Thesis (MPAcc.)--Unitec New Zealand, 2009. / Includes bibliographical references (leaves 33-35).

Thesis--Columbia University, 1927. / Vita. Published also as Studies in history, economics, and public law, edited by the Faculty of Political Science of Columbia University, no. 289.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1987. / Also available in print.

Inaug.-Diss.--Würzburg. / "Literaturverzeichnis": p. [7]-9.

With the increasing amount, complexity and dynamism of operational and strategic information in electronic and distributed environment, executives are seeking assistance for continuous, self-reactive and self-adaptive activities or approaches of acquiring, synthesising and interpreting information for intelligence with a view to determining the course of action - executive intelligence activities. Executives Information Systems (EIS) were originally emerged as a computer-based tool to help senior executives to manage the search and process of information. EIS was popularised in 1990's but EIS study have not advanced to a great extent in either research or practice since its prevalence in the mid and late 1990's. Conventional EIS studies have established some views and guidelines for EIS design and development, but the guidelines underpinned by preceding research have failed to develop robust yet rational EIS for handling the current executive's information environment. The most common deficiency of traditional EIS is the static and inflexible function with predetermined information needs and processes designed for static performance monitoring and control. The current emergence of the intelligent software agent, as a concept and a technology, with applications, provides prospects and advanced solutions for supporting executive's information processing activities in a more integrated and distributed environment of the Internet. Although software agents offer the prospective to support information processing activities intelligently, executive's desires and perception of agent-based support must be elucidated in order to develop a system that is considered valuable for executives. This research attempts to identify executive criteria of an agent-based EIS for supporting executive intelligence activities. Firstly, four focus groups were conducted to explore and reveal the current state of executive's information environment and information processing behaviour in the light of Internet era, from which to examine the validity of the conventional views of EIS purpose, functions and design guidelines. Initial executive criteria for agent-based EIS design were also identified in the focus group study. Secondly, 25 senior managers were interviewed for deeper insights on value-added attributes and processes of executive criteria for building agent-based EIS. The findings suggest a "usability-adaptability-intelligence" trichotomy of agent-based EIS design model that comprises executive criteria of value-added attributes and processes for building a usable, adaptable and intelligent EIS.

The evidence suggesting Attention-Deficit/Hyperactivity Disorder (ADHD) has neurodevelopmental roots with specific impairment in executive functioning continues to grow. However, no known study to date has explored the relationship between adult males with a diagnosis of ADHD and performance on a measure of executive functioning, the Delis-Kaplan Executive Function System (DKEFS). The current investigation attempted to explore (1) whether adult males with ADHD show an overall pattern of executive dysfunction as measured by the DKEFS, (2) potential group differences on both level-of-performance and process-oriented measure scores, and (3) the clinical utility of the DKEFS in diagnosing ADHD in adult males. A sample of 37 adults with ADHD was compared to a community sample of equal size. Multivariate statistical analysis yielded significant group differences despite intellectual advantage by the study group. In addition, analysis of individual measures revealed patterns which were not initially predicted based upon current theories of ADHD. Overall, however, no clinically significant impairments emerged, as defined by scores at least one standard deviation below the mean. These findings and potential clinical implications are discussed with recommendations for future research.

This study explores the relationship between acute sugar consumption and its effect on executive function (EF). Specifically, this study examines the effect of both acute and chronic sugar consumption on EF. An epidemiological survey was given on an online work distribution platform, where participants finished cognitive tasks of EF after completing questionnaires assessing sugar consumption both in the last year and last 24 hours (n = 273). It was hypothesized that acute and chronic sugar intake would significantly predict scores on measures of aspects of EF. Additionally, it was hypothesized that chronic sugar intake would significantly moderate the relationship between acute sugar intake and EF. Neither acute nor chronic sugar consumption predicted EF. This effect was not changed by including chronic sugar consumption as a moderating variable upon acute sugar consumption and EF. This research provides greater evidence about what effect sugar consumption has on EF.

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The aim of this research assignment was to determine the contribution coaching has made, as part of a blended leadership development programme, towards the development of individual leaders and leadership development at Transnet Freight Rail. This was aimed at identifying ways in which the coaching component may be improved. The research was undertaken with a group of high-potential leaders, at an operating division of the parastatal company Transnet, in South Africa. A qualitative research methodology was used and, within that framework, a phenomenological case study design. The research data was gathered, using semi-structured interviews, from 13 participants who received external coaching as part of the blended programme. The findings confirm that coaching, combined with blended leadership development activities, has a synergistic and positive impact on the individual and the organisation, enhancing both the human and social capital at Transnet Freight Rail. The participants expressed a multitude of benefits from receiving coaching: improvements in various aspects of their personal, social and cognitive competence, as well as assisting in their learning, retention and application of the other modules of the blended programme. The coaching intervention has assisted participants in enhancing and applying their own coaching skills within the organisation. This was accomplished by their experience of having been coached, by using the example from the sessions and through the coaching course attended as part of the blended programme. The findings in this research assignment suggest that coaching is making a positive contribution to leadership development at TFR by strengthening the leadership capacity, developing a coaching culture, improving strategic thinking when problem-solving, improving decision-making, improving productivity, increasing employee morale, and improving the individual's performance thereby benefiting the organisation. Coaching has also resulted in greater teamwork, broader understanding of the business, retention of talented employees and has demonstrated to employees that the organisation is committed to developing its staff and helping them to improve their skills.

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: In this highly competitive market, organisations are placing a strong emphasis on leveraging its organisational learning (OL) activities to achieve a sustained advantage. Organisations are increasingly recognising the value of partnering with external education providers to implement customized executive education programmes that can address their unique business need. Coaching interventions are frequently incorporated in such learning initiatives to enhance the alignment of the learning and development practises with the organisational goals and to increase the level of learning transfer once the program has been completed. The best-practises of coaching interventions remain however several understudied. This study therefore investigated the importance of multi-stakeholder partnerships on the effectiveness of coaching interventions within a customised executive programme. Qualitative data was collected through a series of semi-structured interviews targeting coaches, organisational learning drivers and delegates to obtain multi-source feedback for enhanced validity of perceptions. The findings were subsequently subjected to thematic analysis resulting in the emergence of 7 core themes. The results emphasised the importance of aligning the interpretation of management, organisational learning drivers (OLDs), coaches and delegates regarding the goals of the organisation and the coaching initiative. A recurring theme across the datasets related to the importance of transparent, direct and open communication prior to the commencement of coaching. Furthermore, the advantages of group coaching highlighted in this study were supported by previous literature. Another important contribution of this study pertained to evaluating and sustaining the mental and behavioural shifts delegates experienced during the coaching interventions. This highlighted the importance of soliciting management support, eliciting informal accountability and post-coaching interventions. As a result of combining multi-stakeholder perceptions, the findings of this study may contribute towards developing a best-practice model for coaching interventions in customised executive education (CEE) programmes.

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: One of the purposes of management education is to develop people to become effective leaders of organisations with ever-increasing unpredictable futures. Learning from the latest findings in effective neuro-science and well-documented biology and stress research, a more holistic approach to leadership development has been embraced. This approach proposes that leaders, who are able to better sustain themselves through developing their emotional intelligence and cognitive ability, will be more balanced leaders. The South African Revenue Service (SARS) is a semi-autonomous organ of state that derives its mandate from the President of South Africa through the SARS Act no.34 of 1997. It was borne into a democracy which brought about tremendous transformation in every facet of South African life, ranging from growing the country’s infrastructure, to social economic welfare for all, education, health services and security. SARS is responsible to collect over 90 per cent of the country’s revenue. They therefore have to display effective leadership as this democracy has been very sensitive and the citizens of SA have high expectations of Government to deliver on a better life for all. One of the most important tasks of SARS was to engage in total transformation of the entire organisation, including its infrastructure, information technology, policies and procedures and a strong learning culture that embraces effective leadership. One of the transformation initiatives, the School of Leadership, procured several leadership training programmes to address the leadership capability. Leadership coaching has been embraced by SARS starting with the most senior leadership and is now being introduced to all levels of management. During this study, the researcher sought to identify and understand the effect of coaching as a leadership development tool to transform leadership practice. The research identified the respective leadership competencies developed as a result of this coaching received by leaders within SARS and determined to what extent leaders embraced it. It is recommended that the coaching programme is accelerated to all levels of management in SARS and that it receives prominence on the agenda of the Commissioner by making it the most prestigious award in the national annual award ceremony. All managers should have a key performance indicator to encourage the practice of these learnt competencies during the coaching process. Lastly, the recruitment process for all leadership positions should feature these competencies as essential and test for it accordingly through appropriate competency assessments.