Thesis (doctoral)--Universität Breslau, 1928. / Includes bibliographical references (p. i-iii).

This study emerged from professional practice into a critique of the notion of empowerment: a generative inquiry into the lived embodied experience of individuals, the ‘nitty-gritty’ of people in time, in particular locations, across different employment sectors. It focuses on the conjunctions and disjunctions of these employees, the voices of front-line practitioners, in making choices, as well as the dilemmas that they face in doing this, both from inside and outside of work. Competing discourses are identified shaping, and being shaped by, the managers of the three companies at the heart of this research inquiry. Moreover, this research uncovered systemic issues arising from where such empowerment rhetorics derived and what they are acting upon in terms of people’s lives within these complex systems. This has resulted in distinctive action at an individual and organisational level through the utilisation of critically reflexive action research. This study is not purely a linear progression. A cyclical, critically reflexive methodology, my own ‘story’ of being empowered and disempowered whilst participating with others in this inquiry, has both deepened and enriched the perspectives offered. Therefore, this research offers an alternative perspective of empowerment as well as in relation to writing about empowerment, a complexity of perspectives explored through the use of literary, artistic and analytical forms that display the depth and richness of participant experience. My research therefore moves beyond the ethnographic studies of management to embrace the shifting sense of lives beyond the workplace, and the complexity of choice making through individual narratives across different sectors. At the same time it is centred in the embodied sense of lived experience that is missing from the critique of management offered by Alvesson and Wilmott [1992,1998], and others [Knights, 1992. Leetz and Mumby, 1990] of the critical management tradition

No description available.

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 121-132). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 121-132). Also available on the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Abstracted in Dissertation abstracts, v. 25 (1964) no. 6, p. 3303. Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 112-117).

Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

No description available.

published_or_final_version / abstract / Computer Science / Doctoral / Doctor of Philosophy

M.Ed. (Educational Management) / Continuous changes and renewal take place in the field of technology as well as in the field of education. Consequently increasing demands are made on the educational leader as manager and his managerial task becomes very comprehensive. No educational leader, however, can cope with all these demands unless he delegates authority and responsibility effectively. This study focuses on delegation of authority and responsibility as part of the managerial task of the educational leader and as a subordinate task of organising without which the efficient functioning of the school as an organisation cannot be realized. For the realization of effective delegation, it is absolutely essential that the educational leader possess knowledge of the factors which may influence the task of delegation. These factors relate to the delegator as well as to the delegate and may lead to non-effective delegation practices. Several guidelines, for example educational leader as well as for proper training for the subordinate to the whom authority and responsibility is delegated, effective communication and motivation, making use of correct feedback and time-management techniques and the utilization of the right person for the right task, can be followed in order to realize effective delegation.