Thesis (M.P.A.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 81-84). Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Alabama, 1984. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 116-121).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1988. / Also available in print.

Thesis (M.A.)--York University, 2003. Graduate Programme in Social Anthropology. / Typescript. Includes bibliographical references (leaves 231-237). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ86292

Diversity training programmes are formal efforts to prepare the workforce to work with individuals from different cultural backgrounds and to improve organisational effectiveness. Although many studies have described diversity training programmes in the workplace, only a few have been evaluated to assess their effectiveness and impact on job outcomes. This thesis describes a study that assessed the impact of a diversity management-training programme on employee attitudes and behaviour towards diversity in a manufacturing company in Namibia. Kirkpatrick’s (1959) four-level model, which examines the trainees’ reactions to the training, the learning acquired, the behaviour change and improvement in organisational results, was used to measure the impact of the training programme. Data was collected through pre-and post-assessment semi-structured individual interviews and a focus group was conducted two months after the training. Data analysis indicates that the first two levels of the evaluation model showed an impact. The participants had positive reactions towards the course and said that they had learnt from the course. The data also showed that the training did not have any impact on the behaviour of the participants and on organisational outcomes. The research also revealed that lack of improved productivity and organisational results might have been influenced by unrealistic expectations, past political conditions, job insecurity and unemployment and the training context. Some recommendations for both the diversity training programme administrators as well as the management of the company are made.

The relationship between knowledge of drug testing and the degree of support for drug testing was investigated. In addition, the relationship between certain personality characteristics (e.g. authoritarianism, legal authoritarianism, locus of control and social desirability) and support for drug testing was also investigated. A questionnaire that included scales to measure demographics, drug testing knowledge, drug testing attitudes and the above mentioned personality characteristics was utilized. It was found that drug testing knowledge was significantly negatively correlated with support of drug testing. It was also found that those scoring higher on Authoritarianism (legal and otherwise) were significantly more likely to support drug testing. In addition, an internal locus of control was significantly correlated with support of drug testing.

Undergraduates rated scripts describing the performance of different instructors in the following order: two positive or negative scripts followed by an average script; or two average scripts followed by a positive or a negative script. Context effects were assessed by comparing ratings of the target stimulus in the context and in the context-free control conditions. Several individual difference variables were measured as possible moderators of this phenomenon. Results indicated robust contrast effects mediated by beliefs in the variability of human nature in the extreme context conditions. In the positive context condition, high scorers in Variability were not affected by context, whereas medium or low scorers in Variability exhibited contrast effects. In the negative context condition, high scorers in Variability exhibited a more extreme contrast effect than medium or low scorers in Variability. In the average context conditions, contrast was observed only when the target was positive.

No description available.

Purpose This study examined the extent to which the North-West University, Mafikeng Campus (NWU, MC) is managing to attract and retain properly qualified academics. Methodology This predominantly quantitative study has questionnaires responded to by hundred and sixty respondents and survey money responded to by fifty-two respondents were used to gather data from deans, directors and teaching staff at the NWU, MC and from other universities. Findings Attraction and retention of properly qualified and experienced academics emerges as a University's key strategic mandate as such personnel champions an institution's quest to deliver quality teaching-learning, research and community engagement. The study also notes that the NWU, MC is not doing well in terms of attracting and retaining properly qualified academics, a regrettable trend. The need for a proper mix of workload, work and personal life balance, remuneration and promotion among others emerged as key attraction and retention tenets. Conclusion The study concludes that attraction and retention of academics is a global challenge. The NWU, MC and other affected universities need to do all they can to curtail the challenge so that they can attract and retain properly qualified and experienced academics for them to boost their throughput and graduation rates. These achievements, among others would ensure that the university' customers would be satified at the same time the university would attract funding. Recommendation It emerges that a university that offers longer contracts stands better chances to attract and retain academics. To this end, this study shares several pertinent insights that can help the NWU, MC ameliorate the challenge. / Thesis (MBA) North-West University, Mafikeng Campus, 2012