This study examines the efforts of British university management to cope with the rapid environmental change experienced during the past fifteen years. Central to these efforts has been the attempt to adopt a more business like approach to management and to inculcate a customer oriented culture amongst staff through training and development. This study explores key assumptions underlying this strategy of change. First, that organization cultures can indeed be managed by development and training initiatives. Second and more specifically, that training can produce the desired attitude towards customers. To do this, the literature on organization culture and change was critically reviewed to establish both a theoretical and empirical bases for the present study. From the review the operational definition of "culture as meaning" was developed and a distinctively eclectic methodological approach was created. Also an additional hypothesis was added, namely that research and instrument design crucially influence the recorded change in attitude and culture indicated by previous studies, that is, the apparent success of intervention was a function of the mode of measurement adopted. The results of the study indicate that, if measurement effects are controlled for, training has no systematic impact at all on attitudes. The key influence on attitude is the total experience of working within a particular organization (the "being there" factor), and that only a holistic approach to organizational development would be feasible. Ad hoc initiatives cannot bring about the desired change.

Please read the abstract in the section 00front of this document / Dissertation (M Bibl (Library and Information Science))--University of Pretoria, 2006. / Information Science / unrestricted

Thesis (Ph. D.)--Columbia University, 1934. / Bibliography: p. 109-114.

Thesis (Ph. D.)--Columbia University, 1934. / Bibliography: p. 109-114.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Angela Hildyard.

Thesis (M.S.P.H.)--University of Michigan, 1932.

Thesis (M.S.P.H.)--University of Michigan, 1932.

yes / With some of the lowest levels of graduate employability across university campuses, and the non-vocational nature of most Politics/International Relations (IR) undergraduate degree programmes, the discipline faces a huge challenge in responding to the increasingly prevalent employability agenda in higher education. Indeed, as Politics/IR students feel the burden of the £9000 annual student fee now charged by most universities,5 and an ever-more contracting and competitive jobs market, a review of existing employability training and learning in the Politics/IR curriculum in universities has never been so essential. As such, this paper – based on a Higher Education Agency (HEA) funded project, Employability Learning and the Politics/IR Curriculum – explores the employability learning provision in a cross-section of English higher education institutions (HEIs) with a view to identifying examples of good practice in order to generate reflection on how best the discipline can respond to the employability agenda. The original project maps how employability is ingrained in various Politics/IR departments’6 curriculum. Here we present some of our preliminary findings. The bulk of this paper is formed by a discussion of the results we have gathered to date. Before proceeding to the data, however, we begin this paper by setting out the background to the employability agenda. In particular, we seek to highlight the ways in which the employability agenda has developed and been framed in higher education, as well as detailing the statistics on graduate employability in Politics/IR in order to provide some quantitative context. In so doing we aim to lay out the scale of the practical and pedagogic challenges we face as a discipline. We then go on to discuss the methodology of the project, before finally presenting and analysing our findings.

This autoethnographic study qualitatively explores a trainee's journey towards becoming a clinical psychologist in South Africa. Both the formal and informal processes for becoming a psychotherapist are explored. The formal processes governing the training and registration of a clinical psychologist in South Africa are outlined. A critical appraisal of the training program is covered. The informal processes of the journey of this trainee psychologist is contextualised within the life story of that same person. In so doing a seventeen-year long struggle and academic relationship with UNISA is highlighted, including the insatiable desire and life long dream of the writer in wanting to become a psychologist. An autoethnographic study was done by using the researcher as the only research subject. The personal writings of the researcher and her family serve as the primary data for the study. An autoethnographic approach was employed in creating and collecting the data. The stories are presented in narrative form, and the data are analysed by employing narrative analysis for extracting and highlighting initial and inferred themes. / Psychology / M. A. (Clinical Psychology)

This autoethnographic study qualitatively explores a trainee's journey towards becoming a clinical psychologist in South Africa. Both the formal and informal processes for becoming a psychotherapist are explored. The formal processes governing the training and registration of a clinical psychologist in South Africa are outlined. A critical appraisal of the training program is covered. The informal processes of the journey of this trainee psychologist is contextualised within the life story of that same person. In so doing a seventeen-year long struggle and academic relationship with UNISA is highlighted, including the insatiable desire and life long dream of the writer in wanting to become a psychologist. An autoethnographic study was done by using the researcher as the only research subject. The personal writings of the researcher and her family serve as the primary data for the study. An autoethnographic approach was employed in creating and collecting the data. The stories are presented in narrative form, and the data are analysed by employing narrative analysis for extracting and highlighting initial and inferred themes. / Psychology / M. A. (Clinical Psychology)