Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2019 / The aim of this study is to investigate the impact of insufficient business planning and good management of SMEs in Gabon have on SMEs’ to survive and grow. Thus, the study examined the relationship between business strategies and SMEs’ organisational sustainability in Libreville (Gabon).The study was a descriptive one which made use of positivist philosophy and adopted quantitative approach. As such a questionnaire which was designed from themes extracted from literature survey was used to gather data from a sample of 30 SMEs. The findings indicated that the lack of business strategy encountered in SMEs in Libreville lead partly to the failure or setbacks of the operation of the organisations. Most common reasons of the failure of SMEs were related to the absence of business plan, the lack of leadership, and lack of appropriate management system. The recommendations are to improve the SMEs in terms of good leadership, importance of business plan, management control system; strategic business management, organisation and employees performance. It further revealed that for the purpose of organisational sustainability, business strategies are regarded as critical aspects to consider for avoiding non-conformances while running businesses. The significance of the study is the framework to identify and optimise business strategies in order to promote successfully SMEs. The study shows the interest of owners of SMEs to set up appropriate business strategies.

The purpose of this study is to find out how the cultural dimensions effects on management style. In more detailed way this research would like to reveal the differences between the Chinese and Swedish management style based on the Swedish employee viewpoint. Hofstede work-related cultural dimensions and Denison model of organizational culture to high-tech multicultural company has been applied. It is concluded that obvious differences exist between Chinese and Swedish management style and culture has influence on management style. However, since the results are limited in the scope of study cannot be generalized but worth to investigate and validate in future research.

The main drivers for this research are the complexities associated with the project management and an organization's project management style in dealing with these complexities. This research aims to demonstrate that alignment between project complexity and project management style increases project performance and decreases project issues, and also, with increased project issues, project performance deteriorates. In order to test these claims, this research developed measures for assessing project complexity, project management styles and project issues by employing a survey of project management professionals. The measure for project complexity is based on a taxonomy with four categories: organizational complexity, product complexity, methods (process) complexity and goal complexity. Project management style is defined as the management paradigm that guides the managers of an organization in perceiving and dealing with management problems. The measure for project nagement style is based on the plan-do-study-act (PDSA) cycle and the Newtonian and complexity paradigms. Also the measures for project issues are developed after an extensive content analysis on the literature on project issues, risks and success factors. A self-administered survey instrument (paper-based and on-line) with 40 questions (seven point Likert scale) was utilized. The respondents were the project management professionals from different industries in the Central Florida region. Each respondent was asked to answer questions for two different kinds of projects: a successful project and a challenged project. Based on the data collected by the survey instrument, the results of confirmatory and exploratory factor analyses provide strong evidence that the final measures for project technology complexity, project management styles, project issues and project performance have adequate validity and reliability. Results of the hypothesis tests demonstrate that increased alignment of project complexity and project management style leads to increased project performance and decreased project issues, and also increased project issues leads to project decreased performance. From the perspective of project management, the results of this study have illustrated the importance of aligning a project's complexity and management style. These results suggest that project or program managers can improve the performance of their projects by any attempt to increase the alignment between project complexity and project management style. Project management professionals and theoreticians can use the methodologies provided in this dissertation to assess project complexity, project management style and alignment.

Die uitdagings wat in skare ontstaan het as gevolg van transformasie plaas die moderne skoolhoof se bestuursleierskap onder die vergrootglas. Skoolhoofde benodig radikale metodes van benadering in hul bestuurstyle en fokus. Die interpretering en implementering van transformasie gee aanleiding tot onduidelikheid en verrykende kompieksiteit. Van skoolhoofde word verwag am antwoorde en oplossings te vind vir transformasie en terselfde tyd word van hulle verwag am effektiewe en doeigerigte onderrig en leer daar te stel. Hoofstuk 1 handel kortliks oar die bree probleemvrae van transformasie wat in skole plaasvind. Die benadering en gevolge, direk of indirek, wat met die skoal hoof se bestuurstyl gepaard gaan word bestudeer. Die bestuurstyl, benadering en veranderings wat met transformasie gepaard gaan en hoe skoolhoofde hulself moet herontwerp, te same met hulle skoal am aan die behoeftes en else van transformsasie te voldoen word bestudeer. Verder wys dit daarop dat 'n gedeeltelike en algehele persoonlike transformasie benodig word am transformasie te laat plaasvind vir mod erne skole van die een-twintigste-eeu. Daar word oak aandag geskenk aan die doel en metode van die navorsing. Verder word daar oak aandag gegee aan probleemvrae wat met behulp van die Iiteratuurstudie en empiriese ondersoek beantwoord sal word. 'n Suid-Afrikaanse perspektief en die invloed, gevolge van transformasie word in die daaropvolgende hoofstuk (hoofstuk 2) bestudeer. Hoewel baie klem op transformasi~ geplaas word, dui die hoofstuk aan dat transformasie onderwys vanaf Jan van Riebeeck se tyd met ons is, verskans onder verskeie name en benaderings. Verskeie filosofiese benaderings word ondersoek en hoe dit in 'n mod erne era toegepas kan word. Minder bekend, maar met ononderhandelbare gevolge is die Suid-Afrikaanse Grondwet en beleidsraamwerk rakende die onderwys. Ten einde word verskeie implikasies van transformasie in die onderwys ondersoek. Hoofstuk 3 word gewy aan die bestuursleierskap van die moderne skoolhoof. Aandag word geskenk aan die sieninge rakende wat leierskap is en wat verwag word van 'n leier asook die kompleksiteit van moderne leierskap. Verder word 'n verskeidenheid van leierskapmodelle en dimensies bestudeer en bespreek wat bydra tot die kompleksiteit van bestuursleierskap. Omdat leierskap nie vir aile persone 'n eenstyl kan wees nie word verskillende leierskapstyle bestudeer wat afsonderlik en gekombineerd in suksesvolle bestuursleierskap situasies gebruik kan word. Transformasie bring mee dat moderne skoolhoofde sekere karaktereienskappe moet he en stel gevolglik sekere en uitdagende professionele eise aan die skoolhoof. Transformasie het ook tot gevolg dat die rol van die skoolhoof in SuidAfrika drasties verander, wat meebring dat hoofde hul benadering tot skoolbestuur en spesifiek hul benadering tot transformasie onderwys indringend moet hersien. Ten einde bestudeer hoofstuk 3 sekere uitdagings wat aan die skoolhoof in 'n moderne onderwysmilieu gerig word. In hoofstuk 4 is gepoog om die navorsingsontwerp deeglik te beskryf. Die meetinstrument (vraelys) is 'n selfontwerpte vraelys wat uit vrae bestaan wat deur respondente beantwoord moes word. Die ontwerp van die vraelys vir skoolhoof en onderwyser respondente is van so aard dat dit met mekaar ooreenstem. In die beantwoording van die vraelyste het respondente vier keuses van antwoorde gehad. Die administratiewe prosedures wat gevolg is met die vraelyste is ook aangedui. Die statistiese tegnieke en prosedures is ook volledig uiteengesit en verduidelik. Die hoofstuk sluit ook in die uiteensetting van die faktoranalise, bepaling van betroubaarheid van die vraelyste en die bepaling van effekgroottes van verskille tussen die groepe respondente. In die volgende hoofstuk is die empiriese ondersoek en resultate verder verduidelik word. In hoofstuk 5 is die resultate van die inligting wat in die vraelyste verkry is asook die statistiese ontleding daarvan volledig weergegee. Bepaling van frekwensies en gemiddeldes van vraelyste aan skoolhoofde en personeel word weergegee. Die bevindinge van die vraelyste vir beide skoolhoofde en personeel dui slegs die hoogste en laagste uitvalle aan. Vergelyking tussen die hoogste en laagste uitvalle van die vraelyste aan skoolhoof en personeel respondente word ook aangedui. Met 'n faktoranalise is die verskillede faktore uit skoolhoof en personeel vraelyste aangedui. 'n Betroubaarheids toets is gedoen met behulp van die Cronbach-Alfa Koeffisient . Verder is die gemiddeldes en standaardafwykings van die items van skoolhoof en personeel vraelyste bepaal. Die statistiese verskille tussen skoolhoof en personeel met betrekking tot elke faktor is ook bepaal. Statistiese verskille tussen hoer-en laerskole en verskille tussen verskillende ouderdomsgroepe met betrekking tot die 6 faktore is ook gedoen. In die volgende hoofstuk is gevolgtrekkings uit die resultate van die navorsing gemaak word. Daar is gepoog word om aanbevelings uit die gevolgtrekkings aan die hand te doen. Verder is gepoog word om rigting vir verdere navorsings aan die hand te doen. In hoofstuk 6 is die probleem en doelstelling kortliks bespreek. Dit word opgevolg deur te kyk na die literatuurstudie en bevindinge met betrekking tot die literatuurstudie. Daar is ook aandag gegee aan bevindinge met betrekkinge tot navorsingsdoelwite. Verder is die empiriese navorsing en bevindinge met betrekking tot die empiriese ondersoek aangedui. Riglyne vir die verbetering van die rol van die skoolhoof word ook in hierdie hoofstuk aangedui. Die hoofstuk sluit ook in aanbevelings wat gedoen is aan die hand van bevindinge wat gemaak is. Ten einde is aanbevelings gemaak vir verdere navorsing. / ABSTRACT: The management leadership of the modern principal has been placed under the magnifying glass due to the challenges brought about in schools by transformation. School principals are in need of radical methods of approach to their management styles and focus. Interpretation and implementation of transformation lead to obscurity and far reaching complexity. School principals are expected to provide answers and solutions for transformation while at the same time putting effective and purposeful education in place. Chapter 1 gives a brief overview of the broader problem of transformation in schools. The approach and results, either direct or indirect, that are linked to the management style of the principal are studied. The management style, approach and changes due to transformation, has principals need to re-invent themselves and their schools to fulfil the needs of transformation, are also studied. It points out that a partial or even complete personal transformation in modern schools of the twenty first century. Attention is given to afforded problematic questions that will be answered by means of the literature study and empirical investigation. A South African perspective and the influence and consequences of transformation are discussed in the subsequent chapter (chapter 2). Although transformation is emphasized, this chapter reveals that diverse teaching and education have been with us since the time of Jan van Riebeeck, entrenched by various names and approaches. Various philosophical approaches and their applications in the modern era are investigated. Perhaps not as well-known, but with non-negotiable results, is the South African Constitution and Management framework regarding education. Therefore various implications of transformation for diverse education are investigated. Chapter 3 is dedicated to leadership in management of modern school principals. Attention is given to views as to what leadership is, what is expected of a leader as well as the complexities of modern leadership. A number of leadership models and dimensions that add to the complexity of leadership in management are studied as leadership can never be the same for all people. These varying styles of leadership can be used separately or in combination for successful management leadership. Transformation has resulted in school principals having to possess certain characteristics. This results in specific and challenging professional demands on the school principal. Transformation has brought about dramatic changes to the role of school principals in South Africa. This in turn has caused principals to revise their approach to diverse and transformation education. To this end chapter 3 studies certain challenges to the school principal in the modern education milieu. In chapter 4 the research concept has been explained. The measuring instruments (questionnaires) is a self conducted questionnaire that consist of questions that must be answered by the respondents. The questionnaire concept for principals and teachers is of such a nature that it is corresponding with one another. In answering the questions the respondents have four possible answers to choose from. The administrative procedures that was followed are also indicated. Statistic techniques and procedures are explained and set out in detail. The chapter include the layout of the factor analysis, reliability of the factors and the determining of effect valuation between different groups of respondents. The empirical investigation and its results will be explained in the next chapter. In chapter 5 the results of the information from the questionnaires are given. There is a detailed statistical analysis of all information. The frequency and averages of questionnaires completed by principals and educators are determined and explained. Findings indicate only the highest and lowest fall-outs of the questionnaires of principals and educators respondents. The factor analysis is an indication of the different factors from principal and educator questionnaires. A reliability test was done by means of the Cronbach Alpha Coefficient. The averages and standard deviations of the items of principals and educators questionnaires were determined, as were the statistical differences between high and primary schools and the differences between age groups with reference to the six factors. In the next chapter conclusions are drawn from the results of the research. Recommendations were suggested with reference to the conclusions. Possible areas for future research are also be suggested. The problem and objectives of the study were briefly discussed in chapter 6. The literary study and its results were discussed. Attention was also be focused on the results with reference to the research objectives. The empirical research and its results have also been discussed in detail. Guidelines for the improvement of the role of the principal are given in this chapter. Recommendations which have been made with reference to the findings of the study are included and finally recommendations for further research have been suggested. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

Die uitdagings wat in skare ontstaan het as gevolg van transformasie plaas die moderne skoolhoof se bestuursleierskap onder die vergrootglas. Skoolhoofde benodig radikale metodes van benadering in hul bestuurstyle en fokus. Die interpretering en implementering van transformasie gee aanleiding tot onduidelikheid en verrykende kompieksiteit. Van skoolhoofde word verwag am antwoorde en oplossings te vind vir transformasie en terselfde tyd word van hulle verwag am effektiewe en doeigerigte onderrig en leer daar te stel. Hoofstuk 1 handel kortliks oar die bree probleemvrae van transformasie wat in skole plaasvind. Die benadering en gevolge, direk of indirek, wat met die skoal hoof se bestuurstyl gepaard gaan word bestudeer. Die bestuurstyl, benadering en veranderings wat met transformasie gepaard gaan en hoe skoolhoofde hulself moet herontwerp, te same met hulle skoal am aan die behoeftes en else van transformsasie te voldoen word bestudeer. Verder wys dit daarop dat 'n gedeeltelike en algehele persoonlike transformasie benodig word am transformasie te laat plaasvind vir mod erne skole van die een-twintigste-eeu. Daar word oak aandag geskenk aan die doel en metode van die navorsing. Verder word daar oak aandag gegee aan probleemvrae wat met behulp van die Iiteratuurstudie en empiriese ondersoek beantwoord sal word. 'n Suid-Afrikaanse perspektief en die invloed, gevolge van transformasie word in die daaropvolgende hoofstuk (hoofstuk 2) bestudeer. Hoewel baie klem op transformasi~ geplaas word, dui die hoofstuk aan dat transformasie onderwys vanaf Jan van Riebeeck se tyd met ons is, verskans onder verskeie name en benaderings. Verskeie filosofiese benaderings word ondersoek en hoe dit in 'n mod erne era toegepas kan word. Minder bekend, maar met ononderhandelbare gevolge is die Suid-Afrikaanse Grondwet en beleidsraamwerk rakende die onderwys. Ten einde word verskeie implikasies van transformasie in die onderwys ondersoek. Hoofstuk 3 word gewy aan die bestuursleierskap van die moderne skoolhoof. Aandag word geskenk aan die sieninge rakende wat leierskap is en wat verwag word van 'n leier asook die kompleksiteit van moderne leierskap. Verder word 'n verskeidenheid van leierskapmodelle en dimensies bestudeer en bespreek wat bydra tot die kompleksiteit van bestuursleierskap. Omdat leierskap nie vir aile persone 'n eenstyl kan wees nie word verskillende leierskapstyle bestudeer wat afsonderlik en gekombineerd in suksesvolle bestuursleierskap situasies gebruik kan word. Transformasie bring mee dat moderne skoolhoofde sekere karaktereienskappe moet he en stel gevolglik sekere en uitdagende professionele eise aan die skoolhoof. Transformasie het ook tot gevolg dat die rol van die skoolhoof in SuidAfrika drasties verander, wat meebring dat hoofde hul benadering tot skoolbestuur en spesifiek hul benadering tot transformasie onderwys indringend moet hersien. Ten einde bestudeer hoofstuk 3 sekere uitdagings wat aan die skoolhoof in 'n moderne onderwysmilieu gerig word. In hoofstuk 4 is gepoog om die navorsingsontwerp deeglik te beskryf. Die meetinstrument (vraelys) is 'n selfontwerpte vraelys wat uit vrae bestaan wat deur respondente beantwoord moes word. Die ontwerp van die vraelys vir skoolhoof en onderwyser respondente is van so aard dat dit met mekaar ooreenstem. In die beantwoording van die vraelyste het respondente vier keuses van antwoorde gehad. Die administratiewe prosedures wat gevolg is met die vraelyste is ook aangedui. Die statistiese tegnieke en prosedures is ook volledig uiteengesit en verduidelik. Die hoofstuk sluit ook in die uiteensetting van die faktoranalise, bepaling van betroubaarheid van die vraelyste en die bepaling van effekgroottes van verskille tussen die groepe respondente. In die volgende hoofstuk is die empiriese ondersoek en resultate verder verduidelik word. In hoofstuk 5 is die resultate van die inligting wat in die vraelyste verkry is asook die statistiese ontleding daarvan volledig weergegee. Bepaling van frekwensies en gemiddeldes van vraelyste aan skoolhoofde en personeel word weergegee. Die bevindinge van die vraelyste vir beide skoolhoofde en personeel dui slegs die hoogste en laagste uitvalle aan. Vergelyking tussen die hoogste en laagste uitvalle van die vraelyste aan skoolhoof en personeel respondente word ook aangedui. Met 'n faktoranalise is die verskillede faktore uit skoolhoof en personeel vraelyste aangedui. 'n Betroubaarheids toets is gedoen met behulp van die Cronbach-Alfa Koeffisient . Verder is die gemiddeldes en standaardafwykings van die items van skoolhoof en personeel vraelyste bepaal. Die statistiese verskille tussen skoolhoof en personeel met betrekking tot elke faktor is ook bepaal. Statistiese verskille tussen hoer-en laerskole en verskille tussen verskillende ouderdomsgroepe met betrekking tot die 6 faktore is ook gedoen. In die volgende hoofstuk is gevolgtrekkings uit die resultate van die navorsing gemaak word. Daar is gepoog word om aanbevelings uit die gevolgtrekkings aan die hand te doen. Verder is gepoog word om rigting vir verdere navorsings aan die hand te doen. In hoofstuk 6 is die probleem en doelstelling kortliks bespreek. Dit word opgevolg deur te kyk na die literatuurstudie en bevindinge met betrekking tot die literatuurstudie. Daar is ook aandag gegee aan bevindinge met betrekkinge tot navorsingsdoelwite. Verder is die empiriese navorsing en bevindinge met betrekking tot die empiriese ondersoek aangedui. Riglyne vir die verbetering van die rol van die skoolhoof word ook in hierdie hoofstuk aangedui. Die hoofstuk sluit ook in aanbevelings wat gedoen is aan die hand van bevindinge wat gemaak is. Ten einde is aanbevelings gemaak vir verdere navorsing. / ABSTRACT: The management leadership of the modern principal has been placed under the magnifying glass due to the challenges brought about in schools by transformation. School principals are in need of radical methods of approach to their management styles and focus. Interpretation and implementation of transformation lead to obscurity and far reaching complexity. School principals are expected to provide answers and solutions for transformation while at the same time putting effective and purposeful education in place. Chapter 1 gives a brief overview of the broader problem of transformation in schools. The approach and results, either direct or indirect, that are linked to the management style of the principal are studied. The management style, approach and changes due to transformation, has principals need to re-invent themselves and their schools to fulfil the needs of transformation, are also studied. It points out that a partial or even complete personal transformation in modern schools of the twenty first century. Attention is given to afforded problematic questions that will be answered by means of the literature study and empirical investigation. A South African perspective and the influence and consequences of transformation are discussed in the subsequent chapter (chapter 2). Although transformation is emphasized, this chapter reveals that diverse teaching and education have been with us since the time of Jan van Riebeeck, entrenched by various names and approaches. Various philosophical approaches and their applications in the modern era are investigated. Perhaps not as well-known, but with non-negotiable results, is the South African Constitution and Management framework regarding education. Therefore various implications of transformation for diverse education are investigated. Chapter 3 is dedicated to leadership in management of modern school principals. Attention is given to views as to what leadership is, what is expected of a leader as well as the complexities of modern leadership. A number of leadership models and dimensions that add to the complexity of leadership in management are studied as leadership can never be the same for all people. These varying styles of leadership can be used separately or in combination for successful management leadership. Transformation has resulted in school principals having to possess certain characteristics. This results in specific and challenging professional demands on the school principal. Transformation has brought about dramatic changes to the role of school principals in South Africa. This in turn has caused principals to revise their approach to diverse and transformation education. To this end chapter 3 studies certain challenges to the school principal in the modern education milieu. In chapter 4 the research concept has been explained. The measuring instruments (questionnaires) is a self conducted questionnaire that consist of questions that must be answered by the respondents. The questionnaire concept for principals and teachers is of such a nature that it is corresponding with one another. In answering the questions the respondents have four possible answers to choose from. The administrative procedures that was followed are also indicated. Statistic techniques and procedures are explained and set out in detail. The chapter include the layout of the factor analysis, reliability of the factors and the determining of effect valuation between different groups of respondents. The empirical investigation and its results will be explained in the next chapter. In chapter 5 the results of the information from the questionnaires are given. There is a detailed statistical analysis of all information. The frequency and averages of questionnaires completed by principals and educators are determined and explained. Findings indicate only the highest and lowest fall-outs of the questionnaires of principals and educators respondents. The factor analysis is an indication of the different factors from principal and educator questionnaires. A reliability test was done by means of the Cronbach Alpha Coefficient. The averages and standard deviations of the items of principals and educators questionnaires were determined, as were the statistical differences between high and primary schools and the differences between age groups with reference to the six factors. In the next chapter conclusions are drawn from the results of the research. Recommendations were suggested with reference to the conclusions. Possible areas for future research are also be suggested. The problem and objectives of the study were briefly discussed in chapter 6. The literary study and its results were discussed. Attention was also be focused on the results with reference to the research objectives. The empirical research and its results have also been discussed in detail. Guidelines for the improvement of the role of the principal are given in this chapter. Recommendations which have been made with reference to the findings of the study are included and finally recommendations for further research have been suggested. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

The aim of the work is to compare with the help of appropriately chosen procedural parameters the work efficiency of work groups, which are managed in a different way under the conditions of a change, and at the same time to establish possible connection between the management style and work efficiency. The research was made in Rohde & Schwarz Company, branch Vimperk Ltd.

Thesis (MPA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: The Western Cape Province experiences a shortage of funds, which results in provincial departments, such as the Western Cape EducationDepartment (WCED), not being able to fulfil all its needs. Alternative methods of funding have to be found to supplement the traditional tax-based funding by the State. The Provincial Administration: Western Cape (PAWC) owns immovable properties which are not fully utilised or managed cost-effectively. Properties, if managed entrepreneurially, offer the advantage of an income to the PAWC, and the WCED in particular. This study investigates the possibility of entrepreneurial property management in the public sector. Literature has been studied in order to establish what property management is about, what public management and entrepreneurial public management entail, and the characteristics that organisations should have to manage themselves innovatively. The present property management system in the PAWC and the WCED was examined and problems regarding the system highlighted. Guidelines for entrepreneurial property management were then drawn from the literature. With a view to ensuring the optimal management and use of property and a comprehensive service to clients, an organisational structure model was developed and illustrated schematically. The existing public management system was evaluated and found to be unsatisfactory measured against the guidelines and model for entrepreneurial public management. Recommendations were made for changing and renewing the organisational structure and management style of the PAWC and WCED. / AFRIKAANSE OPSOMMING: Die Wes-Kaap Provinsie ondervind 'n tekort aan fondse, wat meebring dat provinsiale departemente, soos die Wes-Kaap Onderwysdepartement (WKOD), nie in al hul behoeftes kan voorsien nie. Alternatiewe befondsingsmetodes moet ondersoek word ten einde die staat se tradisionele belastinggebaseerde inkomste aan te vul. Die Provinsiale Administrasie:Wes-Kaap (PAWK) besit vaste eiendomme wat nie optimaal benut of koste effektief bestuur word nie. Indien eiendomme ondernemend bestuur kan word, is dit moontik dat dit 'n bron van inkomste kan word vir die PAWK en die WKOD in die besonder. Hierdie studie ondersoek die moontlikheid van ondernemende eiendomsbestuur in die openbare sektor. Literatuur is bestudeer om vas te stel wat onder eiendomsbestuur verstaan word, wat onder openbare bestuur en ondernemende openbare bestuur verstaan word, en watter eienskappe openbare organisasies moet openbaar om ondernemend bestuur te word. Die eiendomsbestuurstelsel in die PAWK en die WKOD is beskryf en die probleme in die stelsel belig. Riglyne vir ondernemende openbare eiendomsbestuur is uit die literatuur afgelei. 'n Organisasiestruktuurmodel, gerig op die maksimale bestuur en benutting van eiendomme en 'n omvattende diens aan kliênte, is ontwikkel en skematies voorgestel. Die bestaande eiendomsbestuurstelselis geëvalueer en daar is bevind dat dit nie aan die vereistes van die voorgestelde riglyne en model vir ondernemende openbare bestuur voldoen nie. Aanbevelings is gemaak vir vernuwing in die PAWK en die WKOD se organisasiestruktuur en bestuursbenadering.

Bakgrund: Färre kvinnor än män, inom finansbranschen, söker sig till fondförvaltning och yrket är således överrepresenterat av män. Studier visar på att det föreligger en skillnad i risktagande och förvaltarstil mellan kvinnor och män på professionell nivå. Vidare antyder dock empirisk forskning att skillnaderna minskar i takt med erfarenhet och att det således även föreligger en skillnad i risktagande mellan kvinnor inom fondförvaltning och kvinnor i allmänhet. Generellt sett är kvinnor i allmänhet mer riskaversiva än män. Detta tyder på att kvinnor inom fondförvaltning är en utmärkande grupp, vilket motiverar ytterligare undersökning. Syfte: Syftet med uppsatsen är att undersöka kvinnliga fondförvaltares erfarenheter kring och syn på skillnader och orsaker till skillnader mellan kvinnors och mäns risktagande på både generell och professionell nivå. Vidare ämnar studien att analysera och jämföra den eget insamlade empirin gentemot den empiriska forskningslitteraturen om kvinnligt och manligt risktagande och förvaltarstil i syfte att kunna föreslå nya hypoteser kring vad som styr kvinnligt professionellt risktagande. Genomförande: Studien utfördes genom ett kvalitativt metodval, i form av personliga intervjuer. Sammanlagt hölls 8 intervjuer med kvinnliga fondförvaltare. Urvalet skedde utifrån en egen kartläggning av kvinnliga fondförvaltare, med säte i Sverige, med sammanställd information om deras förvaltade fonder. Slutsats: Sammanfattningsvis har studien genererat ett antal hypoteser. En första hypotes är att vana och erfarenhet påverkar risktagande och beslutsprocessen då användandet av system 1 ökar. En andra hypotes är att forskning ger en felaktig bild av verkligheten då denna inte tar hänsyn till snedfördelningen i branschen eller förvaltarens mandat. På generell nivå genererades en hypotes att skillnader i risktagande och omsättning inte beror på genus utan snarare grundas i intresse. / Background: Fewer women than men, within finance, work as a fund manager and the profession is therefore overrepresented by men. Studies show the existence of differences in risk and management style between women and men on a professional level. However indicates empirical studies that these differences reduce when the professional experience grows and that there also is a difference in risk-taking between women in fund management and women in general. Generally are women more risk aversive than men. This indicates that women in fund management are a distinctive group, which motivates further studying. Aim: The aim with this thesis is to inquire female fund managers’ experiences in the difference between women and men concerning risk-taking and management style, on a general and professional level, and the difference between professional women and women in general. Furthermore, the study aims to analyze and compare the result with the empirical research. Completion: The study was conducted by a qualitative method, through personal interviews. A total of eight interviews were held with female fund managers. The selection was based on a survey of female fund managers, geographically located in Sweden. Conclusion: In conclusion, the study has generated three hypotheses. Firstly, practice and experiences affects risk-taking and decision-making process since the use of system 1 increases. Secondly, previous research provides an inaccurate picture of the reality since this does not account for the disparity in the industry or the trustee's mandate. On a general level, a hypothesis was generated that the difference in risk-taking and turnover does not arise because of gender.

The need to raise the skills and knowledge of both managers and staff in small business through improvement to education and training is the underpinning thematic concern of this research. Another concern is the appropriateness of action research as a process for research and development in education and training for small business. The independent supermarket industry in Australia provided the case study for this action research. The study sought to identify the barriers to participation in education and training programs and to develop strategies to overcome these barriers. Participation in education and training programs in the independent supermarket industry in Australia was found to be constrained by working conditions at store level, geographic location, negative attitudes of owners or principal managers towards education and formalised training and economic pressures on the industry. In this study the action research methodology provided the means to incrementally achieve a rich contextual understanding, to build researcher-client relationships, client receptivity to the research findings and credibility for both the researcher and the study. However, a key constraint to action research was the difficulty of gaining active participation from the client system. Another contribution of this is the documentation of the key issues and characteristics of independent supermarkets which have been poorly reported. The issues and characteristics identified for independent supermarkets, such as those arising from future uncertainity, family ownership, management style and attitude are compatible with those reported for small business generally. This research was guided by, and the results support, the proposition put forward by Gummesson that action research in a business environment is enhanced by the combining of the consultant and researcher roles. This role duality and the cyclic processes of action research provided the opportunity for incremental benefits to the clients which gave incentive for the clients to provide access and support for research in their enviro / Master of Science (Hons)

<p>With the world becomes closer, the issue of understanding management and culturedifference is getting more and more important. The purpose of this research is to findhow culture factors impact management style in China and Sweden. The study usedHofstede’s five cultural dimensions, traditional management practice and Denison’smodel of organizational culture and effectiveness as framework to identify whatdifferent management styles exist between two countries, as well as explain why thedifference occurs in term of national culture dimensions and traditional managementpractice.The interviews were made by five Chinese employees whom have work experiencesin China and now are working in Swedish organization in Sweden. From theirperspectives, the paper found the dimension of involvement and consistency issignificant different between two countries, which reflects on the aspects of teamorientation, empowerment, capability development, agreement, coordination andintegration. Moreover, Swedish companies are easier to adopt advanced technologyand innovation than Chinese companies. In general sense, it seems to Swedishorganizations obtain higher learning capacity than Chinese organizations. Finally, thispaper pointed out that both countries have a long-term strategy, but it’s more realisticin Sweden.Subsequently, those differences were analyzed by national culture, namely, Hofstede’sfive culture dimensions, and the traditional management practices in China andSweden. After discussion and analysis, the study found: the small power distance,feminine value and lower uncertainty avoidance as well as lower hierarchy are thereasons of Swedish management style such as high level of agreement, goodcommunication, and high capability development in Sweden. Meanwhile, the largepower distance, masculine value, high uncertainty avoidance, guanxi and paternalismstyle of leadership are the mainly reasons of Chinese management style such likelower level of team orientation, ineffective and lower learning capacity in China. Inaddition, the long-term orientation cause Chinese organization like to have a longtime planning, but the paternalism style of leadership induce the strategy of companydeparts from the reality. It has to note that the limitation of this study is the smallnumber and the limited scope of interviewees. Finally, it is suggested that Chineseorganization should learn several advanced management methods from Swedishorganization.</p>