Thesis (Doktorwürde)--Rheinische Friedrich Wilhelms-Universität zu Bonn, 1935. / Place and publisher on back cover. Includes bibliographical references (p. v-ix).

Thesis (doctoral)--Universitetet i Lund, 1983. / Extra t.p. with thesis statement and English abstract inserted. Summary in English. Includes bibliographical references (p. 332-351) and index.

Thesis (doctoral)--Universitetet i Lind, 1992. / Extra t.p. with thesis statement and English abstract inserted. Summary in English. Includes bibliographical references (p. 362-380).

Universiẗat der Künste, Diss., 2005--Berlin.

Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Nederlands.

Hierdie navorsing handel oor die maatskaplikewerksupervisor wat as laervlakbestuurder sekere take en verantwoordelikhede het. Die doel van die navorsing is om vas te stel of die supervisor toegerus is om die take en verantwoordelikhede verbonde aan die pos van laervlakbestuurder suksesvol uit te voer. Vir die navorsing is ‘n kwantitatiewe benadering en ‘n beskrywende navorsingsontwerp gevolg. In die eerste gedeelte van die studie (Hoofstukke 1 en 2) is gefokus op onder andere die agtergrond tot die navorsingsprobleem en rasionaal, probleemstelling, navorsingsmetodologie en literatuurstudie. Die tweede gedeelte van die studie (Hoofstukke 3 en 4) hou verband met die bevindinge en dataverifiëring en word afgesluit met gevolgtrekkings en aanbevelings wat op die studie van toepassing is. / Social Work / M.A. (Social work)

Hierdie navorsing handel oor die maatskaplikewerksupervisor wat as laervlakbestuurder sekere take en verantwoordelikhede het. Die doel van die navorsing is om vas te stel of die supervisor toegerus is om die take en verantwoordelikhede verbonde aan die pos van laervlakbestuurder suksesvol uit te voer. Vir die navorsing is ‘n kwantitatiewe benadering en ‘n beskrywende navorsingsontwerp gevolg. In die eerste gedeelte van die studie (Hoofstukke 1 en 2) is gefokus op onder andere die agtergrond tot die navorsingsprobleem en rasionaal, probleemstelling, navorsingsmetodologie en literatuurstudie. Die tweede gedeelte van die studie (Hoofstukke 3 en 4) hou verband met die bevindinge en dataverifiëring en word afgesluit met gevolgtrekkings en aanbevelings wat op die studie van toepassing is. / Social Work / M.A. (Social work)

Membership of school governing bodies is a new experience for many communities in South Africa, because the election system for school governing bodies was only introduced during 1997 for the purpose of a decentralised management and governing system for schools in the country. The new dispensation of democracy brought about some unique challenges, for example, how to deal with diversity effectively. In this sense, the successful management of diversity in education is viewed as one ·of the toughest challenges in the South African education system. The aforementioned challenge led to the rationale for this research, which focused on the influence of diversity on the functionality of school governing bodies and how to manage diversity in the school governing bodies from the Laingsburg education region. The strategy for the research was based on a qualitative research approach that took the form of an interactive investigation of the views and experiences of the participants in relation to the research topic. The research was further undertaken from an interpretative approach which is appropriate, because the social experiences of the participants were central to this research. Some of the most important findings were that prejudices and stereotyping with regard to diversity posed a stumbling block for the effective functioning of school governing bodies. To the contrary, it was also found that the perspective of diversity as variety, is an advantage due to the multiplicity of available talents and competencies which can be utilised to the benefit of education. Policy frameworks for the management of diversity and I appropriate communication were also part of the findings that have an influence on the functionality of school governing bodies. The recommendations included amongst other that all role players should be represented in the school governing body; training is regarded as a priority; members should be willing to accept the role of servant leadership and finally the roles of the principal and school governing body should be clarified to avoid friction and possible conflict. The value of the research is in the first place a contribution to a better understanding of the concept of diversity and it also supports the management of diversity in school governing bodies of rural areas. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

The academic environment in higher education institutions has changed over the last years due to certain factors, which in turn, have influenced the way in which higher education institutions are governed. This has resulted in a shift in the way management and leadership are approached to ensure efficiency and effectiveness in higher education institutions. The role of teams in the academic environment is crucial to assist the institution in meeting institutional goals and adhering to national educational objectives, which in turn assumes that leadership is a key element in the development of successful teams. However, it is necessary to distinguish between leadership and management as these concepts are not synonyms and have different operational functions. The focus of this study is to ascertain what the leadership role of School Directors in the Faculty of Arts of the Potchefstroom Campus of North-West University (NWU), is in team development. As the NWU is a higher education institution, it is important to place the focus of the study in this context and, therefore, a description is given of the higher education environment in South Africa. Tuckman and Jensen’s (1977) five-stage model of team development is used to ascertain whether the academic teams in the Faculty of Arts are functioning optimally and whether there is, in fact, team development. This model is furthermore important for this study as it ascertains whether the School Director assists and plays an active role in the development of the team. The study furthermore aims to establish whether a transformational or transactional leadership style, or both, is portrayed by School Directors and which of these styles, or a presence of both styles, enhances the leadership role of School Directors in team development. The empirical findings were obtained by means of a qualitative research method. Semi-structured questionnaires were distributed to academics in all five Schools in the Faculty of Arts, as well as to the School Directors and the high return rate of 91% increase the validity of the study. The questionnaires explored and described how the academics, as well as the School Directors, perceived their leadership roles in team development. The findings from the questionnaires indicated that there were instances when the perception of School Directors differed from the perceptions of academics pertaining to the effectiveness of the team and the leadership style portrayed by School Directors. The analysis of the results from the questionnaires indicated that both transactional and transformational leadership styles were portrayed by School Directors, and that effective team development warranted a combination of these two leadership styles. Recommendations were made accordingly and a strategy proposed to enhance the role of School Directors in the development of academic teams. / M Development and Management, North-West University, Potchefstroom Campus, 2014

Membership of school governing bodies is a new experience for many communities in South Africa, because the election system for school governing bodies was only introduced during 1997 for the purpose of a decentralised management and governing system for schools in the country. The new dispensation of democracy brought about some unique challenges, for example, how to deal with diversity effectively. In this sense, the successful management of diversity in education is viewed as one ·of the toughest challenges in the South African education system. The aforementioned challenge led to the rationale for this research, which focused on the influence of diversity on the functionality of school governing bodies and how to manage diversity in the school governing bodies from the Laingsburg education region. The strategy for the research was based on a qualitative research approach that took the form of an interactive investigation of the views and experiences of the participants in relation to the research topic. The research was further undertaken from an interpretative approach which is appropriate, because the social experiences of the participants were central to this research. Some of the most important findings were that prejudices and stereotyping with regard to diversity posed a stumbling block for the effective functioning of school governing bodies. To the contrary, it was also found that the perspective of diversity as variety, is an advantage due to the multiplicity of available talents and competencies which can be utilised to the benefit of education. Policy frameworks for the management of diversity and I appropriate communication were also part of the findings that have an influence on the functionality of school governing bodies. The recommendations included amongst other that all role players should be represented in the school governing body; training is regarded as a priority; members should be willing to accept the role of servant leadership and finally the roles of the principal and school governing body should be clarified to avoid friction and possible conflict. The value of the research is in the first place a contribution to a better understanding of the concept of diversity and it also supports the management of diversity in school governing bodies of rural areas. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014