Thesis (Ph. D.)--Columbia University, 1928. / Title in Chinese at head of t.p. Vita. Presentation copy to Dr. W.F. Russell, with signature: C.H. Li. "Application to the needs of China": p. [200]-245.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 431. eContent provider-neutral record in process. Description based on print version record. Bibliography: 96-105.

Today?s dynamic world is full of changing. Companies which wants to be succesfull must react on the changes on the market very quickly. The main changes must be concentrate in the district of the organization structure. The organization structure is the building stone of every company. The aim of this thesis was to propose the optimal organization structure and the evaluate effectiveness and the economic contribution of these proposals. The analysed company is ALFA join stock company.This company is a longtime manufacturer of kitchen doors and currently produces fire boards, particle boards and panels, floor panels, foiled boards, profiles and vermiculite expansion. STEP, SWOT and financial analysis were used for the analysing this company. The changes were realized in manufacturing sector, strategic purchasing sector and in commercial sector. The company reaches higher competitive advantage with these changes. Design changes in the organizational structure were projected on the basis of the organizational chart, organizational structure, operating rules and other internal sources.

The topic of my thesis is bookkeeping of the contribution-based organisation Administration of National Park Šumava in an accounting programme. Accounting represents a system of information including operation of business entity in financial statements, i.e. in monetary units. Accounting should provide an accurate and thorough image of the economical aspect of the business entity, i.e. its real property and financial situation.

In this paper we have introduced a concept of analyzing the performance of dynamic network organization (NO) in response to multiple input objectives of network organization (NO) and input set of unpredictable external environment, and we have correlated plasticity of NO with this performance measure. A three stage conceptual model of the process has been described which comprised of dynamic system of multi-agent network, multiple objectives and input goals of network driver (S n), unpredictable external environment (ϵ). Dynamic system of the network organization takes through its two phase and processes this based on time and system response variables. Processing of input information by the system variables gives a ratio of system response variable and input. Further analysis is based on the value of this performance values. This model suggests a performance measuring technique which takes an input set of objectives from network driver of the NO, a set of input from external environment (ϵ) state and processes this input based on the existing state of the dynamic system in the NO. This process output shows dynamic system performance in dynamic environment and how this performance coefficient correlates with the Plasticity of network organization. We have presented several examples, mathematical models and graph by analyzing true scenarios on UAV patrolling zone.

Thesis (DTech (Human Resources Management))--Cape Peninsula University of Technology, 2005. / This thesis describes a model for developing and implementing leadership strategies in any public school and Education Department in South Africa. To shape this model, first of all, a general literature review was undertaken. Transformational, transactional, developmental, competency-based and instructional leadership, as well as leadership styles, leadership principles, the human dynamics of leadership, qualities of leadership and the role of leadership in change were researched and studied. Although the National Education Department and the Western Cape Education Department place great emphasis on effective leadership, newly appointed educational leaders and managers often feel they would have liked more induction and training regarding leadership than they received. The Western Cape Education Department (WCED) has programmes whereby they do capacity-building work sessions with educational leaders. The mentioned programmes are mostly held once a year for newly appointed leaders in education over a period of two days. An educational leader can only attend a work session once. The educational leader has a great responsibility towards all stakeholders and must therefore be well equipped as a leader. However, many problems regarding the lack of leadership skills, effectiveness, managing of the curriculum, staff and resources in schools have necessitated the Western Cape Education Department to bring out a circular on effective leadership, emphasising the role and responsibilities of the educational leader regarding effective leadership and management. The Education Department wants to maintain the efficacy of academic, leadership and managerial standards at schools. A well structured developmental, corrective training mechanism is an attempt to deal with the poor work performance and abilities of principals and senior staff members. The national minister of education, Mrs. Grace Naledi Pandor now recently made a announcement that she intend to empower educational leaders through workshops in 2006 regarding their responsibilities, leadership capacity, and effectiveness. Against this background, the researcher undertook a survey to determine the extent to which leadership strategies are being employed at schools in the Western Cape. A questionnaire Multifactor Leadership Questionnaire (MLQ) was used to gather information and data. Structured interviews and a focus group discussion were also held.

abstract: In an effort to understand and improve interactions between homeless young adults and the nonprofit organizations that serve them, I engaged in a long-term, qualitative, participatory action project. My project involved input from homeless young adults, nonprofit organizations, volunteers/staff, and communication scholarship. While taking a community-engaged, participatory, and qualitative approach, I focused on the interactions between youth and the organizations. Particularly, I drew on homeless young adult experiences to inform services and illuminate compassion within the context of the nonprofit organizations. In the end, this project extends the individual model of compassion to include presence, identifies potential ruptures in the process of compassion, and models compassionate dynamics in organizations. It also articulates a method I call pragmatic fieldwork, a qualitative and pragmatic approach to participatory action research. Each of these outcomes speaks to varied community interests, from theoretically nuancing scholarly models of compassion to informing policy in the interest of more effectively and compassionately serving homeless youth. / Dissertation/Thesis / Ph.D. Communication 2013

M.A.

M.Ed. (Education Management) / Traditionally it has been accepted that if schools need to be improved, it has to be done within the metaphor of schools being organizations. The general belief was that within this framework schools can realize the full potential of the youth. History and reality has revealed to educational leaders and reseachers that schools have not really served the real purpose they were created for. This revelation entails that schools don't only fail to ensure optimal learning opportunities and facilities to all participants; they also fail to ensure a safe and natural environment. The support for this argument can be derived from the fact that during the last two to three decades education, and therefore educational management, has gone through numerous phases of change, restructuring and renewal. The fact of the matter is that mankind is not satisfied with the contribution that education and educational management has made to ensure the prosperous survival of humanity in an always changing world. This has become a tremendous headache for educational leaders. As if this is not enough, the number of interested parties in the provision and management of education is always increasing. The vociferous demands of these people with regard to educational matters is obviously something that educational managers must always bear in mind. The problems of educational leaders and managers are definitely not made easier by the fact that sUbordinates, especially teachers, are increasingly showing dissatisfaction with the manner in which teaching is being managed and supervised. Teachers are mostly heavily aggrieved by the fact that their true status as professionals and their sense of responsibilty as professional educators are undermined by current and prevailing bureaucratical supervisional practices and processes.

M.Ed. (Educational Management) / Continuous changes and renewal take place in the field of technology as well as in the field of education. Consequently increasing demands are made on the educational leader as manager and his managerial task becomes very comprehensive. No educational leader, however, can cope with all these demands unless he delegates authority and responsibility effectively. This study focuses on delegation of authority and responsibility as part of the managerial task of the educational leader and as a subordinate task of organising without which the efficient functioning of the school as an organisation cannot be realized. For the realization of effective delegation, it is absolutely essential that the educational leader possess knowledge of the factors which may influence the task of delegation. These factors relate to the delegator as well as to the delegate and may lead to non-effective delegation practices. Several guidelines, for example educational leader as well as for proper training for the subordinate to the whom authority and responsibility is delegated, effective communication and motivation, making use of correct feedback and time-management techniques and the utilization of the right person for the right task, can be followed in order to realize effective delegation.