Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 109-115).

Thesis (M.A.)--University of Toronto, 2005.

Thesis (M.Ed. (Educational Management))--Mahidol University, 2006. / LICL has E-Thesis 0018 ; please contact computer services.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 26, 2006. Dissertation Committee: Patricia H. Klass (chair), Darryl A. Pifer, Glenn Schlichting, Mark Walbert. Includes bibliographical references (leaves 137-143) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 13, 2006. Dissertation Committee: Elizabeth Lugg (chair), Larry McNeal, Amee Adkins, James Palmer, David Tucker. Includes bibliographical references (leaves 151-159) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xiii, 275 p.; also includes graphics (some col.). Includes bibliographical references (p. 253-259). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 156-173).

The Life Assurance industry has been through a period of rapid change as a consequence of increased competition, which is resulting in the need for structural re-organisation. The mid-career manager is arguably the most affected by these changes as the flattening structures and the need for obtaining new skills are leading to a re-appraisal of their role, while also diminishing their chances of the vertical progression that was traditionally on offer. It is against this background that an analysis of the barriers to participation in learning was undertaken through in-depth interviews with 61 managers from five of the largest Scottish Life Assurance institutions. A grounded model was developed to identify the prevalence of both intrinsic and extrinsic factors affecting participation levels. The model identified five intrinsic variables (Perceptual, Emotional, Motivational, Cognitive (General) and Cognitive (Vocational)) and three extrinsic factors (Culture, Management Development Culture and Physical Resources) and the managers were categorised against these variables according to their propensity to participate in learning initiatives. While the intrinsic barriers relating to managers perceived need for learning and emotional insecurities were important, the managers appeared to primarily attribute their levels of participation to the presence or otherwise of extrinsic variables. In particular, the organisational culture was seen to be crucial in influencing participation levels, as there were high levels of negativity surrounding the support and guidance structures for learning. The ambiguity of reward strategies was also seen to be an inhibitor, as were time pressures. Organisations need to address the issue of balancing participation in learning activities with the pressures originating from both mid-career managers private and professional lives as a potential solution to these external pressures. It was suggested that barriers to learning could be alleviated through better support and guidance and the development of a learning culture, encompassing top management involvement.

Diploma thesis deals with education and development of students with special educational needs in tertiary education. The aim of the thesis is to analyze documents that are related to education of people with special needs and to compare a supporting system setting at individual universities. The thesis is based not only on professional literature knowledge, both world and Czech, but also on a research that has been done at chosen universities. The research part includes content analysis, which systematically describes contents of special education documents, and compares the supporting system setting at selected universities, which is extended by interviews with the head workers of consulting centers. KEYWORDS Evaluation, school management, tertiary education, handicap, inclusion.

The term of ``management`` is hardly ever used in social sphere in the Czech Republic. Social work is provided by institutions of various statutes so the approach to management opportunities and needs must be different. Human resources management represents current conception of personnel work and is considered to be a significant part of management which could be a key factor of organisation achievements. ARMSTRONG, M. speaks about human resources management as a ``strategically and logically elaborate approach to management of the most important item, people who work in the organisation and contribute to achieving its objectives both individually and collectively`` (2). Progressive organisations pay special attention to further education of their staff as a part of personnel management. Education and development plays an important role in organisation and its flexibility, it becomes lifelong activity. Organisations take an active part in this process and organise a lot of educational courses which are based on a number of different methods. The aim of this work consisted in finding development and education methods which are used in social facilities in the region of Hradec Králové. The research part of the work is based on questioning methods, particularly questionnaires and guided interviews. The study group of people was formed by management, personnel officers and staff members of social facilities in the region of Hradec Králové. The thesis should help spread information about current methods used in staff development and education as a part of human resources management.