The implementation of a new Information Technology in an organization represents a significant change. Little research, however, has been conducted on the collective power of Information Technology acceptance and change management. The current research seeks to integrate a prominent model of technology acceptance and change management theory to develop an holistic approach to Information Technology implementation and acceptance. Using Davis' (1989) Technology Acceptance Model (TAM) (Attitude) and Beer, Eisenstat and Specter's (1990) six step model of change (Change), this three phase longitudinal case study examined the change management of the implementation of a new Information System within a statutory authority. Results from the current study show that the addition of the six step model (Change) adds appreciably to the TAM (Attitude) in the prediction of general service satisfaction and perceived implementation success. Findings also show the temporal salience of the factors of the six step model and the TAM in the prediction of these dependent variables. The current research supports previous work by Davis (1989) and Thompson, Higgins and Howell (1994) who stated that initially people are motivated to use an Information System by affect, but will in time be more concerned with usefulness as habit formation occurs. The current study found that during the pre-implementation phase, commitment through communication and vision are critical to the change process. However, as the change moves into the implementation phase, consensus becomes most important. The shift in factors salient during the change process is what the author refers to as the temporal progression proposition. Strengths and limitations of the current study and recommendations for future research are discussed.

Since its inception the A.C.T. Schools Authority has implemented a number of changes in attempts to meet its aim to provide high quality programmes for children. In the case of enrolment policy the decision to change to continuous enrolment was made in many schools less on educational grounds than as a result of economic and political pressures. However, any policy which has an impact on children's learning in schools must be examined in the light of its educational implications. This study attempts to do this. It attempts to assess the policy on educational grounds with a particular focus on the programmes offered to individual children and the day to day problems encountered by teachers who attempt to implement the policy.

In 1980, the A.C.T. Schools' Authority through the curriculum development section together with its curriculum consultants, helped to initiate and develop a pilot programme In relation to Year 6 students about to proceed to Year 7. This programme was made possible by the co-operative participation of both primary and secondary schools, their principals and staffs. The programme aimed at building bridges between primary and secondary schools, between primary and secondary teachers and between the curriculum of primary and secondary schools. This study began, as has been said,.where a Pilot Programme introduced by the A.C.T. Schools' Authority, by its Curriculum Development Section, left off. It aimed to explore further the nature of the 'day to day' reality experienced by some Year 6 students in the Australian Capital Territory. In addition, it aimed to explore and gain insights into the process of transition by following up those students who had been part of the sample in Year 6. It includes individual perceptions of the process. In designing research instruments and investigating the process of transition, certain theoretical concepts drawn from both psychology and sociology were used to crystallise the observations made. In addition, earlier studies concerning transition were assessed as well as those in related areas. In the process of this field study, many observations were made, some contradictory, and generally the field study seems to have raised as many questions as it has answered. As might have been expected, any study dealing with human reaction is complex-more so when there are different types of institutions to be considered. Nonetheless it is only apparently inconclusive enquiries like this which will add to the store of knowledge and allow assumptions to be replaced by more precise data.

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This dissertation investigates the supply of and demand for High School teachers, working in prescribed faculty areas in Government schools in the A.C.T., over the period from January 1983 to July 1984, for all new temporary teachers appointed to the Service. Statistical details of vacancies for assistant teachers, in the 12 defined faculties of this study, were obtained from the Assistant Principals (Staffing) of the 17 A.C.T. High Schools, as well as from records maintained by the Staffing Officers of the A.C.T. Schools Office. The levels of High School teacher demand, for the period under investigation, are compared with similar statistics obtained for previous years in the A.C.T., as well with other Australian and international figures on teacher supply and demand. Through these comparisons, suggestions are made regarding emerging trends of teacher shortage, in particular faculty areas. Historical parallels are presented to supplement these arguments and to give underlying reasons for the projections that are made. The potential supply of faculty teachers over the period is investigated through an analysis of teacher faculty waiting lists. Numbers from these lists are compared with the actual demand statistics previously collected and a potential supply to vacancy ratio collected for each faculty area. A major part of the study is the construction of supply satisfaction indices, under the headings of: "Overall Satisfaction, Teaching Skills, Academic Qualifications, Other Requirements and Recruitment". These indices were derived from Likert type rating scales completed by the Assistant Principals, in respect of each of the 397 temporary teachers employed. After obtaining an average rating in each faculty, for the five measures of satisfaction, as determined by the Assistant Principals, observations are made as to how closely these indices match the corresponding potential supply indices. Particular emphasis is placed on the comparisons between the recruitment satisfaction index (i.e. - how quickly recruitment was expedited) and the potential supply ratio for each faculty. Reasons are advanced for any significant differences detected, and the overall findings interpreted in terms of possible future trends. The study concludes with an analysis of factors affecting the market for teachers. Recommendations are made for future planning that may offset problems which were detected in the A.C.T. market for High School teachers.

The Report of the Field Study is a descriptive record of:- (i) the development of the A.C.T. Schools Authority according to a particular philosophy and operational structure of devolution of responsibility to schools and community participation in decision making at school and system level. (ii) the impact which changes in government policy in the areas of (a) growth of the Australian Public Service and Canberra (b) funding of the A.C.T. government schools have on the A.C.T. Schools Authority operations. (iii) the mechanism by which policy is being developed for the maintenance of small high schools as individual organizations in a situation of contracting enrolments. The functions of the A.C.T. Schools Authority are, amongst others, to establish and conduct,pre schools, primary schools, high schools and secondary colleges. In 1980 there were 165 schools and of these only three were outside the city of Canberra. During the 1960's Canberra underwent extensive expansion of the city boundaries because of rapid increases in population as a result of government policy in establishing the city as the seat of government. Government departments were moved from rented premises in other cities to new purpose built buildings in Canberra. Economic conditions and government funding supported all aspects of the expansion as it continued into the '70's. The government school building programme was one of many which had to be integrated into the city growth plan. In 1960 there were three secondary schools, in 1970 there were nine and in 1980 there were twenty three. This Field Study is concerned with the A.C.T. Schools Authority's approach to its responsibilities under the following changed circumstances. 1. Change in growth rate of Canberra. From 1976, as a result of a change in government policy and in different economic conditions and policies there was a dramatic and unpredicted decrease in the rate of population increase. Movement of government departments to Canberra was severely curtailed and the service industries and building industries consequently also dramatically reduced their expansion. By 1978 there was evidence of a severe contraction in these industries and the growth of Canberra in the 60's to mid 70's had changed to a no-growth and then a decline. 2. Schools with small enrolments. Added to the nil or very slow population increase in some suburbs is the decline in the number of school age children in the inner suburbs of the city resulting in schools accommodating down to half of their previous numbers of students and the completion of school buildings in the as yet underpopulated outer suburbs. This latter situation developed because the lead time required for the planning and building of new schools is such that irreversible decisions had been made in the context of the population growth period and the resulting building programme was overtaken by the unexpected policy reversal causing a no growth situation to develop. The empty school buildings provoked the sparsely populated new communities to press for their opening and so provide what were seen to be essential community facilities. 3. Strict controls on costs. Allied to its policy restricting the growth rate of Canberra the government introduced strict controls on the cost of government education services in the A.C.T. The real difficulty was in the nature of the controls. Per-pupil costs were not to rise in real terms after 1976/77. With "fixed" costs such as cleaning, heating, maintenance, lighting and janitor rising or at least remaining constant whilst school enrolments decline, there was little hope of meeting the government directive. The Authority therefore considered the possibilities of deferring the opening of new schools and phasing out some inner Canberra schools as the only means of carrying out its responsibility. The proposal evoked strong community reaction. It was claimed that such an edict from the central authority was in contravention of the philosophical and legal foundations of the A.C.T. system. School Boards and communities were the places where decisions could be made that would enable their schools to remain as functioning entities, providing their students with creative educational programmes and still adapt to the economic constraints of the total system. Faced with this resounding community disapproval the Schools Authority established a Working Party on llth June 1979 "To consider the problems of declining and shifting school populations and its effect on the A.C.T. school system. In particular it will examine educational, financial and staffing problems associated with conducting small secondary schools and report to the Authority no later than June 1980". The Working Party then mounted a programme of enquiry throughout the A.C.T. Teachers, parents, students, School Boards, P & C committees and public meetings were asked to submit proposals, express opinions and respond to models. The resulting report Declining and Shifting Enrolments in A.C.T. Secondary schools was presented and public response invited. Once again the philosophy of the A.C.T. government school system was being put into practice. The study also investigates some of the issues in respect of the individual small school facing declining enrolments and consequently reductions in staffing and financial resources. Some conclusions are posed for the individual school, the A.C.T. Schools Authority and the various government instrumentalities which service and to some extent control, the A.C.T. government school system.

<p>The Chronica regni Gothorum is the first Latin national history of Sweden. Completed after 1471 by a canon of Uppsala, Ericus Olai, it testifies to the articulation at the Swedish arch see of the dominant political issues of the day: the status of the Swedish realm in the union with Denmark-Norway, and the relations between the king, aristocracy and ecclesiastical leadership. This thesis analyses the discourse on authority in the Chronica. It investigates the normative basis of Ericus’s treatment of contemporary political issues as a source for the social-political outlooks of Sweden’s ecclesiastical power elite, a group not previously studied in this respect. In particular, it argues for the importance of two prescriptive assumptions on social order, which lie at the heart of the authority discourse in the Chronica: God divided the world into self-governing peoples and realms, and He instituted the lay and clerical orders as parallel hierarchies of societal authority.</p><p>The thesis situates the production of the Chronica within the educational concerns of the Uppsala institution. It scrutinizes the commonplaces – derived from various fields of knowledge – through which Ericus articulated his dualist and nationalist assumptions. The realization of these notions in his historical account is examined in sections of the text where matters of importance for the Uppsala church are evident. Special attention is paid to Ericus’s account of the royal martyr, St Erik, the so-called Engelbrekt rebellion, and the contemporary strife between the Uppsala church and the kings. The thesis ends with a study of the reception of the Chronica in the 1520s, a time when the Reformation and the consolidation of a strong national monarchy in Sweden brought the authority issues addressed by Ericus to conclusion.</p>

<p>Background: The description of different characters in soapoperas are often exaggerated to catch the viewers interest and to present an exiting content. The phenomenon that takes place in soapoperas can often relates to every-day- life-situations. The viewers should recognise them selves in the content, the imaginary situations and the characters should be normal but at the same time exaggerated and twisted to catch the viewers attention. This means that the characters in Rederiet should have connections to the real world and this makes it interesting to study how the different styels of leadership are descibed.</p><p>Purpose: The purpose is to analyse and compare three choosen characters in the soapopera Rederiet, from existing leadership thoeries. To identify leadership on three hierarchical levels – head of machinery, superintendent and captain – and to analyse how leadership are descibed in the soapopera. </p><p>Realization: The study is based on videotaped episodes of the soapopera Rederiet. </p><p>Conclusion: The mediate illustrations can be compared to the scientific theories. The three managers are different from eachother. Leadership depends on the managers acting, in the soapopera and in real life. The mediate illustrations shows that leadership are different and dependent on personality and hierarchical position. This holds for Rederiet and for real organizations.</p>

<p>This essay inquires with the local authority´s rights versus obligations towards its members in agreement situations, where according to civil law compete with the according to public law.These situations become more and more common, since the public is often integrated in today´s trade and industery. Within this analyses there are statements made by HD about what is the applicable judgement concerning this complex area. HD´s different views and opinions have partly been critizesed by the auther.</p>

Thesis (Ph. D.)--University of Maryland, College Park, 2005. / Includes bibliographical references (p. 179-186). Also available online via the Digital Repository at the University of Maryland website (https://drum.umd.edu/).