Submitted in accordance with the requirements for the degree of Doctor of Philosophy (D. Phil) In the Subject of Psychology. Faculty of Arts at the University of Zululand, 2006. / "Leaders are bom not made". This is a matter of nature versus nurture, in this case with regard to leadership development. The question therefore is whether leadership is a natural gift or an acquired skill. If leadership is an acquired skill, what then is the best way to accomplish this? These were core issues of investigation in this research. Literature review on leadership development revealed the following important issues on the topic, namely: 'r Leadership status is usually bestowed on an individual following the results or achievements, not before > The greater part of the journey towards leadership is a lonely endeavour. It requires perseverance and tenacity of the mind on the part of the leader > There is a difference between leader development and leadership development. Successful leadership result from development in both areas r Most leadership development programs focus on management tasks rather than on leader and leadership development. A pre-test, post-test, quasi-experimental design was adopted for this research. A pre-test was necessary for baseline establishment of skills that are expected of leaders. It served as a guide for change following program implementation. The post-test produced comparative data for any changes following 'treatment'. In addition to the experimental group, a control group was also introduced in order to limit, as much as possible, common threats to internal validity that are usually encountered in quasi-experimental research designs, as well as in developmental research projects; especially history and maturation. Both qualitative and quantitative data analytical methods were adopted for program evaluation. A 360-degree assessment and feedback approach was utilised for qualitative analysis of data whereas the statistical analysis of variance was the method for quantitative analysis of data. Overall results indicated a positive change in significant areas of growth that were targeted in this research; e.g. leadership conceptualisation by participants, learning to learn skill, self-management skills, communication skills as well as interpersonal skills. A major limitation in this study was the sample size, especially for statistical analysis of data. The reasons for a small sample size were that development programs such as this one are usually not highly effective when working with larger groups, and also the fact that such programs require a skilled individual who will be able to monitor progress during program implementation phase and adapt activities according to observed requirements. Closer personal attention needed in a smaller group may be impossible with a larger group. Looking at our society today, it is clearly evident that there is a dire need for skilled leaders. While it is known that anyone can occupy a leadership position, it is also acknowledged that it is not everybody that will do justice to that position. This therefore leaves us with no choice but to seek programs that will facilitate leadership development, as early as possible. Institutions of higher learning are a fertile ground for leadership development programs, as the majority of students are young adults. / The National Research Foundation (NRF)

Sammanfattning   Kurs: Ämnesfördjupande arbete i logistik, 2FE02E, VT 2016-05-25 Författare: Marcus Rex, Alexandra Valhed och Daniella Pavkovic Handledare: Hana Hulthén Titel: Ett ramverk över förutsättningar inom Supplier Quality Development-program - en fallstudie Bakgrund: För att förbättra sina leverantörers kapacitet och skicklighet kan företag använda sig av olika leverantörsutvecklingsprogram byggda på långsiktiga relationer baserade på lojalitet och tillit. Ett viktigt område inom dessa program är leverantörernas kvalitet. Företag som inte säkerställer kvalitetsnivåerna riskerar att bli mindre framgångsrika i sin leverantörsutveckling. Det har hänt mycket inom kvalitetsområdet inom det senaste decenniet, marknadens kunskaper har ökat och allt högre krav från kunder ställs. Supplier quality development-program är ett strategiskt kvalitetsutvecklingsprogram inom leverantörsutveckling, där syftet är att förbättra kvalitet och effektivitet hos befintliga leverantörer och möta den förändrade marknadssituationen. Syfte: Syftet med denna studie är att exemplifiera förutsättningar för ett supplier quality development-program genom att utveckla ett föreslaget ramverk. Metod: Forskningsdesignen för studien är en fallstudie med en kvalitativ forskningsmetod. Personal på kvalitet- och miljöavdelningen på projektföretaget har intervjuats i ostrukturerade och semi-strukturerade intervjuer för att samla in empirisk data till studien. Urvalet har gjorts genom snöbollsurval där första kontakt tagits med Head of Supply Chain Management på företaget. Slutsats: Kommunikation med ömsesidigt engagemang, måttlig frekvens samt tillit och lojalitet, regelbundna och noggranna kvalitetsmätningar, tillgänglighet av nödvändiga resurser, långsiktiga och hållbara relationer, utbildning, intern och extern strategi samt en aktiv ledning åtminstone inledningsvis är de förutsättningar som belyses i ramverket som slutsatsen mynnar ut i.

Objective – To determine the perceived impact of leadership development on the behaviours and competencies of employees and the organizational culture of the University Library, University of Saskatchewan, Canada. Methods – Using grounded theory methodology, the study was conducted in an academic library serving a mid-sized medical-doctoral university in western Canada. Twenty-one librarians and support staff who had completed the University Library’s Library Leadership Development Program (LLDP) participated in one-on-one interviews of 40-60 minutes duration. Interview transcripts were prepared by the researcher and reviewed by the participants. After editing, those source documents were analyzed to reveal patterns and common threads in the responses. The coding scheme that best fits the data includes the following four headings: skill development, learning opportunities, strategic change management, and shared understanding of organizational vision and values. Results – According to the responses in interviews given by graduates of the Library Leadership Development Program, the library’s investment in learning has created a cohort of employees who are: self-aware and engaged, committed to learning and able to develop new skills, appreciative of change and accepting of challenges, or accountable and committed to achieving the organization’s vision and values. Conclusion – Competencies and behaviours developed through exposure to leadership development learning opportunities are changing the nature of the organization’s culture to be more collaborative, flexible, open and accepting of change and challenge, supportive of learning, able to create and use knowledge, and focussed on achieving the organization’s vision and values. These are the characteristics commonly associated with a learning organization.

Leadership development programs provide many positive outcomes for college students (Cress, Astin, Zimmerman-Oster, & Burkhardt, 2001; Striffolino & Saunders, 1989; Zimmerman-Oster & Burkardt, 1999). Leadership programs aid students in their academic achievement (Striffolino & Saunders, 1989), and leadership skills (Zimmerman-Oster & Burkardt, 1999). A specific type of leadership development programs are first-year leadership programs, or FYLPs. With similar goals as general leadership programs, FYLPs are created with the special needs and interests of first-year students in mind (Peraza, 2004). These programs encourage higher retention rates (Striffolino & Saunders, 1989), leadership skills such as teamwork and self-awareness (Outcalt, 2001), and ethical leadership (Peraza, 2004). As important as FYLPs are to the development of first-year students, though, there has not been sufficient enough research on their effectiveness in achieving their purpose. The purpose of this study was to assess the short and long-term effects of a particular FYLP on its participants as measured by the Student Leadership Outcomes Inventory (SLOI) (Vann, 2004). Participants included both FYLP and non-FYLP students at a midsized Midwestern institution. Results showed little difference in the improvement of leadership skills between FYLP and non-FYLP participants, and little change between each class of FYLP. Results did show that students who participated in the FYLP their freshman year went on to engage in more leadership activities than students who did not complete the FYLP. / Master of Arts

This study investigated the effectiveness of a two-year faculty development program designed to assist faculty in making transition from a teacher-centered to a student-centered approach to instruction at a private university in China. One hundred full-time faculty participated in the program and ultimately 52 participants who attended entire two-year workshops were involved in the research. Seven point Likert Scale survey including open-ended questions as well as live classroom observation techniques were used to examine how the participants perceived the faculty program, whether they made improvement of their learning of knowledge, skills, and attitudes, and whether the participants used what they learned after the completion of the program. The findings from this study indicated that the most of majority participants (93%) had significant positive reactions to the faculty development program; they made great improvement in their learning of knowledge, skills, and attitudes (t statistic is -6.163; p value is far small than 0.05); participants started using student-centered behaviors they learned in their teaching practice after completion of the program. The unintended outcomes regarding program improvement were also found through open-ended questionnaire in this study. The results inferred that trainer's ability strongly contributed to the high degree of overall evaluation of the program. A follow-up and longitudinal research is needed to track the impact on the organization and the impact on students' learning achievement over time. More types of university contexts including both private and public universities need to be addressed for future research. / School of Education; / Instructional Technology (EdDIT) / EdD; / Dissertation;

In this paper the project management risks will be studied at Camfil Farr and then project management competency development program will be proposed as mitigation plan.There are a wide variety of risks types around project management subject but since on main risks should been focused, our study will be limited on those main risks and provid a risk questionnaire that contain ten questions to survey the risky situations related to project management at Camfil Farr.Then analyze of result will be started that is gained from the company and with the help of tools such as histogram will be tried to find a suitable way to deal with these risks and based on this study our mitigation plan will be built.In the risk management section, root causes of risk factors will be studied by cause and effect diagrams. It should be noted that, PMBOK 2004 will be used for definitions of project management and its framework for analyzing of project management risks and developing competency development program.

The Alliance+ project is a teacher professional development program that integrates technology into mathematics and science lessons. The effectiveness of this innovative program was evaluated in terms of students‟ perceptions of the classroom learning environment and their attitudes towards science/mathematics. The sample consisted of 759 students of seven mathematics/science teachers (four Alliance+ participants and three non-participants) in one middle school in Miami-Dade County, Florida. The students responded to learning environment scales based on the Constructivist Learning Environment Survey (CLES) and the What Is Happening In this Class? (WIHIC) questionnaires to assess their perceptions of the classroom learning environment. Additionally, they responded to an attitude scale modeled on the Test Of Science-Related Attitudes (TOSRA) to assess their attitudes towards mathematics/science. It was found that Alliance+ teachers were more successful than the non-Alliance+ teachers in promoting a classroom environment with more cooperation among students during the science/mathematics lessons. Additionally, Alliance+ professional development model was differentially effective for mathematics and science teachers in terms of three learning environment scales (namely, Teacher Support, Cooperation, and Critical Voice), but not in terms of students‟ attitudes to science. In terms of Cooperation, Alliance+ teachers were more effective than non-Alliance+ teachers for mathematics, but comparable in effectiveness to non-Alliance+ teachers for science. For Critical Voice, Alliance+ teachers were slightly more effective than non-Alliance+ teachers for mathematics, but considerably less effective than non-Alliance+ teachers for science. / In terms of Teacher Support, Alliance+ were less effective than non-Alliance+ teachers for science, but comparable in effectiveness to non-Alliance+ teachers for mathematics. However, teachers who did not participate in the Alliance+ project were more effective than the teachers who participated in the Alliance+ project in providing a positive learning environment in which the students perceived more teacher support and in promoting positive attitudes towards science/mathematics. Qualitative data results revealed that the Alliance+ teachers had not received sufficient support from their school administrators and Alliance+ trainers and lacked the resources that were necessary for them to implement the project successfully, which could possibly be an explanation for the quantitative results in favor of the non-Alliance+ teachers. This study also investigated outcome-environment associations. It was found that associations existed between students‟ attitudes towards science/mathematics and their perceptions of the classroom leaning environment (especially personal relevance, teacher support, and cooperation).

Mainland China since its economic reform has become one of the countries that attract most foreign investment, which brought significant influence on China¡¦s economic development. However, the foreign investment has a highly unbalanced distribution within China, with the coastal area absorbing more than eighty per cent of the total amount. The uneven distribution exacerbated the development disparity among different regions. In an effort to address the regional development gap and ameliorate inland economic development, central government in China put forward the Western Development Program in 2000. This paper seeks to analyze the impacts foreign investment brought to west China, by examining China¡¦s foreign investment policy since its economic reform, and its Western Development Program since 2000, respectively. The research concludes that as economic reform began in China¡¦s eastern area, the region benefited from government¡¦s favorable foreign investment policy and advanced its economic development. Western area, on the contrary, demonstrates otherwise. The Western¡¦s Development Program failed to attract substantial foreign investment into inland China, and the preferential policies for foreign investment had only very limited success. This is due to a range of factors taken into consideration by foreign investors when contemplating operating in the western area, including the infrastructure and the investment environment in west China. As such, government¡¦s preferential policies remain ineffective and the distribution of foreign investment continues to be highly asymmetrical.

ABSTRACT Ministry of Economic Affairs (MOEA) launched technology development program in 1979 in order to develop industrial innovation technology and satisfy domestic economic development. In the Age of Knowledge Based Economics, the key factors of continuing growing up of nations are the energy of research and development (R&D) and innovation. From 1997, MOEA made technology development program open to companies, it is Industrial Technology Development Program (ITDP). In order to encourage private sector R&D and innovative activities, MOEA subsidizes companies reduce the risk and the cost of R&D and innovation. From the beginning of ITDP, it has made plenty of R&D outputs, but we have to evaluate the efficiency of R&D. In order to allocate government funds more efficient, we pay much attention to the performance of R&D projects. In order to understand government subsides industries, this thesis is trying to research the object of ITDP of MOEA. The research methodology applied to this thesis includes: the Data Envelopment Analysis (DEA) to measure the R&D efficiency; model from Charnes, Cooper & Rhodes (1978) to measure the over-efficiency; model from the Banker, Charnes & Cooper (1984) to measure the technical efficiency, input/output slacks method to analyze the extent for which non-efficiency unit could be improved by decreasing the amount of inputs or increasing the amount of outputs, and sensitivity analysis to measure the key factors of ITDP R&D Projects. According to this thesis, we can evaluate the Decision Making Units (DMUs) and suggest the information to improve performance. Using these analyses as a reference to those project executives and administrators for controlling and management the performance of R&D projects.

The issues and challenges for post-secondary education in Belize are many and have been exacerbated by the democratization of higher education in this young, small, developing, Caribbean nation. Improving access to tertiary education is understood as essential to the development of nations throughout the world and increasing access to higher education is an important element in regional development and integration. Despite significant growth in the tertiary education population, the Caribbean region continues to lag behind the developed world in post-secondary enrollment and Belize's enrollment of the 18-24 year old cohort is among the lowest in the region. As the tertiary system in the Caribbean has been democratized and the enrollment numbers have increased, developmental education programs have been introduced to protect the quality of college credit courses and to ensure that students are academically prepared for success at the tertiary level. This research was designed to assess the effectiveness of developmental education offered in the junior colleges of Belize and to examine student and faculty perceptions of developmental education programs in Belize. St. John's College Junior College (SJCJC), located in Belize City, and its Summer Development Program (SDP) provided the case study for this research. Since SJCJC's summer bridge program has been replicated at other junior colleges in Belize, this research contributed to understanding a national approach to developmental education. The investigator used a mixed methods approach relying on quantitative and qualitative methodologies. The research questions were: What percentage of students who enrolled in SJCJC's SDP passed the next level gateway course in the subject for which they required remediation? How does this compare with the success rate of students not enrolled in SDP courses? What percentage of students who took one or more courses in the SDP graduated within two years? How does this compare with the graduation rate of students that had not enrolled in SDP courses? What are SDP students' perceptions of the program? What are SDP faculty members' perceptions of the program? How do these perceptions relate to the effectiveness of the program as determined by research questions #1 and #2? / text