This study investigates how knowledge is created in a small business organization. Knowledge creation refers to organizational learning which results in innovation. The research design was a qualitative, single site case study of three firms in the point of sale industry. Data collection took place during a six month field study and employed multiple methods including participant observations, interviews, document reviews, and field journal entries. The study was informed by a conceptual framework which focused on the importance of both tacit and explicit knowledge forms, multiple modes of knowledge conversion (socialization, externalization, combination, internalization), and a knowledge spiraling process. Six themes emerged from the data. The first theme, "the people are the business" indicated that individuals become a knowledge creating structure that transcends office boundaries. A second theme, "we just spend tons of time talking", emphasized the importance of dialogue and informal communication structures to the sharing of tacit knowledge. A third theme, "there hasn't been a new idea in a million years", illustrated the predominance of incremental rather than radical innovation, the strategy of mimicking concept successes, and the importance of learning with other organizations through strategic alliances. A fourth theme, "you learn from your mistakes", represented the experiential nature of learning within the firm. A fifth theme, "it's one of those crystal ball kind of things" depicted the intuitive nature of personal knowledge and its limitations. Finally, the sixth theme, "a day late and a dollar short" explored how time and money pressures both enhance and hinder knowledge creation within a small business context. By comparing the themes to the conceptual framework the study concluded that small business organizations create knowledge in accordance with the nature of interpersonal interactions as they occur in context. The theoretical knowledge spiral was reconceptualized as a web structure in order to accommodate more diversity of approaches to knowledge creation and the complex nature of innovations.

Principals come to their current positions with their own beliefs about their role, about their practice, and about other educational issues related to the nature of education: schools, teachers, students, community, and professional growth. These and all other factors that influence how principals think about their job are what I refer to as "principals' professional beliefs." This study demonstrated that principals bring to change initiatives their professional beliefs and those beliefs influence how they interpret the language of the change initiative, how they conceptualize the change, and how they plan for enactment of the policy change. I used a multi-case study approach to examine how eight principals in a school district that was undergoing a district policy change, thought about their enactment of the change at the school level. I identified three groups of principals: (1) supporters of teacher decision making, (2) facilitators of shared values, and (3) promoters of mutual respect. These principals differed in their involvement in the negotiation of the way the change would be carried out in the school, how much and what kinds of support they offered to teachers, and the degree of autonomy they allowed teachers in determining how the change would be implemented. Three questions guided the study: (1) What factors influence principals' responses to a change in school district policy? More specifically, what are the professional and context-specific issues the principals consider as they interpret a school district policy change and plan for their own action in carrying out that change process? (2) How do principals enact the policy changes in their own schools? (3) What impact did the principals perceive that the policy change had on their enactment of their role? This study provides insights into how principals understand and interpret educational policy language, how they work toward the development of collaborative relationships and collegial cultures, and how their professional beliefs inform their practice. The policy change and the language of the policy is mediated through principals' professional belief systems as they determine how they will enact the policy change. This study disputes findings in existing literature and contributes to our understanding of change in schools by recognizing that principals play significant roles in change at the school level.

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The author calls into question the primacy of the optimism/pessimism split within modern discourses on technology and suggests rather that the dominant thematic division in these discourses is that between mastery over and enslavement to technology. Each of these is criticized with respect to the faulty conception of control it implies. The author concludes with a view of technology as a social practice in order to move beyond mastery or enslavement.

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Despite the predominantly negative perception that resistance adversely affects a change process, understanding it may be used to successfully implement many changes in organisations. This qualitative study identified inhibitors and enhancers, as perceived by employees with respect to the proposed implementation of a Human Resource Information System technology, at the adaptive and high-adaptive change levels. This issue was examined in the context of large-scale manufacturing company Hulett Aluminium. Based on a review of change theory, innovation diffusion and technology adoption models variables known to relate to technology change were identified and used to formulate a research framework. A quantitative computer attitude survey was initially used to identify a more representative sample frame, after which semi-structured interview techniques were utilised to collect data from eleven general employees and seven Human Resource employees. Qualitative data was analysed using content analysis, domain analysis and the constant comparative concept taken from grounded theory. The findings of this study identified clear communication and employee participation as crucial factors in implementing change at any level. The technology characteristics relative advantage, compatibility and complexity were prominent between both samples. Relative advantage was found to mediate time availability and social influence. Respondents believed trialability allowed them to become familiar with the technology. The support factor training was also dominant and found to mediate respondents' anxiety and uncertainty. The theme that computer experience mitigates anxiety was also evident. Owing to experience of poor technical support, respondents' cited it as an important variable in resistance to technology, which is evident of how experience influences perspective. This study allows researchers and change agents to understand the role individual, technological, propagation and external factors have in employees' perceived resistance to adoption of the proposed technology. By accurately gauging resistance in advance, change agents can anticipate the likely response of the organisation and thus implement appropriate strategies. The research also adds to the expanding base of research investigating resistance to technology adoption in general. / Thesis (MBA)-University of KwaZulu-Natal, Durban, 2004.

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This thesis extends Kim and Nelson's (1999) plucking model for real GDP to include correlated innovations. The resulting correlated innovations unobserved components (UC) model allows for both asymmetric transitory movements and correlation between the permanent and transitory innovations. Applying the extended model to U.S., Canadian and Australian GDP, I show that the GDP series can be usefully decomposed into a permanent component, a symmetric transitory component, and an additional occasional asymmetric transitory shock. Incorporating correlated innovations in the model changes the allocation of volatility between the permanent and transitory components. For the U.S., correlated innovations were found to be significant and the permanent component accounted for a larger share of the volatility in GDP. For Canada and Australia, correlated innovations were not significant and the fitted model produced smooth permanent component and volatile transitory component estimates. / Graduate