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For many faculty, teaching online represents a new instructional delivery method, requiring the development of new teaching skills. This exploratory investigation builds upon Rogers' (2003) Diffusion of Innovations theory and communication channels to describe the influence of faculty discussions on their perceptions and decisions about teaching and learning. A sequential explanatory mixed-methods research design, using both sociometric and phenomenological methodologies, guided the exploration of faculty personal network exposure models and social learning opportunities. The study utilized online survey and open-ended interview instruments for the investigation. Faculty from several colleges at the University of Central Florida voluntarily completed the survey instrument identifying with whom, how, and why they discuss teaching online, including the influence of these discussions. In-depth interviews offered internal descriptions of their personal networks. Survey results established baseline data for demographic and future comparisons and identified concerns, issues, and trends unique to synchronous and asynchronous Internet-based faculty development and support needs. Phenomenological data produced the emergent categories and themes used to investigate and explain faculty's communication channel usage and social learning experiences. Similarities between diffusion and knowledge research findings and participants reflected more conformity than anticipated. Differences in communication channel and learning style preferences and usage and faculty's 24/7 work life needs, present challenges to administrators and educators responsible for providing development and support systems.

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Thesis (MBA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: Managing any government institution has become increasingly complicated as the requirements for accountability, streamlined operations and greater flexibility have multiplied. Being a government institution but at the same time an institution of higher education, managing the Faculty of Military Science becomes a daunting task. It requires sophisticated approaches for implementing strategy and measuring performance. Employees are asked to change how they view their work and focus on results, not activities. While not asking the impossible, it is a challenging task. Formal accountability for outcomes down the line has simply not been a marker of the bureaucratic culture. As leadership looks for ways to support employees in this transition, it is vital that a comprehensive management system is deployed. For employees to focus on the outcomes of their individual performance, they must: • understand what the standards for organisational performance are; • participate in measuring how well those standards have been met; and • be responsible for finding ways to improve organisational performance. The Balanced Scorecard can help. This approach is one that is gaining currency as an easy to use and accessible process for measuring organisational effectiveness. It can be applied at any level and any type of organisation. The objectives and measures for the Balanced Scorecard are derived from the organisation's vision and strategy. These objectives and measures describe the progress of the organisation from four perspectives. These perspectives can vary from organisation to organisation and in the case of the Faculty of Military Science they include, the stakeholder perspective, the customer perspective, the internal processes perspective and the learning and growth perspective. It is a balanced model, because the measures represent an equilibrium between external measures for stakeholders and customers, and internal measures of business processes and learning and growth. The construction of the Balanced Scorecard is a systematic process, which ensures that the organisation's objectives and measures are made clear and that there is consensus in this regard. The success of the process depends on the participation of top management. The most important person in the process is the leader or "architect. A Balanced Scorecard can be constructed in 16 weeks, with high involvement of the leader in the beginning of the process. The Balanced Scorecard must be used as a strategic management system. It helps to clarify and to gain consensus about vision and strategy of the organisation, which should be communicated throughout the organisation. It is also useful in the establishment of objectives for each employee, the allocation of resources and the alignment of strategic initiatives, This study is directed towards the relevant literature on the Balanced Scorecard and the possible use thereof as a management system in an institution for higher education, specifically the Faculty of Military Science. To this end a thorough literature study was undertaken, focusing on the origins of the Balanced Scorecard, the developing and implementation thereof as well as the Balanced Scorecard as a strategic management system. The study further determined the applicability of the Balanced Scorecard to institutions for higher education, looking at the University of California, San Diego, as an example. In the final instance a Balanced Scorecard is proposed for the Faculty of Military Science, with certain recommendations. / AFRIKAANSE OPSOMMING: Toenemende druk op staatsinstellings om meer aanspreeklikheid te aanvaar, aktiwiteite meer vaartbelyn uit te voer en om meer buigsaam in hul optrede te wees, veroorsaak dat die bestuur van sulke instellings toenemend kompleks begin word. Die bestuur van die Fakulteit Krygskunde, 'n staatsinstelling, maar ook 'n instelling vir hoër onderwys, bied dus 'n geweldige uitdaging. Dit vereis daarom 'n gesofistikeerde benadering tot die implementering van 'n strategie en die meet van prestasie. Van werknemers word verwag om hul siening van werk te verander deur te fokus op resultate eerder as op aktiwiteite - 'n uitdaging op sy eie. Aanspreeklikheid vir die bereiking van resultate op lae vlakke in 'n staatsinstelling was nog nooit deel van 'n burokratiese kultuur nie. Vir leierskap om werknemers met hierdie aanpassing te ondersteun, is 'n omvattende bestuurstelsel nodig. Vir werknemers om te fokus op die uitkomste van hul individuele prestasies, moet hulle: • die prestasiestandaarde van die organisasie verstaan; • deelneem om te bepaal tot watter mate die standaarde bereik is; en • verantwoordelikheid neem om te bepaal hoe die prestasie van die organisasie verbeter kan word. Dit wat 'n organisasie meet en hoe die resultate daarvan gekommunikeer word lewer 'n sleutel bydrae t.o.v die voortdurende verbetering van prestasie deur die werknemers. Die "Balanced Scorecard" kan op hierdie gebied 'n groot bydrae lewer. Dit is 'n benadering wat wye veld wen as 'n eenvoudige en toeganklike proses om die effektiewiteit van 'n organisasie te meet. Die benadering kan op enige vlak en enige tipe organisasie toegepas word. Die doelwitte en maatstawwe vir die "Balanced Scorecard" word direk afgelei uit die organisasie se visie en strategie. Hierdie doelwitte en maatstawwe beskryf die organisasie se vordering uit vier perspektiewe. Hierdie perspektiewe kan wissel van organisasie tot organisasie en in die geval van die Fakutteit Krygskunde sluit dit in, die belanghebber perspektief, die kliente perspektief, die interne prosesse perspektief en die leer- en groeiperspektief. Die model word as gebalanseerd beskou omdat dit 'n ewewig tussen die eksterne maatstawwe (vir aandeelhouers, belanghebbers en kliente) en interne maatstawwe (besigheidsporosesse en leer- en groeifasette) handhaaf. Die bou van 'n "Balanced Scorecard" is 'n sistematiese proses, wat konsensus en duidelikheid met betrekking tot die organisasie se doelwitte en maatstawwe verseker. Die sukses van die hele proses berus egter op die ondersteuning en deelname van die topbestuur. Die belangrikste persoon in die hele proses is die leier of "argitek". 'n "Balanced Scorecard" kan binne 16 weke voltooi word, met die leier se betrokkenheid baie hoog aan die begin van die hele proses. Die "Balanced Scorecard" moet as 'n strategiese bestuurstelsel gebruik word. Dit kan help om die visie en strategie duidelik te stel en om konsensus daaroor te bereik. Dit moet aan die hele organisasie gekommunikeer word. Dit is verder nuttig in die opstel van doelwitte vir elke werknemer, die allokasie van hulpbronne en die rig van strategiese inisiatiewe. Hierdie studie is gerig tot die relevante literatuur t.o.v die "Balanced Scorecard" en die potensiele gebruik daarvan as 'n bestuurstelsel by 'n instelling van hoër onderwys, en spesifiek die Fakulteit Krygskunde. 'n Deeglike literatuurstudie is gedoen oor die oorsprong van die "Balanced Scorecard", die ontwikkeling en implementering daarvan, asook die aanwending van die "Balanced Scorecard" as 'n strategiese bestuurstelsel. Die studie het ook die toepaslikheid van die "Balanced Scorecard" ondersoek deur te verwys na die Universiteit van Kalifornie, San Diego as 'n voorbeeld. In die finale instansie word 'n "Balanced Scorecard" voorgestel vir die Fakulteit Krygskunde met sekere aanbevelings.

This study is concerned with the problem of analyzing the attitudes of the faculty and administration of North Texas State University. The purposes of this study are to describe the North Texas State University campus environment as perceived by the faculty and administration through responses to the CUES II questionnaire, and to compare selected subgroups of the faculty with regard to their perceptions of the campus environment. The questionnaire used in this study is the College and University Environment Scales: Second Edition. The questionnaire consists of 160 items or statements about facilities and conditions that may or may not be characteristic of a particular campus. There are seven different scores on the scales for the measurement of campus environmental characteristics. These scales are Practicality, Scholarship, Community, Awareness, Propriety, Campus Morale, and Quality of Teaching and Faculty-Student Relations.

The objective of this thesis is to examine the history of Oriental studies in Russia from the beginning of the first Russian interaction with Oriental societies to the end of the 19th century. In particular, the thesis attempts to explain under what conditions Russia had started conducting research on the language, history, geography and culture of the East and how Russian Oriental studies evolved from the practical aims to the academic goals. The central hypothesis of this thesis is that there is a close relationship between Russian Oriental studies and Russia&rsquo / s expansion to the East. Therefore, this thesis is an attempt to understand effects of Russian diplomatic, religious, military and of course academic goals on the Oriental studies.

The purpose of this study is to analyze and compare the current faculty evaluation practices in two universities in Thailand as perceived by faculty and administrators. Although both institutions are universities, one is notably larger and more diversified. From a sample population of 450 (250 each), the response rate was 71.8 per cent. A survey instrument was used to collect the data early in 1984. Statistical procedures used in the analyses of data include frequency and percentage of responses, analysis of variance for split-plot repeated measures design, t tests, and binomial distribution as required to answer the twelve research questions designed to guide the study.

The problem with which this study is concerned is the motivation to work and the job satisfaction of faculty members who work both as full-time instructors and student activities advisors at eight campuses of Srinakharinwirot University in Thailand. In relationship to the respondent student activities advisors, the purposes of this study were (a) to study the perceived relationship between motivation to work and job satisfaction, (b) to compare perceptions of motivation to work and job satisfaction according to selected demographic variables, and (c) to determine whether or not these variables significantly contribute to the prediction of motivation to work and job satisfaction for the sample population. Two published survey instruments were used to collect the data. Both instruments were administered to 206 student activities advisors of Srinakharinwirot University; usable, completed questionnaires were returned by 191 (92,7%) respondents. The statistical treatments applied to the collected data for seven research hypotheses include the Kentall Tau correlation coefficient, one-way analysis of variance, and multiple regression analysis. The numerous data findings from this study appear to support several conclusions. Among these are that although the respondent faculty members who were also student activities advisors were modestly motivated to accept the additional advisory responsibilities, feelings of high job satisfaction were produced once they assumed their advisory roles. Furthermore, although some significant relationships were found among the variables, it would be difficult to predict which faculty members would be capable and successful student activities advisors based on sex, age, years of teaching experience, or marital status. As a result, therefore, no statistical model could be developed from the data obtained from this study that could be used to predict either motivation to work or job satisfaction for student activities advisors.