012). In a study by Currie (2006:119) it was found that the financial costs associated in losing experienced academic staff makes it necessary to retain them. Currently, there appears to be limited research studies on talent attraction and retention factors in higher learning institutions. Previous scholars that have attempted to research into talent management components in higher education (Theron, Barkhuizen and du Plesis, 2014) only focused on factors in academic turnover and retention factors while some scholars only researched on intention to quit factors amongst Generation Y academics in higher education (Robyn and du Preez, 2013). The talent management domain is not receiving enough attention and gaps in research seem to exist in the context of talent management system in higher learning institutions. The research focused on the emerging trends relating in the discipline of talent management specifically on talent attraction and retention which have become predominant topics in the higher education. The study provides comprehensive overview of challenges and obstacles that are found in the aspect of talent management within the higher education sector. It is against this background that the primary aim of the researcher was to introduce a framework model to attract and retain talented employees as the means to harness the issue of talent management in the higher education sector.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004. / "A dissertation in education." Advisor: Richard L. Palm. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed feb. 23, 2006. Includes bibliographical references (leaves 221-226). Online version of the print edition.

Communication is a central feature of human life. The ability to talk is the very feature that distinguishes us from our primate ancestors. Knowing how to use language effectively gives the bearers of this knowledge power over their environment and an upper hand in their dealings with others. Thus, understanding the importance of communication in management is an essential tool for managers who wish to build and develop their organisations and their staff within these organisations. This thesis takes a case study view of manager-staff communication at a South African university. In this study managers and staff members contribute their feelings on current communication practices at this organisation through an online questionnaire and in-depth interviews. In an interpretive paradigm this thesis answers three central questions: 1) what role do managers and staff think communication plays in their working relationships, 2) what do they perceive to be effective and ineffective communication strategies and 3) What strategies can they suggest to enhance effective communication? Through in-depth qualitative research and numerical data analysis this thesis discovers central themes that pertain to the effective flow of communication in this organisation. These themes include: motivation and praise, the role of listening, building relationships, respect, acknowledging others’ languages and cultures, building teams, communicating frequently and using email and technology effectively, as well as keeping notes of meetings and discussions. Challenges to effective communication include not having enough time, suffering from stress, and the challenges of physical space and distance. By paying attention to basic human principles, such as the fact that acknowledging people for a job well done encourages them to perform well in future, this thesis relates the general concepts of communication and management theory to the specific realities and individual, personal experiences of manager-staff communication. In this way it sheds a beam of light on management communication practices and points the way towards an ideal where managers and staff members use communication as a tool of empowerment and understanding.

The challenge being experienced by higher education to attract and retain talented academics, particularly black staff, motivated this particular study. The challenge has been experienced by the higher education sector since the democratic dispensation in South Africa in 1994 with minimal published research having been undertaken in this specific field. In addition, it did not appear that there was a tangible solution or strategy by education leaders to respond to the crisis facing higher education. Meanwhile, seasoned academics, particularly white staff, continue to retire taking with them invaluable intellectual capital at a loss to academe. The challenges cited by academics for leaving academe do not augur well for the academic profession as a career of choice particularly for young black potential academics. The present study adopted a mixed methods approach using data collection instruments associated with both the quantitative and qualitative research paradigms. Talent management typically consists of four pillars of intervention viz. attraction, retention, development and deployment. The first part of the doctoral thesis focussed on the analysis of literature and empirical documents found in three of the four talent management pillars, namely attraction, retention and development. Deployment is not practical in the academic sector. The second part of the doctoral thesis focussed on a sample of academics in particular colleges or faculties at three South African universities. In the process following the implementation of the survey and interviews, ideas and themes were identified in the data. The research study presented a recommendation in response to the challenge to attract and retain academics, particularly black staff, with a particular emphasis on the development of black academics at lower levels. This is within the broader context of the academic employer value proposition. The study recommends that to attract and retain talented academics, particularly black staff, education leaders should focus on investing resources into the management of talent inherent in black academics at lower levels. / Public Administration / D. P. A.