by Terpstra Tong Jane Lai-Yee. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 99-100). / EXECUTIVE SUMMARY --- p.i / TABLE OF CONTENTS --- p.ii / LIST OF TABLES AND FIGURES --- p.v / ACKNOWLEGEMENT --- p.vi / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Methodology of Studies --- p.3 / Terminology --- p.3 / Approach --- p.3 / Data Collection --- p.4 / Chapter II. --- METHODOLOGY --- p.6 / Five Competitive Forces --- p.6 / Advantages of Industry Analysis --- p.13 / Establishing Competitive Advantage --- p.14 / Putting Strategy to Work --- p.16 / Data Collection --- p.17 / Rationale and Objectives of the Questionnaire --- p.18 / Chapter III. --- AN ANALYSIS OF THE CONTINUING BUSINESS EDUCATION INDUSTRY --- p.20 / Bargaining Power of Customers --- p.20 / Bargaining Power of Supplier --- p.23 / Threat of New Entrants --- p.24 / Threat of Substitutes --- p.26 / Rivalry Among Existing Competitors --- p.28 / Is the Continuing Business Education an Attractive Industry to Get in? --- p.30 / Chapter IV. --- "THE PRODUCT, THE CUSTOMERS, AND THE CURRENT OPERATIONS" --- p.32 / The Product: Diploma Course in Management Communication --- p.32 / Customer Profile --- p.35 / The Current Operations --- p.36 / Structure of APIB --- p.36 / Structure of DMC --- p.37 / Chapter V. --- COMPETITORS OF DMC --- p.39 / Competitors for Customers that View DMC as an English Program --- p.39 / Competitors for Customers who Take DMC as a Management Program --- p.43 / Diploma Programs of APIB --- p.43 / Professional Diploma of Hong Kong Management Association --- p.44 / Other Suppliers of Diploma Programs --- p.45 / A Warning of Quality --- p.47 / Competitors that Offer Management Skills Training --- p.48 / Who to Compete With? --- p.49 / Chapter VI. --- COMPETITIVE STRATEGY FOR DMC --- p.50 / Cost is Not Manageable and Low Cost Strategy is Not Possible --- p.50 / Broad Differentiation or Focus Differentiation? --- p.52 / Proper Strategy: Focus Differentiation --- p.52 / Position as Management Skills Program --- p.53 / Putting Strategy into Action --- p.54 / Focus Differentiation Strategy: Implications and Related Issues for DMC's Operations --- p.54 / What Do the Customers Value? --- p.55 / Target Customers - Who Should DMC Focus on? --- p.55 / Market Size --- p.58 / Chapter VII. --- MARKETING COMMUNICATIONS PROGRAM / Previous Marketing Plan --- p.60 / Core Program --- p.61 / Program Brochure --- p.62 / Press Release --- p.63 / Advertising --- p.64 / Direct Mailing --- p.65 / Option One: Sales Calls to Selected Corporations --- p.67 / Option Two: Whole Day Walk-in Registration Session --- p.68 / Budget --- p.69 / Chapter VIII. --- CONCLUSION --- p.70 / APPENDIX 1 QUESTIONNAIRE --- p.71 / Chapter 2 --- RESULTS OF SURVEY ON PART-TIME STUDIES OF WORKING EXECUTIVES --- p.77 / Chapter 3 --- STUDENT PROFILE --- p.89 / Chapter 4 --- SAMPLE OF PRESS RELEASE --- p.96 / Chapter 5 --- SAMPLE ADVERTISEMENT --- p.98 / BIBLIOGRAPHY --- p.99

With sport organizations venturing into the global realm, it is important to discover sport management students' interest in studying abroad in sport. Previous research has attempted to discover career intentions using the social cognitive career theory (SCCT). SCCT focuses on the interaction of several factors which include personal behaviors such as self-efficacy, outcome expectations, choice goals, barriers, and supports. The purpose of this thesis was to identify barriers and supports to studying abroad, the relationship between the barriers and supports and one's study abroad self-efficacy, and the relationship among study abroad self-efficacy, outcome expectations, interests, and choice goals (i.e., intent). Two different studies were administered with Study One taking a qualitative approach to better analyze supports and barriers, while Study Two incorporated the results from Study One, providing a quantitative aspect to the research. Data were collected from sport management undergraduate students from a southwestern Division I institution for Study One (n = 19), as well as for Study Two (n = 71). Questionnaires for both studies were developed using the basic tenets of SCCT to measure self-efficacy, interest, intent, supports, barriers, and outcome expectations to studying abroad in sport. Data analysis included coding data into themes and calculating percentages for Study One, while items for Study Two were analyzed for reverse coding, and descriptive statistics for the study variables were performed. Means, standard deviations, and bivariate correlations were included with the statistics in Study Two. Likewise, linear regression and bivariate correlations were performed to evaluate the basic relationships between all the study variables within Study Two, while reliability estimates (Cronbach's alpha) for each study variable were assessed. The results revealed that barriers (e.g., cultural differences) and supports (e.g., further education) were correlated with self-efficacy. Furthermore, there were correlations between interest and intent, self-efficacy and interest, self-efficacy and intent, and self-efficacy and outcome expectations. Recommendations and implications were provided for sport management academia followed by limitations and future directions of this study.

With sport organizations venturing into the global realm, it is important to discover sport management students' interest in studying abroad in sport. Previous research has attempted to discover career intentions using the social cognitive career theory (SCCT). SCCT focuses on the interaction of several factors which include personal behaviors such as self-efficacy, outcome expectations, choice goals, barriers, and supports. The purpose of this thesis was to identify barriers and supports to studying abroad, the relationship between the barriers and supports and one's study abroad self-efficacy, and the relationship among study abroad self-efficacy, outcome expectations, interests, and choice goals (i.e., intent). Two different studies were administered with Study One taking a qualitative approach to better analyze supports and barriers, while Study Two incorporated the results from Study One, providing a quantitative aspect to the research. Data were collected from sport management undergraduate students from a southwestern Division I institution for Study One (n = 19), as well as for Study Two (n = 71). Questionnaires for both studies were developed using the basic tenets of SCCT to measure self-efficacy, interest, intent, supports, barriers, and outcome expectations to studying abroad in sport. Data analysis included coding data into themes and calculating percentages for Study One, while items for Study Two were analyzed for reverse coding, and descriptive statistics for the study variables were performed. Means, standard deviations, and bivariate correlations were included with the statistics in Study Two. Likewise, linear regression and bivariate correlations were performed to evaluate the basic relationships between all the study variables within Study Two, while reliability estimates (Cronbach's alpha) for each study variable were assessed. The results revealed that barriers (e.g., cultural differences) and supports (e.g., further education) were correlated with self-efficacy. Furthermore, there were correlations between interest and intent, self-efficacy and interest, self-efficacy and intent, and self-efficacy and outcome expectations. Recommendations and implications were provided for sport management academia followed by limitations and future directions of this study.

This research study reviewed several disciplinary fields and their conceptualizations of conflict. The primary guiding question was, what is the best conflict education that is required for youth and adults to live in the world of a "culture of violence" in the list century? The general purpose of the study was to provide a critique that would initiate an expanded conflict imaginary, as educators and lifelong learners face a world of growing complex social and cultural conflicts. The "case" under specific critical analysis was identified as conflict management education (CME). CME provided the primary subject (text) for a critical discourse analysis of its conceptualizations of conflict. The main purpose of the study was to determine the hegemony of discourse in the text of a "representative" sample of 22 contemporary CME handbooks and manuals for youth and adults. CME was found to be a new social movement with a powerful "social technology" to change attitudes and behaviors, in order to diminish or eliminate violence. This study found there are virtually no systematic critiques of CME and no significant critiques that focus on the conceptualization of conflict itself. The discourse of CME's conceptualizations of conflict tended toward an ideological bias of consensus, unity, cooperation, 'peace and harmony;' and located within a politically conservative, pragmatist, social psychological discourse. The entire domain of conflict knowledge from critical pedagogies and the sociological conflict theory tradition was largely ignored in CME text. This has significant political and sociocultural implications in the biased shaping of conflict knowledge and the concomitant power relations of teaching, learning, and the constructing of 'democracy' itself. Without a critique of its own discourses, CME has limited means, as a discipline of knowledge, to establish how it may be perpetuating the very violence it is attempting to eliminate. 'Conflict' pedagogy is offered as an alternative to constructing a critical conflict education as counterhegemonic to CME. This report closes with a discussion of reflections on the study and recommendations for further research.

This thesis was undertaken with the express purpose off developing an undergraduate curriculum in recreation and park administration for Ball State University, Muncie, Indiana. The methodology employed by this investigator included a curriculum response survey of ten selected professional educators in recreation and park administration, a curriculum survey analysis of ten selected colleges and universities in recreation administration, an interview with four selected academic departments at Ball State University, and the employment of national standards for professional education in recreation and park administration.In addition, the methodology employed provided criterion for the selection of the professional academic course offerings in recreation and park administration and the general education emphasis of the undergraduate major.

Dissertation submitted in compliance with the requirements for the Masters Diploma in Technology: Food and Nutrition, Technikon Natal, 1996. / As tertiary institutions, technikons are in the fortunate position that there is a demand for their educational programmes among prospective students, and an equally positive demand for technikon diplomates from the relevant industries who require skilled manpower. Unfortunately resources are limited and thus technikons cannot admit all the applicants who apply for the various courses. For this reason it has become essential to select only those candidates who are most likely to complete the educational training programmes, and fit successfully into the job market. When the value and nature of technikon education are compared to those of a university education, it seems appropriate that their respective students should possess different qualities and abilities, which should be accommodated in the selection criteria governing enrolment. / M

M.Phil. (Human Resources Management) / The objective of this study was to identify and describe organisational factors that affect learning transfer in the South African Public Service. The study was conducted utilising a mixed method approach with both qualitative and quantitative methods enjoying equal status and implemented concurrently. 5 participants (Managers) from the department were interviewed using semi structured interview methodology as part of the qualitative methods and the findings were interpreted using the thematic content analysis technique and various themes were identified. It was found that factors that affect learning transfer include resource availability, supervisor role, mentorship and coaching, non-alignment of training goals with organisational goals, poor organisational planning and weak controls, management and leadership change, resistance to change and organisational culture. The above factors confirmed that there was a link between organisational context and transfer of learning, this being one of the questions that the study sought to respond to. A survey questionnaire was distributed to 150 respondents and 90 questionnaires were received back, this constituted a 60% response rate. The data from the questionnaires was interpreted using exploratory factor analysis (EFA). Factors that were identified as affecting learning transfer include opportunity to practice, positional power and peer support, resource availability, performance culture, management support, feedback and reward and organisational monitoring mechanisms. The findings from the two methods were integrated and corroborated each other which strengthened the value add of utilising mixed method approach. A description of the organisational factors affecting learning transfer was provided in addition to them being identified. The study proposed that governmental institutions like Palama conduct a large scale research throughout the public service utilising a mixed method approach as part of impact analysis, this study will provide the basis on which to initiate the project.

This research study reviewed several disciplinary fields and their conceptualizations of conflict. The primary guiding question was, what is the best conflict education that is required for youth and adults to live in the world of a "culture of violence" in the list century? The general purpose of the study was to provide a critique that would initiate an expanded conflict imaginary, as educators and lifelong learners face a world of growing complex social and cultural conflicts. The "case" under specific critical analysis was identified as conflict management education (CME). CME provided the primary subject (text) for a critical discourse analysis of its conceptualizations of conflict. The main purpose of the study was to determine the hegemony of discourse in the text of a "representative" sample of 22 contemporary CME handbooks and manuals for youth and adults. CME was found to be a new social movement with a powerful "social technology" to change attitudes and behaviors, in order to diminish or eliminate violence. This study found there are virtually no systematic critiques of CME and no significant critiques that focus on the conceptualization of conflict itself. The discourse of CME's conceptualizations of conflict tended toward an ideological bias of consensus, unity, cooperation, 'peace and harmony;' and located within a politically conservative, pragmatist, social psychological discourse. The entire domain of conflict knowledge from critical pedagogies and the sociological conflict theory tradition was largely ignored in CME text. This has significant political and sociocultural implications in the biased shaping of conflict knowledge and the concomitant power relations of teaching, learning, and the constructing of 'democracy' itself. Without a critique of its own discourses, CME has limited means, as a discipline of knowledge, to establish how it may be perpetuating the very violence it is attempting to eliminate. 'Conflict' pedagogy is offered as an alternative to constructing a critical conflict education as counterhegemonic to CME. This report closes with a discussion of reflections on the study and recommendations for further research. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Hoër onderwys in SA ondergaan tans ingrypende veranderinge. Groter toeganklikheid, veranderinge in die demografiese profiel van leerders en diversiteit asook die samesmeltings tussen verskeie hoër onderwysinstellings het die landskap van hoër onderwys beïnvloed. Die proses van transformasie en die gepaardgaande paradigmaskuif na uitkomsgebaseerde onderwys hou verskeie implikasies vir die assessering van leer in. Die doel van die studie is om ‘n assesseringsraamwerk vir die vakgebied Menslike Hulpbronbestuur aan universiteite van tegnologie (voorheen technikons) wat kontakonderrig verskaf, te ontwikkel. Met hierdie doel voor oë, is ‘n omvattende literatuurstudie oor assessering gedoen. Dit het gedien as ‘n teoretiese grondslag vir die assesseringsraamwerk. ‘n Kwalitatiewe benadering tot die studie is gevolg. Fokusgroeponderhoude met die leerders en dosente aan verskillende universiteite van tegnologie is gevoer. Dit is opgevolg met individuele onderhoude met die departementshoofde en beleidsmakers (dekane en vise-rektore). Deelnemers in die industrie wat direk werk met die leerders gedurende hulle tydperk van ervaringsleer as deel van koöperatiewe onderwys in die werkomgewing, is ook genader. Temas oor die verskillende datastelle is ontwikkel waaruit verskeie implikasies en bevindinge na vore getree het en geïnterpreteer is. Van die vernaamste bevindinge dui op die strategiese en oppervlakkige leerbenadering van die leerders; oorbeklemtoning van praktiese bevoegdheid ten koste van toegepaste bevoegdheid asook die onderbeklemtoning van kontinue assessering en die onderbeklemtoning van formatiewe assesseringsmetodes. Groot klasse lei daartoe dat die dosente en departementshoofde assesseringsmetodes kies wat maklik toegepas kan word en wat in die verlede sukses getoon het. Wanneer groepassessering toegepas word, verkies die dosente dit dat die leerders die punte toeken. ‘n Gebrek aan assesseringskriteria lei tot onsekerheid oor wat gedoen moet word in take en in die industrie tydens ervaringsleer. Volgens die data is die industrie ten gunste van betrokkenheid by die assessering van ervaringsleer. Hulle benodig uitkomsgebaseerde riglyne vir die assessering daarvan. Na die eksplisitering en integrasie van al die datastelle, is die assesseringsraamwerk vir Menslike Hulpbronbestuur ontwikkel. Dit sluit ‘n doel en omvang, rasionaal, begripsverklaring, rigtinggewende beginsels en die praktiese implementering daarvan en aanbevelings of voorvereistes waaronder die raamwerk geïmplementeer kan word, in. Die raamwerk gee erkenning aan toegepaste bevoegdheid, assessering wat ‘n integrale deel van leer vorm en praktiese metodes soos oopboekassessering, gevalstudies en aanbiedings. Metodes van assessering wat tot dusver nagelaat is soos joernale, portefeuljes, uitstallings en plakkaataanbiedings is ingesluit in die raamwerk. Variasie in die toepassing van spesifieke assesseringsmetodes word aanbeveel. Die industrie dien as ‘n vennoot in die assessering van die leerders. Die studie eindig met voorstelle rakende verdere navorsing. / Prof. H.C. Geyser

In order to assess current practices in the teaching of conflict resolution, this study examined (through survey methods) the perceptions of teachers in three Oregon school districts of similar size regarding the techniques they use to teach conflict resolution skills to their students, teachers' perceptions of the frequency of the use of those techniques, and teachers' perceptions of the effectiveness of those techniques. This study also compared the responses of teachers in school districts which provided teachers with staff development for the teaching of conflict resolution with the responses of those teachers from districts without that staff development. In addition, the survey examined the impact of cooperative learning on the teaching of conflict resolution. Data were reported in terms of frequency distribution, Spearman Correlation analysis, Chi Square, and Phi Correlations. The results indicate that elementary teachers use a wide variety of techniques to teach students how to get along with one another. Although they favor certain techniques, they do not use one technique to the exclusion of another. The hypothesis that demographic criteria may be linked to teachers' responses to the use of certain techniques was also rejected. Comparisons between responses of teachers from districts which supplied staff development for the teaching of conflict resolution and responses from teachers from districts which did not do so are inconclusive. Possible reasons may stem from different but, perhaps, equally enriching programs for the teaching of conflict resolution. Cooperative Learning is not primarily used as a method to teach conflict resolution. Those who use it, however, indicated that they saw increased conflict resolution skills as a by-product of that teaching method. The data gleaned in this survey would indicate that the following be considered when implementing a program for the teaching of conflict resolution: Conflict is a natural state which accompanies change and can act as a constructive force. Conflict in the classroom can provide a creative tension which helps to inspire problem-solving. Well-handled conflict can have benefits for increasing student motivation and may result in higher achievement and greater understanding of the subject. Conflict itself may prove to be an effective component of specific lessons. One apparent advantage to teaching appropriate use of conflict resolution is that if students know from their own experience that social relations need not be adversarial and that they can share power without losing influence, children may be better prepared to grow as global citizens.