ABSTRACT In Taiwan, the private sector has played an important role in the development of the contemporary economy. Most of these companies are family-owned and are facing the challenge to transform themselves into professionally run corporate families because of the competition brought forth by the globalization of the world economy. The San-Shing Company has been a leader in the fastener industry and served as a good model of successful transformation from a family-owned company into a corporate family. Our study shows this success can be attributed to the following reasons. First, a family-owned company¡¦ financial crisis serves as a catalyst for transformation. Next, the role of the management team is critical. The team must succeed in securing the financial support while at the time severe the influence of the family owners. It team must also manage to maintain a high level of employee royalty. Finally, a strong support from the banks is necessary to provide not only financial support but also advices to the transformation.

[pt] A prática de esportes tem sido referendada como uma grande solução para problemas sociais diversos. Dentre todos os esportes, é inegável a influência que o futebol exerce no contexto brasileiro. Entretanto, sua importância como atividade econômica e o conseqüente fomento social para a população ainda não é reconhecida. O futebol promoveu mais transformações, ao longo dos últimos cem anos, do que sofreu dentro das quatro linhas. Foi utilizado como entretenimento pelo povo, como mecanismo de manobra pelos governos e como ferramenta de poder pelos seus diretores, até esbarrar nas pressões de profissionalização de sua gestão, tradicionalmente amadora. Fundamentando-se na Teoria Institucional e, mais especificamente, na corrente do neo-institucionalismo (DIMAGGIO e POWELL, 1991), este estudo tem como objetivo identificar os aspectos relativos ao campo organizacional do futebol que constituem obstáculos ou elementos facilitadores do processo de profissionalização da gestão do futebol nos clubes. A Teoria Institucional ajuda a entender as pressões que afetam a profissionalização da gestão, na medida em que permite melhor compreensão das relações entre os diferentes atores do denominado campo organizacional do futebol. A metodologia do estudo constituiu-se de pesquisa documental e entrevista com representantes das principais entidades que compõem o campo organizacional analisado. Os principais resultados apontam que a percepção da necessidade de profissionalização da gestão do futebol dos clubes já está institucionalizada entre os atores, e sua implementação pode apresentar impactos sociais, econômicos e financeiros bastante positivos para a sociedade. Entretanto, este objetivo ainda enfrenta entraves práticos, arraigados nos mais de cem anos de amadorismo, conservadorismo e oligarquia que têm dominado a gestão do futebol brasileiro. / [en] The practice of sports has proven to be a great solution to several social problems. It is undeniable, among all sports, the strength of football s influence in Brazilian life-context. However, its importance as an economical activity e and its capability to social improvements has not yet been recognized. Football has promoted more changes in society in the past century than it has suffered on the pitch itself. It has been used as entertainment by the people, as a manipulation mechanism by the government, as a power tool by its directors. It has, finally, stumbled into the pressures of professionalizing its traditionally amateur management practices. Based on the Institutional Theory and, more specifically, on the neo-institutionalism line of study (DIMAGGIO e POWEL, 1991), this research seeks to identify the aspects related to the organizational facet of football, which create obstacles or facilitating elements of the professionalization process of this sport s category within the clubs. The Institutional Theory helps to understand the relationships amongst the various actors within the organizational field of football. Study methodology was based upon secondary research and indepth interviews with key representatives of the analyzed organizational field main entities. The main conclusions suggest that the perception of a need for football management professionalization in Brazilian clubs is already recognized by the different actors and its implementation could result in positive social, economic and financial impacts on society. However, the means to reach this objective still face several obstacles, all of which are rooted on the amateurism, conservationism and oligarchism that have been dominating the football management field.

Decentralisation remains a preferred instrument of education reform policies throughout the world. In theory, decentralisation shifts power and authority from the state at national level to the school community at local level. In South Africa, a decentralising initiative in education was the promulgation of the South African Schools Act, No 84 of 1996, which provided parents with an opportunity to share in the governance of a public school by being elected to serve on its school governing body. In this context, it appears that members of school governing bodies hold unique sets of expectations when serving on a school governing body. Expectations may influence the nature and type of education to which a particular school community aspires and may consequently influence the workloads of the educators at that school. A primary search of national and international literature on governing bodies provides numerous descriptions of governmental intentions with respect to governing bodies but the expectations that governing body members have of educators, appears to be a neglected field of empirical enquiry. This study therefore examines public primary school governing body functions in the light of prevailing education labour law and other relevant law. The findings emerging from open-ended questionnaires completed by members of school governing bodies, time-use diaries recorded by educators and interviews with principals together with an analysis of prevailing education labour law and other relevant law consistently show that the workloads of educators who teach at public primary schools situated in middle-class contexts have intensified. There appears to be a variety of factors, which singularly and collectively contribute to the intensification of educators’ workloads. Among these are the increasing expectations of parents, differences in the conceptual understanding of professionalism, marketisation and managerialism arising from decentralisation and the principal’s leadership style. The findings point to sport and professional development as the core duties, which demand a great deal of educators’ time and appear to militate most on educators’ private lives. Moreover, this research has provided conclusive evidence that despite the fact that school governing bodies’ expectations of educators are aligned with prevailing education labour law and other relevant law, the open-ended nature of such law, together with omissions and silences, allows legal space for individual and contextual interpretation and implementation. It is therefore, the most prominent factor contributing to the intensification of educators’ workloads. / Thesis (PhD)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

SASA (SA, 1996) caters for the participation of a wide range of stakeholders who have an interest in education. In terms of section 23 of SASA (SA, 1996) the membership of the School Governing Body (SGB) consists of representatives of parents, educators, learners, support staff and the principal as ex-officio member. Section 23 (6) of SASA (SA, 1996) states that SGBs may co-opt a member or members of the community to assist in discharging its duties. This implies that participation in school governance is extended to members of the community, who are referred to as external stakeholders in this study. Therefore the aim of this research study was to investigate the extent to which these external stakeholders participated in the activities of school governance. The research made use of a qualitative research design to determine the extent of participation by external stakeholders in school governance. The findings revealed a lack of participation by external stakeholders in activities of school governance. The study further highlighted some of the challenges that hindered participation by external stakeholders such as transport problems which resulted in non-attendance of meetings, poor communication of information, lack of trainings resulted in lack of knowledge of the roles and responsibilities of SGBs, language barrier, lack of time and lack of confidence from some stakeholders. A model is thus proposed as a solution to involve external stakeholders to participate in the activities of school governance. This model would assist SGBs to involve external stakeholders in school governance. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

SASA (SA, 1996) caters for the participation of a wide range of stakeholders who have an interest in education. In terms of section 23 of SASA (SA, 1996) the membership of the School Governing Body (SGB) consists of representatives of parents, educators, learners, support staff and the principal as ex-officio member. Section 23 (6) of SASA (SA, 1996) states that SGBs may co-opt a member or members of the community to assist in discharging its duties. This implies that participation in school governance is extended to members of the community, who are referred to as external stakeholders in this study. Therefore the aim of this research study was to investigate the extent to which these external stakeholders participated in the activities of school governance. The research made use of a qualitative research design to determine the extent of participation by external stakeholders in school governance. The findings revealed a lack of participation by external stakeholders in activities of school governance. The study further highlighted some of the challenges that hindered participation by external stakeholders such as transport problems which resulted in non-attendance of meetings, poor communication of information, lack of trainings resulted in lack of knowledge of the roles and responsibilities of SGBs, language barrier, lack of time and lack of confidence from some stakeholders. A model is thus proposed as a solution to involve external stakeholders to participate in the activities of school governance. This model would assist SGBs to involve external stakeholders in school governance. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

This study investigated the dual role of the principal as an employee of the Department of Education and as an ex officio member of the governing body. The South African Schools Act distinguishes between professional management and school governance. This distinction may however give rise to conflict between the principal and the governing body, more especially if roles are not clearly explained, known and understood. For the purpose of this qualitative study, a multiple case study was considered to be the most appropriate research design strategy. Interviews, document analysis and observation were used to collect data. Chapter 1 gives a general view of the study while Chapter 2 focuses on the literature review. Chapter 3 deals with data collection and data analysis. Chapter 4 focuses on the synthesis of the findings and presents the recommendations of the study. The findings in Chapter 4 reveal that in many schools there is a power struggle between the principal, teacher and parent governors. It seems as if many of the problems experienced by principals and governors are due to the fact that they cannot distinguish between the concepts of professional management and school governance. Extensive training programmes for schools’ governors will be necessary to improve the quality of governance. / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

With the advent of democracy in South Africa, education has undergone major changes. One of these changes seeks to entrench democratic management and governance in schools. In terms of section 16 of the South African Schools Act of 1996 the governance of public school is vested in the governing body, but the professional management must be undertaken by the principal under the authority of the Head of Department. Parents are not involved in the teaching and learning domain. This study investigated the leadership role of the principal in the management and governance of the public schools in the Ekurhuleni East Education District (Gauteng Province). The data were obtained through a structured questionnaire and the stakeholder participation grid. Respondents were principals from the primary and secondary schools. It is recommended that consideration be given to the ongoing capacity building of the SGB's so that they give better, efficient and effective service. / Educational Studies / M.Ed. (Education Management)

With the advent of democracy in South Africa, education has undergone major changes. One of these changes seeks to entrench democratic management and governance in schools. In terms of section 16 of the South African Schools Act of 1996 the governance of public school is vested in the governing body, but the professional management must be undertaken by the principal under the authority of the Head of Department. Parents are not involved in the teaching and learning domain. This study investigated the leadership role of the principal in the management and governance of the public schools in the Ekurhuleni East Education District (Gauteng Province). The data were obtained through a structured questionnaire and the stakeholder participation grid. Respondents were principals from the primary and secondary schools. It is recommended that consideration be given to the ongoing capacity building of the SGB's so that they give better, efficient and effective service. / Educational Studies / M.Ed. (Education Management)

The presented diploma thesis focuses on the identification of gender-based specifics in health care, specifically in the management of a health care institution as a caring institution. In the theoretical part, we defined feminism and feminist views, the concept of gender, medicine as a feminized environment, the legislative definition of work in health care in terms of management and, finally, stereotypes were defined. In the conducted qualitative research, we used unstructured interviews with health professionals (nurses and doctors) from the Czech and Slovak Republics, and we examined the gender-based specifics in health care. Research has shown that gender specificities in health care are emerging, in the areas of division of labor, impacts on job choices, equality and inequality, occupation of position and in provision of care. At the end of the thesis I presented recommendations for the use of management tools as a source of overcoming barriers to equality in the context of a caring institution. Key words Feminism, phenomenon of feminization, health care, woman, gender, caring institution, management, gender-based specifics, health care professional, nurse, doctor.

Tension between school principals and school governing bodies arises despite a clear demarcation in the South African Schools Act 84 of 1996 of the powers and responsibilities of school governing bodies. The aim of this study was to devise tension management strategies that can be used to manage tension between the principal and school governing body in three selected schools in Nkomazi West Circuit. A qualitative research approach was followed, and a multiple case study research design was employed. Multiple data-collection methods, namely, a literature study, in-depth interviews, qualitative questionnaires, a focus group discussion and observations, were employed, to ensure validity of the data through triangulation. The findings of the study revealed that the main sources of tension are the overlapping roles of governance and management, role uncertainty and blurring of responsibilities and the perceived high “illiteracy” rate among parent governors. Tension management strategies, tailor-made to each school, were developed. The new and innovative tension management strategies were related to the sources of tension present in each school. / Educational Leadership and Management / D. Ed. (Education Management)