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. / Business, Sauder School of / Graduate

This thesis will present a course of study for prospective personnel managers as recommended by practicing personnel executives of selected industries in Dallas, Texas.

The general purpose of this study is to determine the principal curricular requirements in the field of personnel management which now are prescribed by member institutions in the American Association of Collegiate Schools of Business.

No description available.

American elk, by virtue of their distributio.n, were the most cosmopolitan members of the cervid family at the time of white settlement of North America. At this early date elk were present in every major region of what is now continental United States, as well as in northern Mexico. They likewise were abundant in upper and lower Canada, though records do not corroborate their presence too far north on the Atlantic coast. Although generally existent throughout the western states, elk were sparsely distributed in Nevada, southern Utah, and most of Arizona and New Mexico. Paucity of elk was also noted in eastern portions of Washington and Oregon.

No description available.

In this study, the dilemmas faced by higher education managers who attempt faculty desegregation within the narrow framework (affirmative action) provided by the courts and the Office of Civil Rights (OCR) were explored (e.g., merit vs. affirmative action, maintenance of a value consensus while facilitating change, the need for sensitive leadership). Some managers are successful in hiring minority faculty but not in retaining them. Others are still trying to determine how they can successfully recruit and retain these faculty. This exploratory study on faculty desegregation is designed to identify the factors that influence the decisions of black faculty at two public traditionally white institutions (TWIs) and of white faculty at two public traditionally black institutions (TBIs) to <u>accept</u>, <u>remain in</u> and <u>consider</u> leaving faculty positions at such institutions. (In this study, white faculty at TBIs and black faculty at TWIs are referred to as "other-race" faculty.) The study also assesses the viability of affirmative action as a strategy for desegregation. The research methodology included a survey of higher education managers, and interviews with and a survey of other-race faculty opinions. Conclusions 1. Black faculty express strong sentiments in support of affirmative action which influence them to remain in their jobs but could influence them to leave TWIs. 2. Fewer black than white faculty expect promotions when accepting jobs at TWIs. 3. Black faculty are influenced, in part, to accept jobs at TWIs due to campus recreational facilities. 4. More white than black faculty will consider leaving their jobs due to compensation concerns. 5. White faculty will consider leaving TBIs due to concerns about the poor reputations of TBIs and low academic level of students. 6. All other-race faculty employment decisions are influenced by the geographical location of their universities. This study does not support alternative methods for desegregation (e.g., freedom of choice, closing of TBIs) but indicates that affirmative action is the least destructive and most feasible option for faculty desegregation. Higher education managers must and can provide sensitive leadership while maneuvering within the narrow framework provided by OCR and the courts to desegregate their faculties. / Ph. D.

Hundreds of universities, colleges and institutions graduate students yearly with some form of culinary education. To date, limited research has been conducted to examine the perceived value of formal culinary education on industry career success from the perspective of those who conduct the majority of the hiring of culinary positions. This dissertation examined the perceived value of formal education in culinary arts and its relationship with industry success from the perspective of Canadian professional chefs.... Though the population for this study was Canadian professional chefs who were members of the Canadian Culinary Federation, the results of this study may be useful to both current and future culinarians who are pursuing or contemplating pursuing formal culinary education in other countries, especially the United States....Institutions that provide formal culinary education will find this important as they come under increased scrutiny from stakeholders to demonstrate the value of the investment students make in terms of tuition and associated costs. / by Colin Philip Roche / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web. / System requirements: Adobe Reader. / Mode of access: World Wide Web.

Conflict is present in all human relationships and societies. Throughout history, fighting has been more notable than peacemaking. Only recently have conflict resolution studies entered the mainstream of academia. Since peace is no longer an option, but a necessity, educators must become actively engaged in promoting the importance of peacemaking skills among their students. In 1986, the National Institute for Dispute Resolution funded a study of conflict resolution in higher education. Results disclosed a proliferation of courses but little about their quality. The present study evaluates the status of alternative dispute resolution (ADR) in the curricula of three major universities in North Texas and compares it with results from four other universities which were reported to have the heaviest concentration of ADR courses. A questionnaire was constructed to collect data in the following areas: place, significance of ADR in contemporary curricula, important factors determining attitudes toward ADR, and expectations/aspirations of faculty concerning teaching of ADR. Using a Likert scale, attitudes toward ADR were measured through regression analysis. Four of seven independent variables (age, sex, political orientation, and ADR training) were significant at jd = .05. Forty ADR-related courses were identified in seven universities. The concentration of ADR courses was management (35%), law (28%), sociology (23%), business (8%), and political science (8%). No courses were identified by anthropology departments. Results also reveal that the older, liberal, female, and ADR-ski lied individuals exhibit more favorable attitudes towards ADR. The study concludes that (a) concentrated efforts should be increased to teach and train educators in ADR, (b) mediation centers should be created on university campuses, and (c) an ADR communications network and data bank should be established among universities in order to allow faculty, students, practitioners, and administrators to share information. A partial list of organizations involved in peace issues and resources for establishment of campus and community-based peace mediation centers are also provided.

This study is a qualitative interpretative study of conflict management in a multicultural Namibian institution. The focus of the study is to understand how individual people in a particular organization perceive conflict, the possible sources of conflict as well as to explore the possible strategies of managing conflict. This is followed by an analysis of the general educational cultural and social characteristics of Namibia, which relate to the sources of conflict. I also make an attempt to have a deeper understanding of people from different cultural and educational backgrounds in viewing conflict and how these differences might be seen as major sources of conflict and how they deal with it - by using a case study approach. I interviewed 5 participants from different cultural backgrounds. The major research methodology I used in this study is in-depth interviews that allowed me to explore people's understanding of, attitudes to and views on conflict. I supplemented the interviews with participant observation, which allowed me to get first-hand information on how people interact socially and in meetings in order to explore possible sources and existence of conflict in meetings and how the staff dealt with it. Furthermore, I tried as much as possible to observe daily activities as an observer. People interviewed have different perceptions about conflict. Some use conflict to their advantage to arouse discussion and stimulate creative thinking. Some people find conflict to be a burden, something to be minimized. This avoidance leads to poor decisions and poor use of teams as a way to improve both decision making and acceptance of the decisions that are made. Cultural differences among staff and the process of reform emerge as the major sources of conflict. Whether a conflict will result in negative or positive consequences, or both, will depend to a large part on the strategy taken to resolve the conflict.