This study investigates the perceptions of teachers, students and educational counsellors regarding the role and function of educational counsellors in credit course secondary schools in Kuwait. A field study was carried out in ten credit course secondary schools located across Kuwait's five educational geographical zones. A sample of 300 students, 300 teachers and 30 educational counsellors completed a twenty-item questionnaire, the data from which were analysed using the SPSS statistical package. Differences in perceptions were found between the three groups, suggesting role conflict and ambiguity.To obtain information about the actual role of educational counsellors, all 32 educational counsellors from all the credit course secondary schools in Kuwait were interviewed, and were asked to complete a checklist, and answer a time-scale questionnaire. The results confirmed the view that role conflict and ambiguity are impairing the performance and lowering the morale of educational counsellors. Possible causes of the conflict are identified, and recommendations made for modification of the guidance and counselling programmes.

No description available.

No description available.

This study is a critical analysis of doctoral accounting education. Its mandate is to examine the extent to which existing university programmes in accounting meet the needs of those concerned with the education of academic accountants; to consider ways in which universities could improve options for the education of accountants; to explore the continuing major shortage of accounting faculty; and to analyze the resource requirements, especially human resource requirements and their impact on university based accounting education in Canada. What do we expect from accounting schools? What do we want them to do besides helping to educate accountants? What kind of accounting education do we want them to dispense? Who is the better judge of student needs, the accounting professoriate or the accounting practitioners? Is the relationship between the professoriate and the accounting practitioner symbiotic or a superior-subordinate situation? What can be done to: 1) increase the number of applications for admission to accounting Ph.D. programmes? 2) shorten the duration of the Ph.D. programme? 3) increase non-government financial support to universities? 4) improve financial rewards for Ph.D.s? 5) market academic accounting as an exciting career? These are typical questions that evolved and were dealt with in this research effort. It is evident that the present state of accounting education in Canada is a cause of deep concern for many who are directly involved with it. The severe shortage of academic accountants coupled with the market demand for better trained, professionally qualified accountants has put a great strain on universities. The demand for a larger commitment to accounting education is occurring at a time when programmes are under severe financial constraints. Given the circumstances, it should not be surprising that there is much discontent with the status of accounting education.This paper researches the educational issues involved and suggests respective educational policies in resolving them. It also explores the accounting labour market and evaluates the ramifications that various policies have upon it. Concentration on particular segments of accounting education is highlighted and justified by the asymmetry that characterizes the contribution of these elements to doctoral education in accounting.

Demographic trends suggest that change is inevitable in the Irish post-primary sector. Closures, amalgamations and general rationalisation will increase the average size of schools. This will increase the pressure and workloads of those already in principalship.Almost twenty-five percent of Irish post-primary schools are under two hundred and fifty pupils, and the constraints on the provision of a wide curriculum in such small schools are likely to become a serious factor in their struggle for existence. The participation rate at senior level will increase and therefore curricular diversity will become essential. Many small schools are in multi-school areas and it would be unreasonable to expect the State to duplicate (or even triplicate) ever more expensive educational provision. As the curriculum widens, so its provision becomes more costly. The post-primary curriculum in Ireland was traditionally biased towards the liberal and literary, which is relatively inexpensive to provide, even in triplicate. As scientific and technological subjects take their place in the 'new' broader curriculum, so the necessity for larger schools, and thereby non-duplication of provision, becomes more imperative. Amalgamations are inevitable, but the management profession is unprepared and under-trained, and those who will join the profession anew will be unable to avail of any substantial body of experience.Clearly, intensive training for incumbent and new principals and middle management personnel is demanded. In addition, a mass of statistical data on the post-primary system as it exists, is required for this purpose.Many references were made in the Green paper (1992) and the National Education Convention report (1994) to the changing role of principalship and the management and administration of schools. One of the aims of the proposed legislative changes is to radically devolve administration and introduce good management practices to schools.It is widely acknowledged that good leadership is a prerequisite to effective school management. Devolved administration and greater autonomy will make good principalship even more necessary. Principalship has an instructional leadership role which differentiates the position from an industrial manager or a commercial executive. Research has shown however, that principals spend little time planning or in any kind of leadership role (despite the fact that they value these activities as the most important!) and most time in low value tasks. Clearly, the time has come to assess what principals actually do and how satisfied they are with the administration of their institutions.While the principalship is the pivotal position in any school, the middle management structures that surround the principal will largely determine how successful (s)he is. The principal should be free to utilise his/her expertise in the more important functions like instructional leadership and staff motivation.It was in this context and against this background that this research was undertaken: to investigate the management and administration of post-primary schools in Ireland.The aim of this research is fourfold:1. To gather information on the characteristics of post-primary schools in Ireland. Specifically, to amass data on the following aspects of school structure:(a) The physical and human environment;(b) The academic environment and policy;(c)A profile of principals in principalship.2. To examine the administration of post-primary schools, by function, and to research the styles of management currently prevalent. Management of schools is not coincident with industrial or commercial management and the management of post-primary schools is dissimilar to that of third level institutions. Furthermore, the management of Irish post-primary schools is unique as a result of its particular history. While all will have some degree of similarity, there is an ever increasing level of synonymy as the institutions become more equivalent. Scientific investigation provides the basis for theoretical development and this research aims to:(a) categorise Irish post-primary schools according to styles of management and develop new theoretical models of management and conflict, in the context of existing theory.(b)place existing management structures and theoretical developments in an historical context.3. To gauge (dis)satisfaction within the educational management profession; not so much self-assessment of principalship by principals, rather assessment by principals of the success or otherwise of the school as an institution.4. Generally:(a) To contribute to the body of factual and scientific data about the post-primary sector.(b)To contribute to the theory of management and conflict in schools.(c) To contribute to the debate on the management of and practices in, Irish post-primary schools.(d) To raise the awareness of principals and middle managers at a time of change. Managing change is as important as changing management and it is hoped to contribute to the constructive development of the Irish post-primary system.

The purpose of this study is to describe, analyse and evaluate the problem of shortage of well-qualified and trained personnel in the Libyan Oil Industry and to examine training policies, practices and programmes currently provided by this highly valued industry. The major goal of this study was to identify the necessary steps to be taken in order to improve the training and development programmes in this industry. A review is presented of literature on the nature and importance of training; how training can be conducted effectively; what kind of techniques should be followed to set up proper systematic training programmes; and criteria for evaluating the effectiveness of training and development programmes. The policies and practices of training currently in use in the Libyan Oil Industry are investigated, as are the current general education and training system in Libya and the role of Libyan universities and other higher education institutions. A questionnaire was applied to a sample of 101 trainees sent by the Libyan Oil Industry on training to the U.K. respondents represented different companies and projects and various fields of specialisation. Descriptive statistics were used to analyse the raw data obtained from the questionnaire responses. The results of the study indicated the following: 1. A master plan for organising and supervising training programmes is needed. 2. Training programmes should be designed after identifying training needs. 3. Training should be in job related. 4. Trainees should work in the area in which they received training. 5. Top management should receive training in their major activities and responsibilities. 6. Training should be provided for all employees. 7. Training programmes should be evaluated regularly. 8. Co-ordination and collaboration should be made between industry and the university in regard to manpower training and development. 9. Training policies should be periodically reviewed. 10. Training should be considered as a continuous process.

Collaborative higher education refers to an array of different arrangements between higher education institutions (HEIs) and other providers - private providers in the case of this thesis. The main focus of the thesis is to understand stakeholders’ perspectives on collaborative partnerships between HEIs and private for-profit providers in the provision of UK degree courses in business and management. Recent decades have seen the massification of HE. The demand for HE in the UK has been growing significantly. But the state has begun to disengage itself from financing HEIs and thus their continuing state funding is under challenge. Market mechanisms have been introduced. Collaborative HE provision between HEIs and private for-profit providers can be seen as an activity undertaken as part of an increasingly marketised UK HE landscape. Management, staff such as link-tutors, and policy-makers in quality organisations were interviewed: thirteen in the UK and six in Sri Lanka. Five former non-European Union (EU) private college international students were interviewed in the UK. Three focus groups were conducted with non-EU private college international students in the UK. This is an exploratory study, from which it is not possible to generalise, but findings indicate that: a. Non-EU international students choose to study in private HE colleges because it enables them to acquire a UK degree at a lower cost. b. Working with private partners in the UK and overseas is perceived to have an economic motive and collaborative partnerships are seen as a partial solution to the difficult financial situation of HEIs. c. Collaborative HE partnerships help UK HEIs to expand their market. d. Government intervention in the private for-profit HE sector is discernible, for example through the Educational Oversight Review of private providers. This is blurring the boundary between what is described as public and private.

This study reports managers' accounts of conflict between their personal values and the values they perceived in the demands their organizations made on them. The purpose of the study was to identify and describe the characteristics of such experiences, including how the conflicts were resolved, impact on the managers, and impact on their organizational commitment. Twenty senior middle-level public sector managers were interviewed using a semi-structured interview procedure. The interviews provided 66 conflict accounts for analysis. Six major sources of conflict were identified, relationships to staff or people external to the organization accounting for 75% of the conflicts. Five major value orientations were identified: Public Service; Management; Professional; Personal; and, Political. More pervasive and underlying source lay in the shifting value orientations in the public sector, principally between an orientation to career service and professional management. Managers have a complex organizational relationship, identifying more with the ethos of the public service than with their particular Ministry, agency, or department. Three ways of resolving value conflicts were proposed and investigated: Conforming, Principled, and Integrative. Managers sought to achieve preferred outcomes rather than resolve the value dilemmas. On occasions when demands involved legal, public interest issues, or professional standards, managers conformed. Principled resolutions prevailed only in a few more subjective situations such as the extent of personal caring for staff. Eight strategies for managing for preferred outcomes were identified: using integrating values and superordinate values; seeking alternatives; delaying; relocating responsibility; protesting; and, leaving. Conflicts impact significantly on managers. Negative impacts include frustration and anger; unethical behavior; poor health; and interrupted career movement. If successfully resolved or managed they may lead to senses of confidence and well-being, and developmental change. Conflict impacts negatively on the relationship with the organization through loss of commitment. Social literacy theory (Freire, 1972), psychological contract theory (Schein, 1970), and faith development theory (Fowler, 1981) are useful theoretical perspectives with implications for management practice. Issues for management education and for further research are considered and the significance of the study is placed in the broader contexts of promoting personal growth and responding to major crises.

The dominant paradigm used in the literature to describe Organization Development (OD) has had limited success in fully representing OD-in-practice. The widespread reliance upon functionalist conventions to describe OD practice limits opportunities for insights and understanding obtainable through the use of alternative ontologies. Attempts to offer alternative conceptualizations are discouraged by the need of academicians to publish articles consistent with dominant perspectives and the lack of incentive for practitioners to publish at all. However, some initial efforts have been made to identify this problem and offer different ways of thinking about OD. The purpose of this study was to add to these efforts by offering a metaphor for considering organization and OD practice which reflects the more subjective assumptions of an interpretive paradigm. This study first reviewed the four most often used texts in OD graduate training programs across the continental United States. Texts were viewed as the repositories of conventional thinking, and Burrell and Morgan's (1979) multiparadigmatic framework served as a foil to explicate the assumptions of traditional views. This review suggested some oscillation between the image of organization invoked and descriptions of OD practice and practitioner role. Secondly, an elaboration of the interpretive perspective was offered, and examples of applications to organization theory reviewed. This served as a foundation for re-thinking organization and organization development as sense-making. Once a rudimentary framework of OD as sense-making was developed, seven practitioners were interviewed to ascertain whether the offered perspective either reflected or informed their descriptions of practice. Interestingly, practitioners offered perspectives along a continuum, with some consultants describing their work in fashions highly consistent with conventional views, and other invoking the more precarious notions of the social world consistent with interpretive assumptions. A final contrasting of conventional and alternative views of OD was developed, informed by insights gained as a result of the views practitioners shared.

No description available.