This study focused on the hotel front office management course and how this course and related topics were taught in hospitality management programs. The results of the study can guide faculty in developing and expanding the hotel front office management course, related textbooks and teaching resources to best prepare students to meet the future needs of the lodging industry.

This study concerns the relationship between student evaluation of instruction and student achievement in the field of management at the community college level. Purposes of the study were to determine the subjective student evaluation of instructor performance in introductory classes of management, student achievement in the class upon completion of the course, and the relationship between the student evaluation of instructor performance and student achievement in knowledge of the course. The population studied was all 10 sections of the Principles of Management course taught by 8 instructors at Del Mar College in Corpus Christi, Texas during the fall semester of 1988. A pretest-posttest design was used to determine student achievement scores. The College Board provided sufficient copies of two versions of the College Level Examination Program (CLEP) tests for Introduction to Management for the pretest and posttest. A special statistical technique using multiple regression was used to calculate an achievement score for each student that was adjusted for entry level knowledge. Student evaluations of instructor performance were paired with the achievement scores and grades students received from the instructor. Additional confidential demographic data was obtained about the students and the instructors. Major findings of the study concluded there is no significant relationship between the student achievement scores and student evaluation of instructor performance. There was a wide variance in correlation of student grades and student achievement scores when individual sections or individual instructors were examined. The overall correlation of grades and achievement scores was statistically significant and was the highest of any of the factors studied. The study recommends using more objective measures of student achievement in evaluating faculty performance.

Hoër onderwys het oor die laaste aantal jare meer en meer onder die soeklig gekom. Baie vraagtekens is dan ook geplaas oor die kurrikulum van Ondernemingsbestuur. Daar word gevra of die kurrikulum werklik nog die behoeftes van die praktyk, die student en die kleinsake-ondernemings aanspreek. Verder word daar vereis dat so ‘n kurrikulum aan die vereistes van die Suid-Afrikaanse Kwalifikasie Owerheid sowel as die beginsels van uitkoms-gebaseerde onderwys sal voldoen. Hierdie studie poog om ‘n kurrikulum voor te stel wat hierdie behoeftes sal aanspreek Hierdie studie voorsien ‘n ontleding van die noodsaaklike elemente vir die doeltreffende en effektiewe bestuur van die kurrikulum in Ondernemingsbestuur. Die persepsies en ondervinding van kleinsake-eienaars en kleinsake-bestuurders ten opsigte van die bestuur van ‘n winsgewende besigheid te ondersoek. Daar word geglo dat hierdie persespsie en ondervinding implikasies vir die aspirasies van studente in die module kleinsakebestuur inhou, met betrekking tot die implementering en sukses van die kurrikulum van Universiteit van Johannesburg (Vista Universiteit). Die doel van die studie is om die moontlikhede van ‘n nuwe kurrikulum binne die konteks van kleinsake-ondernemings te ondersoek. Daar word gepoog om vas te stel hoe prakties uitvoerbaar so ‘n kurrikulum module inhoud sou wees teenoor die huidige kurrikulum module inhoud vir kleinsake-ontwikkeling. Om die doel te verwesenlik, het die navorser ‘n intensiewe literatuurstudie onderneem. Dit is gevolg deur ‘n empiriese studie in die volgende sektore: • Vervaardiging • Konstruksie • Persoonlike diensverskaffers • Handelsdiens en Ambagdiens • Finansiering / versekeraars / eiendomsagente / makelaars • Kleinhandelaars Die uitslae van die empiriese studie het die uitgangspunte van die literatuurstudie bevestig en het ondere andere getoon dat ‘n kurrikulum gegrond op uitkomsgebaseerde onderwys en terugvoering van die kleinsake-onderneming ‘n bruikbare en toepaslike oplossing is vir die opvoeding, opleiding en ontwikkeling van studente en toekomstige eienaars van klein sake ondernemings, binne die konteks van die werkomgewing van Suid-Afrika. Die bydrae van die studie lê in die daarstelling van ‘n pro-aktiewe kurrikulum in die studie en bestuur van kleinsake-ondernemings vir studente binne Ondernemingsbestuur wat in ooreenstemming is met die breë beginsels van die Nasionale Kwalifikasie Raamwerk, asook gepaardgaande wetgewing. Die studie het ook aan die lig gebring dat sukses in die kleinsake-sektor behaal kan word deur die gaping tussen “onderwys en opleiding” en ook “teorie en praktyk” te oorbrug. / Dr. W. Mayhew

This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context: a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies. The doctoral project incorporates: • an examination of the nature of engineering management; • a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses; • a review of historical and recent developments in Australian undergraduate engineering management studies; • an investigation of the management skills and competencies required by graduate engineers - based on original research; • an examination of flexible delivery of engineering education - based on professional practice experience; and • an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience. A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice. It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.

Previous research suggests that little is known about female mentoring relationships, particularly among undergraduate students. The purpose of the present study was to investigate mentoring relationships experienced by female undergraduate merchandising management students. The investigation included the overall prevalence of mentoring experiences, the specific kinds of mentor roles, the prevalent sources of mentoring, and the relationship between class standing and the overall prevalence of mentoring. Survey methodology was used. The sample included females enrolled in the merchandising management program at a western university (n=102). Their ages ranged from 18 to 38 years with a mean and mode age of 21 years. The Student Experiences Questionnaire used for the present study included three sections: (1) the Professional Socialization Scale (PSS) developed by Stenberg (1988) to identify and measure the prevalence of mentoring and specific mentoring roles; (2) a parallel scale designed by the researcher to identify the sources of mentoring; and (3) demographic and exploratory items in order to provide direction for further studies. Statistics used to analyze the data included percentages, means, factor analysis, and ANOVA. The study included five objectives with four hypotheses. It was hypothesized there would be a low level (2.00) of overall mentoring. Contrary to this hypothesis, the mean for overall prevalence was higher than predicted. It was hypothesized that informal and least powerful mentor roles would be the most experienced. A factor analysis was performed on the matrix of intercorrelations among the items on the PSS. It was not possible to test Hypothesis 2 because the factor analysis did not generate mentor roles that could be described according to influence or power. It was only possible to identify factors according to the specific helping actions that took place. The relationship between class standing and overall prevalence of mentoring was tested. Results showed no differences among freshmen, sophomores, juniors, and seniors. There was no formal hypothesis formed regarding mentoring sources. Friends were the mentoring source with the highest frequency. Employers were the second most frequent mentoring source followed by professors, and advisors. The most important findings of the study were: the absence of specific mentor roles previously identified in the literature and friends and employers as the most frequent source of mentoring. Specific helping behaviors were identified from a factor analysis of items on the PSS that loaded highest on the factor analysis. Friends and employers were identified as the most frequent sources of mentoring. / Graduation date: 1992

published_or_final_version / abstract / toc / Education / Master / Master of Education

The last decade has seen an increase in the institutionalised professionalisation of the White teachers in the Republic of South Africa. In 1981 the de Lange Commission called for the professionalisation of teacher educators and this was accepted by the Government in the White Paper of 1983. Subsequently teacher educators have been compelled by the National Education Policy Amendment Act (House of Assembly), 1986 (Act 103 of 1986) to register with the Teachers' Federal Council and financial pressure was brought to bear under the Act for teacher educators to associate with recognised teacher organisations. The outcome of this requirement appears to be greater control of the profession by the Government. It is timely to investigate precisely what is understood by professionalisation vis-a-vis teacher educators, as the professionalisation of teacher educators cannot be accomplished by statutory fiat alone. Nor have teacher educators held a particularly professional position within education. The colleges of education have been hemmed in by the provincial authorities on the one hand and by the powerful university lobby on the other. Colleges of education have historically been associated with secondary education and still are, in that they are controlled by the provincial authorities and have not been accorded full tertiary status and standing within the educational organisational structures. The colleges of education per se have no representation and no direct input into policy making and planning for education in South Africa. It is relevant and urgent to ask questions such as "What is meant by the professionalisation of teacher educators?", "What process is involved in professionalisation?" and "How can the increased professionalisation of teacher educators be realistically accomplished in the Republic of South Africa?" To this end, a full exposition of the concept of professionalisation is derived from the literature. The phenomenon and process of professionalisation are thoroughly considered, mainly from a theoretical sociological perspective. A relatively recent history of important events in Education within the Republic of South Africa is considered in the light of the possibilities for furthering the process of the professionalisation of teacher educators in this country,. In particular, the implications of the recommendations of the De Lange Commission (1981) and the Government's reaction to this Commision, as contained in the White Paper (1983), are considered. The South African Teachers' Council for Whites and its impact is assessed, and the implications of the 1983 Constitution are considered, as they affect teacher education in the Republic of South Africa. All the facets and factors implicit in the process of the professionalisation of teacher educators are critically reviewed via the attributive and process paradigms of professionalisation as explicated by Ozyga and Lawn. Recommendations are generated based on the insights obtained. In particular two facets of paramount importance emerged : (i) The need for an organised professional teacher educator association, to promote professional concerns and to represent professional interests in educational provisioning, is essential; and (ii) The need for the Government to reorganise its educational structures, so as to afford teacher educators a channel of professional representation, is evident. These facets would be of mutual value to the profession and the Government alike. Current education structures are sketched and futuristic idealistic models of organisational structures are proposed. On the basis of these studies a number of recommendations are proposed, including, inter alia, the following primary facets : Teacher education should be occupationally delineated, its members should be incorporated in a distinct and discrete professional registration category and statutory recognition should be given to this profession and its members; Teacher educators should form a fully developed national professional association to promote individual and corporate interests and to negotiate on matters of interest and concern; The teacher education profession should be rationalised and coordinated nationally, be accorded a greater degree of professional autonomy and be formally involved in national policy making in a unitary general affairs body; Teacher education should be upgraded to a fully degreed profession, with specialised post graduate degrees being made available with a specific bearing on teacher education, including the opportunity for research; and The courses offered by colleges of education should be upgraded via establishing the option of degree courses at colleges, concentrating all teacher training at colleges of education, providing enhanced facilities for serving teachers to upgrade their qualifications at colleges, promoting a wider acceptance and implementation of integrated teacher training degree courses and promoting the esteem of teaching degree and diploma courses as professional and academic qualifications of repute. / Thesis (M.P.A.)-University of Durban-Westville, 1987.

This study is an attempt to outline an overall curriculum plan for the management education programs of the People’s Republic of China (PRC), which would be adapted to the needs of the country while drawing on knowledge and resources from the West. This study also searches for an analytical tool to facilitate cross-national comparisons in areas of management. A need-based curriculum planning process is followed, which focuses on the discrepancies between the actual and required managerial capabilities in the PRC. A framework conceptualizing the nature of management is proposed to provide an overall structure for examining the needs for management training. It is suggested in this framework that national characteristics affect organizational environments, which in turn influence the nature of organizational management. It is further suggested that organizational environments in various national contexts be examined from two perspectives: (a) internal vs. external, and (b) technical vs. institutional. Effective management involves forming and implementing strategies and tactics which would balance all aspects of organizational environments within a particular context. Based on the framework, the management of PRC’s enterprises involves reconciling economic with ideological and social criteria, as well as reconciling the interests of the state and the community, and of the organizational members. This perspective on management in the PRC is partially tested through a questionnaire survey administered to a sample of PRC managers from the Ministry of Foreign Economic Relations and Trade (MOFERT). The survey results support the notion that, to succeed in the PRC, it is important not only to manage the technical but also the institutional aspects of organizational environments. The questionnaire also surveyed MOFERT managers’ self- reported managerial capabilities to uncover the overall and the differentiated needs for training among managers from various backgrounds. As predicted, MOFERT managers recognize their skill deficiency in all aspects of management identified. This echoes the widespread recognition of the urgent need for upgrading managerial skills in the PRC. The survey results indicate the extent to which managers’ different backgrounds contribute to their capabilities of dealing with various aspects of management. MOFERT managers having tertiary education, contrary to the prediction, do not report more confidence in fulfilling managerial tasks which are supposedly highly related to their specific disciplines of technical and professional training. On the other hand, managers’ work experience, connections with government agencies, and/or sympathy with the official ideology are shown to contribute, in general, to better capabilities in aspects of management requiring more behavioral and political as opposed to technical skills. However, those same managers report no more confidence than other managers in dealing with aspects of management which, though still calling for political skills, are dramatically affected by the current economic reforms in the PRC. Based on conceptual and empirical analyses, curriculum plans are recommended for the various levels of business administration programs of the PRC. The extent of transferability of existing Western teaching materials in various subject areas are also discussed. While this study focuses primarily on the content issue of management education in the PRC, the proposed framework has much broader implications in both topical and geographical terms. It synthesizes various contemporary advancements in organizational research, enabling a holistic view of organizational management. It is also geocentric in orientation, enabling genuine cross-cultural comparisons and contrasts. Hopefully, the framework provides a general model for systematic analyses of cross-national similarities and differences in organizational management.

McGill management certificates are credit continuing education programs. Perceptions of the benefits achieved through participation were investigated, surveying 1424 students in four cohorts: entrants, graduates, alumni and withdrawn. / Goals of entrants factored into six categories: career development, gaining knowledge, fulfiling external requirements, personal development, personal fulfilment and networking. In almost all areas achievements matched expectations. Graduates reported significant improvement in career status, although somewhat less than desired. Irrespective of prior education, they were particularly appreciative of knowledge gained. In other areas, graduates without prior university education perceived more benefit than those with degrees. Women, though equally satisfied with the program's contribution to career development, reported slower progress in their careers than men. They experienced more personal development than men. Work experience and certainty of goals affected outcomes. Many withdrawn students attained their objectives without completing. Academic achievement did not correlate with career development or with graduates' perception of knowledge gained.

Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004 xiv, 91 leaves / The study examines the perceptions of lecturers and students on integrating entrepreneurship training and education in the academic programme Food and Beverage Management in the Eastern Cape Technikon. The study aims to integrate entrepreneurship training and education in the academic programme, Food and Beverage Management and to promote the concept with the students in the early stages of their studies.