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Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 120-129).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

The problem of this study is to determine the role of the administrative assistant in the public schools of Texas, as perceived by superintendents, and to compare the findings with recommendations which are found in the literature.

No description available.

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Studier från Amerika och Storbritannien visar att introduktionsprocesser fokuserar för mycket påprocesser, policys och värderingar och mindre på de nyanställdas upplevelser när det gäller stress,stöd till att knyta kontakter med medarbetare och otydliga arbetsbeskrivningar (Andersson, N. R,Cunningham-Snell, N. A. & Haigh, J., 1996 & Klubnik, J. P., 1987).En kvalitativ undersökning har utförts på AniCura Falu Djursjukhus. Undersökningen har genomförtsmed hjälp av intervjuer och mailkonversationer. Syftet med undersökningen är att utforska omde tidigare studierna överensstämmer med upplevelser som nyanställdas på AniCura Falu Djursjukhushar kring arbetsintroduktionen och dess påverkan angående stress, möjligheter till stöd och arbetsbeskrivningar.Nio respondenter med olika ansvarsområden deltog. Resultatet från undersökningenbekräftade att empirin överensstämde med studierna. Exempelvis fick de nyanställda självaansvara för att lära känna sina medarbetare. Undersökningen visade också att organisationen intehade någon strategi för att hantera nyanställdas stress. Det förekom heller ingen återkopplingen påintroduktionen.Undersökningsresultaten kommer i detta arbete diskuteras, analyseras och ställas mot en relevantteoretisk referensram med avseende på de aktuella ämnena för undersökningen. Slutprodukten är ettförbättringsförslag som kan ligga till grund för framtida introduktionsprocesser och vidare forskning. / Studies from America and Britain shows that the introduction processes focus too much on processes,policies and values and less on the new employees experiences when it comes to stress, supportfor establishing contacts with employees and unclear job descriptions (Klubnik 1987 & Andersson,N. R Cunningham-Snell, NA & Haigh, J., 1996).A qualitative case study has been conducted on AniCura Falu Animal Hospital. The study has beenperformed with the help of interviews and e-mail conversations. The purpose of the study is to explorewhether the earlier studies are consistent with the experiences of new employees on AniCuraFalu Animal hospital has about labor induction and its impact regarding stress, opportunities forsupport and work descriptions. Nine respondents with different responsibilities participated. Theresults of the case study confirmed that the empirical data were consistent with the studies. For example,did the new employees themselves responsible for getting to know its people and that theorganization had no strategy to cope with stress. Furthermore there was no feedback regarding theintroduction.The results will in this work be discussed and analyzed, and set against a relevant theoreticalframework around current topics of this study. The final product lands in an improvement proposalthat can form the basis for future introduction processes and future research.

Japanese teachers are a key component in the success of the Japanese educational system. They work long hours, and are responsible for a variety of tasks within the school, including administration, discipline, and cleaning. This study was designed to facilitate a more thorough understanding of the various roles of the teacher in both lower and upper secondary schools in Japan.This research took place in Morioka City, Iwate Prefecture, Japan, and utilized a combination of personal interviews and sustained direct observations of individual teachers as they went through their daily routines schools. A questionnaire was also administered to in Iwate Prefecture in order to quantify the data, and the responses were subjected to a comparative analysis to determine the percentages of time teachers spend on different kinds of activities.The roles of the teachers were interpreted after analyzing the case studies and questionnaire responses, the results indicated that Japanese secondary teachers spend over sixty hours a week performing various functions within their schools. The roles range from police officer, friend, individual guidance counsellor, and administrator, to career councellor, librarian, and surrogate parent. Japanese teachers take their roles and responsibilitis seriously and are committed to insuring that all their students succeed. / Department of Secondary, Higher, and Foundations of Education

The purpose of this study was to define the private sector's receive-site coordinator's role and current practice associated with the day-to-day management of a distance receive site by describing what private sector receive-site coordinators do in practice. Descriptive data were collected in six areas: demographics, private sector receive-site coordinators' reporting relationships, distance education equipment and usage, tuition support for students at receive-site locations, private sector receive-site coordinators' knowledge of distance education, and the private sector receive-site coordinators' current practice.Many organizations in business and industry in the private sector invest in distance education systems and programs as a means of providing educational opportunities for their employees. These organizations assign the duties of managing their receive-site location to an employee in their organization. The polices and procedures of organizations receiving distance education programs, the job level of the person assigned the receive-site coordinator responsibilities, the knowledge level of the receive-site coordinator, and the practices of the receive-site coordinator are variables that influence employee participation in distance education programs. Additionally, those variables impact distance education university administrators in administering and marketing the university's distance education programs to organizations. Yet, there is very little literature that speaks to the distance education receive-site coordinators' role or the knowledge and skills required to manage a distance education receive-site location.By conducting this research, the private sector receive-site coordinators' practice was described. It was concluded that private sector receive-site coordinators are a non-homogenous group of mostly training and development professionals with undergraduate degrees and have the responsibility of managing the day-to-day activities of receive-sites by incorporating the duties of a private sector receive-site coordinator with their otherday-to-day work activities. The private sector receive-site coordinators' job responsibilities span a variety of tasks that include marketing programs, helping students overcome problems, assisting with course logistics, and installing, operating, and in some cases, maintaining distance education equipment. It was also concluded that university administrators viewed the role of the private sector receive-site coordinator as a key element of the distance education system. / Department of Educational Leadership