Résumé : Cette recherche analyse l'impact des technologies numériques sur l'efficacité de l'innovation des formations professionnelles d'ingénieur, des apprentissages et la flexibilité des dispositifs pédagogiques, ainsi que sur la professionnalisation des enseignants tuteurs universitaires. Ceci, au regard des modèles d'organisation managériale et d’usages pédagogiques des TIC. Les résultats de l’axe 1 indiquent que, les dispositifs de Master présentent un modèle d’organisation bi modale hybride qui impacte directement le déséquilibre de répartition des charges entre distance/présence. L’impact indirect sur les actions managériales favorise la flexibilité des dispositifs en termes de gestion des contraintes professionnelles/distance géographique et l’adaptation horaire, l’ouverture aux projets communs, le libre choix des méthodes et outils de communication collaborative médiatisée, accentués par l’émergence de changements de comportement, et une forte dynamique d’esprit d’équipe acceptant les différences constructives. En revanche, il suscite chez l’étudiant l’expression d’un mal-être se traduisant par la nécessité de souplesse structurelle, un besoin de télé laboratoire et plus de travaux pratiques professionnels en présence. L’axe 2 indique un impact direct sur l’usage pédagogique intensif du groupe d’outils incitatifs et interactifs (Emails, chat, forum, simulations, exerciseurs, conception/modèle graphe), et un usage médiocre du groupe (vidéo/visioconférence, audioconférence), l’absence d’usage du groupe (blog, wiki). En outre, il apparaît que le groupe d’outils (chat, forum, simulation, exerciseur) à usage intensif (presque à tous les UE), sont peu efficaces, contrairement aux outils (vidéo/visioconférence, téléconférence) à usage médiocre (rare à l’UE), qui sont plutôt assez efficace. La structuration des forums a un impact significatif sur l’efficacité d’apprentissage. Les forums de type 2 (assez structurés, 3 ≥ fn < 6), présentent une forte intensité de messages référentiels cognitifs et un comportement initia tif et réactif, assez prononcé. A L’inverse, les forums de type 1 (peu structurés, fn < 3), accentuent les messages (relationnels, de régulation) et l’attitude évaluative. Il apparaît dans les dispositifs hybrides, que la performance des étudiants ne dépend pas simplement de l’usage diversifié et intensif d’outils numériques, mais aussi des facteurs d’autodétermination, motivationnels, le sentiment de compétences et la valeur ajoutée des dispositifs. L’axe 3, présente un impact significatif des dispositifs sur le développement professionnel des enseignants/tuteurs, au niveau du changement des pratiques innovantes et de leur sentiment d’engagement. Il ressort que l’engagement dépend plus de l’intention personnelle d’explorer de nouvelles méthodes pédagogiques à distance par le numérique, et non pas aux prescriptions institutionnelles, ou actions managériales, perçues comme des injonctions institutionnelles.Mots-clés : Management et organisation, Technologies numériques, Innovation et formation d’ingénieurs, flexibilité et efficacité des stratégies, impact dispositifs hybrides ou FAD/e-Learning, actes de langage, pratiques pédagogiques innovantes, développement professionnel / This research analyzes the impact of the digital technologies on the efficiency of innovation of the vocational engineer’s trainings, and the flexibility of educational devices in distance learning, as well as on the professionalization of the teacher’s university guardians. This, with regard to the models of managerial organization and educational practices of ICTS(INFORMATION AND COMMUNICATION TECHNOLOGIES).With the glance as of results from the axis 1, it arises that, the organization devices as regard mater degree, offer the model type bimodal hybrid with an imbalance in the burden-sharing with charges activities higher as distance involved than presence. The indirect impact of managerial actions favor the flexibility of devices in terms of managing professionals constraints as regard distance geographical and the hourly adaptation, the opening to the common projects, the free choice of methods and communications tools. It accentuated the emergency of the behavioral changes, and a strong dynamics of team spirit accepting the constructive differences. In addition, from de axis 2 of search, the intensive use of the inciting digital tools and interactive tool is not enough to explain their effectiveness or performance durably in supporting quality and evolution of the device’s training. It makes emerge the difficulty in organizing, illustrating and sharing the graphic figures or symbols, in order to explain reasoning during the exchanges with (chat, audio conference, and forum).The use of simulation devices is less effective, because of the digital divide (cost access and low speed Internet, infrastructures decayed to the point). Furthermore, the level of structuring of the forums has a significant impact on the effectiveness of training. Forums of the type 2 (structured enough, 3 ≥ fn ≤ 6), presents a high intensity of cognitive/métacognitive’s messages, an initiative and reactive behavior. It is the reverse with the forums type 1 (little structured, fn ≤ 2), where the evaluative attitude and messages that are not directly related to learning are increase than others. It also appears that the performance of the students does not depend simply on the intensive use of tool of the digital tools, but of their self-determination, resulting in their feeling of new competences, the sources of motivation and the added-value of the devices to develop itself in company. It arises from axis 3 that the devices significantly impact the professional development of the teachers/tutors, with the changes of practices digital and a strong personal intention to explore new teaching practices remotely, and not of a commitment related to the managerial or institutional regulations, perceived like injunctions.Keys words: Impact of digital technologies, hybrid devices or FAD/e-Learning, training of engineers of LMD system, flexibility and effectiveness’s pedagogic, acts of language and training quality, practices innovating, professional development of trainer. Management and organization

This study explored the role of School Management Teams (SMTs) in leading and managing school-based teacher professional development. This was a case study of three schools from Mafukuzela-Gandhi circuit in Pinetown district. Participants comprised twelve Principals, Deputy Principal, HODs and teachers who were involved in one-toone interviews (for principals) and focus group interviews (for deputy principals, HODs and teachers). Data were also collected through observations and document analysis. According to the information from participants, school-based teacher professional development is necessary because in schools there are unqualified teachers, inexperienced teachers and teachers who qualified a long time ago. All these categories of educators need to be trained and equipped with skills and knowledge that would enable them to teach effectively and efficiently. Findings show that SMTs hold meetings to identify specific problems facing teachers in schools with the intention to assist teachers to overcome the problems they face, SMTs organise school-based training workshops. The challenges that face SMTs in executing school-based teacher professional development include: non-involvement of teachers in decision-making; incompetence of some SMTs in running the workshops; lack of cooperation from teachers and negative attitudes of some teachers who do not want to change. The study concludes by suggesting a modified model of a professional development design framework that can be utilised to minimise SMTs' challenges in school-based teachers‟ professional development. / Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.

The aim of this thesis is to extend sport career transition knowledge by developing and evaluating a psycho-educational curriculum for sport career transition practitioners. Study 1 provides an extensive overview of organisational intervention programmes for sport career transition, as well as of training and development programmes for sport career transition practitioners from 19 countries worldwide. The purpose of Study 1 was to examine the following five features of sport career transition organisational intervention programmes and training and development programmes for sport career transition practitioners: 1) At the government level, which organisation is responsible for the delivery of sport career transition organisational intervention programmes? 2) What is the typical strategy of sport career transition organisational intervention programmes? 3) Which activities and events are included in sport career transition organisational intervention programmes? 4) Who is responsible for the delivery of sport career transition organisational intervention programmes? and 5) Do sporting organisations have training and development programmes for sport career transition practitioners? Findings from Study 1 were used to inform Study 2 and to supplement the literature review. According to the literature, training and development programmes for sport career transition practitioners remain scarce, while the number of sport career transition organisational intervention programmes is gradually increasing. The purpose of Study 2 was to develop and evaluate a novel psycho-educational curriculum for sport career transition practitioners. There were three stages of development and evaluation: (1) content development, (2) curriculum design and (3) curriculum evaluation. To achieve the goal of Study 2, a focus group and a two-round Delphi method were implemented. The final version of the psycho-educational curriculum is presented in Chapter 5. The purpose of Study 3 was to test a key aspect of the psycho-educational curriculum developed in Study 2 concerning 38 competences of sport career transition practitioners. A curriculum package consisting in the key parts from the overall curriculum was developed for Study 3. The findings revealed that the curriculum package positively affected the confidence of the study participants in 38 competences concerning sport career transition. This demonstrates that the curriculum is effective for the development of sport career transition practitioners, as the study participants exhibited greater confidence on all four factorsDual Career Transition Management, Skill Transfer, Social Support, and Career Planningwhen completing the curriculum package. The discussion in Chapter 7 focuses on both the theoretical and practical implications of the research, limitations and future research directions. In conclusion, the findings presented here deepen the knowledge of sport career transition in the areas of organisational intervention programmes for high performance athletes and training and development programmes for sport career transition practitioners. In addition, a novel psycho-educational curriculum for sport career transition practitioners is developed and evaluated.

The pursuit of new opportunities is at the heart of entrepreneurship. Creating the organizational environment to recognize and seize such opportunities is fundamental to entrepreneurial success and yet, the relationship between organizational design and entrepreneurship has received limited attention. Drawing on extant research in the fields of corporate venturing, technology business incubation, organizational design and governance, this dissertation addresses these research gaps by presenting four studies. The first relies on abductive reasoning to develop a conceptual framework for typologizing the design of the heterogeneous accelerator phenomenon. The second study empirically develops an organizational design typology of various corporate accelerator archetypes, as a key mechanism for the process of technology business incubation and corporate venturing. It further highlights how corporate accelerator design evolved over time. The third study addresses organizational decision systems and specifically, the role of the board of directors in young, entrepreneurial ventures. The fourth study presents a case study and teaching note exploring how to design an entrepreneurial organization and sustain its flexibility, adaptability and entrepreneurial DNA over the long term. In sum, this dissertation contributes to the field of entrepreneurship by extending prevailing knowledge on the why, how, and what of corporate accelerators, new venture boards and the organizational design behind such entrepreneurial entities.

With education at the centre of the South African government’s National Development Plan for 2030, an effective schooling system is not negotiable. A review of the literature showed that public schools in South Africa are self-managing. The performance of most of these schools are unsatisfactory with specific reference to academic performance, infrastructure, finances and resources. The review further revealed severe shortcomings with the use of the Integrated Quality Management System (IQMS) for school-based performance management. This included that the IQMS is insufficient, that its application is ineffective and that it does not support school-based performance management. It is a compliance system and does not allow schools’ stakeholders the freedom to take part in designing their own strategy for the school. The researcher argues that self-managing schools link to the Participatory Democracy Theory that ensures the involvement of stakeholders. The IQMS however, links to Managerialism, rejecting stakeholders’ independence of self-management and decision-making. Therefore, this study aimed to develop a school-based performance management framework for public schools in South Africa. Specific attention was given to the Balanced Scorecard (BSC) as a theoretical framework for its flexibility to accommodate diverse organisations. The BSC was placed in the Evolutionist theories under the Resource-Based View (RBV) approach, focussing on the uniqueness of organisations’ tangible or intangible resources. The researcher argued that a combination of the IQMS and the BSC might close the theoretical gap and contribute to school-based performance management in self-managing public schools. A qualitative research paradigm, embedded in the interpretivism philosophy, guided this study. A Design-Based Research (DBR) method was followed to develop the framework. The first phase was to develop a preliminary framework, using the IQMS and BSC as existing theoretical frameworks. The second phase consisted of two iterative cycles of testing and refinement of the framework in practice. For both cycles, the researcher conducted semi-structured interviews with the school’s principal, one member of the school’s governing body and one member of the school’s management team of the four selected schools. The third phase was a reflection on the design process to enhance the application of the framework. / College of Accounting Sciences / D. Compt.

MEd (Educational Management) / Department of Educational Management / See the attached abstract below

Die Dissertation mit dem Titel „Wissensorientiertes Management: Ein systemischer Ansatz zur Mobilisierung von Erfahrungswissen“ widmet sich dem individuellen, persönlichen Erfahrungswissen als Teil des breit und interdisziplinär diskutierten Begriffs Wissen und dessen Relevanz für ein wissensorientiertes Unternehmen. Dafür wird eine Organisationsarchitektur auf Basis einer kontemporären Managementphilosophie und unter Berücksichtigung von Social Software vorgestellt, mit deren Hilfe der Austausch und die Generierung von Erfahrungswissen für eine Unternehmung gefördert werden kann. Ziel der Dissertation ist damit die Konzeption eines organisationsweiten Managementansatzes zur Mobilisierung von Erfahrungswissen in Unternehmen. Um die zentralen Probleme des Wissensmanagements, u. a. die reduktionistische Sicht auf Wissen als explizite, objektive Größe zu vermeiden, wird ein systemischer bzw. ganzheitlicher Ansatz beim Umgang mit Wissen verfolgt. Durch die systematische Literaturanalyse zu den Themen Erfahrungswissen und Wissensmanagement kommt die Arbeit zur Empfehlung, ein wissensorientiertes Management für die Mobilisierung von Erfahrungswissen als holistisches Gesamtkonzept in Unternehmen zu etablieren. Im Rahmen einer modelltheoretischen Analyse werden 14 Anforderungen an die Mobilisierung von Erfahrungswissen erhoben, drei Wissensmanagement-Modelle ausgewählt und detailliert auf ihre Eignung für die Mobilisierung von Erfahrungswissen geprüft und aus den Erkenntnissen mit dem IDEA Modell ein eigener Ansatz zur Beschreibung der komplexen Wirkzusammenhänge (Momente) und als strukturierender Ordnungsrahmen vorgestellt. Ausgehend von den technischen, soziokulturellen und organisationalen Prinzipien von Social Software wird deren potenzieller Beitrag zur Stärkung von sozialer Interaktion und Partizipation herausgestellt und für den angestrebten systemischen Managementansatz für die Wissensmobilisierung in Unternehmen eine Enterprise 2.0 Architektur als Ordnungsrahmen entworfen und hinsichtlich der Einflussfaktoren und Herausforderungen an die Umsetzung detailliert.:1 Einführung 10 1.1 Ausgangssituation 11 1.1.1 Vorbemerkung 11 1.1.2 Problemstellung 15 1.2 Zielstellung und Schwerpunkt 17 1.3 Forschungsdesign 20 1.4 Aufbau der Arbeit 23 2 Erfahrungswissen 27 2.1 Vom Wissen zum Erfahrungswissen 29 2.2 Bedeutung von Erfahrungswissen 34 2.2.1 Erfahrungswissen in der technisierten Arbeitswelt 35 2.2.2 Ökonomische Bedeutung von Erfahrungswissen 38 2.2.3 Erfahrungswissen als Residualkategorie allen praktischen Handelns 39 2.3 Betrachtungsdimensionen Prozess vs. Zustand 42 2.3.1 Erfahrung-Machen als Prozess 44 2.3.2 Erfahrung-Besitzen als Zustand 49 2.3.2.1 Erfahrungswissen als Ergebnis 49 2.3.2.2 Erfahrungswissen als Ressource 51 2.3.3 Abgeleitete Eigenschaften von Erfahrungswissen 53 2.4 Erscheinungsformen von Erfahrungswissen 57 2.4.1 Tiefendimension von Erfahrungswissen 57 2.4.2 Erfahrungswissen als Expertise 64 2.5 Zusammenfassung 71 2.5.1 Merkmale von Erfahrungswissen 72 2.5.2 Eine Arbeitsdefinition zum Erfahrungswissen 74 3 Management von und für Wissen 76 3.1 Einführung zum Wissensmanagement 77 3.1.1 Resource-based View 78 3.1.2 Knowledge-based View 80 3.2 Entwicklungslinien und Ansätze im Wissensmanagement 84 3.2.1 Entwicklungsgeschichte von Wissensmanagement 84 3.2.2 Ansätze von Wissensmanagement 87 3.2.2.1 Generationen im Wissensmanagement 90 3.2.2.2 Ganzheitliche und problemorientierte Ansätze 92 3.2.2.3 Technik- und humanorientierte Ansätze 93 3.2.2.4 ‚Hard Track’ und ‚Soft Track’ Ansätze 96 3.3 Vom Wissensmanagement zum wissensorientierten Management 98 3.3.1 Neue Systematisierung von ganzheitlichem Wissensmanagement 98 3.3.2 Kritische Anmerkungen zum Managen von Wissen 105 3.3.3 Management von kontext- und personenabhängigem Erfahrungswissen 108 3.3.3.1 Umgang mit Expertise im Wissensmanagement 109 3.3.3.2 Vom exzessivem zum selektiven Wissensmanagement 114 3.3.4 Wissensorientiertes Management für Erfahrungswissen 116 3.4 Zusammenfassung und Fazit 120 4 Modell-theoretischer Ansatz für die Mobilisierung von Erfahrungswissen 122 4.1 Anforderungserhebung 123 4.1.1 Betrachtungsgegenstand Erfahrungswissen 124 4.1.2 Betrachtungsgegenstand Management von und für Wissen 126 4.2 Analyse etablierter Wissensmanagement-Modelle 128 4.2.1 Grazer Metamodell des Wissensmanagements 129 4.2.2 Theorie der Wissensschaffung im Unternehmen (SECI) 133 4.2.3 Ba-Konzept 137 4.2.4 Sense-Making-Model Cynefin 140 4.2.5 Kritische Würdigung und Implikationen 145 4.3 IDEA: Ein Modell zur Mobilisierung von Erfahrungswissen 153 4.3.1 Grundverständnis IDEA 153 4.3.1.1 Interaktion 155 4.3.1.2 Dokumentation 156 4.3.1.3 Evolution 157 4.3.1.4 Adoption 158 4.3.1.5 Gesamtkontext IDEA 159 4.3.2 Anwendungsszenario: Wissensmobilisierung durch IDEA 161 4.4 Zusammenfassung und Interpretation 166 5 Umsetzungskonzept 170 5.1 Voraussetzungen 171 5.1.1 Bisheriger Weg 171 5.1.2 Gestaltungskomponenten im OSTO Systemmodell 175 5.2 Social Software – Technische Dimension 179 5.2.1 Klassifizierung von Social Software 180 5.2.1.1 Social Software und Groupware 180 5.2.1.2 Akronym SLATES 182 5.2.1.3 Social Software Dreieck 183 5.2.2 Anwendungskategorie Wikis 184 5.2.2.1 Spezifika von Wikis 184 5.2.2.2 Wikis im wissensorientierten Management 185 5.2.3 Anwendungskategorie Weblogs 187 5.2.3.1 Spezifika von Weblogs 187 5.2.3.2 Weblogs im wissensorientierten Management 188 5.2.4 Anwendungskategorie Social Network Services 191 5.2.4.1 Spezifika von Social Network Services 191 5.2.4.2 Social Network Services im wissensorientierten Management 194 5.2.5 Wissenstransfer mit Social Software 196 5.3 Social Software - Soziokulturelle und organisationale Aspekte 198 5.3.1 Das Interaktionsstufen-Konzept aus der CSCW-Forschung 199 5.3.2 Web 2.0 – Prinzipien 202 5.3.3 Unternehmens- und Wissenskultur 208 5.3.4 Zwischenfazit 212 5.4 Enterprise 2.0 – eine Architektur zum Transfer von Erfahrungswissen 214 5.4.1 Enterprise 2.0 214 5.4.2 Enterprise 2.0-Architektur 217 5.4.2.1 Empirisch-qualitative Befragung zum Enterprise 2.0 218 5.4.2.1.1 Methodische Grundlagen 219 5.4.2.1.2 Planung und Durchführung der Delphi-Befragungen 221 5.4.2.1.3 Befragungsergebnisse 224 5.4.2.2 Gestaltungskomponenten, Einflussfaktoren und Herausforderungen im Enterprise 2.0 229 5.5 Zusammenfassung 236 6 Interpretation der Forschungsergebnisse und Ausblick 239 6.1 Würdigung der Ergebnisse 240 6.2 Anwendung der Enterprise 2.0-Organisationsarchitektur 247 6.3 Zukünftiges Forschungspotenzial 252 6.4 Schlusswort 256 Literatur VI A. Anhang XXXII

Innovation, digitalization, technology disruption, fast to market are commonly used terms in the technology industry. However, in today’s world, these terms are used to define the state of art of the automotive industry. The onset of innovative vehicle models and the technology-driven vehicle manufacturing in the automotive industry offers many opportunities and an equivalent amount of challenges. Therefore, how an organization reacts to the ongoing technology discontinuities and how an organization transforms its business model to adapt to the changes to sustain in the industry are becoming significant factors in evaluating its strategic value and determining its success. This doctoral research titled ‘Technology-Based Transformation in Automotive Supply Chain – Role of Organizational Development aims to investigate the critical factors of technology-based transformation in the automotive industry using the automotive supply chain as the research set-up to demonstrate the ongoing transformation. This doctoral research further strives to conceptualize an organizational development framework that seamlessly enables organizations to manage technology-based transformation.