Submitted in partial fulfilment of a Master's Degree in the Department of Educational Planning and Administration at the University of Zululand, 1998. / This study was influenced by the post-democratic ideals for a radical transformation of education systems in South Africa. The various policy documents such as the South African Schools Act (1996), the Labour Relations Act (1995) and the Bill of Rights (1996) that mandate transformation in education systems, aroused interest in the workability and success of implementing these policies in schools. The empirical study, conducted in the Scottburgh District of KwaZulu Natal, attempts to identify gaps between transformatory policy directives that call for stakeholder participation, and management and governance practices within schoois. Data was solicited from a sample population of teachers by means of questionnaires. Both open and close-ended questions were used. The open-ended questions were aimed at verifying the findings that emanated from the quantitative data The observations made by teachers of school management practices, are reported. An analysis is also made of the relationship between the principal and the pupils, the teachers and the governing body. The following are reflected as key findings which emanated from the empirical study * There is a general lack of knowledge by educators and parents about both neu education policy documents that are emerging such as the South African Schools Act (1996). and local school policies that are to be implemented within specific schoois. * While the South African Schools' Act of 1996 calls participation of parents in policy decisions, more than 20% of the educators indicated that parents do not participate in decisions about, among others, the school's constitution, the learners' code of conduct, the admission policy and the school's budget. * Findings from responses to various questions indicate that there is no adequate information-flow between school governing bodies and the staff members. From the findings, it can be concluded that although it cannot be categorically stated that schools are implementing policies participatively by involving parents, learners and educators in the decision-making processes, a significant percentage of schools are incorporating relevant stakeholders in the management and governance of schools. The study concludes with a consideration recommendations which could lead to an improvement of stakeholder participation in the management and governance of schools

Die Kommunikation in Forschungsgemeinschaften ist seit jeher ein vielschichtiger und komplexer Prozess. In den meisten Communities kommt es daher häufig zu Missverständnissen oder widersprüchlichen Auffassungen. Trotz seiner über 20-jährigen Historie ist besonders das Forschungsfeld Wissensmanagement mit einer Reihe von Schwierigkeiten und tiefgehenden Missverständnissen konfrontiert. Allem voran fällt die mangelnde Kumulativität der Debatte auf. Statt von einer interdisziplinär-synergetischen Betrachtung zu profitieren, liegt eine heterogene Landschaft an Grundbegriffen, Modellen, Theorien und Instrumenten vor, welche in ihren Aussagen teilweise unvereinbar und konkurrierend zueinander stehen – ein Hinweis auf die noch geringe wissenschaftliche Reife des Forschungsfeldes Wissensmanagement.

Die beständige Adaption von Lehr-Lern-Szenarien gehört zu den obligatorischen Aufgaben im Lehrbetrieb. Dies umfasst auch die Integration moderner Lehr-Lern -Methoden insbesondere aus dem Bereich der neuen Medien, welche viele weitere Aspekte ans Tageslicht bringt, die bei Planung, Durchführung, Evaluierung und Überarbeitung von Lehr-Lern-Szenarien Berücksichtigung finden müssen. Um diesen Anforderungen gerecht zu werden, identifizieren wir Erfolgsfaktoren moderner Lehr-Lern-Szenarien und geben Handlungsempfehlungen, die an die agilen Vorgehensweisen im Software-Projektmanagement angelehnt sind. So soll der Aufwand für ein umfassendes Qualitätsmanagement in Grenzen gehalten und dennoch eine qualitativ hochwertige Lehre in zeitgemäßen Lehr-Lern-Szenarien ermöglicht werden.

Background: Business schools are one of society’s most influential institutions as they contribute to transforming and influencing the way the business world works. Hence, business schools bear responsibility for the creation of future, socially aware, graduates. Accordingly, the business industry expects business schools to educate future managers enhancing sustainability and ethical standards. Although it is argued that graduates in business schools get taught many professional skills and abilities to gain economic success, ethical and sustainable practices are often neglected. The schools are getting criticism for providing education distant and irrelevant to industry demands. Purpose: This study aims to create a deeper understanding of the phenomenon of responsible management education (RME) in business schools. The research can hopefully provide valuable insights, both practically and academically, for both the investigated school and other business schools while also providing a richer and more holistic view of the subject.   Method: This single-case study uses an exploratory and abductive research approach. Empirical data have been collected through semi-structured interviews with participants from Jönköping International Business School. Data has also been collected through document analysis. To understand and analyze the findings, thematic analysis has been used.   Findings: The findings show that RME has been implemented in various ways, both because the school itself believes it is highly important, but also because of the pressures stemming from various stakeholders and other institutional forces. Progress is found to have been made, yet the effects of that progress were not acknowledged significantly by either students or document analysis which might be due to a lack of a common definition of both RME and sustainability amongst staff and faculty. For the school to remain attractive, it is found important to continue its work towards RME and put equal emphasis on teaching financial, social, and environmental responsibilities.

The diploma thesis focuses on the area of quality management of a selected educational organization. The goal of the diploma thesis is to identify key areas of management of an educational organization and - based on an analysis of the current situation - to suggest possible improvements to ensure a long-term successful and competitive organization. The diploma thesis describes the starting points of the topic such as education, educational organizations, broader concept of management and its functions, application aspects of management, principles of quality management principles with specifics in education, approaches to setting systemic measures to increase quality in educational organizations, etc. The diploma thesis contains a methodology for research, outputs, proposals and recommendations to increase the quality of selected areas. In these areas are examined the processes affecting the success of the organization and the effectiveness of activities. The research is focused on three specific areas with processes that are most important for the sustainability of the organization. These are communications within marketing activities related to acquiring new clients, communication with existing clients and enrolling clients in courses - divided into these two target groups again. There is used a...

No / This article investigates the relationships between various types of educational value generated by the Markstrat simulation game. Considering several theoretical models of experiential learning and the research framework proposed by previous studies, an educational value generation model is developed and validated, using primary data collected from 305 UK-based students. Four types of educational value are identified: experience generation, conceptual understanding, skills development, and affective evaluation. The application of structural equation modelling indicates several significant relationships: experience generation has a strong impact on conceptual understanding, and both of them have medium to high direct impacts on skills development. On the other hand, the participants’ perception regarding the professional skills developed during the simulation game determines their affective evaluation of the Markstrat exercise. The model presented in this study is generalizable to other simulation games, and to other academic disciplines that implement the same experiential learning approach.

This thesis addresses the paradigm shift required for an MBA qualification in a world order of inclusive globalisation (WOIG) – where humankind‟s security is assured, and where global poverty has been eradicated. A new research methodology, termed critical metasynthesis, which is the enrichment of critical management research with metasynthesis and Socrates‟ dialectic method of systematic inquiry has been used. The critical metasynthesis derives its outcome from the insights of global leaders from the developed and developing world, refuted by Nobel Laureates from the past decade. From the Socratic dialogue an end-purpose Statement of Visions for a new world order, society, business, business leadership, and the postmodern MBA emerged, namely: to deliver a WOIG; requiring a society that finds its greatness in protecting both its humanity and its economy as a whole; requiring world-class businesses – financially robust across business cycles, with global stewardship as the dominant business logic; requiring global business leaders with an ability to envision the WOIG, and then to lead thereto in an entrepreneurial and path-breaking manner exerting leadership qualities associated with the golden Rule of Humanity; requiring an MBA that educates and inspires the business leader to lead (and, to co-lead with societal and political leaders) the planetary turn-around to a WOIG. For this, a fundamental change of paradigm for the MBA emerged as a prerequisite. The first prerequisite is a Social Contract with Business as a trichotomy of global business responsibility towards society, politics and the Earth. This, becomes the raison d‟être of the postmodern MBA. The second prerequisite is an educational context aligned with the values and aspirations of a WOIG society. The outcome of the postmodern MBA is a fundamental personal re-orientation as thé kairos moment - through holistic critical reasoning excellence and achieving a WOIG mindset. Flowing from this to craft, build and to manage enterprises for the turn-around from today‟s world order of destructive globalisation to a WOIG. The thesis contributes a new educational context, vocabulary, and guidelines for a new canon of MBA knowledge. The thesis concludes by describing new vistas of follow-up research in four interlocking priorities for the professoriate, namely: discovering, integrating, applying and teaching a postmodern MBA in a WOIG – to deliver MBA graduates who can lead any business in any industry sector in any country towards positive sustained results for all stakeholders. / Business Leadership / D.B.L.

O senso de urgência para a preservação do planeta e a gestão responsável das organizações, ocupa uma posição de destaque no início do século XXI, na agenda de corporações, escolas de negócios, governos e organizações sem fins lucrativos. O Principles for Responsible Management Education (PRME) surgiu em 2007, como uma resposta à demanda de organizações participantes do Pacto Global da ONU (UN Global Compact), para a formação de líderes responsáveis e compromissados com o desenvolvimento sustentável. Atualmente a iniciativa PRME tem uma estrutura composta por aproximadamente 700 escolas de negócios, distribuídas em 85 países. Apesar de ser uma rede com mais de 10 anos de existência, com alcance global, nenhuma pesquisa até então investigou o PRME sob o enfoque das redes interorganizacionais e suas variáveis determinantes de efetividade. O objetivo geral desta pesquisa é verificar se o PRME é uma rede interorganizacional efetiva no nível da rede inteira, identificando as relações lógicas das suas características. Uma primeira análise qualitativa de conteúdo investiga documentos institucionais do PRME em busca da comprovação de sua efetividade, posteriormente, são analisados os relatórios de progresso individuais de membros exemplares, chamados PRME Champions, para a avaliação das variáveis que contribuem positivamente para a efetividade no nível da rede. Seis proposições são extraídas da revisão da literatura para serem discutidas empiricamente. As contribuições desta pesquisa são o fornecimento de subsídios teórico-empíricos sobre governança aos stakeholders de redes em busca de efetividade, em especial ao PRME, e a ampliação da compreensão no campo teórico sobre redes interorganizacionais. A pesquisa demonstra efeitos positivos do modo de governança, da estrutura, do funcionamento e do contexto sobre a efetividade no nível da rede inteira. Os dados apresentaram como determinantes da efetividade da rede os seguintes aspectos: existência de controle por organizações externas, organização, sistema de reuniões, agenda escrita, a transparência na comunicação à comunidade externa, o relacionamento dos gestores da rede com agentes externos, a liderança ativa, a liderança em rede, a estabilidade do ambiente, a presença de cultura cívica e o senso de colaboração e cooperação. A existência de comitê de direção, planejamento conjunto da rede, regras formalizadas e a negociação das direções da rede com stakeholders, exercem efeito moderado sobre a efetividade da rede. / The sense of urgency for the preservation of the planet and responsible management of organizations occupies a prominent position in the early 21st century, on the agenda of corporations, business schools, governments, and non-profit organizations. The Principles for Responsible Management Education (PRME) emerged in 2007 as a response to the demand of participating UN Global Compact organizations for the education of responsible and committed leaders in sustainable development. Currently, the PRME initiative has a structure composed of about 700 business schools, distributed in 85 countries. Despite being a network with more than 10 years of existence, with global reach, none research investigated the PRME under the approach of interorganizational networks and their determinants of effectiveness. The general aim of this research is to verify if the PRME is an effective interorganizational network at the whole network level, identifying the logical relations of its characteristics. A first qualitative content analysis investigates PRME institutional documents to prove its effectiveness, and then the individual progress reports of exemplary members, called the PRME Champions, are analyzed for the evaluation of variables that contribute to the effectiveness at the network level. Six propositions are drawn from the literature review to be discussed empirically. The contributions of this research are the provision of theoretical and empirical subsidies on governance to network stakeholders in search of effectiveness, the PRME in particular, and expansion of understanding in the theoretical field on interorganizational networks. Research shows positive effects of governance, structure, functioning, and context on effectiveness at the whole network level. The data presented as determinants of the network effectiveness the following aspects: the existence of external control, meeting organization, written agenda, transparency in communication to the external community, active leadership, network leadership, the relationship of network managers with external agents, the presence of civic culture, and the sense of collaboration and cooperation. The existence of a steering committee, joint planning of the network, formalized rules, and the negotiation of network directions with stakeholders, has a moderate effect on the network effectiveness.

This thesis addresses the paradigm shift required for an MBA qualification in a world order of inclusive globalisation (WOIG) – where humankind‟s security is assured, and where global poverty has been eradicated. A new research methodology, termed critical metasynthesis, which is the enrichment of critical management research with metasynthesis and Socrates‟ dialectic method of systematic inquiry has been used. The critical metasynthesis derives its outcome from the insights of global leaders from the developed and developing world, refuted by Nobel Laureates from the past decade. From the Socratic dialogue an end-purpose Statement of Visions for a new world order, society, business, business leadership, and the postmodern MBA emerged, namely: to deliver a WOIG; requiring a society that finds its greatness in protecting both its humanity and its economy as a whole; requiring world-class businesses – financially robust across business cycles, with global stewardship as the dominant business logic; requiring global business leaders with an ability to envision the WOIG, and then to lead thereto in an entrepreneurial and path-breaking manner exerting leadership qualities associated with the golden Rule of Humanity; requiring an MBA that educates and inspires the business leader to lead (and, to co-lead with societal and political leaders) the planetary turn-around to a WOIG. For this, a fundamental change of paradigm for the MBA emerged as a prerequisite. The first prerequisite is a Social Contract with Business as a trichotomy of global business responsibility towards society, politics and the Earth. This, becomes the raison d‟être of the postmodern MBA. The second prerequisite is an educational context aligned with the values and aspirations of a WOIG society. The outcome of the postmodern MBA is a fundamental personal re-orientation as thé kairos moment - through holistic critical reasoning excellence and achieving a WOIG mindset. Flowing from this to craft, build and to manage enterprises for the turn-around from today‟s world order of destructive globalisation to a WOIG. The thesis contributes a new educational context, vocabulary, and guidelines for a new canon of MBA knowledge. The thesis concludes by describing new vistas of follow-up research in four interlocking priorities for the professoriate, namely: discovering, integrating, applying and teaching a postmodern MBA in a WOIG – to deliver MBA graduates who can lead any business in any industry sector in any country towards positive sustained results for all stakeholders. / Business Leadership / D.B.L.

O senso de urgência para a preservação do planeta e a gestão responsável das organizações, ocupa uma posição de destaque no início do século XXI, na agenda de corporações, escolas de negócios, governos e organizações sem fins lucrativos. O Principles for Responsible Management Education (PRME) surgiu em 2007, como uma resposta à demanda de organizações participantes do Pacto Global da ONU (UN Global Compact), para a formação de líderes responsáveis e compromissados com o desenvolvimento sustentável. Atualmente a iniciativa PRME tem uma estrutura composta por aproximadamente 700 escolas de negócios, distribuídas em 85 países. Apesar de ser uma rede com mais de 10 anos de existência, com alcance global, nenhuma pesquisa até então investigou o PRME sob o enfoque das redes interorganizacionais e suas variáveis determinantes de efetividade. O objetivo geral desta pesquisa é verificar se o PRME é uma rede interorganizacional efetiva no nível da rede inteira, identificando as relações lógicas das suas características. Uma primeira análise qualitativa de conteúdo investiga documentos institucionais do PRME em busca da comprovação de sua efetividade, posteriormente, são analisados os relatórios de progresso individuais de membros exemplares, chamados PRME Champions, para a avaliação das variáveis que contribuem positivamente para a efetividade no nível da rede. Seis proposições são extraídas da revisão da literatura para serem discutidas empiricamente. As contribuições desta pesquisa são o fornecimento de subsídios teórico-empíricos sobre governança aos stakeholders de redes em busca de efetividade, em especial ao PRME, e a ampliação da compreensão no campo teórico sobre redes interorganizacionais. A pesquisa demonstra efeitos positivos do modo de governança, da estrutura, do funcionamento e do contexto sobre a efetividade no nível da rede inteira. Os dados apresentaram como determinantes da efetividade da rede os seguintes aspectos: existência de controle por organizações externas, organização, sistema de reuniões, agenda escrita, a transparência na comunicação à comunidade externa, o relacionamento dos gestores da rede com agentes externos, a liderança ativa, a liderança em rede, a estabilidade do ambiente, a presença de cultura cívica e o senso de colaboração e cooperação. A existência de comitê de direção, planejamento conjunto da rede, regras formalizadas e a negociação das direções da rede com stakeholders, exercem efeito moderado sobre a efetividade da rede. / The sense of urgency for the preservation of the planet and responsible management of organizations occupies a prominent position in the early 21st century, on the agenda of corporations, business schools, governments, and non-profit organizations. The Principles for Responsible Management Education (PRME) emerged in 2007 as a response to the demand of participating UN Global Compact organizations for the education of responsible and committed leaders in sustainable development. Currently, the PRME initiative has a structure composed of about 700 business schools, distributed in 85 countries. Despite being a network with more than 10 years of existence, with global reach, none research investigated the PRME under the approach of interorganizational networks and their determinants of effectiveness. The general aim of this research is to verify if the PRME is an effective interorganizational network at the whole network level, identifying the logical relations of its characteristics. A first qualitative content analysis investigates PRME institutional documents to prove its effectiveness, and then the individual progress reports of exemplary members, called the PRME Champions, are analyzed for the evaluation of variables that contribute to the effectiveness at the network level. Six propositions are drawn from the literature review to be discussed empirically. The contributions of this research are the provision of theoretical and empirical subsidies on governance to network stakeholders in search of effectiveness, the PRME in particular, and expansion of understanding in the theoretical field on interorganizational networks. Research shows positive effects of governance, structure, functioning, and context on effectiveness at the whole network level. The data presented as determinants of the network effectiveness the following aspects: the existence of external control, meeting organization, written agenda, transparency in communication to the external community, active leadership, network leadership, the relationship of network managers with external agents, the presence of civic culture, and the sense of collaboration and cooperation. The existence of a steering committee, joint planning of the network, formalized rules, and the negotiation of network directions with stakeholders, has a moderate effect on the network effectiveness.