Strategy is an important part of any business. To become successful, a company must put a lot of effort into creating a strong and feasible strategy. To eliminate problems to follow the strategy it should be clear and jointly formulated. However, a problem could still be that the strategy is perceived and understood differently by managers and em-ployees within the company. This could implicate issues because these persons are ex-pected to follow the strategy and adopt their plans according to it. In this study we in-vestigate how the perceptions of a strategy differ among employees within an organisa-tion. This study is made with Yoigo, which is a Spanish telecommunication company that recently finished the creation of a new strategy.In this research, a qualitative method was used to collect primary data. Highly standard-ized and open interviews were conducted in Madrid at the Yoigo headquarter. In addi-tion, observations were used as primary data in order to better answer our research ques-tions and to fulfil our purpose.Our results indicate that there are significant differences and similarities in employees’ perception of the strategy. This study also concludes that a company’s internal envi-ronment could affect employees’ strategy awareness. We tested the perception of strat-egy through four different perspectives. The first three are customers, competitors and corporation; these perspectives are pointed out as key factors to a successful strategy (Ohmae, 1982). The fourth perspective was to investigate how perceptions differed in terms of the strategy formation process. Our major findings are that employees’ percep-tions regarding competitors and the strategy process are highly coherent while the op-posite is found about customers and corporation.

This study aimed at investigating the effectiveness of a strategy training approach that was followed during a course. The purpose of the study was to determine whether students who received strategy training on reading skills would score better on a reading test as compared to those who did not receive such training but followed the book only. Two upper intermediate level EFL classes at Bilkent Universith School of English Language participated in the study. The data were collected through quantitative and qualitative data collection instruments. The pre-test and the post-test results provided the quantitative data, and the qualitative data came from the students&#039 / feedback journals and the interviews held with the students. The comparison of the means of the pre-test scores of both control and experimental groups showed that the two groups were not significantly different in terms of their reading proficiency. However, the post-test results of the groups yield significant difference in favor of the experimental group. The results indicated that the training the experimental group received contributed to students&#039 / reading skills development.

Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.