The study sets out to examine the underlying principles of and requirements for a structure for staff development in primary education within education authorities. The concept of staff development is introduced in Chapter One, followed in Chapter Two by a review of previous research published in the main during the last twenty-five years. Chapter Three proposes a process model of staff development. Within this is a description of one education authority's use of school self-evaluation materials written specifically to assist schools determine their own priorities for staff development. Alternative models of staff development are examined followed by an examination of the proposition against paradoxes derived from an analysis of needs of the individual, schools, education authorities and the political constraints operating within Scotland in the late 1980s. Chapter Four reviews historically the growth of a staff development structure within this authority based on such a model and describes the structure in action, the impact of the growth of the structure, and key factors in its development. Chapter Five is a short-term evaluation of the use of the school self-evaluation materials by schools in two pilot studies and issues are identified which should influence the operation of the proposition within authorities. In Chapter Six the structure is examined critically through the eyes of a parent, head teacher, teachers' union secretary and Minister of State for Scotland. Chapter Seven thereafter examines in detail six issues which are seen to be fundamental if developments are to progress into the 90s. The concluding chapter firstly examines the strengths, weaknesses and possible reasons for the structure to crumble. Thereafter, conclusions are reached which refer to: the characteristics of a necessary structure; the need for authorities to accept some diminution of power; partial autonomy of schools; the requirements for, purpose and benefits of school self-review; the need to involve the parent body and children; the development of critical communities and a new professionalism.

M.A. / The goal of this study was to measure levels of workplace stress, on two occasions, in an organisation undergoing change that included a merger, downsizing exercise, and restructure. This study was regarded as important as although it is well documented that transformational change leads to increased levels of employee stress, it is imperative to identify whether coping strategies implemented by the organisation are sufficient in addressing employee distress. The identification of the most salient sources of stress for employees in a specific change setting is also important since the organisation can then address these sources specifically rather than to apply a generalised coping strategy. Two non-random samples were taken from the employees of an organisation undergoing transformational change. The first sample consisted of 336 respondents and the second sample consisted of 102 respondents. Existing literature indicates that organisational change leads to increased levels of employee workplace stress as a result of the employees inability to cope with change. It is recommended by the literature that a number of coping strategies for change be implemented by the organisation during change initiatives. The Sources of Work Stress Inventory was used to measure work related stress. This inventory consists of two sections, a General Work Stress scale which measures general levels of occupational stress, and Nine Sources of Stress scales which highlight possible sources or triggers of stress. The study provided empirical support for the theorised notion that organisational change initiatives lead to increased levels of stress among employees. Further, the results supported theoretical and research findings which propose that job security, career advancement, and work overload are all salient sources of stress in organisational change settings that involve merger, restructure and downsizing activities. The results of this study demonstrated that the implementation of a number of contemporary change management strategies did not fully assist in improving the coping ability of employees in this specific change setting. As a result it was recommended that future change management strategies or more specifically coping strategies, should include a more humanistic and psychologically supportive approach as demonstrated in a number of recent research findings.

D.Phil. / The aim of this study was to develop a clearly defined theoretical concept for organisational change to facilitate effective change leadership within state-owned entities. A modernist qualitative methodology, with casing as research design and grounded theory as research strategy, was employed to develop the concept. Six employees of a state-owned entity were selected as research participants by means of purposive sampling. Their experience of change was explored with a view to developing the construct. Various data-collection methods were used, the principal ones being semi-structured interviews and participant observation. These yielded rich, descriptive data that was systematically analysed by utilising grounded theory methodology. On conclusion of the data analysis, the literature on the most current change constructs (theories and models) of organisational change was reviewed. The results of this review informed the member-checking phase, which was aimed at substantiating the newly developed construct. Although certain shortcomings emerged, the main aim of the study was achieved. The guidelines provided in the literature were followed to ensure a quality and trustworthy study. Thus the study should not only contribute to practical change management guidelines for the state-owned entities, but also deepen theoretical knowledge of organisational social change. Furthermore, the in-depth description of the application of grounded theory and my personal experience thereof should contribute to the application of this construct in other organisational settings. Recommendations for further studies conclude the dissertation.

M.Comm. / The people who make waves in today's business world aren't playing by yesterday's rules. They've jettisoned tradition. They've turned the old cosy business of being in business upside down and inside out. Towering corporate structures are crumbling. Middle managers are a dying breed. Successful â bosses now lead their troops from the front. People are becoming multiskilled. Enlightened businesses make this happen. Whatever it takes. Our society, facing momentous challenges in the closing years of the twentieth century, needs visions of the future so attractive, inspiring, and compelling that people will shift from their current mind-set of focusing on immediate crises to one of eagerly anticipating the future - a future where the health and well-being of the earth and its inhabitants is secure. As we round the corner of the millennium, questions about our future loom ever larger on the horizon. The decade ahead is sure to bring more radical changes in everything from marketing to enterpreneuring, resources, demographics, lifstyles and more. Success in 2000 and beyond will mean riding the crest of this wave of change- but if we are to catch the wave before it catches us, we must see it coming. This study have adopted Alvin Toffler's concept of waves of change, to serve as the framework for the vision of business in the twenty-first century. The First Wave of change, the agricultural revolution, has essentially ended. The Second Wave, co-incidental with industrialisation, has covered much of the earth and continues to spread, while a new, postindustrial Third Wave is gathering force in the modern industrial nations. A Fourth Wave is following close upon the Third

Att genomföra en organisationsförändring kan vara omtumlande för de individer som arbetar i organisationen. Utvärdering av resultatet eller förändringsprocessen sker sällan och det kan bero på att de resurser som behovs inte finns i organisationen eller att det inte prioriteras. När en organisation ser resultatet jämför de oftast till de mål som ligger till grund för förändringen, uppnåddes målen så var resultatet "lyckat", om inte blev resultatet "misslyckat". Denna studie syftar till att undersöka hur ett resultat upplevs av medarbetare och ledning som genomgått en förändring och hur de relaterar det till de mål som satts upp. Fallorganisationen har genomfört en flytt till nya tillfälliga lokaler i väntan på att ombyggnationen blir klar. Vi har valt att studera en avdelning inom organisationen, de har två nivåer, medarbetare- och ledningsnivå. Studien har en kvalitativ inriktning där datainsamlingen består av semistrukturerade djupintervjuer med tolv respondenter, tio medarbetare och två från ledningsgruppen. Dessa har tolkats och presenteras utifrån två teman som är genomgående i hela studien, kommunikation och personliga upplevelser. Det finns flera delar i förändringsprocessen som kan bidra till att förändringen accepteras. Medarbetare har lättare att accepterar förändringen om information kommer tidigt i processen, så att det finns tid sig att anpassa sig (Shin m.fl., 2015). Individer i en organisation behöver bli sedda och få vara delaktiga för att de ska kunna känna sig tillfredsställda med förändringen (Liljengren m.fl., 2003). Resultatet av intervjuerna visade att respondenterna inte har samma upplevelse av resultatet och alla beskrev inte samma mål med förändringen. Alla har fått samma information om flytten, vissa upplever att de har varit delaktiga och känner sig tillfredsställda, andra upplever att de inte har fått vara delaktiga vilket har bidragit till missnöje av förändringen. Slutsatsen av studien är att delaktighet ger en mer positiv upplevelse av resultatet och en högre acceptans för att mindre tillfredställande arbetssituationer kan uppstå. Studien har även visat att det går att se skillnader i upplevelser på medarbetar- och ledningsnivå i en organisation, ett sätt att finna dessa skillnader är att kontinuerligt utvärdera resultatet av en förändring. / To implement an organizational change can be overwhelming for those individuals who work in the organization. Evaluation of results or the process of change rarely occurs and one reason may be lack of resources in the organization or that it´s not a priority. When an organization sees the result they usually compare it to the goals underlying the change, if the result reach the goals it is sees as "successful" if not, the result is "unsuccessful". This study aims to examine how the results are experienced by employees and management who have undergone a change and how they relate it to the goals. The caseorganization has completed a move to new temporary premises while the reconstruction will be completed. We have chosen to study a department within the organization, they have two levels, employee- and management. The study has a qualitative approach where the collection of data is made of semi-structured interviews with twelve respondents, ten employees and two from management. These have been interpreted and presented based on two themes throughout the entire study, communication, and personal experiences. There are several elements in the changeprocess that can contribute to employee acceptance. Employees can more easily accept change if they receive information early in the process which gives time to adapt (Shin et al, 2015). Individuals within an organization need to be seen and to be involved in order to be able to feel satisfied with the change (Liljengren et al, 2003). The result of the interviews showed that respondents don´t have the same experience of the result and that everyone did not describe the same goal with the change. All received the same information about the move, some feel that they have been involved and feel satisfied, others feel that they haven´t been involved, which contributed to the discontent of the change. The conclusion of this study is that participation in the process gives a positive experience of the result and a higher acceptance if less satisfying working condition occurs. This study has shown that there are differences between employees and managements experience of organizational change and one way to find these differences is to routinely evaluate the results.

This research study was essential because of educational reform of the college sector. This sector was based on ideological beliefs and its historical background featured by apartheid and colonialism. The present claims of colleges’ ineffectiveness in the absence of longitudinal data also necessitated this research study. Educational transformation seems to be guided by ideology and not by a careful analysis whether policies are counterintuitive. Many transformation initiatives fail because the vital role part played by human capital in educational and training institutions is ignored. The objectives of the study were to: • explore and describe lived experiences of institutional effectiveness during transformation; and • recommend mental health strategies for personal and systemic growth to develop sustainable institutional effectiveness in the college sector. The objectives of this study favoured the qualitative research paradigm to reach a dense description of the lived experiences of institutional effectiveness during transformation. / Prof. C.P.H Myburgh

<p> Tropical precipitation is linked through the moist static energy (MSE) budget to the global distribution of sea surface temperatures (SSTs), and large deviations from the present-day SST distribution have been inferred for past climates and projected for global warming. We use idealized SST perturbation experiments in multiple atmospheric general circulation models (AGCMs) to examine the hydrologic and energetic responses in the zonal mean and in the African Sahel to SST perturbations. We also use observational data to assess the prospects for emergent constraints on future rainfall in the Sahel. </p><p> The tropical zonal mean anomalous MSE fluxes in the NOAA Geophysical Fluid Dynamics Laboratory (GFDL) AM2.1 AGCM due to SST anomalies caused by either historical greenhouse gas or aerosol forcing primarily occur through the time-mean, zonal mean (Hadley) circulation. Away from the Intertropical Convergence Zone (ITCZ), this largely stems from altered efficiency of the Hadley circulation energy transport, i.e. the gross moist stability (GMS). A thermodynamic scaling-based estimate that relates GMS change to the local climatological moisture and temperature change relative to the ITCZ captures most of the qualitative GMS responses. It also yields a heuristic explanation for the well known correlation between low-latitude MSE fluxes and the ITCZ latitude. </p><p> Severe Sahelian drying with uniform SST warming in AM2.1 is eliminated when the default convective parameterization is replaced with an alternate. The drying is commensurate with MSE convergence due to suppressed ascent balanced by MSE divergence due to increased dry advection from the Sahara. These qualitative energetic responses to uniform warming are shared by five other GFDL models and ten CMIP5 models, although they do not translate into quantitative predictors of the Sahel rainfall response. Climatological values and interannual variability in observations and reanalyses suggest that drying in AM2.1 is exacerbated by an overly top-heavy ascent profile and positive feedbacks through cloud radiative properties. Simulations with patterned SST anomalies suggest a major role for mean SST variations in discrepancies among models and potentially in observed decadal variations of Sahelian precipitation.</p>

University of the Witwatersrand Faculty of Humanities Wits School of Education June 2016 / This research report investigates the influence of age and career phase on South African teachers’ emotional responses to curriculum change, particularly the transition to CAPS. It aims to find out how teachers of different ages at different phases of their career think and feel about the transition to CAPS, and if there are any discernible differences between the responses of older and younger teachers and what may be the causes for the patterns of the difference? A conceptual framework using Nussbaum’s (2001) understanding that emotions are always directed at an “object” and Frijda’s (1986) understanding that emotions are relevance signalling mechanisms was developed. This conceptual framework positions emotions as a conceptual and analytical lens for analysing data. Using a basic interpretive qualitative approach, the study focuses on ten teachers’ experiences of the transition to CAPS. Individual interviews and focus group discussions provided most of the data for this study. Key findings that arise from this study are: In the teachers’ emotional reaction to curriculum change, there were distinct differences depending on which ‘sub-object’ they were talking about. Yet the emotional reason for accepting CAPS was when teachers could see how CAPS enabled learning in their learners. Even so, these teacher’s emotions towards CAPS as a new curriculum was differentially shaped by their teacher education and years of experience. In addition, belonging to a community of practice enabled these teachers’ sense making of CAPS and provided vital support to cope with the challenges of teaching. The key recommendation is that teachers should embrace their emotions, and can use their emotions as vehicles for action and social justice (Winograd 2003).

Thesis advisor: Andy Hargreaves / After a decade of large-scale educational reform there is now a growing interest in grass-roots self-initiated change (Datnow et al., 2002; Hargreaves, 2009; Hargreaves & Shirley, 2009; Shirley, 2009). Yet, self-initiated change (SIC) remains largely undertheorized in the literature of educational change. Even the advocates of self-initiated change do not clearly specify the underlying mechanisms and the multi-dimensional processes by which SIC occurs. Utilizing a qualitative case study approach and a conceptual framework that draws from incremental institutional change theory and the literature on social movements within institutions, this study explored the following research questions: * What mechanisms do the change agents of SIC employ, How do they implement these mechanisms and why do they employ these mechanisms? * What are the characteristics of the processes of SIC? What is the pacing and sequencing of the change? * How does SIC unfold over time, and why? In answering these three initial questions a fourth research question emerged that summates the other three: *What implications does an investigation of self-initiated change in one school have for understanding existing theories of self-initiated and imposed educational change? Findings from this study revealed that self-initiated change involved a recombination that embodied the ideal of "change without pain" by balancing change and stability (Abrahamson, 2004). The process of self-initiated change turned out to be slow-moving (Pierson, 2004; Thelen & Mahoney, 2010). Mindful juxtaposition (Huy, 2001) and a dialectical perspective (Hargrave & Van de Ven, 2009) were required to address the multiple and contradictory dimensions of change. Based on these analyses, I propose ways of conceptualizing SIC as: "change without pain"; "slow-moving change"; and "dialectical/ cyclical change." / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

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