Change and the management thereof has become an integral part of management. To survive and prosper in the future, organisations have to understand the internal and external forces of the constantly changing world in which they operate. One example of the implications of change is the role of the communication practitioner that evolved from that of a technician to a strategist during recent decades. The communication practitioner has to realise that research is an effective tool to prove the value of the communication function. This study explores the use of environmental scanning as a strategic tool for an organisation to obtain a competitive edge. Knowledge management and the measurement of relationships in communication are closely related to environmental scanning. Environmental scanning is a process by which an organisation learns about events and trends in the internal and external environment. It helps establishes relationships between these trends and considers the main implications for problem identification and decision making. Any scientific research should be done against a theoretical framework. The systems theory and the information gap theory provide the theoretical framework for this study. Empirical research was conducted amongst the principals, marketing directors; information technology directors and scenario planners of all universities, technikons and registered private universities in South Africa. A total response rate of 58.7% was realised. A major finding was that, although most universities and technikons conduct environmental scanning and rate it as very important, there is no formalised, strategically aligned effort to integrate the findings with the strategic direction of the institution. The impact of environmental scanning on the respondents’ institutions is rated as significant to very significant. A revised model of environmental scanning was subsequently proposed. This model can also serve as a basis for future research and development. In spite of the different ways in which environmental scanning is conducted and applied, it has potential as a strategic tool - specifically to improve the role and contribution of the communication practitioner in the realisation of organisational goals. / Dissertation (DPhil)--University of Pretoria, 2004. / Communication Management / DPhil / Unrestricted

This diploma thesis examines the impact and consequences of the implementation of deferred tuition in the Czech Republic on an quality and a system of financing of universities. The aim is to determine the real impact of tuition fees on improving the quality of university education and make recommendations for an implementation or a rejection of this form of financial participation. The first part of my thesis contains theoretical views on education and its role in the modern economy, it defines the term "education" as a kind of an economic good and describes the current system of university education in the Czech Republic. The empirical research will be comparing the current situation of university education system in the Czech Republic with the situation in the EU and OECD countries. The analysis will be based on statistical data on the number of people with university education, the volume of investment into this kind of education, the ratio of public and private funding system, the number of students enrolling on universities, total expenditures per student, applying of university student and other labor market indicators. Based on this comparison,the strengths and the weaknesses of the Czech university education will be established and its trend in the last 5 years. Within the scope of a planned introduction of direct financial participation of university students, the principle of deferred tuition will be considered as a potential tool not only to increase private funding in the system, but also to achieve a better standards of university education. The possible effects of the introduction of tuition fees in the country will be estimated based on the experience with the implementation of this system abroad (UK and Australia) and meta-analysis of expert opinion on financing university education system. The conclusion of the thesis includes a summary of the extent to which the inflow of private funds into the system changes the strengths and weaknesses of the university education in the Czech Republic and making recommendations for its implementation.

El sector educativo en el Perú, con la llegada de la pandemia a causa de la COVID-19, generó una fuerte incertidumbre por parte de los docentes por poder seguir entregando la misma calidad educativa, pero de manera remota a través de un dispositivo electrónico, resultando una nueva necesidad en el mercado que debía ser solucionada inmediatamente. Es por tal motivo que Teach Me nace como respuesta para revertir el retroceso dado en el sector educativo y la dificultad de esta nueva modalidad virtual para los docentes. Todo ello, con el fin de ayudar a que los profesores puedan dar una sesión de clase dinámica, atractiva visualmente y apoyada del uso de herramientas digitales para que siga teniendo el potencial de enseñar y desarrollar al estudiante. Este proyecto consta de dos etapas fundamentales que dieron pie a que nuestro proyecto pueda evolucionar y concretar. La primera etapa constó de validar nuestra idea de negocio ante el segmento ya delimitado y expertos, a través de entrevistas; y la segunda requirió la validación de la solución para conocer si realmente nuestro proyecto satisfacía esta brecha en el sector educativo y podía ser viable para su ejecución. Finalmente, concretamos con el desarrollo de Teach Me, una plataforma web orientada a brindar enseñanza a los docentes de manera digital, teniendo como diferencial la creación de una comunidad de expertos docentes, así como el establecimiento de una enseñanza redituable que logre integrar al equipo a los propios usuarios ya suscritos al programa. / The education sector in Peru, with the arrival of the pandemic due to COVID-19, generated a strong uncertainty on the part of teachers to be able to continue delivering the same educational quality but remotely through an electronic device, resulting in a new need in the market that had to be solved immediately. It is for this reason that Teach Me was born as a response to reverse the setback in the education sector and the difficulty of this new virtual modality for teachers. All this, in order to help teachers to give a dynamic class session, visually attractive and supported by the use of digital tools so that it continues to have the potential to teach and develop the student. This project consists of two fundamental stages that led to our project being able to evolve and become concrete. The first stage consisted of validating our business idea with the already defined segment and experts, through interviews; and the second required the validation of the solution to know if our project really satisfied this gap in the education sector and could be viable for its execution. Finally, we concretized with the development of Teach Me, a web platform aimed at providing teaching to teachers in a digital way, having as differential the creation of a community of teaching experts, as well as the establishment of a profitable teaching that manages to integrate the team to the own users already subscribed to the program. / Trabajo de investigación

El presente trabajo de investigación de tesis tiene como objetivo determinar el impacto de la Norma Internacional de Contabilidad N° 23 “Costos préstamos” en la rentabilidad de las universidades privadas con sede en Lima Sur, año 2019. Debido a que, en los últimos años, las entidades de educación superior han obtenido resultados favorables en sus Estados Financieros, en comparación a años anteriores, por ende, han realizado construcciones de nuevas sedes para lograr el licenciamiento otorgado por Sunedu para seguir operando, así como tener un mayor alcance en potenciales alumnos. El trabajo de investigación se encuentra dividido en cinco capítulos que son: Capítulo I Marco teórico, se realiza una investigación, a través de fuentes primarias donde se desarrollan conceptos de las normas internacionales de información financiera (NIIF’s), norma internacional de contabilidad N° 23 “Costos préstamos”, rentabilidad y un análisis del sector educativo. Capítulo II Plan de investigación, se formula la situación problemática de la tesis, el problema principal y específicos, el objetivo general y específicos, hipótesis general y específicos. Capítulo III Metodología de investigación, se definió la población, la muestra para las investigaciones cualitativas y cuantitativas. Capítulo IV Desarrollo de Investigación, donde se realizó la investigación a través de las entrevistas en profundidad, las encuestas y el desarrollo del caso práctico. Capítulo V Análisis de Resultados, en donde el estudio de los instrumentos y el caso práctico son realizados. Se concluye con la validación de la hipótesis general y especificas en base a los resultados obtenidos en las tablas cruzadas y el CHI cuadrado. / The objective of this thesis research is to determinate the impact of the International Accounting Standards (IAS) 23 “Borrowing Costs” in private universities´ profitability in the south part of Lima in the year 2019.  In recent years, higher education institutions have favorable results in their financial statements in comparison to previous years, therefore companies have built new campus expecting to be licensed by Sunedu in order to keep operating and to have a greater reach and attract potential students.  The research work is divided into five sections: Chapter I, Theoretical framework, in which there are concepts of international financial reporting standards (IFRS), international accounting standards (IAS) 23 “Borrowing Costs”, profitability, and an analysis of the private higher education sector. Chapter II, Research plan, the problematic situation of the thesis research, the main and specific problems, general and specific objectives, the main and specific hypothesis are formulated. Chapter III Research methodology, in which the population and the sample size were determinated for a quantitative and qualitative analysis. Chapter IV, Development, in which the research was fulfilled through the in-deep interviews, questionnaires and the development of the practical case. Chapter V Analysis of results, where the research of the instruments and the practical case were executed. In conclusion, the general and specific hypothesis´ validation are based on the results obtained in the crossed tables and Chi square test. / Tesis

Luma Majoring es un proyecto de una propuesta innovadora que se enfoca en brindar un servicio de taller vivencial de calidad para los estudiantes de los últimos grados escolares. Este emprendimiento nace de una problemática identificada en el ámbito educativo: los estudiantes al terminar su etapa escolar no saben qué estudiar. Por consiguiente, se realizaron investigaciones en la cual se obtuvo respuestas de los padres de familia entrevistados; ellos están interesados en que sus hijos reciban el servicio de Luma Majoring como guía para resolver sus dudas y garantizar su bienestar académico, y laboral. Asimismo, los 11 alumnos entrevistados, están de acuerdo en recibir asesorías para la correcta decisión de su carrera. Nuestro público objetivo se divide en dos perfiles, por una parte se encuentran los clientes que estarán conformados por los padres de familia y por otro lado, nuestros usuarios que son los jóvenes estudiantes de los últimos años escolares y/o aquellos que culminaron su etapa escolar. Cabe señalar, que este público es de un sector socioeconómico” A” con un estilo de vida sofisticado, moderno y progresista. Actualmente, Luma Majoring no cuenta con una competencia directa, esto debido a que las universidades se centran solo en ferias vocacionales. Por esta razón, el proyecto se enfoca en brindar una experiencia de taller vivencial personalizada. De esta manera, podemos precisar que el proyecto Luma Majoring es rentable, ya que los indicadores financieros como el VAN y TIR cuentan con resultados positivos que generan una gran expectativa en el desarrollo del emprendimiento. / Luma Majoring is a project of an innovative proposal that focuses on providing a quality experiential workshop service for students in the final grades. This enterprise was born from a problem identified in the educational field: students at the end of their school stage do not know what to study. Consequently, investigations were carried out in which responses were obtained from the parents interviewed; They are interested in their children receiving the service of Luma Majoring as a guide to solve their doubts and guarantee their academic and work well-being. Likewise, the 11 students interviewed agree to receive advice for the correct decision of their career. Our target audience is divided into two profiles, on the one hand there are the clients that will be made up of parents and on the other hand, our users who are young students in the last years of school and / or those who completed their school stage. . It should be noted that this audience is from an "A" socioeconomic sector with a sophisticated, modern and progressive lifestyle. Currently, Luma Majoring does not have direct competition, this is because the universities focus only on career fairs. For this reason, the project focuses on providing a personalized experiential workshop experience. In this way, we can specify that the Luma Majoring project is profitable, since financial indicators such as NPV and IRR have positive results that generate great expectations in the development of the enterprise. / Trabajo de investigación

Thèse de doctorat présentée en vue de l'obtention du doctorat en psychologie - recherche intervention, option psychologie du travail et des organisations (Ph.D) / Les expériences psychologiques associées à la récupération entre les épisodes de travail—telles que le détachement psychologique du travail, la relaxation, la maîtrise et le contrôle sur le temps hors travail—sont reconnues pour leur capacité à protéger et favoriser la santé psychologique des travailleurs, tandis que d’autres expériences telles que la rumination sont perçues comme préjudiciables. Cependant, leurs effets sont plus complexes et moins compris qu’il n’y paraît. Une voie peu explorée pour comprendre et prédire la portée de leurs effets sont les interactions que ces expériences pourraient entretenir avec d’autres variables. Le présent ouvrage explore si et comment ces effets sont modérés par des facteurs liés au travail ou au contexte de vie des travailleurs. Il examine, sur le plan théorique et empirique, les possibilités que les effets salutaires des expériences de récupération varient selon des conditions (thèse de la contingence) ou soient indépendants de facteurs individuels ou contextuels (thèse de l’universalité). Puisant largement dans la théorie effort-récupération (Meijman et Mulder, 1998) et la théorie de la conservation des ressources (Hobfoll, 1998), cet ouvrage cherche avant tout à clarifier la force des liens existant entre neuf expériences de récupération (ou de non récupération) et diverses catégories d’indicateurs de santé psychologique contextualisés ou non au travail. À cet égard, le premier article dresse une synthèse empirique de ces relations par une méta-analyse (k = 191). Les résultats montrent que la vaste majorité des tailles d’effet entre les expériences de (non) récupération et la santé psychologique sont à la fois significatives et de magnitude modérée à forte, ce qui milite en faveur de la thèse de l’universalité. En revanche, l’importante hétérogénéité inter-étude inexpliquée offre un terrain d’exploration propice à la thèse de la contingence. Le second objectif de cet ouvrage est d’identifier des modérateurs influençant les relations entre les expériences de (non) récupération et divers corrélats de santé psychologique. L’étude des facteurs contingents pourrait aider à optimiser les ressources individuelles et organisationnelles dédiées aux expériences de récupération. Les deux articles contribuent à cet objectif par des méthodologies différentes. Dans le premier article, des analyses de méta-régression soutiennent modestement cinq des six modérateurs étudiés comme pouvant influencer les liens entre des expériences de (non) récupération et la santé psychologique, soit l’âge, le genre, le nombre d’heures travaillées, le niveau de scolarité ainsi que deux dimensions de la culture nationale, à savoir l’individualisme vs le collectivisme et l’indulgence vs la sévérité. Dans le second article, des analyses de régression hiérarchique sont menées sur des données colligées auprès de 2346 travailleurs du milieu de l’éducation québécois. Un seul effet modérateur sur la santé psychologique a été détecté parmi les 24 interactions étudiées entre des expériences de récupération et deux caractéristiques du travail (la quantité de travail et l’autonomie). En conclusion, cet ouvrage apporte un soutien plus marqué à la thèse de l’universalité, tout en identifiant certains effets modérateurs, d’envergure limitée, qui s’alignent avec la thèse de la contingence. Des perspectives de recherche futures sont discutées pour ces deux thèses. / The psychological experiences associated with recovery between work episodes—such as psychological detachment from work, relaxation, mastery, and control over non-work time—are known for their ability to protect and promote worker’s psychological health, while other experiences such as rumination are perceived as harmful. However, their effects are more complex than they appear and are still not well understood. An underexplored area for understanding and predicting the extent of their effects is the interactions that these experiences may have with other variables. The current work explores whether and how these effects are moderated by factors related to work or the workers' life context. It examines both theoretically and empirically the idea that the beneficial effects of recovery experiences may vary depending on conditions (contingency thesis) or be independent of individual or contextual factors (universality thesis). Drawing extensively from the Effort-Recovery theory (Meijman & Mulder, 1998) and the Conservation of Resources theory (Hobfoll, 1998), this work aims first to clarify the strength of the relationships between nine recovery (or non-recovery) experiences and various indicators of psychological health that are either contextualized or non-contextualized to work. In this regard, the first article offers an empirical synthesis of these relationships through a meta-analysis (k = 191). The results show that most effect sizes between the (non-) recovery experiences and PH are both significant and of moderate to strong magnitude, supporting the universality thesis. However, the large unexplained between-study heterogeneity provides a fertile ground for exploration in support of the contingency thesis. The second objective of this work is to identify moderators influencing the relationships between (non-) recovery experiences and various correlates of psychological health. The study of contingent factors could help optimize individual and organizational resources dedicated to recovery experiences. The two articles contribute to this objective with different methodologies. In the first article, meta-regression analyses partially support five out of the six studied moderators as potentially influencing the relationships between (non-) recovery experiences and psychological health, namely age, gender, number of work hours, level of education, as well as two dimensions of national culture, namely individualism vs collectivism and indulgence vs restraint. In the second article, hierarchical regression analyses are conducted on data collected from 2,346 workers in the Quebec education sector. Only one moderating effect on psychological health was detected among the 24 interactions studied between recovery experiences and two work characteristics (workload and autonomy). In conclusion, this work provides stronger support for the universality thesis, while also identifying certain moderating effects, of limited scope, that align with the contingency thesis. Future research perspectives are discussed for each of these theses.

School principals have a key role to play in managing educators with HIV/AIDS because it poses a serious threat to the quality of education provision. The aim of this study was to identify needs and challenges facing school principals in managing educators with HIV/AIDS and to provide school principals with in-depth information on how to manage educators with HIV/AIDS. A literature study was conducted to determine the impact of HIV/AIDS on the education sector. In order to obtain a better understanding of the problem, a qualitative research strategy was used. Data collection was done through individual interviews with school principals and focus group interviews with educators. Data analysis was done using Colaizzi‟s phenomenological approach. The findings of the research confirmed that HIV/AIDS has a disruptive effect on education provision. Finally, recommendations were made to address the identified problems. / Further Teacher Education / M. Ed. (Education Management)

Welche Chancen und Risiken ergeben sich durch Stiftungsengagements bzw. -arrangements im schulnahen Umfeld? Ziel soll es sein, die Entscheidungsfelder in dieser speziellen Kooperationsform zu systematisieren und einen ersten generalisierbaren, praxisrelevanten Überblick anbieten zu können. Aus erziehungswissenschaftlicher Sicht interessiert insbesondere, ob sich Veränderungen in Bildungsinstitutionen und bei pädagogischen Leitvorstellungen nachweisen lassen, die auf Kooperationsaktivitäten oder –bestrebungen zurückgehen. Es ist zu prüfen, ob sich diese Veränderungen perspektivisch negativ oder positiv auf den gesellschaftlichen Bildungsauftrag der Schule und auf ihr untergeordnete pädagogische Domänen auswirken. Darüber hinaus versteht sich die Untersuchung als Pionierarbeit, die eine Lücke in der Forschung über normative Motive in der Arbeit pädagogischer und gemeinnützlicher Institutionen schließt und eine Methode entwickelt, die weitere systematische Untersuchungen in diesem Bereich erleichtert. Diese Arbeit ist als qualitative Studie konzipiert. Die vorliegende Arbeit arbeitet empirisch, indem sie bereits vorhandene Erfahrungswerte abfragt und diese systematisiert. Auf der anderen Seite arbeitet sie explorativ, indem sie blinde Flecke im Entscheidungsfeld theoretisch herleitet, überprüft und in eine Entscheidungsmatrix überführt.

School principals have a key role to play in managing educators with HIV/AIDS because it poses a serious threat to the quality of education provision. The aim of this study was to identify needs and challenges facing school principals in managing educators with HIV/AIDS and to provide school principals with in-depth information on how to manage educators with HIV/AIDS. A literature study was conducted to determine the impact of HIV/AIDS on the education sector. In order to obtain a better understanding of the problem, a qualitative research strategy was used. Data collection was done through individual interviews with school principals and focus group interviews with educators. Data analysis was done using Colaizzi‟s phenomenological approach. The findings of the research confirmed that HIV/AIDS has a disruptive effect on education provision. Finally, recommendations were made to address the identified problems. / Further Teacher Education / M. Ed. (Education Management)

Philosophiae Doctor - PhD / After the democratic elections of 1994, the South African government embarked on radical reforms to the apartheid education system, which included the development of a policy that is committed to human rights and social justice. The inclusive education policy, entitled: Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System (Department of Education, 2001) was released in July 2001. This inclusive education policy brought with it the prospect of changing the structures that promoted exclusionary and discriminatory practices in the education system. While the inclusive education framework is characterised by explicit policy directives, well-defined outcomes and a firm commitment to human rights and social justice, there is a growing realisation that a considerable gap exists between this framework and its effective implementation. The main aim of this study was to understand the factors that facilitate or constrain the implementation of inclusive education in the South African context. These factors were explored through a qualitative case study. A documentary analysis, as well as unstructured and semi-structured interviews was used to collect the data within the context of the research aims, questions, and a framework of categories, drawn from relevant literature, was used to analyse the data. The first major finding of this study was that the implementation of inclusive education policy in South Africa has been facilitated by the school communities' beliefs, values and norms relating to the inclusion of learners with disabilities. The second major fmding of this study is that the designers of the inclusive education policy underestimated the deep-seated socio-economic factors that inhibit effective learning in certain contexts. Poverty was identified as a major constraining factor in the study, followed by the complexities of the National Curriculum Statement, a lack of capacity to implement the policy, lack of support for policy implementation, and the limitations of the Education White Paper 6 itself. Given the facilitating and constraining factors emerging from this study, the recommendations made have been based on the assumption that the implementation of inclusive education policy is a worthwhile endeavour. These recommendations are proposed within three broad areas, namely policy implementation, inclusive education policy, and inclusive education practice. Of these recommendations the following are critical: • The Department of Education should develop differentiated inclusive education guidelines that address inclusion of learners in poverty stricken contexts. • The Department of Education, in conjunction with schools, should create formal and informal communication channels through which stakeholders can raise their views and concerns about the policy of inclusive education and how it should be implemented. • The Department of Education should take full responsibility for the advocacy, implementation, monitoring and evaluation of inclusive education policy, rather than relying on the services of independent providers. • The Department of Education should address the complexities that prevent districts and schools from establishing support structures.