The purpose of this study was to examine how selected senior college leaders perceive the salience of particular external stakeholders, as represented by individuals, companies, associations, sectors or groups. The study also explored leader perceptions of the factors and values that influenced the salience of these stakeholders. The stakeholder salience model (Mitchell, Agle, & Wood, 1997) was applied to investigate which groups and individuals were viewed by college and institute senior leaders as external stakeholders and to determine the salience of these stakeholders as perceived by senior college leaders. This qualitative case study drew on principles of naturalistic inquiry and was situated within an interpretive paradigm. Purposive sampling resulted in ten participants chosen based on their leadership positions within Canadian colleges. Data collection was through semi-structured interviews. A conceptual framework based upon Freeman’s (1984) stakeholder theory and the theory of stakeholder salience (Mitchell et al., 1997) guided the study. The stakeholder salience model (Mitchell et al.), which proposes that the attributes of power, legitimacy and urgency determine stakeholder salience, was applied to the data provided by senior college leaders. The study also examined the values and beliefs of the senior college leaders as they relate to the mission, mandate and priorities of their college. It was found that the Mitchell et al. framework did not fit well to the Canadian public college sector as the leaders did not view salience in a way that is consistent with the elements of the framework. Attempting to limit the study to external stakeholders was problematic as respondents were unable to separate students from their thoughts, answers and examples. Also, the leaders did not describe the elements of stakeholder salience in a way that was congruent with the Mitchell et al. (1997) theory. Most of the participants identified government as the only stakeholder that was truly powerful and yet they believed that many other groups, including students, should have some power. Paradoxically, many of the respondents seemed to feel that government lacked legitimacy due to the political nature of decisions. The findings highlighted the importance of the values held by the senior college leaders as a major factor in stakeholder salience and as an influence in determining institutional priorities. Though this study is based on a limited number of participants, it does raise questions regarding the actions of provincial governments which are generally viewed as problematic for the Canadian college sector. Also, students and industry are central to the college but their power largely depends on voice. The contribution of this research to leadership and educational administration is a greater understanding of the nature and role of stakeholder relationships at the senior college leadership level, as well as greater insight into how senior college leaders think about external stakeholders or, in other words, who and what really counts. Findings of this study may be valuable to senior college leaders who deal and interact with influential external stakeholders. The study also contributed to the higher education field by documenting how senior college leaders perceive the salience of external stakeholders.

In 2008, a financial crisis struck the world economy, causing a risk of a potential system-crash. In order to stabilize the financial system within Europe, European Banking Authority (EBA) presented new guidelines (GL44) as a way, among others, to increase the transparency among financial institutions. As a result of GL44, Swedish Financial Supervisory Authority (FSA) implemented new regulations, with minor adjustments and amendments. At present, the guidelines are weeks from being completely implemented, thus meaning that the financial industry is able to start seeing the changes from the regulations.The authors have chosen to conduct a study regarding how the banks have been affected from the external authority demands during the previous recession.The focus of the study has been on three of Sweden’s four large banks, which are considered systematically important, as well as one niche bank.The study showed that the work in board and top-management was affected by external demands from authorities. The attention on business development was disturbed during the recession since more focus was put on controlling factors such as compliance, risk management and internal audit as well as on board composition and board competence.

The main aim of this study was to investigate the perceptions of stakeholders regarding reputation in schools in Fezile Dabi district. A qualitative approach was used. Multiple sources of data collection included semi-structured interviews, documents and visual data in the form of photographs. A literature review revealed that reputation management is imperative for schools to survive and continue existing. Determination of factors that contribute to good reputation and those causing bad reputation is important before school managers can embark on reputation management. Reputable schools attract more learners and resources because of the culture of learning and teaching in these schools. Four sites were purposefully selected and twenty internal and external stakeholders participated. The research sites were made up of two primary and two secondary schools all Quintile 1 and 2 schools. The study revealed that factors contributing to good reputation in the participating schools included: effective teaching, emotional appeal, clean physical surroundings, good leadership and management, involvement of parents and effective financial management. It was found that all participating schools had good academic results and received awards in sport and music, involvement in extra-curricular activities was regarded as a norm in these schools, thus they were boasting of high enrolment of learners. There were however, causal factors to bad reputation such as external factors- lack of leadership and management at district level and lack of skills regarding dealing with media. Internal factors included misbehaviour of learners and ineffective management. School managers in these schools were not creative and innovative in the use of strategies to strengthen reputation in their schools. The focus was only on effective teaching and extra-curricular activities. No new strategies were adopted by school managers to adapt to the changing school environment to ensure continued reputable schools. / Thesis (MEd (Education Management))--North-West University, Vaal Triangle Campus, 2013

El presente documento tiene como finalidad proponer un modelo de gestión de interesados externos que mejore la dinámica que se maneja actualmente en las áreas de Responsabilidad Social Corporativa de las empresas del sector minero peruano, en particular, en la región Pasco. Se realizó una evaluación y diagnóstico acerca de la situación de los proyectos en dicha región. Para ello, se recopiló información de las principales fuentes del Estado, quienes llevan registro de la evolución del sector. Se analizaron los conflictos que conllevaron la creciente exploración minera y su impacto en los aspectos económico, social y medioambiental del país. De la misma forma, se realizó un análisis de las herramientas y buenas prácticas idóneas para la gestión de interesados externos para proyectos mineros en la región Pasco. El nuevo modelo de gestión de interesados externos contribuirá al logro del desarrollo sostenible a partir de la creación de un área de gestión de interesados externos que brinde los lineamientos necesarios para el registro de interesados, comunicación y flujo adecuado de información relevante del proyecto. Se ha estimado que la implementación de esta área se traducirá en un ahorro económico y de recursos, y preservará una buena relación con los interesados externos del proyecto, así como la imagen y reputación de la empresa. / The purpose of this document is to propose a management model for external stakeholders that will improve the dynamics currently being handled in the areas of Corporate Social Responsibility of companies in the Peruvian mining sector, particularly in the Pasco region. An evaluation and diagnosis was made about the situation of the mining projects in that region. For that purpose, information was gathered from the main sources of the State, who keep track of the industry's evolution. The conflicts that led to the growing mining exploration and its impact on the economic, social and environmental aspects of the country were analyzed. In the same way, an analysis was conducted about the tools and good practices for the management of external stakeholders for mining projects in the Pasco region. The new management model of external stakeholders will contribute to the achievement of sustainable development through the creation of a management area for external stakeholders that provides the necessary guidelines for the registration of interested parties, communication and adequate flow of relevant project information. It has been estimated that the implementation of this area will result in economic and resource savings, and will preserve a good relationship with the external stakeholders of the project, as well as the image and reputation of the company. / Trabajo de investigación

<p>Stakeholder management is a topic that has received increased attention in later years. Researchers have tried to answer the question of which stakeholders that really matters to organizations and developed ways for identifying and prioritizing among stakeholders. This thesis fills a void in academia by looking exclusively on external stakeholders in large and complex projects such as the construction of power plants. The thesis investigates the approach towards external stakeholders as well as the process of identifying and prioritizing external stakeholders in this specific setting. By using attributes identified in earlier research, a theoretical framework was created that was used to investigate two of Sweden’s largest companies through a qualitative case study. The thesis describe how stakeholder identification and prioritization occurs in the different case companies and ultimately contribute with a new model that can be used by managers to prioritize among external stakeholder in organizational projects.</p>

Stakeholder management is a topic that has received increased attention in later years. Researchers have tried to answer the question of which stakeholders that really matters to organizations and developed ways for identifying and prioritizing among stakeholders. This thesis fills a void in academia by looking exclusively on external stakeholders in large and complex projects such as the construction of power plants. The thesis investigates the approach towards external stakeholders as well as the process of identifying and prioritizing external stakeholders in this specific setting. By using attributes identified in earlier research, a theoretical framework was created that was used to investigate two of Sweden’s largest companies through a qualitative case study. The thesis describe how stakeholder identification and prioritization occurs in the different case companies and ultimately contribute with a new model that can be used by managers to prioritize among external stakeholder in organizational projects.

The main aim of this study was to investigate the perceptions of stakeholders regarding reputation in schools in Fezile Dabi district. A qualitative approach was used. Multiple sources of data collection included semi-structured interviews, documents and visual data in the form of photographs. A literature review revealed that reputation management is imperative for schools to survive and continue existing. Determination of factors that contribute to good reputation and those causing bad reputation is important before school managers can embark on reputation management. Reputable schools attract more learners and resources because of the culture of learning and teaching in these schools. Four sites were purposefully selected and twenty internal and external stakeholders participated. The research sites were made up of two primary and two secondary schools all Quintile 1 and 2 schools. The study revealed that factors contributing to good reputation in the participating schools included: effective teaching, emotional appeal, clean physical surroundings, good leadership and management, involvement of parents and effective financial management. It was found that all participating schools had good academic results and received awards in sport and music, involvement in extra-curricular activities was regarded as a norm in these schools, thus they were boasting of high enrolment of learners. There were however, causal factors to bad reputation such as external factors- lack of leadership and management at district level and lack of skills regarding dealing with media. Internal factors included misbehaviour of learners and ineffective management. School managers in these schools were not creative and innovative in the use of strategies to strengthen reputation in their schools. The focus was only on effective teaching and extra-curricular activities. No new strategies were adopted by school managers to adapt to the changing school environment to ensure continued reputable schools. / Thesis (MEd (Education Management))--North-West University, Vaal Triangle Campus, 2013

No description available.

SASA (SA, 1996) caters for the participation of a wide range of stakeholders who have an interest in education. In terms of section 23 of SASA (SA, 1996) the membership of the School Governing Body (SGB) consists of representatives of parents, educators, learners, support staff and the principal as ex-officio member. Section 23 (6) of SASA (SA, 1996) states that SGBs may co-opt a member or members of the community to assist in discharging its duties. This implies that participation in school governance is extended to members of the community, who are referred to as external stakeholders in this study. Therefore the aim of this research study was to investigate the extent to which these external stakeholders participated in the activities of school governance. The research made use of a qualitative research design to determine the extent of participation by external stakeholders in school governance. The findings revealed a lack of participation by external stakeholders in activities of school governance. The study further highlighted some of the challenges that hindered participation by external stakeholders such as transport problems which resulted in non-attendance of meetings, poor communication of information, lack of trainings resulted in lack of knowledge of the roles and responsibilities of SGBs, language barrier, lack of time and lack of confidence from some stakeholders. A model is thus proposed as a solution to involve external stakeholders to participate in the activities of school governance. This model would assist SGBs to involve external stakeholders in school governance. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

SASA (SA, 1996) caters for the participation of a wide range of stakeholders who have an interest in education. In terms of section 23 of SASA (SA, 1996) the membership of the School Governing Body (SGB) consists of representatives of parents, educators, learners, support staff and the principal as ex-officio member. Section 23 (6) of SASA (SA, 1996) states that SGBs may co-opt a member or members of the community to assist in discharging its duties. This implies that participation in school governance is extended to members of the community, who are referred to as external stakeholders in this study. Therefore the aim of this research study was to investigate the extent to which these external stakeholders participated in the activities of school governance. The research made use of a qualitative research design to determine the extent of participation by external stakeholders in school governance. The findings revealed a lack of participation by external stakeholders in activities of school governance. The study further highlighted some of the challenges that hindered participation by external stakeholders such as transport problems which resulted in non-attendance of meetings, poor communication of information, lack of trainings resulted in lack of knowledge of the roles and responsibilities of SGBs, language barrier, lack of time and lack of confidence from some stakeholders. A model is thus proposed as a solution to involve external stakeholders to participate in the activities of school governance. This model would assist SGBs to involve external stakeholders in school governance. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013