Thesis (Ph. D.)--University of Wisconsin--Madison, 1966. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 207-210).

Thesis (Ed. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 7, 2007) Includes bibliographical references.

Following a number of high-profile bank failures in recent years, both locally and abroad, increasing emphasis is being placed worldwide on the accountability and responsibilities of boards of directors. The Registrar of Banks has publicly stated that there needs to be a focus on the training of non-executive directors in particular in order to enable them to fulfil their duties. In addition, although most banks have some form of director training programmes, no minimum standards for non-executive director training have been developed or measurement tools implemented.The purpose of the research was to investigate the training of non-executive directors of banks in South Africa so as to contribute to the contribute to the current debate and understanding of what interventions are necessary to respond to the call by the Registrar of Banks. A combination of qualitative and quantitative research methodologies was used to elicit a cross section of views and an approximation of the truth.The results indicate that while there is widespread acceptance of the need to address the issue of training of non-executive directors of banks, there are divergent views on how this should be done. In particular, further research needs to be conducted in order to develop standardised methodologies and assessment tools. / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

The significance of school districts as an object of study lies in the direct manner in which the provision of public education serves the needs of society and is, in fact, a societal undertaking. Public schooling is a major instrument for the expression of the public will in a democratic society, and the school system both models and maintains the essential attributes of that society. As a result, school districts, the basic structural unit in the organization and operation of public schools in Canada, create records which reflect the educational values and concerns of this society at the most fundamental level. Because the effective administration of education requires that records be kept, sometimes by law, it is essential to analyze the functions of school boards as a means of understanding the records they produce and their significance. The aim of this study is to identify and synthesize those facts, laws, historical developments, functions, and competencies common to the local administration of education in British Columbia with the express purpose of establishing a framework in and through which the archival control of their records may be examined. This analysis is undertaken in accordance with the archival methodology of functional analysis. The need to examine and understand the legal foundation upon which school districts and their controlling boards rests is critical because so many of their activities are largely determined by law. Accordingly, the thesis begins with an analysis of the legal framework of school district activity and shows that as political and legal entities school districts are considered to be provincial agents, albeit acting in a local capacity, with the status of quasi-municipal corporations. From this point of departure, an analysis of the relevant statute law, common law, and administrative law is then undertaken in order to determine the historical evolution of British Columbia school boards, their mandate and their functions. This examination reveals that each school board shares three primary or governing functions (legislative, judicial, and executive) and two management functions (education administration and business administration). The thesis concludes by offering an evaluation of the implications of this study for archival practice through an examination of several issues related to the archival management of school board records as well as the reasons for their permanent preservation by an archival agency. / Arts, Faculty of / Library, Archival and Information Studies (SLAIS), School of / Graduate

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D.Ed. / The individual's right to basic education is entrenched by Section 29 of the Constitution of the Republic of South Africa. Section 12 of the 1996 Schools' Act compels the state and each of the nine provinces to provide public schools out of funds provided for that purpose by the provincial legislature. Education is therefore a right and the state is compelled to provide the education. The constant growth in the demand for education and the amending of educational problems inherited from the apartheid era, have a substantial impact on available state and provincial financial resources. Education is expensive and the state contribution to education is dwindling, due to the enormous demands made by other state responsibilities. The Legislator has, through founding and implementing the system of governing bodies (Sections 20 and 21 of the SASA of 1996), handed the responsibility of education in the community, and the governance of and control over such education, to the parents. In the school the principal is the professional manager of education and is accountable to the local education authority. Individuals from the community, possessing certain skills and competencies, are needed to make the system of governing bodies work. The skills and competencies needed from the community, are those the schools lack, such as business experience, and financial expertise. The necessary personal experience and qualities are easy to come by in the more advanced middle class and upper class communities. The poor and less advanced communities suffer from a lack of higher order skills and competencies. These communities are not -iionly poor in materiality, but also poor with regard to skills, competencies and business experience. The control over the school's finances is one of the more sensitive areas when discussing the control responsibility to be exercised by the governing body. The principal, as professional manager of the school, is also the administrative manager. His duties include the managing of the school fund. The responsibility of the governing body is to make sure that the school fund is managed optimally so that learners, parents and community benefit.

Thesis (M.A.)--University of Tennessee, Knoxville, 2003. / Title from title page screen (viewed Sept. 18, 2003). Thesis advisor: Janis Appier. Document formatted into pages (iii, 119 p.). Vita. Includes bibliographical references (p. 102-113).