This study examines the efforts of British university management to cope with the rapid environmental change experienced during the past fifteen years. Central to these efforts has been the attempt to adopt a more business like approach to management and to inculcate a customer oriented culture amongst staff through training and development. This study explores key assumptions underlying this strategy of change. First, that organization cultures can indeed be managed by development and training initiatives. Second and more specifically, that training can produce the desired attitude towards customers. To do this, the literature on organization culture and change was critically reviewed to establish both a theoretical and empirical bases for the present study. From the review the operational definition of "culture as meaning" was developed and a distinctively eclectic methodological approach was created. Also an additional hypothesis was added, namely that research and instrument design crucially influence the recorded change in attitude and culture indicated by previous studies, that is, the apparent success of intervention was a function of the mode of measurement adopted. The results of the study indicate that, if measurement effects are controlled for, training has no systematic impact at all on attitudes. The key influence on attitude is the total experience of working within a particular organization (the "being there" factor), and that only a holistic approach to organizational development would be feasible. Ad hoc initiatives cannot bring about the desired change.

Proceedings of the European Conference on Knowledge Management, ECKMVolume 2, 2017, Pages 730-74118th European Conference on Knowledge Management, ECKM 2017; International University of CataloniaBarcelona; Spain; 7 September 2017 through 8 September 2017. / Universities' knowledge management processes are critical to accomplishing their role of integrating individuals and countries in the competitive global knowledge economy through teaching, research and technology transfer (Sam and Van der Sijde, 2014; Welch, 2011). This role is particularly critical for universities in emerging economies, like Peru, that seek to integrate into this knowledge economy by diversifying their economies and reducing dependence on raw materials exports (Ministerio de la Producción del Perú, 2014). To do so, the article proposes an academic knowledge management model for Peruvian universities that integrates their processes and key actors. The authors analyzed current academic knowledge management models at five Peruvian universities using multiple case study methodology. The universities are among the highest ranked Peruvian universities in the QS University Rankings: Latin America (2016), such that the resulting model is applicable to universities in Peru and other emerging economies. The data collection protocol was validated by experts using the Delphi method and pilot tested at a sixth university. The results indicate that knowledge at these universities is managed intuitively or by tradition, not in a way that systematically integrates processes and participants. The critical success factors to managing academic knowledge effectively were identified as qualified staff, responsible and committed to research; engagement and commitment from senior management; an organizational culture that encourages knowledge creation, sharing and use; and staff attitude and learning ability. The research also identified criteria that measure the model impact in terms of its stages (creation, exchange and use) and university processes (teaching and learning, research, and transfer of services to society). The article concludes that the model is applicable to the current knowledge management practices identified in the case study and includes basic components (planning, management processes, principles, methods, technologies, etc.) in a system whose indicators fulfill the university mission and goals.

A thesis submitted to the Faculty of Arts in fulfilment of the requirements for the degree of Doctor of Philosophy in the Department of Library and Information Science at the University Of Zululand, South Africa, 2015 / This study sets out to investigate information and knowledge sharing among academics in selected universities in Nigeria and South Africa. The areas focused upon were universities in the two countries and three each were sampled. The data was gathered through literature review, field survey, and the Bibliometric analysis of publications in Scopus, an online database. The combined techniques of purposive and probability random sampling were applied to determine the required sample frames of universities and respondents respectively. The respondents were drawn from Ahmadu Bello University (ABU), Federal University of Technology Minna (FUT) and Umaru Musa Yar’adua University (UMYU) in Nigeria, and University of KwaZulu-Natal (UKZN), Durban University of Technology (DUT) and University of Zululand (UZ) in South Africa. A Questionnaire was administered to obtain the necessary data from sampled academics in the selected universities. The questionnaire was administered to a total of 382 respondents comprising academic staff in both countries and a response rate of 311 representing 81.41% was achieved. Data was analysed using both quantitative statistical package for social sciences (SPSS) version 21 and UCINET version 6.0 to represent data obtained from the SCOPUS database. Four null hypotheses were tested at α = 0.05 using Correlation and the T-test. The demographic data revealed that majorities of the surveyed academics in Nigeria (74%) and South Africa (70.7%) were male, and had Master’s Degrees (52.5% Nigeria; 51.1% South Africa). Majority of the respondents were also in the Humanities (57.1% Nigeria; 41.3% South Africa), and had between 11 to 20 years of (42.0% Nigeria; 53.3% South Africa). The overall results revealed that the academic respondents from Nigeria (100%) and South Africa (100%) understand and participated in information and knowledge sharing through various means, such as seminars, conferences and workshops. The academics in the Nigerian universities indicated that they share and preferred information on additional jobs and scholarship availability, while the South African academics showed more interest in new technologies and collaborative initiatives. There was evidence that the surveyed academics in both countries shared information: through personal discussions; on research progress with others, both within and outside their universities and disciplines; and before undertaking research. The study determined that information and communication technologies (ICTs) are being used by the academics in the selected universities for information and knowledge sharing. All the surveyed academics indicated that they used the most common ICTs such as computers (100% Nigeria; 100% South Africa), mobile phones (100% Nigeria; 100% South Africa), internet facilities (100% Nigeria; 100% South Africa), and USBs (100% Nigeria; 100% South Africa). However, the overall utilization of ICTs was higher in the surveyed South African universities. The top collaborating authors were found to be from South Africa, while the top two collaborating universities were from Nigeria. However, it was established that there were far more collaborative ties both within and outside the selected universities and countries in South Africa than in Nigeria. The study found that knowledge sharing positively affects academics in their teaching, research, self-development and community service, with varying magnitudes with respect to selected universities in each country and the type of effect. And the number of collaborative ties both within and outside their universities and countries are more in South Africa than in Nigeria. Many problems were found to be affecting effective information and knowledge sharing, such as poor research management; poor communication of conferences, seminars and workshops among academics; poor support services; and negative attitude to sharing on the part of some academics. The study recommended that the prevailing problems of knowledge sharing could be decreased by the provision of some basic services, in particular: effective research management and support, adequate information resources and services, and strict policies to persuade academics to undertake and publish joint research results. It is also necessary to improve awareness among academics on the importance of information and knowledge sharing. Other recommendations include: 1. Further research should be embarked upon to compare African universities with European, American universities to ascertain the real problems behind the poor research performance of academics and universities on the continent and between Europe and America. 2. Multinational initiative to encourage and support African scholars participation to international academic gatherings which are usually hindered by travel/diplomatic issues 3. African universities must ensure further training and retraining of academics especially on information literacy skills and lifelong learning to emphasize the relevance of collaborative research via social interactions such as the Web 2.0 etc. / Umaru Musa Yar'dua University

Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 1990. / Document électronique également accessible en format PDF. CaQCU

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nÃo hà / A GovernanÃa Aplicada ao Setor PÃblico surgiu da necessidade dos ÃrgÃos governamentais passarem de instituiÃÃes puramente burocrÃticas para institutos com gestÃo voltada aos resultados. Buscando esta transformaÃÃo, o setor pÃblico adotou os princÃpios de GovernanÃa Corporativa adaptando-os Ãs particularidades da GestÃo PÃblica. As universidades federais inseridas na esfera pÃblica possuem como finalidade, ligadas ao tripà ensino, pesquisa e extensÃo, formar cidadÃos conscientes e com alta qualificaÃÃo profissional. O objetivo desta pesquisa Ã, nesse contexto, investigar o nÃvel de aderÃncia das universidades federaisbrasileiras Ãs prÃticas de governanÃa pÃblica recomendadas pela IFAC para as dimensÃes âEstrutura e Processos Organizacionaisâ e âControleâ. Esta pesquisa pode ser definida como descritiva e exploratÃria, tendo como procedimentos metodolÃgicos a pesquisa bibliogrÃfica e documental. Para a coleta de dados, foi realizada anÃlise documental seguida de anÃlise de conteÃdo, utilizando-se como fonte documentos institucionais das 59 universidades federais brasileiras, universo da pesquisa de abordagem censitÃria. Para o alcance dos objetivos, foi elaborado roteiro de anÃlise com base nas recomendaÃÃes de boas prÃticas da IFAC para as dimensÃes ÂEstrutura e Processos Organizacionaisâ e âControleâ, sendo adaptadas Ãs universidades federais. Foram analisados estatuto, regimento geral, relatÃrio de gestÃo e orÃamento de 48 universidades federais. Os resultados permitiram concluir que o nÃvel de aderÃncia das universidades federais brasileiras Ãs prÃticas de governanÃa recomendas pela IFAC à de cerca de 49% do total de 77 recomendaÃÃes analisadas. / The Governance Applied to the Public Sector started from the need of government agencies move from purely bureaucratic institutions to institutions with management focused on results. Searching this transformation the public sector has adopted the principles of Corporate Governance adapting the particularities of public management. The Federal Universities inserted in the public sphere, have as purpose, connected to the tripod teaching, research and extension, forming conscious and highly qualified professional people. The purpose of this research is to investigate the level of adherence from the Brazilian Federal Universities to the practices of Brazilian public governance recommended by IFAC for the Dimensions "Organizational Structure and Processes" and "Control". This research can be defined as descriptive and exploratory with a bibliographic and documentary research as methodological approach. To collect data, a documentary analysis was performed followed by content analysis using as source, institutional documents from 59 Brazilian federal universities which was the research universe of census approach. In order to achieve the main purpose, an analysis script was prepared based on the best practice recommendations from IFAC for Dimensions "Organizational Structure and Processes" and "Control", being adapted to the Federal Universities in Brazil. Laws, bylaws, management and budget report from the 48 Federal Universities were analyzed. The results allowed concluding that the level of adherence from Brazilian Federal Universities to the Brazilian governance practices ecommend by IFAC is about 49% of the total of 77 recommendations analyzed

L'accès á l'enseignement supérieur en Europe- Analyse comparée des systèmes d'accès à l'enseignement supérieur et de leur management.Le principe de non sélection et de sélection, avec ses racines historiques et géopolitiques; parmi les systèmes de non-sélection (admissions ouvertes) et de sélection d'entrée, quel est celui qui permet une meilleure contribution à la performance de l'Université, déterminée dans le contexte de la gouvernance universitaire de chaque pays. / Access to higher education in Europe - Comparative analysis of systems of access to higher education and their management.The principle of non-selection and selection, with its historical and geopolitical roots; Among the non-selection systems ( open admissions) and input selection, which one allows a better contribution to the performance of the university determined in the context of University governance in each country.