D.Ed. / The research report in this study deals with the role of co-operative management in Environmental Education (EE): A study conducted around the Mafikeng District of the North West Province. It also seeks to identify necessary mechanisms through which the roles of stakeholders may be recognised in introducing Environmental Education within their various workplaces. A purposive Sample of twenty- two (22) participants from the district took part in the study. Interviews were used as a major tool for data gathering from the participants viz: teachers, departmental officers and NGOs’ representatives. The study revealed that teamwork is the base for the successful teaching of Environmental Education. It also highlighted the fact that successful teamwork operates like a gear system in a mechanistic way, if one gear is dysfunctional entire system becomes useless and does not yield expected outcomes. The same principle applies for the effective environmental practice. Similarly, no structure in a social system can survive and operate in isolation successfully without the support of others. Based on the above assumptions, this study suggests that stakeholders have special roles to play in effective Environmental Education practice. Their successes are informed by co-operation, communication and involvement of other stakeholders. Lastly, the study recommends that the dove-tailing of the principles of management and environmental education should be in co-operated in the curriculum design, development and implementation of effective environmental education practice at all levels, i.e., macro, meso and micro levels.

<p> This study aims to explain the process through which organizations adopt practices that are congruent with the need for sustainability of the world to support the existence of economic, social, and environmental systems for future generations. The study used grounded theory for data collection and analysis. Seven organizations that varied by industry, type, size, and number of years in operation participated in this study, representing industries from manufacturing, financial services, education, government, community organizations, faith-based organizations, and consumer products from Northwest Pennsylvania. The data analysis was qualitative in nature. Results from open, axial, and selective coding produced six main categories: sustainability definition/meaning, sustainability practices, sustainability mechanisms, sustainability barriers, sustainability factors, and sustainability learning to-date. Implications of study and future research are discussed.</p><p>

<p> Networks are the connective tissue tying together individuals and organizations working toward shared aims. Increasingly, communities are adopting network-based strategies to collaboratively contend with society&rsquo;s most vexing challenges and create lasting community change. This often occurs when addressing problems that are more complex and entangled than any one individual or organization can tackle on their own, such as education reform, affordable housing, or income inequality. </p><p> Individuals who assume leadership roles within networks&mdash;the researcher refers to these people as <i>network leaders</i>&mdash;must identify effective strategies to activate network members and unlock agency within stakeholders to empower them to contribute to a shared mission. This study specifically focused on research subjects who were professionally engaged as network leaders, and sought to uncover characteristics that network leaders exhibit and strategies that network leaders employ when performing their unique role. </p><p> The findings of this Constructivist Grounded Theory study center around the primary research question: How do network leaders catalyze collective action? The theory of network leadership proposed herein is derived from data collected from 27 network leaders. The model creates a framework for understanding the phenomenon of network leadership. The <i>Phases and Critical Tasks </i> of network leadership are moderated by the <i>Network Leadership Core Engagement Process</i> and the <i>Network Culture</i>, which is in turn influenced by the <i>Characteristics of the Network Leader Profile</i> and collaboratively developed <i>Network Agreements </i>. The theoretical model is grounded in the data and designed to be an accessible framework for understanding how network leaders catalyze collective action.</p><p>

<p> The field of Organizational Change has seen a proliferation of publications of all sorts over the past two decades. In view of the emerging breadth of the field, it is becoming increasingly difficult for practitioners and researchers alike to separate the wheat from the chaff. At the same time, research suggests the majority of Organizational Change efforts are not successful. It is therefore my intent to map the nomological structure of the field of Organizational Change, determine the most dominating concepts, and identify any patterns or trends.</p><p> For that purpose I have collected bibliometric data from 1948 to 2016 and conduct a network analysis based on co-occurrence of keywords of Organizational Change.</p><p> My network analysis suggests five major findings. First, the field of Organizational Change has reached a level of maturity, which reduces the likelihood of breakthrough innovations. Second, only five concepts are dominating the field of Organizational Change today, which I label the &ldquo;Top Five&rdquo;: Change management, leadership, organizational culture, organizational learning, and innovation. Third, we are barking up the wrong tree, which means there is an inherent inconsistency between the topicality of the field, i.e. the dominance of very few topics, and the low success rate of Organizational Change projects. Fourth, it is still unclear how to exactly define and reliably measure change. Finally fifth, there seems to be too much focus on the paradigm that change is always preferably over an equilibrium.</p><p> I therefore propose three suggestions for further research. First, look beyond the Top Five concepts and create more dissonant discussion within the field, including a critical review of established paradigms. Second, revisit the established definitions and measurements of change, which includes questioning the widespread assumption that the majority of change efforts are failing. Finally third, conduct a network analysis based on a network of social actors of the field of organizational change, i.e. authors of organizational change.</p><p>

Abstract not available.

Many school teachers and administrators are concerned by the burdensome demands of school forms. This study surveys the educational forms used in the internal administration of selected secondary schools in British Columbia. The study involves the classification of these forms, an evaluation of their design, and a consideration of administrative practices related to their use. During the investigation of the problem an intensive review of the related literature was made. On the basis of this literature, two survey questionnaires, a functional classification of internal forms, and an outline for rating their design were developed. Altogether 518 internal forms were collected from a random sample of eighteen secondary schools, and opinions on administrative practices were obtained from the principals and a number of teachers in these schools. The study sample was composed of two parts: (1) nine schools, teachers, and principals that were randomly selected from the greater Vancouver area; and (2) nine schools, teachers, and principals that were randomly selected from other parts of the province. The schools in the greater Vancouver area were visited personally. The principals of these schools and the teachers selected by the principals were interviewed. The schools, principals, and teachers from beyond the greater Vancouver area supplied information to comparable mailed questions. Eighty-five per cent of all the schools that were initially selected participated fully in the study. The nine schools from the Vancouver area formed one-half of the sample under study. Approximately one-quarter of the total number of secondary schools in British Columbia are found in this area. These schools, however, have significantly larger enrollments than do schools from the rest of the province. In this study sample several practices in the use of internal forms in secondary schools of British Columbia are judged "superior," many "satisfactory," and some others "unsatisfactory" and "inferior." The majority of schools use forms with "superior" design in terms of the following factors: identification, spacing, sequence, understanding, paper, and reproduction. Most schools, however, give "inferior" consideration to the combinations of related purposes into single forms. The practices of: (1) always retaining the duplicating stencils designed for forms, (2) having no forms-control authority in the school, and (3) not conducting a forms" survey in a school, are also judged "unsatisfactory." An average of twenty-nine different internal forms are used in each secondary school. Teachers complete approximately five internal forms each day and spend approximately ten minutes each day in filling out, filing, or using them. Forms serving organizational or administrative functions are completed most frequently by teachers, but forms related to student progress or development are considered by teachers and principals to be of greater value in education. More internal forms are used regularly in the larger schools than are used in the smaller schools. The internal forms used in the greater Vancouver area schools rated significantly higher in design than did those forms used in schools from the rest of the province. In general, this investigation disclosed that the use and design of the internal forms in the secondary schools of British Columbia are satisfactory, but that some specific aspects of form design and some individual school forms are unsatisfactory. / Education, Faculty of / Graduate

This thesis is a study of an experiment conducted by an experienced social group worker with a group of fifteen anti-social teen-age boys in the East End district of Vancouver. The writer's interest in this study has grown out of his concern for youngsters who come to neighbourhood houses and community centers and search.in vain for companionship and enjoyable activity. In spite of their apparent desire they are unable to feel at home and take part in the program services offered. Many of the youngsters, who experience this difficulty, drift toward membership in anti-social groups in an effort to find some measure of satisfaction. The anti-social teen-age group does not appear in a neighbourhood by chance but in response to the unmet social and personal needs of its members. These needs have not been met through community services because of certain attitudes and feelings on the part of the members, the nature of the gang organization they create to protect themselves, and the response of the community to the way in which they make their needs known. The group records of the East End Boys Project show the search of a group of youngsters for satisfying personal and group experiences. The members in this group had not been able to find a constructive means of satisfying their need for security, status, recognition and meaning in life. The project demonstrates that, through the relationship with a social group worker, the factors that prevented some of these youngsters from using the opportunities for social experience provided by the community, can be isolated and overcome. In the security of the informal club room with an accepting, understanding adult these youngsters are able to relax and seek the assistance they need. In this atmosphere the social worker can utilize group work skills and techniques and/his understanding of human behaviour in the re-direction of/anti-social attitudes and activities. Through the medium or the natural gang group the social worker is able to reach out and offer services to young people who otherwise could never be involved in the helping process. The anti-social teen-age gang is a symptom of an unmet social need in the community. Social work in its concern for unmet needs wherever they appear, has recognized this symptom and moved toward the devising of methods of isolating and treating the underlying social ailment. Social group work has a real contribution to make in work with anti-social youngsters but such a contribution, to be effective, must be co-ordinated and integrated with a total program of youth services in the community. / Arts, Faculty of / Social Work, School of / Graduate

Economic activity in the United States and Canada is predominantly performed by corporations. They are by far the largest private employers of workers, the biggest investors and the predominant instrument of production. They are rapidly growing in size, are generating sufficient funds internally to carry out most of their expansion programs, and are diversifying into unrelated activities. Their affairs are increasingly managed by professional executives who have little, if any, stake in the risk capital. The shareholders, who are legally presumed to exercise control over the powers and actions of corporate executives, are normally too numerous and scattered so as not to be in a position to have a significant influence on the policies of the corporations. The changing role of the corporations has led to considerable discussion about the legitimacy of corporate power and the accountability of corporations for their actions which affect others such as consumers, workers, suppliers and the public. As part of this general accountability, the question is raised about the type and extent of information that corporations should be required to disclose to persons and groups who save no contractual relationship with these corporations. Many businessmen, accountants, political theorists, economists, and lawyers have put forward their views about corporate disclosure which differ widely from one another. A principle reason for the divergent views about corporate disclosure is that they use different frames of references to base their arguments for or against disclosure of more information than is at present provided by corporations. This study is an attempt to use the normative model of 'Effective Competition' as a guide for the type and extent of disclosure to be made by corporations. An examination of current literature on competition suggested that the lines of demarcation for the normative model of 'Effective Competition' can be defined by reviewing the national objectives of the United States and Canada which form the framework for the model and by examining the main characteristics in the economy which reflect the structure of the model. The informational requirements of the main actors in the economy namely consumers, employers, workers, creditors, investors, government-run corporations, foreign firms dealing with the countries and various government agencies whose actions have a direct effect on other actors form the basis of specific recommendations made about the type and extent of disclosure that should be required from corporations operating in Canada. / Business, Sauder School of / Graduate

This study was based on Halpin and Croft's Organizational Climate studies. It was designed to evaluate the Organizational Climate Description Questionnaire, and to investigate possible relationships between the Organizational Climate of a school and the socioeconomic status of its patrons. It attempted to do this by administering the Organizational Climate Description Questionnaire to 219 teachers in twenty elementary schools selected on the basis of the socioeconomic status of their patrons. Results would seem to indicate that the subtests of the OCDQ are valid, but that the theoretical basis of the open-closed climate categorization is faulty. The theory behind the questionnaire, and the concept of Organizational Climate are obviously of great value to education. It seems likely that with the proper adaptation the questionnaire could be used to identify and describe three major climate factors. Two patterns of subtest profiles were observed in the twenty schools measured. Both indicate a high degree of attempted control by the principal, and a high degree of independence in the teachers. Both seem to be combinations of different Halpin and Croft climates. Halpin and Croft's climates did not describe the schools measured accurately enough. Because of the breakdown of Halpin and Croft's climates, it was not possible to come to any conclusion about the socioeconomic factor. There seemed to be some relationship between the two observed subtest profiles and the socioeconomic factor, but it proved very difficult to analyze and account for. / Education, Faculty of / Graduate

M.Ed. (Education Management) / The crux of the teacher evaluation problem is the use of unidimensional approaches in an attempt to measure the multi-dimensional behaviours ,involved in teacher effectiveness. Such one-dimensional approaches are subjective, unreliable and evaluate superficially. The confidentiality of teacher evaluation data between teacher and evaluator must be maintained. Teacher effectiveness is a multi-dimensional contextual concept. Evaluation is a goal-directed activity. The evaluation of teacher effectiveness is thus a purposeful action attempting to measure a contextual concept, the interpretation being paradigm related. The multi-dimensionality of teacher effectiveness necessitates the consideration of all possible variables from the teacher environment. The preoperational variables such as personality, attitude, teaching experience and achievements are concerned with the person of the teacher. These "teacher-as-person-variables" serve as a basic source to motivate the various teaching behaviours. A second source of input variables are the various contextual variables such as school climate, socio-economicstatus of the pupils and opportunity to participate in joint decision-making. The particular distinctiveness of these variables accentuates the contextuality of teacher effectiveness. Process variables learning process. and instruction effectiveness. are used in an attempt to evaluate the teaching Effective lesson-planning, classroom management are chosen in an attempt to measure teacher Outcome or product variables such as pupil achievements, quality of relationships and job satisfaction serve as objective measures of teacher effectiveness. The learning process and hence the effectiveness of teachers is affected by pupil appearances, cognitive and personality differences. In an attempt to evaluate the many variables involved in teacher effectiveness the de~elopment of a multi-dimensional teacher evaluation system is attempted. These variables must be integrated into a multi-dimensional appraisal system so that. the teacher is evaluated in totality. The evaluation of high-inference pre-operational or presage variables occur most often by means of evaluation scales. A knowledge of the teacher's philosophy of life and attitude towards teaching would enable a better understanding of those aspects of the personality that affect the effectiveness of teachers. Evaluation of process variables occur during observation of the teaching process. The use of observation instruments such as those of Kounin and Flanders enable the objective recording of classroom behaviour. Cosgrove's Forced Choice Procedure and~he system of verbal interaction categories are both formative in nature and serve to satisfy the professional teacher's need for self-evaluation. Pupil achievements serve as a source for the evaluation of product variables. These achievements may be determined by the use of either norm-referenced or ideographic tests whilst simultaneously serving as 'n measure of teacher effectiveness. Pupils achievement marks and I.Q. can be standardised to serve as a basis for dertermining pupil achievement according to potential. Feedback of evaluation data to the teacher must be done with empathy and compassion. In the hands of the professional evaluator, multi-dimensional evaluation can play a vi tally important role in the enhancement of teacher effectiveness.