Incentive payment systems became more widely used by companies in the 1980s; their acceptance was supported by the predictions of theorists in disciplines such as economics and social psychology. These theoretical traditions have for the most part proceeded separately, but we argue, there is potential for combining these insights of different traditions to improve the predictive power of models of incentive pay. To this end, this study demonstrates the potential of an interdisciplinary approach to modelling incentive pay. Closer inspection of current models finds that they are founded on assumptions of rational economic man, including calculative individualism. In practice, however, these assumptions often do not hold. We hypothesize that explicitly specifying individualistic values among employees as a boundary condition for the successful operation of incentive pay systems can improve models' predictive power. Our hypotheses are tested by reference to a data set of the opinions of 1240 employees in 14 companies across England and Wales. An incentive pay model was found to have greater predictive power among relatively individualistic employees than among those of relatively collectivistic value sets. In addition, the incidence of an incentive pay system was associated with more effort being supplied among individualistic employees, but there was no significant difference in the effort supplied by collectivistic employees whether or not they are covered by an incentive pay system.

The research involves a survey of training within lame organizations (business and industry) in Indiana. The survey attempted to identify any relationship between the size of the organization and the type of employee trained, the skills employees are taught and the training techniques. Also, the primary area of business was compared to the types of employees trained, the skills taught and the types of training techniques used to determine if a relationship exists. The research involved only those organizations which employed five hundred or more people in the state of Indiana.The organizations which were surveyed include: manufacturing, transportation, public utilities, retail, finance, insurance, real estate, and service organizations. There are approximately three hundred businesses which fit into these specifications according to the latest census. Results of this showed small amounts of training occurring in Indiana. The results were so scattered among the primary area of business that they were not feasible for use. Only manufacturing and service organizations had enough returns for significant data. Using only these two would have been swaying the results. The primary area of business comparisons are available in Appendix C. On the other hand, the size comparisons did provide high enough in three of the five categories to provide worthwhile data. Chi square statistics allow for a amount of categories to be dropped if they are insignificant. The organizations which replied that they employed between five hundred and five thousand were analyzed. Within these categories, the larger the organization, the larger the percentage of training, concerning the types of employees, the skills taught and the techniques used. There did appear, through these results, that there is a relationship between the size of the organization and the training occurring in that organization.

The study included a survey of 14 personal identification items and 38 questions. The survey was given to 100 caseworkers who worked in county departments of public welfare in Indiana. Secondly, the survey was given to 90 directors of departments of public welfare in Indiana. Also 15 budget items for the years 1966 and 1971 were used.The survey was designed to give some indication of the social values and attitudes of the people involved in the study. There was no attempt made to find cause-effect relationships.The data was analyzed by use of Statistical Package for the Social Sciences which was a group of computer programs.The budget data was correlated with the director survey. Individual analysis was performed on the caseworker and director survey. The caseworker findings were mixed; some relationships were found on the director survey; the more liberal the director, the higher the tax rate in the county.

This study focuses on the compilation of guidelines for the implementation of cooperative education in teaching and learning organisations, in the Gauteng region in South Africa. Since no or limited guidelines exist in cooperative education in such organisations, it was intended to determine the present position or status of cooperative education in such organisations with the concomitant development of a conceptual framework and guidelines that could act as directive in higher education institutions and industry, with regard to cooperative education. At first a literature review was undertaken on the basic principles and nature of cooperative education, with an analysis of the current status of cooperative education locally and abroad. Special emphasis was placed during the literature survey on one of the components of cooperative education, namely experiential learning, with its different forms of learning such as work-integrated learning and service learning. Traditionally, higher education institutions in South Africa, and especially universities of technology and comprehensive universities, used a variety of terminology to describe the principles and practice of cooperative education. This created much confusion among academics in these institutions. A need for the standardisation of such terminology was identified and an attempt was made to redefine the concept of cooperative education and related terminology, to clarify this matter by defining cooperative education and related terminology. Furthermore, a comparative literature survey was undertaken with regard to the best practices in cooperative education on a national and international level. One of the most important issues in higher education since the origin and implementation of cooperative education is the strategic management of cooperative education. The various roles and responsibilities of the relevant role players involved in cooperative education were researched and recorded from literature. In consideration of the literature and on completion of the empirical study, an integrated (eclectic) management structure for the management and administration of cooperative education was proposed and described for higher education institutions. Funding of experiential learning in higher education institutions in South Africa by the Department of Education (DOE) is presently a serious concern. Without the proper funding of the experiential learning endeavour, it would be rendered null and void. Literature, according to a survey by the Committee of Technikon Principals (CTP) in former technikons, among others, indicated that funds from the DOE allocated in the form of subsidy and earmarked for experiential learning were not used for its intended purpose, and that such institutions did not deliver satisfactorily with regard to experiential learning. The consequence was that government subsidy for experiential learning in universities of technologies (the former technikons) was ceased, with serious implications for its implementation on operational level. Literature revealed that similar experiences were encountered historically in the United States of America (USA). Many challenges have been identified in the literature on cooperative education, such as the initiation of new strategies and the need to promote research and development in cooperative education. Future perspectives indicated a confirmation for the need for innovation and continuous improvement for cooperative education, locally and abroad. Finally, the literature review confirmed that cooperative education locally and abroad creates the "cutting edge" for higher education institutions. An empirical study involved students, heads of academic departments in higher education institutions and supervisors in industry, to ascertain the current status with regard to the basic principles and nature of cooperative education as well as best practices in cooperative education. Thereafter, a conceptual framework with concomitant guidelines was developed and compiled for cooperative education for teaching and learning organisations. Supported by a literature survey which highlighted the importance of quality assurance of experiential learning as one of the components of cooperative education, a quality assurance conceptual framework to be used in the quality management of experiential learning for learning programmes in higher education institutions was described. Finally, various recommendations and guidelines have been proposed for the implementation of cooperative education in teaching and learning organisations in the Gauteng province in South Africa. Keywords for indexing: cooperative education, work-based learning, work-integrated learning, experiential learning, experiential training, in-service training, placement of learners in industry, preparation of learners for experiential learning, placement of learners, monitoring/mentoring of learners, assessment of learners, debriefing of learners, research in cooperative education, management information systems in cooperative education, marketing of cooperative education, management models, models of cooperative education, companies in cooperative education, best practices in cooperative education, industrial liaison, partnerships with industry, training of learners in industry, nationally and internationally exchange/placement of learners, quality management, skills development and literacy development, learnership and skills programmes. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

The focus of this thesis is the poor competitive position of the pig industry in Taiwan and the design and evaluation of initiatives to improve the situation. To address these problems, this study set out to design and evaluate educational, training and motivational initiatives for pig farm managers and stockpeople and also for personnel involved in transport of pigs and in the handling of pigs in abattoirs and auction markets. Almost all the participants (99%) found the Pre-Training meetings helpful in preparing them for the training and in providing them with the opportunity to contribute to the planning of the Training Courses and the motivational initiatives.  The majority of the participants (53%)<i> </i>wished to have science based Training Courses at frequent (every 1 to 3<i> </i>months) intervals.  There was very strong support (90%) for a progressive career ladder for stockpeople, the award of ‘advancement’ certificates and more appropriate job titles to reflect the considerable knowledge and skills of good stockpeople.  Although there was strong overall support for the training and motivational initiatives and their impacts, this was greater on family farms than on company farms.  The training resulted in a considerable increase in knowledge as reflected by the increase in Post Course relative to Pre Course Test Scores.  Increases in Test Scores for family (60.2 v 91.2) and company farms (58.7 v 89.2) was 51 and 52% respectively.  Responses to the same questionnaire completed both before and after training indicated that while both the job satisfaction and morale was increased significantly after training on family farms, this was not the case on company farms.  However, there was very strong evidence on both family and company farms that training significantly (p<0.001) increased both awareness of animal welfare and the determination to improve animal welfare.

Thesis (DBusinessAdministration)--University of South Australia, 2007.

This paper reviewed corporate universities (CUs) in China. It examined the conceptual underpinnings and definition of a CU, how it was organized, its roles in strategy and its major characteristics. It identified the relevant situation and issues in China, assessed their implications, and developed an a priori framework of CU in China in an attempt to describe and analyse how the “ideal” type of CU should be operated in China. Research was conducted to test the relevance of the framework. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2007.

Thesis (MEducation)--University of South Australia, 1993.

Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2001.

Thesis (MEd (HRS))--University of South Australia, 1997