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Doctor Educationis / All employees aspire to work at a place of employment which is free from racial discrimination, where equal opportunity and fair treatment are not merely principles that are promoted and encouraged, but implemented actively by their employers. For a number of black professional employees in South Africa, however, currently this is merely an aspiration. Evidence suggests that black people are still subjected to racial discrimination and that their growth into the ownership and management structures of the enterprises that employ them, is insignificant in comparison to their white counterparts, despite the progressive legislative measures enacted by the legislature to ensure otherwise. The Employment Equity Act 55 of 1998, as amended, was promulgated in order to promote equal opportunities and fair treatment in employment, through the elimination of unfair discrimination and to implement affirmative action measures to redress the disadvantages in employment experienced by designated groups. The Broad-Based Black Economic Empowerment Act 53 of 2003, as amended, was enacted to promote the economic participation of black people in South Africa. The objective of this thesis is to examine the relevant provisions of the Employment Equity Act 55 of 1998, as amended, its Regulations, the Codes of Good Practice enacted in terms thereof, as well as the Broad-Based Black Economic Empowerment Act 53 of 2003, as amended, together with its Codes of Good of Practice to determine whether this equality legislation is the appropriate vehicle to address the challenges experienced by black professional employees in the private sector. The stories of black professional employees’ experiences obtained from academic literature available insofar as it relates to racial discrimination, affirmative action and black economic empowerment is discussed through the lens of Critical Race Theory. This is done with a view to determining whether the slow pace of racial transformation when it comes to black professional employees employed in the private sector is an issue that the law can address. Particular reference is made to two professions: the legal profession and the financial professions. This thesis examines the difference between the minimalist and maximalist approaches to Black Economic Empowerment (BEE). The thesis reveals the limits to the incentive structure that does not place a premium on black ownership and that allows enterprises to benefit from BEE while not really changing management structures. It argues that seen through the lens of critical race theory the current equality legislation discussed in this thesis is based on including black people in a system where privilege and power are asymmetrically distributed. It also argues that legislation in itself is unable to rectify racial injustices. It therefore demonstrates the limitations of the current equality legislation as a vehicle to address the challenges faced by black professional employees in the private sector.

Yes / This project built on research from university and employer perspectives exploring relationships between expectations of employers, professional bodies, students and universities on what constitutes a good work placement. Qualitative information on good practice was gathered in order to identify areas for improving placement practice and to illuminate employer engagement processes. Impact and benefits of different approaches to placements and curricula and/or staff Continuing Professional Development (CPD) implications were identified, together with recommendations on how improvements in understanding are shared and disseminated among employer groups and universities. Findings included that, although there were already guidelines on placement practice from a number of bodies, good practice identified at a wide range of points seemed more the result of academic staff drawing on their own experience, formed in the light of good knowledge of professional institution requirements, rather than use of guidelines. Employers mentioned professional institution requirements almost as a matter of course. That guidelines are not used as intended by those that produce them may be a general tendency, but this project¿s guidelines specifically reflect the organised voice of employers thanks to the involvement of their senior groupings, Sector Skills Councils and similar, in addition to individual employers. This project¿s guidelines are also more up to date than others identified, including particular issues affecting provision of placements that may face universities over the next few years. Students seem to recognise the benefits of placements more in retrospect than in advance. Some universities seem more flexible than others, adapting provision of placements as economic and other conditions have changed and to meet the needs of employers and placements. As one employer put it, ¿employers gravitate towards universities that make it easier¿. Employers also want to see academic credit awarded for placement learning and understandable processes with which they can help in support of this. The guidelines will be made available through a number of channels. / Royal Academy of Engineering

The substantial growth of online education has increased the demand for faculty who possess online teaching skills. Many institutions of higher learning offer training programs to teach faculty ways to facilitate online learning. However, the literature on online educations lacked studies demonstrating how those who complete training programs apply their newly acquired knowledge and skills. The purpose of this study was to investigate how online faculty apply the training principles and strategies learned in an online faculty-training program and how students perceive teaching effectiveness. Using a case study approach and collecting and analyzing quantitative and qualitative data determined the: (a) frequency with which faculty applied effective teaching practices learned in an online education training program; (b) barriers to using effective teaching practices in online teaching after completion of an online faculty-training program; and (c) perceptions of online students concerning faculty teaching effectiveness. The researcher used the Instructional Practices Inventory (IPI) to collect information from faculty concerning their online teaching strategies, including frequency and ease of use and proficiency of application. The researcher employed the Student Evaluation of Online Teaching Effectiveness survey (SEOTE) to determine student perception of teaching effectiveness. Data included follow-up faculty interviews, the IPI, and the SEOTE responses to create an in-depth investigation of the application of the strategies learned in the online faculty-training program. The IPI faculty survey identified the frequency of use, the ease of use, and level of proficiency of instructional strategies using the Seven Principles of Good Practice. Faculty tended to use principles that related to the online course they taught and identified time constraints as a major barrier to incorporating some of the instructional strategies. Means for instructional strategies were generally higher on ease of use and level of proficiency than they were on frequency of use. Follow-up faculty telephone interview confirmed this finding. The SEOTE results determined student perception of faculty use of the Seven Principles of Good Practice. Principle 3, active learning, ranked highest and Principle 2, cooperation among students, ranked lowest. Due to the small sample size, the finding of this study should not be generalized to other institutions.

Introdução: Durante o processo de implantação de cursos na modalidade a distância, a etapa de planejamento e gerenciamento do curso é um dos temas que vem ocupando as discussões dos envolvidos na projeção e execução das propostas educacionais, muitas vezes com finalidades que excedem o nível do educacional e esbarram também em questões de cunho administrativo e econômico. O fato de que, na Educação a Distância (EAD), se está lidando com sujeitos e instituições de características diversas assim como tecnologias das mais sofisticadas, não tem assegurado igual avanço nos modelos pedagógicos do ensino, e menos ainda, na qualidade da gestão desses projetos. Objetivo: Desenvolver um projeto educacional a distância através das ferramentas de gestão existentes no Guia Project Management Body of Knowledge (PMBOK). Método: O estudo constituiu-se de uma pesquisa aplicada, de produção tecnológica com análise exploratório-descritiva. Quanto a técnica, foi empregado o estudo de caso de análise documental. Resultados: Neste projeto foram consideradas a existência de 5 fases do ciclo de vida que fundamentam o modelo do processo de gerenciamento de projetos, abrangendo todo percurso desde a concepção ao encerramento, identificadas por Inicialização, Planejamento, Execução, Monitoramento e Controle, Encerramento. Para inclusão das diretrizes em consonância com as orientações do Guia PMBOK, as 10 áreas de conhecimento foram selecionadas pela equipe do projeto, uma vez que elas englobam todas as ações gerenciais de um curso a distância, todavia, de acordo com o perfil do projeto, utilizou-se somente parte destes processos. A integração exerceu papel essencial no gerenciamento do curso, à medida que, criou condições propícias para o desenvolvimento do projeto através do estabelecimento do objetivo de capacitar profissionais no uso de Tecnologias Digitais de Informação e Comunicação como recursos pedagógicos através da EAD baseando-se na aprendizagem significativa, no uso da metodologia dialética e das metodologias ativas, vinculadas a mediação da aprendizagem na era digital. Conclusões: Cada área de conhecimento do Guia PMBOK teve em seus processos a organização de acordo com as demandas e conhecimentos do projeto e dos gestores, com ênfase no planejamento educacional. O detalhamento conceitual e operacional foi analisado de forma a orientar os aspectos essenciais para o planejamento de um projeto em EAD dentro de um contexto gerencial norteada pelo modelo das boas práticas em gestão de projetos. O planejamento por unidades de aprendizagem, o monitoramento, o controle e os critérios de qualidade estabelecidos foram fundamentais para as tomadas de decisão no gerenciamento. O estabelecimento das atividades predominantes do projeto educacional e sua finalidade principal fizeram que os produtos fossem desenvolvidos dentro do que era almejado pelos stakeholders, sendo benquistos sem qualquer restrição. / Introduction: During the process of implementation of Education Distance Learning (EDL), the planning stage and management of the course is one of the themes that has been occupying the discussions of those involved in designing and implementing educational proposals, often for purposes that exceed the educational level and also run into administrative and economic nature issues. The fact that, in distance education, you\'re dealing with subjects and different characteristics of institutions as well as the most sophisticated technologies, has not ensured equal advance in pedagogical teaching models, and even less in quality management. Objective: To develop an educational project in the distance through the existing management tools in the Project Management Body of Knowledge Guide (PMBOK). Method: The study consisted of an applied research, production technology with exploratory and descriptive analysis. As for technique, we used the case study of document analysis. Results: In this project we considered the existence of 5 phases of the life cycle that base the model of the process of project management, covering all path from conception to closure, identified by Initialization, Planning, Execution, Monitoring and Control, Finalization. In accordance with the guidelines of the PMBOK Guide, the 10 areas of knowledge were selected by the project team, since they encompass all managerial actions of a distance course, however, according to the project profile, only part of these processes were used. Integration has played an essential role in the management of the course, as it has created favorable conditions for the development of the project through the establishment of the objective of training professionals in the use of Digital Information and Communication Technologies as pedagogical resources through distance education based in meaningful learning, in the use of dialectical methodology and active methodologies, linked to the mediation of learning in the digital epoch. Conclusions: Each PMBOK Guide Knowledge area had in its processes the organization according to the demands and knowledge of the design and management, with an emphasis on educational planning. The conceptual and operational details was analyzed in order to guide the essentials for planning a project in distance education in a managerial context guided by the model of good practice in project management. Planning for learning units, monitoring, control and quality criteria were essential for decision-making in management. The establishment of the predominant activities of the educational project and its main purpose made that the products were developed within what was desired by the stakeholders, being well liked without any restriction.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-26T19:30:38Z No. of bitstreams: 1 Adriano Lentz Santos.pdf: 628697 bytes, checksum: 3ada4990a1808b8bf1d820236e68709a (MD5) / Made available in DSpace on 2015-06-26T19:30:38Z (GMT). No. of bitstreams: 1 Adriano Lentz Santos.pdf: 628697 bytes, checksum: 3ada4990a1808b8bf1d820236e68709a (MD5) Previous issue date: 2013-07-18 / Nenhuma / O tema Governança Corporativa tem sido objeto de constantes pesquisas no meio acadêmico e profissional. A GC pode ser definida como um sistema pelo qual as organizações são dirigidas, monitoradas e incentivadas, envolvendo os relacionamentos entre seus proprietários, Conselho de Administração, Diretoria, órgãos de controle e demais stakeholders. Uma boa GC é tida como importante ferramenta para o acesso das empresas ao mercado de capitais. Partindo destes pressupostos e do interesse objetivo deste pesquisador pelo setor de construção civil no mercado brasileiro, esta dissertação buscou analisar o grau de evolução da Governança Corporativa das empresas brasileiras de capital aberto deste setor, listadas na BM&FBovespa. A presente pesquisa foi de caráter descritivo. Buscou-se analisar variáveis indicadoras do nível de governança consagradas na literatura. Foram analisados: o grau de independência dos conselheiros (INDEP); a segregação ou não de funções entre a Presidência Executiva e a Presidência ou participação no Conselho de Administração (SC); o número total de membros do Conselho (TOT); o percentual de ações em circulação (FREE FLOAT); e a adesão ou não das empresas a algum nível diferenciado de governança na BM&FBovespa. Os resultados apontaram situações diversas. Quase a totalidade das empresas pertence a segmento diferenciado de governança; por outro lado, na maioria das empresas o presidente executivo também faz parte do Conselho de Administração. Por fim, buscou-se verificar como as cinco variáveis estudadas influenciavam o nível de rentabilidades das ações das empresas e o ROE das mesmas. Os resultados não foram conclusivos neste sentido, com uma única variável significativa, INDEP, porém, esta se apresentou com sinal inverso ao esperado. / The Corporate Governance (CG) theme has been subject of ongoing research in academic and professional areas. Corporate Governance can be defined as a system by organizations are driven, monitored and encouraged, involving relationships between its Owners, Management Board, Directors, control agencies and other stakeholders. An effective CG is considered an important business tool for companies' access to stock options. Based in these assumptions and the researcher interest in the Brazilian construction sector, this paper seeks to analyze the degree of evolution of Corporate Governance of Brazilian companies traded in this sector listed on the BM&FBovespa. This research was descriptive-oriented. Initially, it was identified the main indicator variables about level of governance established in the literature. The following variable were analyzed: the degree of independence of directors (INDEP), segregation or not of duties between the Presidency, Executive Presidency and membership on the Board of Directors (SC), number of Board members (TOT), the percentage of shares outstanding (FREE FLOAT), and attendance of differentiate level of CG by some companies of the BM&FBovespa. The results presented different situations. Almost all companies belong to different segment of governance; at the time, in most companies the CEO also attends the Board of Directors. Finally, it was verified how the five variables influencing the level of profitability of company stock and the same ROE. The results were not conclusive in this regard, with one significant variable, INDEP, however, this is presented with opposite sign than expected.

The purpose of this study was to investigate the perceptions of learners in the blended course relative to the use of Seven Principles for Good Practice in Undergraduate Education. Additionally through the motivational requirements specified by Keller&rsquo / s ARCS motivational design model, students&rsquo / motivations were analyzed. Thus the study was designed to determine student motivation in a blended environment in relation to Keller&rsquo / s ARCS motivational design model. For these research aims, a traditional course was redesigned with the support of online applications by taking Good Practice Principles as the framework. A triangulation mixed method approach was utilized as the primary design of the study by employing both qualitative and quantitative methods in a single study. The study participants included 47 preservice teachers in an undergraduate teacher education program of Computer Education and Instructional Technology Department in the Middle East Technical University who took the course (School Experience I) in blended design mode in 2005-2006 spring semester. Qualitative and quantitative data were collected through three different surveys, student interviews, and forum transcripts. The data were analyzed concurrently according to both qualitative and quantitative data analysis techniques. The analyses of qualitative and quantitative data showed that students&rsquo / perceptions in the blended course and perceptions in relation to each good teaching principles were mostly positive. Results reveal that students perceive six of the principles including student faculty contact, cooperation, time on task, diversity and ways of learning, feedback, and active learning helpful to their learning. Additionally, the students think that the other one principle which is expectations needs to be improved. In addition, high motivation scores were gathered in the blended course. Results show that attention, relevance, confidence, and satisfaction subscores revealed significantly higher levels of motivation among students.

Introdução: Durante o processo de implantação de cursos na modalidade a distância, a etapa de planejamento e gerenciamento do curso é um dos temas que vem ocupando as discussões dos envolvidos na projeção e execução das propostas educacionais, muitas vezes com finalidades que excedem o nível do educacional e esbarram também em questões de cunho administrativo e econômico. O fato de que, na Educação a Distância (EAD), se está lidando com sujeitos e instituições de características diversas assim como tecnologias das mais sofisticadas, não tem assegurado igual avanço nos modelos pedagógicos do ensino, e menos ainda, na qualidade da gestão desses projetos. Objetivo: Desenvolver um projeto educacional a distância através das ferramentas de gestão existentes no Guia Project Management Body of Knowledge (PMBOK). Método: O estudo constituiu-se de uma pesquisa aplicada, de produção tecnológica com análise exploratório-descritiva. Quanto a técnica, foi empregado o estudo de caso de análise documental. Resultados: Neste projeto foram consideradas a existência de 5 fases do ciclo de vida que fundamentam o modelo do processo de gerenciamento de projetos, abrangendo todo percurso desde a concepção ao encerramento, identificadas por Inicialização, Planejamento, Execução, Monitoramento e Controle, Encerramento. Para inclusão das diretrizes em consonância com as orientações do Guia PMBOK, as 10 áreas de conhecimento foram selecionadas pela equipe do projeto, uma vez que elas englobam todas as ações gerenciais de um curso a distância, todavia, de acordo com o perfil do projeto, utilizou-se somente parte destes processos. A integração exerceu papel essencial no gerenciamento do curso, à medida que, criou condições propícias para o desenvolvimento do projeto através do estabelecimento do objetivo de capacitar profissionais no uso de Tecnologias Digitais de Informação e Comunicação como recursos pedagógicos através da EAD baseando-se na aprendizagem significativa, no uso da metodologia dialética e das metodologias ativas, vinculadas a mediação da aprendizagem na era digital. Conclusões: Cada área de conhecimento do Guia PMBOK teve em seus processos a organização de acordo com as demandas e conhecimentos do projeto e dos gestores, com ênfase no planejamento educacional. O detalhamento conceitual e operacional foi analisado de forma a orientar os aspectos essenciais para o planejamento de um projeto em EAD dentro de um contexto gerencial norteada pelo modelo das boas práticas em gestão de projetos. O planejamento por unidades de aprendizagem, o monitoramento, o controle e os critérios de qualidade estabelecidos foram fundamentais para as tomadas de decisão no gerenciamento. O estabelecimento das atividades predominantes do projeto educacional e sua finalidade principal fizeram que os produtos fossem desenvolvidos dentro do que era almejado pelos stakeholders, sendo benquistos sem qualquer restrição. / Introduction: During the process of implementation of Education Distance Learning (EDL), the planning stage and management of the course is one of the themes that has been occupying the discussions of those involved in designing and implementing educational proposals, often for purposes that exceed the educational level and also run into administrative and economic nature issues. The fact that, in distance education, you\'re dealing with subjects and different characteristics of institutions as well as the most sophisticated technologies, has not ensured equal advance in pedagogical teaching models, and even less in quality management. Objective: To develop an educational project in the distance through the existing management tools in the Project Management Body of Knowledge Guide (PMBOK). Method: The study consisted of an applied research, production technology with exploratory and descriptive analysis. As for technique, we used the case study of document analysis. Results: In this project we considered the existence of 5 phases of the life cycle that base the model of the process of project management, covering all path from conception to closure, identified by Initialization, Planning, Execution, Monitoring and Control, Finalization. In accordance with the guidelines of the PMBOK Guide, the 10 areas of knowledge were selected by the project team, since they encompass all managerial actions of a distance course, however, according to the project profile, only part of these processes were used. Integration has played an essential role in the management of the course, as it has created favorable conditions for the development of the project through the establishment of the objective of training professionals in the use of Digital Information and Communication Technologies as pedagogical resources through distance education based in meaningful learning, in the use of dialectical methodology and active methodologies, linked to the mediation of learning in the digital epoch. Conclusions: Each PMBOK Guide Knowledge area had in its processes the organization according to the demands and knowledge of the design and management, with an emphasis on educational planning. The conceptual and operational details was analyzed in order to guide the essentials for planning a project in distance education in a managerial context guided by the model of good practice in project management. Planning for learning units, monitoring, control and quality criteria were essential for decision-making in management. The establishment of the predominant activities of the educational project and its main purpose made that the products were developed within what was desired by the stakeholders, being well liked without any restriction.

The aim of this paper is to describe the process of raising funds on the example of selected non-profit organizations, which can be described as "good practice". Is a case study of one case, which case is the process of raising funds to non-profit organizations with their own fundraising department and integrated social enterprise. There were examined the activities within the processes, the organization structure of the actors involved and the external influences on the processes. Data were obtained by semi-structured interviews, participant observation and document analysis. The data analysis was open coding. Results of the research of the process of raising funds in this work provides a description of these processes that are "good practice". The most important characteristics of the processes were the organization and targeting of the activities, good promotion, reducing dependence on sources with their diversity and active struggle against external influences. Key words raising funds, fundraising, social enterprise, "good practice", NGO

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