Thesis (MEd)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This study was conducted to investigate the culture of teaching and learning in selected Secondary Schools in Zimbabwe. It was addressing the numerous pleas within the Ministry of Education and by other stakeholders, to review the O-level curriculum, to monitor and improve the O-level results and to reduce dropouts at that level. Effective school programmes hold school culture and climate accountable, and as the most influential factors that could facilitate the process of change. This study is a situational analysis of the culture ofteaching and learning in two selected schools in Bulawayo, Zimbabwe. The headmasters of the two schools, selected teachers and students were interviewed regarding the culture ofteaching and learning in their respective schools. The culture was revisited from as far back as the dual system of education during the colonial period in Rhodesia through post-independence in Zimbabwe in the 1980s, to the present. It was also traced from the time the sample schools were established to date. The schools are anonymous and they are referred to as Schools A and B. The situation analysis revealed that a healthy culture of teaching and learning exists in School A, but leaves room for improvement. A breakdown of this culture in school B is evident and an immediate restoration is imperative. The primary cause supported by literature review is ineffective school leadership. Other responsible factors are demotivated teachers, poor parental involvement and demoralised students. There is still hope for the culture in School B to improve because of the recent move by the government to allow schools to collect their own fees. Of course, this still leaves the main problem of leadership and uncommitted staff unresolved. Students might have a full time counsellor to meet their social needs. The study initially, states the problem and presents research questions which are answered in the study. Then the historical background of the dual education system and how it affected and still contributes to the culture of teaching and learning, follows. The methodology used in the study, the review of literature interview responses, findings and guidelines for restoring the culture of teaching and learning simultaneously follow. Finally, the study presents suggested recommendations and topics for further study and the short comings of the research. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem im ondersoek in te stel na die leerkultuur in geselekteerde sekondrere skole in Zimbabwe. Dit inkorpereer die groot aantal versoeke va kie Minesterie van Onderwys en ander belanghebbendes om die O-vlak-kurrikulum te hersiem, te moniteer en te verbeter en om die aantal kandidate wat op daardie vlak uitsak te probeer verminder. Skole met effektiewe programme beskou die skoolkultuur en skoolklimaat as kie oorsake van hierdie probleme, maar is terselfdertyd daarvan oortuing dat juis hierdie faktore die veranderingsproses kan fasiliteer. Hierdies studie in 'n situasie-analise van die kultuur van onderrig en leer in twee geselekteerde skole in Bulawayo, Zimbabwe. Daar is ondrhounde gevoer met die skoolhoofde, geselekteerde onderyses en leerders van hierdie twee skole oor kie kultuur van onderrig en leer aan hulle skool. Die periode vanaf die dubbelmediumsisteem tydens Rhodesie se Koloniale Tydperk, die post-onafhandklikheidsperiode in die tagtigerjare in Zimbabwe tot en met die huidige tydperk is by die onderhound betrek. Dit het ook die betrokke skool se geskiedenis vanaf sy ontstaan tot en met die huidige tydperk ingesluit. Daar word na die skole verwys as skool A en skool B om hulle anonimiteit te waarborg. Uit die situasie-analise blyk dit dat daar in skool A 'n gesonde kultuur van onderrg en leer bestaan, alhoewel daar ruimte vir verberering is. In skool B bestaan dit nie en 'n onmiddellike herstel van hierdie kultuur is noodsaaklik. Uit die literatuur blyk dit dat die hoofoorsaak van so 'n insinking oneffektiewe skoolleierskap is. Ander bydraende faktore is gedemotiveerde onderwysers, swak ouerbetrokkenheid en gedemoraliseerde leerders. Dit is nog nie te laat im die kultuur in skool B te verbeter nie omdat die regering sedert redelik onlangs skole toelaat om hulle eie fondse in te samel. Dit laat egter die hoofprobleem van oneffektiewe leierskap en onbetrokke onderwysers onopgelos. 'n Voltydse berader kan help om in the leerders se sosiale behoeftes te voorsien. Hierdie studie begin met die problem wat gestel word en bied dan navorsingsvrae wat in die loop van die studie beantwoord word. Daarna volg 'n historiese agtergrond van die dubbelmediumsisteem en hoe dit kultuur van onderrig en leer beinvloed het en nog steeds beinvloed. Die metodologie wat in die bevindings en riglyne om die kultuur van onderrig en leer te herstel, volg daarna. Die studie word afgesluit met voorgestelde aanbevelings, moontlike temas vir verdere studie en die tekortkominge van die navorsing.

The aim of the research was to generate a cyclonic model for understanding the influences and processes of continuously improving management education in an environment rich in online learning technologies. The research questions were: 1. What is the nature of the cyclonic interactions observed in the transactions of a team of online management educators? 2. How might an understanding of cyclonic interactions, a. help refine action research, and, b. generate rich insight for online management education? The methodology was an action research project. The research team worked in an online Master of Business Administration (MBA) to continuously develop teaching practice in one unit of the MBA. The methodology matched the objectives of the project, and the appropriate rigour associated with qualitative, interpretive research. The results showed that theories of systems and relational dynamics, adapted to hermeneutics and aligned with other learning theories, can be framed by the metaphor of a cyclone to conduct research into teaching practice and build upon the theory base in the field of online education. Online management education is subject to reinterpretations. The cyclonic framework explains some of the changes. The project showed that a chaotic but organised cyclonic program development process in one particular MBA course was informative for and informed by the chaotic and cyclonic globalized business world. For the education of managers the cyclonic view was relevant. The approach was metaphorical and, therefore, opened new ways of seeing and speaking. Findings pertained to the nature of the cyclonic interactions, how an understanding of cyclonic interactions helped to refine action research, and how an understanding of cyclonic interactions helped generate rich insight for online management education. It was found that it was the asymmetrical impetus of imperfection that created the examples of cyclonic learning spirals formed as double feedback loops for improved understanding. Online education in the action research required cyclical enhancement of connectedness by teachers, stronger emphasis on relational considerations in learning, and heightened expectations of collaboration by educators. It became possible to correlate earlier conceptions of action research with cyclonic categories and analyse the parallels with events in this action research project. Models were developed and presented to explain cyclonic connections with hermeneutics, collaborative teaching, online resource development, and the environment of online management education.

Participatory management of the organizationin pre-primary education Renata Capová ABSTRACT This diploma thesis deals with the participatory management of the organization in pre-primary education. The theoretical part of this diploma thesis is dealt with in the first chapter by management in educational institutions, managerial management styles, decision making by an individual and participative and worker self-management. In the second chapter, in the theoretical part of the thesis, it deals with the management in pre-school education, the styles of leadership in nursery school and the head of the kindergarten. The practical part, in the form of indirect, standardized observation and structured interviews, focuses on the management of participatory management in the form of a worker self- management in the International Private Kindergarten and the Bambíno Dejvice Nursery. The aim of the diploma thesis is to analyze the specifics of the management system in the pre- primary education of the organization based on the principle of a worker self-management. KEYWORDS Management, participation, participatory management, pre-primary education, co-decision, worker self-management.

Higher Education (HE) institutions are constantly facing change. Accountability; the metaphor of student as consumer; a focus on management and leadership; and changing global economic conditions all affect the way institutions function. Recently, there has also been an increase in focus on accreditation procedures and organizational change. Although it can be difficult to measure the impact of quality assurance, this research focuses on exploring change and an accreditation procedure conducted by the Japan University Accreditation Association at a Japanese private university. Higher education institutions are social constructions and largely exist in the mind and as such, during change, some faculty members share values, rules of behaviour, and norms that become stabilized in institutional structures. This is due to the establishment of a common understanding. Conversely, there can be differences between groups in the institution. Thus, research needs to be conducted on how people make sense of change and their institution; the way information is processed and disseminated. By utilizing Ericson’s (2001) conceptual framework of four ideal types of meaning, and using Weick’s (2005) concept of sensemaking as a lens to examine the change, this research explores how faculty members make sense of change and accreditation and asks how far does this instance correspond to or otherwise illuminate Ericson’s (2001) conceptual framework for understanding change? This research contributes to our understanding of change, higher education institutions in Japan and accreditation, acknowledging the importance of effective management and leadership in HE institutions.

Calls for more effective and modern teaching practices, higher research outputs, leaner administrative processes, greater community engagement, and more student-centred approaches to the business of higher education have intensified the challenges of working in a university. These challenges have added considerable complexity to the roles of academic staff, many of whom are facing increasing demands for which they are ill equipped to deal in terms of their formal education. To succeed in the highly competitive and changing environment that is higher education today, universities need to ensure that the requisite capabilities are developed in their academic staff. The key question underpinning this study is: how can the provision of professional development for academic staff be optimised to enhance university performance? The focus of the research is on identifying the ways in which higher education institutions provide formal offerings of professional development to academic staff, how they are organised to do this, who is entrusted with the task, and what are the strengths and limitations of the approaches taken. The research is informed by literature concerning higher education management, academic development, and strategic human resource management. Taking a critical realist ontological perspective, case studies of professional development provision in two Irish universities are presented. Findings reveal that while effective professional development is an espoused priority it is not a managed priority. While there is some evidence of good practice, the fragmented organisational structures in place for delivery of professional development reveal an absence of coordination and gaps in provision. The connection between professional development and organisational performance is loose. Recommendations are made on how the provision of professional development for academics can be managed to enhance university performance. A framework for designing performance-led professional development activities that aligns organisational and individual goals is proposed. An organisational structure that takes a more conscious approach to the management of the full range of professional development provision is put forward.

This research is at the intersection of strategic management, international business and internationalisation of higher education institutions (HEIs). It focuses on the managerial aspects of higher education institutions with offshore branch campuses. In the past couple of decades the number of offshore branch campuses established by HEIs - mainly universities - has increased dramatically, but most research carried out to date in this field has been anecdotal and the number of theoretical studies in this area is very limited. Thus, the aim of this research is to breach this gap by developing a theoretical framework that is capable of explaining the managerial aspects of foreign branch campus operations. The key research question in this study is how transnational higher education institutions (TNHEIs) strategically manage their offshore branch campuses. In order to address this question, the literature on TNHEIs with regard to managerial complexities is reviewed. By assimilating and reconceptualising this literature, a multidimensional framework is constructed, which encapsulates the most pertinent ramifications of managing an offshore branch campus. The framework has been constructed by drawing on a widely used paradigm in the international business discipline, known as the dichotomy of global integration versus local responsiveness (I-R dichotomy). It helps to portray the TNHEIs’ strategic positions and positional change strategies on three dimensions of curriculum, research activities and staffing.

Research into leadership in the higher education environment has traditionally mirrored business related constructs. Many of the models and instruments that have been developed for the business environment such as the transactional transformational leadership dyad have been transposed to the higher education environment with relatively minor adaptation. On the other hand, there has been relatively little exploration of leadership models for the Virtual Organisation. This research brings together the literatures of virtuality and the virtual organisation, leadership and higher education management to interrogate the effect of virtuality on leadership styles within the volatile global higher education environment caused by the liberalisation of the sector. Through a case study of a higher education institution (HEI) that is developing a virtual campus, the research explores the perceptions of leadership skills, competencies and behaviours within the virtual higher education environment to determine whether a new model or framework can be developed for a virtual and widely distributed environment. The data from interviews, surveys and focus groups carried out in the case study show that virtuality does impact leadership skills in nuanced ways, thus proposing a configuration of behaviours, skills and competencies more relevant to the virtual higher education environment. The proposed framework adds to the literature on leadership in higher education as well as leadership in the virtual environment and contributes to practice in the areas of recruitment and training of leaders and managers in the virtual higher education sector.

Darbo tema: Lietuvos aukštojo mokslo genezė. Šio darbo tikslas - ištirti Lietuvos aukštojo mokslo genezę, siekiant nustatyti esminius aukštųjų mokyklų struktūrinius, vadybinius, finansinius pokyčius atkūrus Lietuvos nepriklausomybę. Pirmoje darbo dalyje atlikta mokslinės literatūros analizė. Šioje dalyje analizuojama kokias vietas Lietuvos švietime užima kolegijos ir universitetai, pateikiama aukštojo mokslo raida, apžvelgiamas aukštųjų mokyklų finansavimas ir valdymas. Antroje dalyje pateikiama statistinė informacija. Analizuojami rodiklių pokyčiai. Empirinėje dalyje, anketinės apklausos metodu atliktas tyrimas. Tyrimo tikslas - ištirti respondentų nuomones siekiant nustatyti esminius ir dabartinius aukštųjų mokyklų bruožus. Respondentų nuomonės padeda nustatyti aukštojo mokslo genezė ir pokyčius. Apklausoje dalyvavo 313 respondentai. / Work theme: Higher education genesis in Lithuania. The goal is to explore the genesis of the Lithuanian higher education in order to identify the most critical high-school structural, managerial, financial developments in the restoration of Lithuania's independence. In the first part of the work is the scientific literature analyze. This section analyzes Lithuanian Education, the development of higher education, an overview of higher education financing and management. The second section presents statistical information. Analyzing indicators. The empirical part is the questionnaire survey method. The aim is to explore respondents' opinions in order to identify the most critical and current high school characteristics. Respondents' opinion helps to determine the genesis of higher education and change. The survey involved 313 respondents.

The purpose of this study is to explain the dynamics of the interaction between the different stakeholders at Mangosuthu University of Technology (MUT) from a student development point of view. The study is conducted in order to develop an effective communication system that can assist in the management of relationships. The literature review presents an analysis of key documents. It focuses on the management of relations as well as the role that is played by communication in this regard. The systems approach provides a theoretical framework that guides the views of the researcher. Chapter Three outlines the design and procedure of the study. The research approach adopted by the researcher is qualitative and is based on a case study, which is Mangosuthu University of Technology. The following research methods are applied in the study; that is, the analysis of documentation, observations and a focus group, together with the application of questionnaires. Chapter Four presents a combination of qualitative and quantitative research data. The first part of the chapter focuses on observations that were made by the writer over a period of six months. This is followed by the analysis of the questionnaire. The last part discusses the responses that were elicited from the focus group. Chapter Five leads to the conclusive section of the whole study and it is an extension of Chapter Four in which the results of the research carried out are presented. The findings reveal that a systems approach has a significant role to play in assisting an organisation in managing relations. This approach recognises the existence of inter-relations between different parts of an organisation. The study concludes that MUT needs to take steps to create a knowledge-based institution where there is flexible learning, available anywhere, anytime and on any topic. / Thesis (M.Com)-University of KwaZulu-Natal, 2009.

The purpose of this study was to define the private sector's receive-site coordinator's role and current practice associated with the day-to-day management of a distance receive site by describing what private sector receive-site coordinators do in practice. Descriptive data were collected in six areas: demographics, private sector receive-site coordinators' reporting relationships, distance education equipment and usage, tuition support for students at receive-site locations, private sector receive-site coordinators' knowledge of distance education, and the private sector receive-site coordinators' current practice.Many organizations in business and industry in the private sector invest in distance education systems and programs as a means of providing educational opportunities for their employees. These organizations assign the duties of managing their receive-site location to an employee in their organization. The polices and procedures of organizations receiving distance education programs, the job level of the person assigned the receive-site coordinator responsibilities, the knowledge level of the receive-site coordinator, and the practices of the receive-site coordinator are variables that influence employee participation in distance education programs. Additionally, those variables impact distance education university administrators in administering and marketing the university's distance education programs to organizations. Yet, there is very little literature that speaks to the distance education receive-site coordinators' role or the knowledge and skills required to manage a distance education receive-site location.By conducting this research, the private sector receive-site coordinators' practice was described. It was concluded that private sector receive-site coordinators are a non-homogenous group of mostly training and development professionals with undergraduate degrees and have the responsibility of managing the day-to-day activities of receive-sites by incorporating the duties of a private sector receive-site coordinator with their otherday-to-day work activities. The private sector receive-site coordinators' job responsibilities span a variety of tasks that include marketing programs, helping students overcome problems, assisting with course logistics, and installing, operating, and in some cases, maintaining distance education equipment. It was also concluded that university administrators viewed the role of the private sector receive-site coordinator as a key element of the distance education system. / Department of Educational Leadership