Cílem diplomové práce je analýza podnikatelského subjektu Moravia IT s.r.o., která se zabývá především lokalizací softwaru, testováním a příbuzné inženýrské činnosti. Pro zhodnocení společnosti jsou vybrány externí a interní analýzy podniku. V poslední části diplomové práce jsou uvedeny návrhy pro zlepšení současného stavu.

The aim of my Master thesis “Business Plan for the Development of a Small Company“ is to provide a solution to how to develop a micro-company into a successful small company, which will have a real potential to find its stable position on the current market. My Master thesis consists of a theoretical part, problem analysis and my own proposal of the solution. The theoretical part deals with the key findings and solutions, which are further applied in the next part of my work. Analysis is focused on present and future company environment. Concrete recommendations have been formulated on the basis of analysis conclusions. The final proposal is formulated into a complex procedure, which provides the way to reach company development.

Master´s thesis „Suggestion for the Improvemnetof the Company´s Culture“ is engaged in analysis of corporate culture in the company called Diplomat.cz which belongs to the significant seller of services on the Czech market. The main target of Master´s thesis was to engage the power and level of corporate culture, satisfaction of employee, to identify the components of corporate culture due to the Schein ´s model and suggest on the basis of questionnaire´s results steps, which could improve corporate atmosphere and contribute to increase the productivity of labour.

The thesis “A Suggestion for the Improvement of the Company Culture in the Centre of Insurance” deals with the analysis of the corporate culture in the Centre of Insurance, a company that provides financial services. The main target of the thesis is to ascertain the power and standard of the corporate culture, as well as employees’ satisfaction. It aims to identify the elements of the corporate culture according to Schein’s model, and based on a questionnaire enquiry suggest such measures that would improve the corporate atmosphere and thereby contribute to the increase in the productivity of labour.

The master´s thesis focuses on the definition of marketing mix in company p.k.Solvent Ltd. and its customers. Specifies the individual components of the marketing mix, analyzes the business area and includes the area of marketing research in customer satisfaction. It compares theoretical knowledge with reality. It contains proposals to improve customer satisfaction, which contribute to increased competitiveness and increased profits of the company.

The focus of the diploma thesis is formulation of realistic business plan of a newly established company INEX plus Ltd. The core of its trade will be roof construction and personalized furniture production. The thesis consists of three parts. Theoretical part describes the foundation of the company and the structure of its business plan. Following sections analyze the internal and external environment of the company and formulate the business plan per se.

The object of this diploma thesis is the analysis of the business entity Turck, s.r.o., which operates in the field of industrial automation. Selected analytical methods evaluate the external and internal environment of the company and its financial stability. The last part of this diploma thesis provides suggestions for improvements.

South African history clearly illuminates the idea that women are regarded as unequal when compared to their male counterparts. Hence, women in general have been marginalized, especially when it comes to advancing in the workplace. Women are often defined in relation to motherhood, caring for others and for providing the necessities for sustenance. Society today has not moved very far from this idea. This is the reason why women often suffer a disadvantage when it comes to being appointed in leadership positions in South African education, even though the legislation makes provision for gender balance in South African education. This study examined the role of female principals as transformational leaders to improve schools in the uMgungundlovu District, KwaZulu-Natal. A qualitative investigation at three schools in the uMgungundlovu District was conducted. Nine participants were selected and data was collected by means of in-depth interviews and document analysis was done as a method of data collection. The findings of the study revealed that female leaders are taking a stand in education and are successfully implementing strategies to improve their schools. The study recommends that future female leaders are empowered at the beginning of their careers and they should learn skills that empower them so there are no excuses for being side lined when it comes to leadership positions. / Nalane ea Afrika Boroa e hlakisa mohopolo oa hore basali ba nkoe ba sa lekane ha ba bapisoa le balekane ba bona ba banna. Kahoo, basali ka kakaretso ba bile e behelletsoe ka thoko, haholo-holo ha ho tluoa khatelo-peleng ea mosebetsi. Basali hangata e hlalositsoeng kamanong le bo-mme, ho tsotella ba bang le ho fana ka litlhoko tsa Lintho tsa ho iphelisa. Mokhatlo kajeno ha o falle hole le mohopolo ona. Lena ke lona lebaka basali hangata ba le mathata ha ho tluoa ho khethoa boeta-pele maemo mo thutong ya Aforika Borwa, leha molao o fana ka sebaka sa tekano ea bong lithutong tsa Afrika Boroa Thutong ena ho ile ha hlahlojoa karolo ea basali lihlooho tsa boetapele ba phetoho ho ntlafatsa likolo setereke sa Umgungundlovu, KwaZulu-Natal. Patlisiso e nang le bokhoni likolong tse tharo Seterekeng sa Umgungundlovu e ne e tsamaisoa. Lintlha li ile tsa bokelloa ka lipuisano tse tebileng le sampole ea barupeluoa ba robong le tlhahlobo ea litokomane e entsoe e le mokhoa oa ho bokella data. The liphumano tsa boithuto li senotse hore baetapele ba basali ba nka karolo lithutong mme ba sebelisa ka katleho maano a ho ntlafatsa likolo tsa bona. Boithuto bo khothalletsa hore baetapele ba basali ba kamoso ba matlafatsoa qalong ea mesebetsi ea bona le bona ba lokela ho ithuta malebela a ba matlafatsang kahoo ha ho na mabaka a hore ba beheletsoe ka thoko ha e tla maemong a boetapele. / Umlando waseNingizimu Afrika ukhanyisa kahle umbono wokuthi abesifazane babhekwa njengabalingani uma kuqhathaniswa nabalingani babo besilisa. Ngakho-ke, abesifazane bebonke bebelokhu ebekelwe eceleni, ikakhulukazi uma kukhulunywa ngentuthuko emsebenzini. Abesifazane bavame kuchazwa maqondana nokuba ngumama, ukunakekela abanye nokuhlinzeka ngezidingo zeukondla. Umphakathi namhlanje awusususanga kude kakhulu kulo mbono. Lesi isizathu sokuthi kungani abesifazane bavame ukuhlupheka lapho kukhulunywa ngokuqokwa ebuholini izikhundla emfundweni yaseNingizimu Afrika, yize umthetho ubeka umthetho ukulingana ngokobulili emfundweni yaseNingizimu Afrika Lolu cwaningo luhlolisise iqhaza lowesifazane othishanhloko njengabaholi bezinguquko ukwenza ngcono izikole esifundeni saseMgungundlovu, KwaZulu-Natali. Uphenyo olufanele ezikoleni ezintathu ezifunda eMgungundlovu District yaqhutshwa. Idatha iqoqwe ngokusebenzisa izingxoxo ezijulile ngesampula ye ababambiqhaza abayisishiyagalolunye kanye nokuhlaziywa kwedokhumenti kwenziwa njengendlela yokuqoqa idatha. The Imiphumela yocwaningo iveze ukuthi abaholi besifazane bayabamba iqhaza kwezemfundo ukusebenzisa amasu ngempumelelo ukwenza ngcono izikole zabo. Ucwaningo luyancoma ukuthi abaholi besifazane besikhathi esizayo banikezwa amandla ekuqaleni kwemisebenzi yabo futhi bona kumele afunde amakhono awanikayo amandla ngakho-ke akunazaba zokufakwa kolayini lapho iza ezikhundleni zobuholi. / Educational Management and Leadership / M. Ed. (Education Management)

Abstracts in English, Afrikaans and Zulu / This study explored teachers’ effective use of questioning as a teaching strategy in Social Studies in grade seven within a primary school in the Kingdom of Eswatini (formerly known as Swaziland). The advent of free primary education has brought about large class sizes, but the desire to produce quality education persists. The literature distilled in the study showed that, although a considerable body of studies has established that questioning in the classroom helps direct learning, many teachers fail to utilise it as such. Those who endeavour to use it succeed in engaging their learners, and this results in teaching effectiveness and good outcomes for their learners. The study employed the interpretive paradigm because of the in-depth nature of the investigation. It therefore was a qualitative study that used observation and in-depth semi-structured interviews to gather data and attain the objectives of the study. It was a case study in which four Social Studies teachers took part. Observations were made for at least for 60 minutes in each classroom. Field notes were taken and later analysed. Individual interviews were conducted with the teachers. The results of the study showed that teachers did not use questions to direct teaching and learning, and had no knowledge of the concept of wait time. They also said that they had not been taught questioning strategies in their pre- service teacher training. This was consistent with the literature. Though research shows that questioning promotes effective teaching, the studies reviewed indicated that few teachers use it as an instructional tool. The implications derived from the present study are therefore that pre-service teacher training has to be improved to cater for such important topics as classroom questioning. Also to be improved is further professional development. There is a significant need for action at the macro- and micro-levels of the educational system towards improvement. The actions at the micro-level will be determined by diligent policies designed and executed at that level, that is, the level of the school. / Hierdie studie verken onderwysers se benutting van vraagstelling as onderrigstrategie in Sosiale Studies in Graad 7 by ʼn primêre skool in die koninkryk Eswatini (voorheen Swaziland). In weerwil daarvan dat gratis primêre onderrig groot klasse tot gevolg het, moet gehalteonderwys steeds nagestreef word. Volgens die literatuur wat geraadpleeg is, toon talle studies dat vraagstelling in die klas regstreekse leer bevorder. Onderwysers wat vrae aan leerders stel, gee doeltreffend onderwys omdat hulle leerders betrek, en sodoende ʼn goeie uitkoms behaal. Desondanks pas min onderwysers hierdie strategie toe. Op grond van die aard van hierdie ondersoek, is ʼn vertolkende paradigma gevolg. In hierdie kwalitatiewe studie is data deur waarneming en halfgestruktureerde onderhoude ingesamel. Elke klas is vir minstens 60 minute waargeneem en veldaantekeninge is gemaak wat later ontleed is. Vier onderwysers wat Sosiale Studies onderrig, was deel van die gevallestudie. ʼn Onderhoud is met elkeen gevoer. In hierdie studie is bevind dat die onderwysers geen vrae in die klas gestel het nie. Hulle het ook nie die begrip van wagtyd geken nie, aangesien hulle nooit in vraagstellingstrategieë opgelei is nie. Dit verklaar bevindings in die literatuur dat min onderwysers vraagstelling in die klas gebruik. Vraagstelling moet dus deel van onderwysers se opleiding uitmaak. Hierbenewens moet die professionele ontwikkeling van onderwysers aandag geniet. Voorts is dit noodsaaklik dat die onderwysstelsel op sowel mikro- as makrovlak verbeter word. Ingryping op mikrovlak sal deur die uitvoering van beleid op skoolvlak bepaal word. / Lesifundvo sihlose kusebentisa ngemphumelelo inchubo yekubuta njengelisu lekufundzisa ku-Social Studies kuLibanga 7 ngekhatsi kwesikolwa semabanga laphasi Eswatini (lebeyatiwa ngeSwaziland ngaphambilini). Kufika kwemfundvo yamahhala yemabanga laphasi kwente kwekutsi emaklasi agcwale kakhulu, kodvwa sifiso sekukhicita imfundvo leyikhwalithi siyachubeka. Ilitheretja lebuyeketiwe esifundvweni ikhombisa kwekutsi, nanobe umtimba lobantana wetifundvo utfole kwekutsi inchubo yekubuta eklasini isita kucondzisa kufundza, bothishela labanyenti bayehluleka kukusebentisa ngendlela lefanele. Laba labetama kukusebentisa bayaphumelela ekumbandzakanyeni bafundzi babo, futsi loku kuholela ekufundziseni ngemphumelelo kanye nemiphumela lemihle kubafundzi babo. Lesifundvo sisebentise umcondvo lohumushako ngesizatfu seluhlobo lolujulile lwekuphenya. Ngako-ke bekusifundvo sebunyenti lapho kusetjentiswe khona kubuka kanye nekubuta lokungakahleleki ngalokuphelele lokujulile kugcogca idatha kanye nekutfola tinjongo tesifundvo. Kuhlanganyele bothishela labane beSocial Studies kulesifundvo sekuhlola. Luhlelo lwekubuka lwentiwe lokungenani imizuzu lengema-60 eklasini ngalinye. Kutsatfwe emanotsi futsi ahlatiywa ngemuva kwesikhatsi. Kubutwe bothishela ngamunye. Imiphumela yesifundvo ikhombisa kwekutsi bothishe abakasebentini imibuto kucondzisa kufundzisa nekufundza, futsi bebangenalwati ngemcondvo wesikhatsi sekulindza. Baphindze baphawula kwekutsi abakafundzisiswa emasu ekubuta ekucecesheni kwabo kwangaphambi kwekufundzisisa. Loku bekufanana ngelitheretja. Nanobe lucwaningo lukhombisa kwekutsi kubuta kugcugcutela kufundzisa ngemphumelelo, letifundvo letibuyeketiwe tikhombisa kwekutsi bothishela labambalwa bakusebentisa njengelithuluzi lekuyalela. Imiphumela letfolwe kulesifundvo samanje kutsi kucecesha kwabothishela kwangaphambi kwekufundzisa kumele kwentiwencono kute kufake tihloko letifana nekubuta eklasini. Loku lokumele kwentiwencono kuchubeka ngekutfutfukiswa kwalobucwepheshe. Kunesidzingo lesikhulu sesinyatselo etigabeni letincane kakhulu nasetigabeni letincane teluhlelo lwemfundvo ngasekwentenincono. Letinyatselo esigabeni lesincane titawuncunywa nguletinchubomgomo letihlelwe futsi tasetjentiswa kuleso sigaba, lekusigaba sesikolo. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)