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A market research on the core competencies and subsequent training requirements of project managers in the Cape Town regionDe Villiers, Paul 12 1900 (has links)
Thesis (MBA)--Stellenbosch University, 2003 / ENGLISH ABSTRACT: Managing firms in today's highly competitive and volatile business environment is an ever
increasing challenge. Project Management is an integral part of organisational
management and hence project managers need to continuously excel in their careers to
keep their organisations ahead of the pack. In order to be an effective project manager, a
combination of specific skills/competencies is required.
The focus of this mini-thesis was to establish the core competencies and subsequent
training requirements of project managers in the Western Cape region.
The research into the core competencies required of project managers in the industry was
structured into 3 phases.
The first phase comprised a research into international studies that was done to establish
the core competencies required of project managers. Three researchers were identified,
and a shortlist of 9 core competencies was identified from the 3 different models.
The next phase comprised the targeting of 54 individuals in the project management
profession in the Western Cape with a questionnaire based on the international studies.
The last phase was to evaluate the data in order to conclude and make specific
recommendations towards the USB management regarding current project management
courses which are presented (by the USB) to the industry.
Three fundamental conclusions were drawn:
Firstly, 10 specific core competencies of project managers were identified. Secondly,
some competencies have a much higher relevance to some industry sectors than
others. Lastly, the current 5-day training course at the USB does not reflect the desired
training which is required by the industry for the core competencies that is required of
project managers. / AFRIKAANSE OPSOMMING: Die bestuur van organisasies in vandag se hoogs kompeterende en veranderende
besigheidsomgewing is 'n toenemende uitdaging. Projekbestuur vorm 'n integrale deel
van organisasie bestuur en daarom moet projek bestuurders voortdurend uitstyg in die
uiutvoering van projekte om te verseker dat die organisasie as geheel sterk
kompeterend kan bly. Projekbestuurders benodig spesifieke vaardighede om effektief te
kan funksioneer in die werksomgewing.
Die fokus van hierdie mini-tesis was om die spesifieke vaardighede vas te stel, asook
die gevolglike opleiding wat benodig word vir projekbestuurders wat in die Weskaap
werksaam is.
Die navorsing na die spesifieke vaardighede wat van projek bestuurders in die industrie
verlang word, was gestruktureerd in 3 fases.
Eerstens was 'n literatuurstudie geloods op internasionale studies om te bepaal watter
vaardighede van projek bestuurders verlang word. Drie internasionale navorsers se
modelle was gebruik om 'n kortlys van 9 vaardigheids groepe saam te stel.
Die volgende fase was om 54 individue in die projek bestuur professie in die Weskaap te
nader en deur middel van 'n vraelys wat baseer is op die internasionale studies, vas te
stel watter vaardighede deur die industrie verlang word vir projek bestuurders.
ln die finale fase is die data geanaliseer ten einde spesifieke aanbevelings aan die
bestuur van die USB bestuur te maak aangaande projek bestuur kursusse wat (deur die
USB) aan die industrie aangebied word.
Drie fundamentele gevolgtrekkings was gemaak:
Eerstens was die 10 belangrikste vaardighede vir projek bestuurders vasgestel.
Tweedens was vasgestel dat party vaardighede veel belangriker is in party industrie
sektore as in ander. Laastens, die huidige 5-dag projek bestuur kursus wat deur die
USB aangebied word, bied nie genoegsame opleiding (in die verlangde rigtings) om die
regte vaardighede te ontwikkel vir projek bestuurders in die industrie nie.
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Development of Industrial Management Curriculum for North Texas State CollegeOrr, Jack Kennedy 08 1900 (has links)
This thesis will concentrate on a two-fold purpose: first, to determine whether an industrial management program at North Texas State College is justified; and second, to present a broad outline that will form a foundation upon which the content of such a program can be based.
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A Comparison of Perceptions Held by Three Significant Groups Concerning Management Training Programs in Two-Year Colleges in the United StatesHuckabee, Junuetta 08 1900 (has links)
The purpose of this study was to compare the perceptions held by three significant groups concerning management training programs in two-year colleges in the United States on the present and desired future importance of these curriculum objectives: semi-professional, technical, supplemental, retraining and transfer. The perceptions were determined by analyses of responses to questionnaires sent to representative members of each of three groups.
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A Survey of Two-Year And Four-Year Hospitality Management Programs To Describe Characteristics of Hotel Front Office Management CoursesChiang, Rhu-rong 12 1900 (has links)
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.
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Performance Evaluation of Community College Management Instructors Using Student Achievement as the CriterionJones, James McKernon 05 1900 (has links)
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.
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Business management curriculum compatibility with requirements for success in the small business sector.22 April 2008 (has links)
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
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An evaluation of Australian undergraduate engineering management education for flexible deliveryPalmer, Stuart Rohan, mikewood@deakin.edu.au January 2001 (has links)
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.
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Prevalence and sources of mentoring relationships experienced by female undergraduate merchandising management studentsDurand, Elizabeth Victoria 06 June 1991 (has links)
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
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Students' experiences during an industrial placement and their impact on course outcomes in a higher diploma programmeChan, Chi-hung, Dominic, 陳志鴻 January 2004 (has links)
published_or_final_version / abstract / toc / Education / Master / Master of Education
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A study of the process of professionalisation of teacher educators at colleges of education, with special reference to public policy, organisation and professional association.Nicholls, Gordon Charles. 15 November 2013 (has links)
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.
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