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.

The dire need for capacitating Economic and Management Sciences (EMS) educators in subject-specific knowledge occurred to me whilst conducting workshops for EMS educators within the KwaZulu-Natal Department of Education. Educators often complained that they neglected EMS as a Learning Area as they lacked the requisite subject~specific knowledge. This, they claimed was exacerbated by the paucity of EMS educator and learner support materials. This prompted me to undertake a case study of the current capacity building strategies of heads of department, curriculum co-ordinators and level 1 educators in (EMS) Learning Area. The case study was restricted to a cluster of 5 pnmary schools in the Ethekwini Region of the Kwa-Zulu Natal Department of Education. Schools were chosen on the basis of convenience, cost, proximity to each other and previous professional involvement with the schools. Data were collected through questionnaires, interviews and observation at workshops. Findings suggest that there existed a lack of fundamental knowledge in the EMS learning area and further that current development strategies did not necessarily meet the needs of educators. Stemming from the research findings, the study recommends that continuous professional development of educators must be seen as an evolving set of activities that should respond to the specific contextual needs of educators at different stages in their lifelong development as professionals. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.

The purpose of this qualitative study was to examine the experiences of healthcareadministrative-educators and middle managers from three Midwestern hospitals about employer-provided management education for middle managers. The vision of the Chief Healthcare Administrator (CHA) of each hospital is reflected in the vision, mission andstrategic plan. The availability of formal training and development programs for middle managers is evident in the CHA's commitment to education. Using individual interviews of one-hour, the study examined the behaviors of managers and reactions to the experience of ongoing formalized middle-management education.Non-profit institutions selected had over a 250-hospital bed size with a formal department or division of management education. Hospitals chosen were HCIA Sachs designated "100 Top Hospitals" for 1999 or 2000. Each participant signed a consent form. The sample size was a minimum of one administrative-educator responsible for delivering middle manager education, two clinical managers, and two non-clinical managers from each hospital. The administrative-educator selected the interviewees. Managers interviewed had at least three years of management experience. Attitudes and practices varied due to social, political and contextual variables.Respondents were free to withdraw from the study at any time. For verification and enrichment, participants reviewed their individual interview transcripts. Managers described experiences with management education, reported increased levels of confidence, listed helpful resources, and named driving forces to support management education. Findings revealed clinical and non-clinical managers have common learningneeds. For successful management education, administrative-educators address the hospital's social, political, and cultural needs.Interviews were electronically recorded and kept confidential, as well as the verbatim transcriptions of the interviews. After the research process was complete, all tapes were destroyed. Each institution received a summary of the final document.In future years, the anticipated benefit to the participants will be that hospitals utilize the collective information to plan and deliver improved educational programming for the middle manager. This study found common themes among the respondents to develop new ways of thinking to improve managerial performance. Results may direct others to set a standard of managerial competency in healthcare. Healthcare middle managers' learning needs warrant further investigation. / Department of Educational Studies

Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2018. / Universities have been producing graduates at a fairly fast rate, yet the cry for technical expertise and educated graduates. Thousands of university graduates are not employed, or they end up in industries and places that have nothing to do with their education and or qualifications. Too often the unemployed graduates they owe money loaned for studies which they are not able to repay because they are essentially unemployable, the may be because of a stagnated economic growth thereby a general high level of unemployment. The levels of entrepreneurial activities have remained low and there are no expectations of a sudden turn around for the economy. The researcher looks at one aspect of the graduate studies, specifically human resources management qualifications offered by the Cape Peninsula University of Technology in the Western Cape South Africa from the period 2014 to 2017. The research was largely descriptive and partially exploratory which resulted in the use of an assorted method approach (qualitative and quantitative). The research focuses mainly on the activities of those employed as Human Resource practitioners and the expectations at their work stations. Together with this the respondents gave extra detail on what is expected of them together with duties frequently performed. Based on this, the data was captured and analysed for similarities of expectations from more than 50 organisations. The findings indicate that there is a serious disjuncture between what is taught in the class and what the industry practices and expects. Recommendations of the ideal course structure are added to the findings to enable institutions of higher learning to adjust their curricula in line with industry needs.

This study first offers a critique of some conventional approaches to environmental education and geography. The critique is followed by an analysis of current learning theories which underpin environmental and geographical thinking. On the basis of this analysis an environmental approach to the teaching of geography is identified. Within the broad theoretical context provided by debates on the importance of environmental education for the solution of environmental problems, the study promotes student teachers' understanding of an environmental approach in the teaching of geography at Transkei College of Education. Water management, a section of the geography syllabus, is selected to illustrate the process and implementation of such an approach in geography. The educational effectiveness of an environmental approach with regard to the students' conceptual understanding of water management is evaluated. The study as a whole is set within the general literature of environmental education, and particularly that of education for the environment.

The aim of the study was to investigate local community contributions to the existing Malawi College of Fisheries curriculum with a focus on Chambo fishery. Chambo fish (Oreochromis species) is the most favoured fish in Lake Malawi. Chambo catches have declined over the years. Responding to the declining catches, the Fisheries Department is engaged in a number of management options to address the issues. Most of these management options are governed by scientific recommendations and do not consider the socio-economic situation of the people who are dependent on fishery. This approach to fishery has influenced the Malawi College of Fisheries curriculum. The existing curriculum is product-centred, developed by a consultant. During the development of the curriculum, there was little consultation with the lecturers and no consultation with the local communities who are using the resource. The fishing communities have been fishing for a long time and have acquired knowledge, skills and experience worth investigating for its potential role in improving the existing curriculum. Through the use of interviews, focus group discussions and workshops with local communities local knowledge was identified for inclusion into the curriculum. A review of the existing curriculum revealed that it has primarily technical focus, grounded in the protection, control and management of the fish stocks, while the local knowledge has a practical focus based on existing practices and requiring an understanding of the sources of the issues. There is also more emphasis on a historical perspective and the context in which fishing practices take place at the moment. It was evident from the study that local communities have much of knowledge, skills and experience gained over the years of fishing , and if properly utilised, it can improve the MCF curriculum. I therefore recommend in this study that the curriculum be reviewed in order to integrate and draw on the local knowledge through a deliberative and participatory process between the local communities and the government so that it addresses the needs of the local communities and improves the training of the extension workers.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2009. / The thesis explores the role that the learning area, EMS, plays in preparing learners for Accounting in grade 10. EMS in grade 9 includes accounting related assessment standards upon which the grade 10 Accounting curriculum builds. The grade 10 Accounting curriculum is based on the assumption that learners have mastered the related content in grade 9. The effective implementation of EMS in grade 9 is therefore important for the teaching and learning of Accounting in grade 10. The main objective of the study was to determine to what extent the accounting related assessment standards were taught and to engage with the key factors that impact on the effective delivery of the accounting focus in EMS. A sample of five schools within a specific geographical area in the Western Cape was identified. The study used multiple data collection methods in order to increase the validity of the results, namely, a learner assessment, interviews and document analysis. The planning and assessment documents of EMS teachers as well as the assessment tasks of the EMS learners were analysed to ascertain how teachers planned to teach and assess the learning area, particularly the accounting focus within EMS. The conclusions were drawn against the policy-practice theoretical framework. The study revealed a gap between EMS policy and EMS practice. There was very limited exposure to the accounting related assessment standards in EMS. This could be attributed to a number of factors including teacher qualifications and training, lack of support, policy shortcomings, absent guidelines, etc. There was a disjuncture between what teachers believed and what they were translating into practice. Even though all the teachers enjoyed teaching Accounting and most of them believed in the importance of this discipline in preparing learners for the Further Education and Training Band and their personal lives, they were not teaching it effectively. Recommendations have been made in terms of the learning area policy, professional development and support for teachers and learners. Even though the study was limited to five schools in a particular geographical area, its findings may be applicable to many South African schools where EMS teachers face the same policy, teacher and learner challenges or shortcomings.

The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.