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The framework of this study was monitoring classroom management strategies and student behaviors in the classroom, then providing strategies and feedback to increase effective classroom management and decrease problem student behaviors. There were 15 evidence–based practices that were researched and used in the study. Specifically teachers were asked to focus on 5 of them. These practices were: using 5 positive feedback comments to 1 negative comment; having classroom rules and expectations that were posted, taught, practiced, consistent, and positively reinforced; using an attention getting cue that had been taught, practiced and positively reinforced; having continuous active supervision including moving and scanning; and managing minor problem behaviors positively, consistently and quickly. Teachers filled out a self–assessment tool on how well they think they implemented these strategies in the classroom, and then received coaching sessions on how to use them more effectively in the classroom. These coaching sessions were given throughout the study as teachers had days where they needed positive reinforcement themselves. The results of these coaching sessions and the use of the strategies are presented in this study.

[Truncated abstract] This thesis is an analysis of a technology that is radically changing the location, process and position of manager learning, leveraging organisational learning agendas, and creating networks re-ordering institutional frameworks. The thesis examines the discourses, performances and productions associated with the Frontline Management Initiative (FMI) and provides a model of workplace-based management development. Academically, it provides new knowledge about the discourses constituting, enacting and producing manager development. Practically, it provides an understanding of the relations between workplace learning and outcomes that can inform practice. The FMI is a critical technology in terms of leveraging enterprise growth, due to its extensive national profile within the politically dominant societal structures of organisations, the critical interpreting role of frontline managers, and the innovative workplace-based, learner-centred framework. As the solitary Karpin (1995) report beacon, the FMI is positioned in highly contested terrain. Managing practice confronts the complexity of ordering knowledge work, where meaning and knowledge are more fluid and transient. Management development practice is more workplace located where knowing is more situated, distributed and relationally negotiated, but framed by politically endorsed competency-based frameworks. This study takes the unique opportunity to examine a learning technology that is being shaped by powerful mediating discourses. It examines how these multiple discourses construct FMI practice, what meanings of managing they develop and what effect these relational experiences have on subsequent managing practice.

The problem with which this investigation was concerned was that of evaluating the Mid-Management concept of cooperative education at Tarrant County Junior College's South Campus. Evaluative data regarding the various parts of the Mid-Management program were obtained from current students, graduates, and employers, through use of primary source questionnaires and interviews. This study leads to the conclusion that promotional opportunities for students and especially graduates have been enhanced by more than 15 percent and, that a significant number of students and graduates have experienced an improvement in self-image and an increase in self-confidence. It is concluded further, that employers have perceived an increase in their Mid-Management employees' understanding of the manager's job and in their performance on the job, and that employers positively endorse the job-related-project approach of cooperative education. Earnings of both current students and graduates increased substantially after participation in the program; some of these improvements can probably be attributed to the program itself while others were due to inflation, tenure on the job, and other factors.

This research has undertaken two key mandates. One was to develop modifications to the African Catchment Game (ACG), a role playing simulation game, in order to simulate rainfall and water management processes representative of the southern African context. The other was to understand what, if any, learning associated with water management issues had taken place as a result of playing the ACG. The modification process took the form of an action research process. The initial modifications were trialed with South African students as part of their undergraduate Geography course offered at Rhodes University, South Africa. Subsequent modifications were implemented over a five month period with three diverse participant groups, namely Finnish, American and South African participants. An interpretive research orientation was employed in order to analyse both the qualitative and quantitative data that was generated. Pre- and Post-Game Questionnaires were used in order to identify the learning and understanding which the participants constructed as a result of playing the ACG. The Chi-Square Test was also applied to each of the pre- and post- questions to establish statistical significance. Subsequent analysis of these questions identified and traced patters and trends associated with learning and understanding across the three game runs. This research study draws on social constructivism and experiential learning as the dominant education theory that underpins it. Results revealed that for all three game runs learning took place. Participants identified dominant themes and environmental dimensions both before and after playing the ACG. The analysis of these responses indicated a deeper awareness of water as a contributing factor for sustainable economic development while the game runs enabled the researcher to adjust the water availability within each game run until rainfall and water management processes representative of a southern African context were successfully simulated in the last game run.

231 f. / Submitted by Maria Auxiliadora Lopes (silopes@ufba.br) on 2013-08-22T15:18:59Z No. of bitstreams: 1 Tese Arturo Cavalcanti Catunda.pdf: 2723253 bytes, checksum: 38250b04e206fdb2415f37491931a4b9 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-08-22T17:47:48Z (GMT) No. of bitstreams: 1 Tese Arturo Cavalcanti Catunda.pdf: 2723253 bytes, checksum: 38250b04e206fdb2415f37491931a4b9 (MD5) / Made available in DSpace on 2013-08-22T17:47:49Z (GMT). No. of bitstreams: 1 Tese Arturo Cavalcanti Catunda.pdf: 2723253 bytes, checksum: 38250b04e206fdb2415f37491931a4b9 (MD5) Previous issue date: 2012 / Este trabalho objetivou investigar de que forma fatores de contexto, entrada e processo estão relacionados à qualidade de cursos superiores. Para tanto, utilizou dados de instituições, cursos e alunos da área de administração, do ano de 2006, extraídos principalmente do Censo da Educação Superior e do Exame Nacional de Desempenho de Estudantes (ENADE). Os principais conceitos utilizados foram o de qualidade – que foi associado às dimensões de efetividade, eficiência, eficácia e equidade – e o de eficácia escolar. A investigação teve como característica ser quantitativa, utilizando-se de funções de produção inspiradas nos trabalhos de Scheerens (2000 e 1990). A partir do referencial teórico, foram propostas três hipóteses que auxiliaram a responder a pergunta de partida: H1) os fatores de contexto, entrada e processo, simultaneamente, contribuem significativamente para a qualidade de cursos superiores; H2) fatores relacionados ao nível socioeconômico dos alunos e ao contexto do município da IES são, nessa ordem, os que mais contribuem com a qualidade de cursos superiores; H3) modelos elaborados com os fatores de contexto, entrada e processo conseguem explicar, ao menos, metade (r2 > 0,5) da variância da qualidade de cursos superiores. O estudo envolveu em sua base de dados 60 variáveis independentes – associadas às dimensões de contexto, entrada e processo – e três independentes – associadas à dimensão eficácia. Ao todo, foram trabalhados dados de 1.465 cursos e 130.270 alunos. Para a investigação das hipóteses, foram adotadas as seguintes técnicas estatísticas: análise descritiva, análise bivariada, análise de classes latentes, regressão logística e modelos de equações estruturadas. A partir da análise de classe latente (LCA), a base de dados foi reduzida para 11 construtos (variáveis independentes) e três variáveis dependentes, o que facilitou a interpretação dos resultados das modelos formados. Com os resultados das regressões logísticas foi possível confirmar parcialmente a primeira e segunda hipóteses. A partir dos modelos de equações estruturais não foi possível confirmar a terceira hipótese. Apesar disso, pode-se verificar que cursos com melhor desempenho no ENADE estão mais associados a: universidades públicas e com alta concorrência; instituições com mais professores do quadro, experientes e mais dedicados à pesquisa; instituições com menos alunos por professor e professor doutor; e a cidades mais desenvolvidas e ricas. Como contribuição, este trabalho ampliou o conhecimento sobre fatores de eficácia escolar no ensino superior brasileiro, servindo de fundamento para discussão de políticas públicas educacionais nesse nível de ensino; introduziu, no Brasil, a LCA como uma técnica estatística com potencialidades para o campo das Ciências Sociais Aplicadas; e difundiu mais a utilização de modelos de equações estruturais como ferramenta para a compreensão de fenômenos sociais complexos. / Salvador

There is a great need for qualified MBL and MBA graduates in South Africa to support and maintain the current growth rate that the economy is experiencing. Diligent effort is required to ensure that the locally acquired MBA/MBL qualifications remain on par with international qualifications. As an initial step to ensure high standards, the Council for Higher Education (CHE) did accreditation evaluations and only 18 MBA courses are now accredited. Admission criteria for the MBA/MBL is one of the minimum standards being assessed as part of the accreditation process conducted by the CHE. / Department of Industrial and Organisational Psychology / M.B.L.

Industrial and Organisational Psychology / (D.Litt. et Phil. (Industrial Psychology))

This study investigates and expands learning associated with the co-management of fisheries resources to inform extension and training in the fisheries sector in two case study sites in Malawi. The study was located in the field of environmental education with a specific focus on community learning, agency and sustainability practices in co-management of fisheries resources. It focuses on how fisheries stakeholder learning can be mediated through expansive social learning processes to inform extension and training in the Malawi fisheries sector and aims at understanding learning as an emergent, agency centred process of change through social learning models that are said to have power to mobilise community agency for change. The empirical research for the study was conducted in two Malawian fishing communities: in Lake Malombe and the south-east arm of Lake Malawi using qualitative case study research design. The two sites were selected because they were the first sites in Malawi to implement fisheries co-management programmes following the failure of centralised management of fisheries resources. Data was generated through interviews, focus group discussions, document analysis, observations and change laboratory workshops in both sites. The two sites fall under one administrative office based in Mangochi where the two important institutions of the sector – the Fisheries Research Unit of the Department of Fisheries and the Fisheries College (a government institution responsible for the training of extension services) are also based. Both sites have implemented new governance structures named Beach Village Committees which are community-based organisational structures that function in parallel with traditional authorities to manage the fishery. Contextual and literature review work showed that extension services and programmes over the past hundred years, as observed in the fisheries sector in Malawi and in extension services elsewhere, have co-evolved with approaches to natural resources management. Early approaches to natural resources management involved traditional management (associated extension services and programmes were community based); later fisheries governance practices changed to centralised management and associated extension approaches were mainly top-down involving command and control or technology transfer. These early approaches have been problematic as resource users were pushed away from their own resources and were viewed as poachers. This resulted in loss of ownership among resources users. Recently in Malawi, after the change of government to democracy in 1994, fisheries management policy focused on co-management and/or adaptive co-management approaches, an approach that has also been adopted in other African water bodies. This has implications for extension service programmes in the fisheries sector that are not yet well defined. The study’s literature review revealed that co-management approaches assume collaborative learning, or co-learning, also termed social learning, or approaches that promote the engagement of different actors who are working on shared practice. They also assume a new form of agency among co-management stakeholders and extension workers. However, the theoretical foundations for establishing co-learning or social learning approaches in support of co-management policies are not well established in the fisheries co-management sector in Malawi, nor are the practices of how to support co-learning amongst diverse stakeholders in the fisheries co-management in the Lake Malawi context. This study sought to address this gap in knowledge and practice.

Esta dissertação se insere na linha de Pesquisa de Gestão da Inovação e Competitividade, vinculada ao curso de Mestrado em Administração da Universidade de Caxias do Sul (UCS), que tem por objetivo estudar a relação entre a gestão da inovação e a competitividade no contexto global, tendo em vista a inserção da UCS na região de abrangência da Serra Gaúcha. Especificamente, a pesquisa caracterizou e analisou as inovações implementadas nas Práticas de Gestão nos cursos de Mestrado Acadêmico em Administração da Universidade de Caxias do Sul (UCS), Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Universidade do Vale do Rio dos Sinos (UNISINOS), Universidade Federal de Santa Maria (UFSM) e Universidade do Vale do Itajaí (UNIVALI). Por meio da metodologia de estudo de caso, descritivo e exploratório, a pesquisa relata as práticas de gestão e os processos inovadores que estão sendo realizados nestes cursos. A literatura abordada delineia os conceitos de inovação e tipos em quatro dimensões – inovações em produto, processo, marketing e organizacional. A análise de dados obtidos nas entrevistas realizadas revelou que estas universidades investem em inovações nas linhas de pesquisa e projetos que envolvem discentes, docentes e parcerias de instituições internacionais, oferecendo o curso de Mestrado como um produto de qualidade. Os cursos de MAA também apresentam uma integração com professores de universidades do exterior, fornecendo inovação em projetos. Verificou-se que os investimentos na inovação de um corpo docente podem modificar as linhas de pesquisa em parceria com empresas. Também foram considerados os investimentos em fomentos e editais que geram a aquisição de bolsas de pesquisa e recursos para as próprias universidades. Os resultados demonstraram que os cursos pesquisados são inovadores, porque realizaram pelo menos uma inovação no período da pesquisa, conforme indicado no Manual de Oslo (2009). Em sua maioria, as inovações estavam relacionadas a processos. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-08-06T17:21:19Z No. of bitstreams: 1 Dissertacao Flavia Marcolina.pdf: 1731049 bytes, checksum: 29e3067e93a389075c4cb127cfb1dd6a (MD5) / Made available in DSpace on 2015-08-06T17:21:19Z (GMT). No. of bitstreams: 1 Dissertacao Flavia Marcolina.pdf: 1731049 bytes, checksum: 29e3067e93a389075c4cb127cfb1dd6a (MD5) / This project fits within the Research for the Management of Innovation and Competitiveness program, linked to the Master of Administration at the University of Caxias do Sul (UCS), which aims to study the relationship between the management of innovation and global competitiveness, with a view to their inclusion in the south of the country, area covered by the UCS. Specifically, the search feature and discuss the innovations implemented in Management Practices in the Master in Academic Administration, University of Caxias do Sul (UCS), University Católica do Rio Grande do Sul (PUCRS), University of Vale do Rio dos Sinos (UNISINOS), Federal University of Santa Maria (UFSM) and University of Vale do Itajaí (UNIVALI). Through case study methodology, descriptive and exploratory, this research reported management practices and innovative processes that have been made in these courses. Through the concepts and types of innovation discussed in the literature in its four dimensions – innovation in product, process, organizational and marketing – the analysis of the collected data revealed that the universities invest in innovations in the projects of research which involve alumni, professors and partnerships with international institutions, offering the Masters Course as a quality product. Universities also have a knowledge innovation and integration with teachers from universities abroad by providing innovative design and stock paid in marketing strategies and Administration and Information. It has been verified that investments in innovation of an university can modify the projects of research in partnerships with other companies. The results also showed that the researched universities are innovatives, because effected at least one type of innovation during the data collection.