This study provides a contribution to the historiography of management education in England. Criticism of British management expressed in Government policy over the past sixty years has concluded that a low level of management education in the UK is affecting its ability to compete. To this end there have been a number of government interventions in management education. The focus of this research is the first phase of government intervention in management education initiated in 1945. By considering the development of management education from a historical perspective this research adopts the theoretical stance that an understanding of the past can contribute to an understanding of management education today. The report of a committee on Education for Management appointed in 1945 by the Minister of Education, the Urwick Report (1947) and the subsequent Diploma in Management Studies (DMS), the first qualification in management studies, are used as vehicles to articulate the involvement and relationships of industry and government with regard to formal management education. From this, conclusions are drawn about the professional and policy processes at play and consideration given as to how these shaped subsequent practice. The method adopted was documentary analysis of primary sources which included published and unpublished administrative papers from government archives. Data from journals, a newspaper, and the archives of employee and employer bodies were referenced to provide context and support the validity of my interpretation. I conclude that the key contribution which the Urwick Report made to management education was in establishing the principle that there was a body of knowledge associated with management. The study illuminates policy processes surrounding management education at a particular time with regard to a specific report. During this period opportunities existed that, if actioned, could have significantly changed the education of managers in England. Government, industry and education were all party to these opportunities. Events surrounding the Urwick Report, and the subsequent implementation of the DMS, offer some useful lessons from the past.

Background/Aims: Understanding predictors, moderators and mediators of child externalising behaviour problems could lead to improvements in engagement and outcomes for children and their families. Parental cognitions, including self-efficacy and attributions, have been proposed as mediators in the relationship between parenting and child behaviour problems. Although mediation is increasingly recognised as an effective way of examining relationships between variables, only a small proportion of studies that identify potential mediators actually conduct a mediation analysis. This thesis consists of two studies: a systematic review (Journal Article 1) and an empirical study (Journal Article 2). The systematic review investigated the ways in which mediation analysis has been used to examine the role of parental cognitions in studies of child behavioural problems, and to assess the methodological quality of these studies. The empirical study investigated the role of parental cognitions and characteristics in relation to pre-school child externalising behaviour problems. Methods: In Journal Article 1, a systematic search of three electronic databases, a quality assessment of included studies, and a subsequent narrative synthesis were conducted. In Journal Article 2, 125 parents of children aged 3-6 years old attending a community-based parent management training programme, across three local authorities, completed a battery of self-report questionnaires before and after the intervention. Correlational and mediation analyses were conducted to investigate relationships between child behaviour and parental attachment style, metacognition, dysfunctional attributions and parental stress. We also tested the possibility that parents' reported levels of stress and child behaviour problems, and their demographic variables, played a role in whether they completed the intervention. Results: In Journal Article 1, after screening, 14 studies were reviewed using an adapted quality criteria tool. The most commonly studied parental cognition was parental self-efficacy, with a small number of studies investigating parental attributions. A variety of approaches to mediation analysis had been used and caution should be exercised when interpreting the results of many of the reviewed studies. Despite a growing recognition of the limitations of some traditional methods (e.g. causal steps approach), research into mediators of child externalising behaviour could be improved by a wider adoption of more appropriate tools, in line appropriate theoretical frameworks. In Journal Article 2, as hypothesised, the results indicated significant relationships between parents' attachment insecurity and baseline levels of parental stress, parental attributions and child behaviour problems. Support was found for the hypothesis that parental attributions mediated the relationship between attachment insecurity and child externalising behaviour problems. We did not find significant that any demographic variables other than parent age predicted whether parents completed the programme. Conclusions: Taken together, the two studies provide evidence of a complex relationship between parental factors, particularly parental cognitions, and externalising child behaviour problems. The systematic review found some evidence that parental cognitions mediate how aspects of parenting (e.g. behaviour and affect) and child externalising behaviour problems are associated, and the empirical study also showed that parental attributions are important in relation to child behaviour problems. Of particular interest was the finding that they mediate the relationship between child behaviour problems and attachment insecurity. However, to advance the field both theoretically and clinically, future studies should endeavour to ensure adequate sample size and power, using optimal study designs, in conjunction with strong theoretical grounding. Exploring cognitive mediators beyond self-efficacy, such as parental attributions, will allow us to further develop our understanding of the relationship between child behaviour and parenting.

La section 1 permet premièrement de constater que les fonctions exécutives (FE) sont plus sévèrement atteintes lorsqu'elles sont dans une période de développement rapide et que l'utilisation de tests papier-crayon sous-estime largement les conséquences du TC sur la vie quotidienne. Deuxièmement, elle confirme les conséquences du TC sur la mémoire prospective. Enfin, elle présente les résultats pilotes d'une évaluation multimodale de la métacognition et montre des dissociations de l'atteinte de ses différents composants chez des enfants cérébro-lésés. Elle propose également un modèle d'anosognosie de l'enfant, permettant de mieux adapter la rééducation cognitive aux capacités de l'enfant. La section 2 tente de proposer des moyens d'améliorer les FE. Une revue systématique de la littérature examine d'abord l'efficacité du Goal Management Training (GMT) chez l'adulte cérébro-lésé puis est décrit l'adaptation du GMT à l'enfant. Cette étude confirme la difficulté de rééduquer les FE, avec des résultats contradictoires entre les critères de jugement (certains enfants s'améliorant sur la tâche écologique des FE et d'autres sur les questionnaires de FE). De plus, quand ils étaient confrontés à une nouvelle recette de cuisine, les enfants revenaient à leur comportement dysexécutif, suggérant que la fonction d'adaptation à la nouveauté n'avait pas progressé. La discussion alerte sur la nécessité de mieux prendre en compte les aspects développementaux chez l'enfant cérébro-lésé, concernant l'anosognosie et l'utilisation de stratégies métacognitives. Elle propose également des critères de jugement et de méthodologies innovants pour la recherche sur la rééducation des FE de l'enfant. / Part one of this PhD explored executive functions (EF) and related impairments after childhood severe TBI. Executive dysfunction was worse when the injury occurred during the period of rapid development of EF. Paper and pencil tasks underestimated EF impairment in daily life. Impairment in prospective memory persisted at seven years post injury, and into adulthood. A model of child anosognosia, and directions for cognitive rehabilitation interventions, are proposed based on a study of self-awareness after childhood TBI. Part two of this PhD investigated methods of remediating EF dysfunction. A systematic review found that Goal Management Training (GMT) is effective in adults when coupled with personal goal setting, external cueing, personalised homework to increase patients' commitment and training intensity and daily life training activities. Based on this literature review, a paediatric GMT intervention was adapted and tested. The intervention showed limited effectiveness, with inconsistency across outcome measures. Children did not apply the metacognitive strategies taught during the training. Furthermore, there was no evidence of generalisation of task-specific improvements to a novel, parallel version of the secondary outcome measure (the Children’s Cooking Task). The adapted GMT did not seem developmentally coherent for younger children. It is clear that deficits in EF arising from TBI continue to be an important target for rehabilitation interventions in children. Proposals on how the use of novel innovative outcome measures and methodologies may improve the field of EF rehabilitation in children with TBI are presented.

The process of economic innovation in Vietnam since the late 1980s presented its human resources in the private sector with constant challenges in terms of continuous improvement for operating effectiveness and efficiency. The challenges have been met by substantial investment of resources in business and management training. Returns from this training, however, have not received due attention. The study sets out to examine the reality of acquiring and utilising business and management training in local private businesses in Ho Chi Minh City, the country’s economic centre. In doing so, the study is expected to provide a better understanding of the characteristics of business and management training in Vietnam, and how this human resources development activity assists private businesses in a transitional economy. Based on Kirkpatrick’s evaluation framework, findings of the study revealed not only different approaches to business and management training but also the limited effects of the training on the trainees and private companies. Knowledgemania, or training for the sake of pursuing knowledge, was still very prevalent among the group of ‘Oriental’ companies whilst a more practical approach towards training aimed at meeting explicit business objectives was adopted by companies exposed to Western management practices. The research revealed that among the factors facilitating or hindering learning transfer within the case study companies, the ability to manage the training process and cultural values were the most influential. The research study also introduced two refined frameworks for training evaluation, aimed at small family and larger private businesses respectively. These refined frameworks incorporate not only the spirit of simplicity and practicality of Kirkpatrick’s framework but also relevant contextual factors. These frameworks are, therefore, able to serve as evaluation tools to reveal both training outcomes and spot the opportunities to further improve management of training. The experience and process of developing the frameworks gained in this research may assist future researchers when undertaking training evaluation in other business contexts.

Diss. Umeå : Univ., 2003.

The present study consists of two phases. The first phase includes the development of the Turkish Bully Scale to identify bully, victim and bully/victim groups and to describe the incidence of bullying among the elementary school students. The second phase of the study evaluates the effect of the Bullying Management Training Program on reducing bullying behaviours of bully/victim elementary school students. In the development of the Bully Scale a pilot (N=453, sixth grade students) and a main study (N=519, sixth grade students) were conducted to examine the validity evidence and the reliability estimates. Exploratory and Confirmatory Factor Analyses were used to analyse the validity evidence and the reliability of the Bully Scale, which is used for the selection of the subjects. In the second phase of the study, an experimental 3 x 2 design with one training and two control groups was used to investigate the effectiveness of Bullying Management Training Program. The 19-item Bully Scale including a self-report (N=367) and peer nomination (N= 396) forms were administered to a sample of the 7th grade students. The training program was conducted with the bully/victim group. Contrary to the expectation, the results of repeated measures ANCOVA analyses were not significant, except for the victimization scores of the peer nomination form. The post hoc analyses did not indicate a significant difference for the victimization score between the training and two control groups. The Bullying Management training was not found as an effective technique to reduce bully/victim students&rsquo / bullying and victimization.

Sverige är andelen kvinnor på chefspositioner liten. I många organisationer arbetar man med att försöka förändra detta. En vanlig förändringsmetod är ledarutvecklingsprogram för kvinnor. Det är vad som händer inom ramen för ett sådant program - ett ledarutvecklingsprogram med syfte att öka andelen kvinnor på chefspositioner - som studeras i dennabok. Frågor som diskuteras är: Hur kan ett sådant program vara utformat?Vilka föreställningar om ledarskap, manlighet och kvinnlighet återskapas inom ramen för programmet och hur går detta till? Öppnar programmet upp för ett ifrågasättande och en förändring av mansdominerade strukturer, eller bidrar de snarare till att återskapa dessa? Vad säger detta i så fall om jämställdhetsarbete i organisationer? Boken grundar sig på en fallstudie av ett ledarutvecklingsprogram som bestod av ett tiotal 2-5 dagar långa utbildningar som handlade om ledarskap och/eller kön, samt ett mentorprogram. Beroende på könsfördelningen bland deltagarna och hur innehållet behandlar (eller inte behandlar) kön, ger de olika delarna upphov till olika föreställningar om ledarskap och kön. En del av föreställningarna innebär ett ifrågasättande, medan andra innebär ett återskapande av organisationens könsordning. Bokens titel, Stridspiloter i vida kjolar, syftar på de delvis motsägelsefulla föreställningar som återfinns inom ramen för programmet. I studien framkommer hur ledarutvecklingsprogram för kvinnor kan förstås som en kompromiss mellan traditionell ledarutveckling, med syfte att återskapa befintliga maktrelationer, och traditionellt jämställdhetsarbete, med syfte att ifrågasätta dessa. Studien visar i och med detta hur förändringsförsök som innebär att befintliga maktstrukturer ifrågasätts leder till både återskapande och förändring.   Innehåll: 1.  Problembakgrund och syfte2.  En skapad, könsmärkt verklighet3.  Organisation och kön4.  Jämställdhetsarbete i organisationer5.  Ledarutveckling i organisationer6.  Metod7.  Programmet - från början till slut8.  Programmet - deltagarnas reflektioner9.  Moduler med könsperspektiv10. Könsblinda moduler11. Ledarutveckling och jämställdhet12. Sammanfattning och slutsatserLitteraturförteckningEnglish SummaryBilaga 1Bilaga 2 / Diss. Stockholm : Handelshögsk., 2001

O presente estudo objetiva analisar de que forma as Atividades Práticas Supervisionadas (APSs) podem contribuir para a formação dos acadêmicos do curso de Administração, de uma determinada Instituição de Ensino Superior (IES). Os principais temas utilizados para fundamentar a pesquisa envolveram a questão da formação do Administrador no Brasil, abordando a discussão entre alguns autores, como Nicolini (2003), Giroletti (2005) e Saraiva (2011). Após, verificam-se os principais atributos do Administrador e as principais legislações que regulamentam os cursos de Administração no País. Em termos metodológicos, utilizou-se o estudo de caso, com uma abordagem qualitativa, cuja coleta de dados foi realizada através de entrevistas semiestruturadas, envolvendo as coordenações de ensino e do Curso de Administração, um grupo de 08 docentes e 10 acadêmicos em fase de conclusão de curso, bem como consulta a documentos como PPI (Projeto Pedagógico Institucional), PPC (Projeto Pedagógico do Curso) e regulamentações sobre as APSs. Os dados foram analisados e discutidos a partir da apresentação das categorias iniciais e finais de análise. Dentre os principais resultados, destacam-se a ausência de interdisciplinaridade nas APSs, realizadas pela IES, a falta de acompanhamento e treinamento do corpo docente por parte das coordenações e a ausência da fomentação do conhecimento gerado pela elaboração das APSs, o que poderia incrementar a formação acadêmica. / The main objective of the research is to analyze the way the Supervised Practical Activities (APSs) can contribute to the education of the students in the Business Management Course of an Institution of Higher Education (IES). The main theme focused, as the background of the current study, was the formation of the professional that works in the Business Management area in Brazil, and the ideas of the authors, such as Nicolini (2003), Giroletti (2005) as well as Saraiva (2011), were discussed. After that, we verified the principal features of the Manager and the legislation that regulates the courses of Business Management in the country. It is a case study, with a qualitative approach, and data were collected through semi-structured interviews, which were carried out with the coordinators of the Business Management Course, a group of 8 professors and 10 students, who are at the end of the course. Besides, documents were also investigated, such as PPI (Institutional Pedagogical Project), PPC (Pedagogical Course Project) and the guidelines that should be followed in the APSs development. Data were analyzed and discussed, considering the presentation of the initial categories and the final evaluation. Thus, we conclude that there is no interdisciplinarity in the APSs, developed in the Higher Educational Institution, a lack of training and monitoring of the professors by the coordinators of the course as well as no stimulation of knowledge acquired through the APSs, that is highly important to the academic background of the students in this area.

O presente estudo objetiva analisar de que forma as Atividades Práticas Supervisionadas (APSs) podem contribuir para a formação dos acadêmicos do curso de Administração, de uma determinada Instituição de Ensino Superior (IES). Os principais temas utilizados para fundamentar a pesquisa envolveram a questão da formação do Administrador no Brasil, abordando a discussão entre alguns autores, como Nicolini (2003), Giroletti (2005) e Saraiva (2011). Após, verificam-se os principais atributos do Administrador e as principais legislações que regulamentam os cursos de Administração no País. Em termos metodológicos, utilizou-se o estudo de caso, com uma abordagem qualitativa, cuja coleta de dados foi realizada através de entrevistas semiestruturadas, envolvendo as coordenações de ensino e do Curso de Administração, um grupo de 08 docentes e 10 acadêmicos em fase de conclusão de curso, bem como consulta a documentos como PPI (Projeto Pedagógico Institucional), PPC (Projeto Pedagógico do Curso) e regulamentações sobre as APSs. Os dados foram analisados e discutidos a partir da apresentação das categorias iniciais e finais de análise. Dentre os principais resultados, destacam-se a ausência de interdisciplinaridade nas APSs, realizadas pela IES, a falta de acompanhamento e treinamento do corpo docente por parte das coordenações e a ausência da fomentação do conhecimento gerado pela elaboração das APSs, o que poderia incrementar a formação acadêmica. / The main objective of the research is to analyze the way the Supervised Practical Activities (APSs) can contribute to the education of the students in the Business Management Course of an Institution of Higher Education (IES). The main theme focused, as the background of the current study, was the formation of the professional that works in the Business Management area in Brazil, and the ideas of the authors, such as Nicolini (2003), Giroletti (2005) as well as Saraiva (2011), were discussed. After that, we verified the principal features of the Manager and the legislation that regulates the courses of Business Management in the country. It is a case study, with a qualitative approach, and data were collected through semi-structured interviews, which were carried out with the coordinators of the Business Management Course, a group of 8 professors and 10 students, who are at the end of the course. Besides, documents were also investigated, such as PPI (Institutional Pedagogical Project), PPC (Pedagogical Course Project) and the guidelines that should be followed in the APSs development. Data were analyzed and discussed, considering the presentation of the initial categories and the final evaluation. Thus, we conclude that there is no interdisciplinarity in the APSs, developed in the Higher Educational Institution, a lack of training and monitoring of the professors by the coordinators of the course as well as no stimulation of knowledge acquired through the APSs, that is highly important to the academic background of the students in this area.

O presente estudo objetiva analisar de que forma as Atividades Práticas Supervisionadas (APSs) podem contribuir para a formação dos acadêmicos do curso de Administração, de uma determinada Instituição de Ensino Superior (IES). Os principais temas utilizados para fundamentar a pesquisa envolveram a questão da formação do Administrador no Brasil, abordando a discussão entre alguns autores, como Nicolini (2003), Giroletti (2005) e Saraiva (2011). Após, verificam-se os principais atributos do Administrador e as principais legislações que regulamentam os cursos de Administração no País. Em termos metodológicos, utilizou-se o estudo de caso, com uma abordagem qualitativa, cuja coleta de dados foi realizada através de entrevistas semiestruturadas, envolvendo as coordenações de ensino e do Curso de Administração, um grupo de 08 docentes e 10 acadêmicos em fase de conclusão de curso, bem como consulta a documentos como PPI (Projeto Pedagógico Institucional), PPC (Projeto Pedagógico do Curso) e regulamentações sobre as APSs. Os dados foram analisados e discutidos a partir da apresentação das categorias iniciais e finais de análise. Dentre os principais resultados, destacam-se a ausência de interdisciplinaridade nas APSs, realizadas pela IES, a falta de acompanhamento e treinamento do corpo docente por parte das coordenações e a ausência da fomentação do conhecimento gerado pela elaboração das APSs, o que poderia incrementar a formação acadêmica. / The main objective of the research is to analyze the way the Supervised Practical Activities (APSs) can contribute to the education of the students in the Business Management Course of an Institution of Higher Education (IES). The main theme focused, as the background of the current study, was the formation of the professional that works in the Business Management area in Brazil, and the ideas of the authors, such as Nicolini (2003), Giroletti (2005) as well as Saraiva (2011), were discussed. After that, we verified the principal features of the Manager and the legislation that regulates the courses of Business Management in the country. It is a case study, with a qualitative approach, and data were collected through semi-structured interviews, which were carried out with the coordinators of the Business Management Course, a group of 8 professors and 10 students, who are at the end of the course. Besides, documents were also investigated, such as PPI (Institutional Pedagogical Project), PPC (Pedagogical Course Project) and the guidelines that should be followed in the APSs development. Data were analyzed and discussed, considering the presentation of the initial categories and the final evaluation. Thus, we conclude that there is no interdisciplinarity in the APSs, developed in the Higher Educational Institution, a lack of training and monitoring of the professors by the coordinators of the course as well as no stimulation of knowledge acquired through the APSs, that is highly important to the academic background of the students in this area.