Master Thesis in Business Administration Title:           Due Diligence in Cross-border M&As - Top management team´s human capital affecting speed of due diligence process Authors:       Jürgen Sabernik and Matti Salakka Tutor:          Tommaso Minola, Ph.D. Date:           2018-05-21 Key Terms:   Mergers & Acquisitions, Due Diligence, Speed, Cross-border, Human Capital, Top Management Team   Abstract Problem:       Globalization and market saturation are a constant influence for all the participating businesses in the markets. Therefore, companies of all various sizes are considering mergers & acquisitions to either consolidate the market, use it as a market growth opportunity or entry strategy into a new market or even country. Due to these multidimensional processes, many of the attempted M&As fail. Practitioners tend to focus only on financial or legal characteristics when considering to acquire and afterwards merge the target company, which results into failed M&A process. Accordingly, multifaceted phenomena such as M&As should not be only assessed on two dimensions, they should rather be evaluated as a whole with a dynamic due diligence process along the M&A. Purpose:     The purpose of this thesis is to investigate the speed of dynamic due diligence process in cross-border mergers and acquisitions and what effect the human capital of an organization’s top management has on it. Method:     For this thesis, we utilize a qualitative research based on a multiple case study approach. Therefore, we investigated four case companies within different industries in the Finnish context. The primary empirical data was collected through semi-structured interviews with guidance from a topic guide, in addition we also used company information such as annual reports or the company websites as secondary data. The derived statements are based on the findings, which were categorized and afterwards adopted as a basis for the analysis. Findings:       The findings of this thesis are that the human capital factors affect the speed of the due diligence process in cross-border mergers and acquisitions via four themes; (1) business environment, (2) market knowledge, (3) inter-organizational leadership and (4) individual skills. The themes can affect the speed directly, but more importantly through the interplay of different themes.  Conclusion:    In conjunction with various authors mentioned in this thesis, we also come to the conclusion that a dynamic due diligence process is contributional in order to grasp the multidimensionality of mergers & acquisitions. Additionally, the context where the individual M&A is happening is playing a major role within the evaluation process. Hence, top management team’s human capital has an impact on the speed of dynamic DD process in cross-border M&As via the four above mentioned themes.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-03T12:50:53Z No. of bitstreams: 1 robertaelianegadelhaaleixo.pdf: 734128 bytes, checksum: b9114d54a5e9d76ddd7940b59e04cf31 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-03T13:20:47Z (GMT) No. of bitstreams: 1 robertaelianegadelhaaleixo.pdf: 734128 bytes, checksum: b9114d54a5e9d76ddd7940b59e04cf31 (MD5) / Made available in DSpace on 2016-02-03T13:20:47Z (GMT). No. of bitstreams: 1 robertaelianegadelhaaleixo.pdf: 734128 bytes, checksum: b9114d54a5e9d76ddd7940b59e04cf31 (MD5) Previous issue date: 2014-05-14 / A presente dissertação objetivou a elaboração de uma proposta de intervenção para minimizar a defasagem de aprendizagem de Matemática em uma Escola Estadual de Educação Profissional (EEEP) no estado do Ceará. A partir de um caso de gestão, foram investigadas as condições de trabalho com a disciplina na instituição educacional para a proposição de alternativas à superação do problema encontrado. Esse recorte se justificou pelo fato de a autora deste trabalho, no início da pesquisa, ter sido gestora da EEEP em análise e, por isso, verificado que a defasagem de aprendizagem, especialmente em Matemática, pode se configurar como um dos principais entraves à implementação dos cursos profissionalizantes na escola. A fim de obter informações para descrever e analisar o caso, a investigação teve como metodologia o uso de entrevistas com roteiros semiestruturados e pesquisa documental. Ao final da descrição do caso no capítulo 1, levantou-se como hipóteses dois os elementos centrais que influenciam na existência do problema: a organização e as responsabilidades do trabalho da equipe gestora e o papel da gestão escolar na formação e no auxílio à atuação docente. No capítulo 2, o problema foi analisado levando-se em consideração esses dois elementos. A análise dos dados foi feita a partir da perspectiva de alguns autores: Heloísa Lück, Henry Mintzberg, Thelma Polon, José Carlos Libâneo, Márcia Lima, Ana Maria Falsarella, Sérgio Lorenzato, Plínio Moreira e Fernando Almeida. Desse modo, no capítulo 3, apresentou-se uma proposta de intervenção que consiste em ações para redefinir as atribuições da equipe gestora e organizar o seu trabalho, a fim de que a gestão possa atuar na formação e no auxílio à atuação docente, com foco no professor de Matemática. Dessa forma, nos limites desta investigação, proposições foram consideradas como uma tentativa de contribuir para superar a defasagem de aprendizagem em Matemática na escola pesquisada. / The present dissertation aimed to elaborate an intervention proposal to minimize the learning discrepancy in Mathematics at a State School of Professional Education (EEEP, in Portuguese) in the state of Ceará. From a management case, we investigated the work conditions with the discipline at the institution in order to propose alternatives to overcome the problem. The selection of the school is justified given that the author was, at the beginning of the research, the principal of the EEEP being analyzed and, therefore, in a position to verify that the learning discrepancy, especially in Mathematics, may configure one of the main hurdles to the implementation of professionalizing courses at the school. In order to obtain information to describe and analyze the case, the investigation had as methodology the use of interviews with semi-structured scripts and documental research. By the end of the first chapter we came to the conclusion that there are two core elements influencing the problem: the organization and the responsibilities of the management team and the role of the school management in teacher training and assistance. On chapter 2, the issue was analyzed taking these two elements into consideration. Data analysis was conducted from the perspective of the following authors: Heloísa Lück (2008, 2009), Henry Mintzberg (2010), Thelma Polon (2011), José Carlos Libâneo (2008), Márcia Lima (2007), Ana Maria Falsarella (2004), Sérgio Lorenzato (2006), Plínio Moreira (2005) and Fernando Almeida (2011). Therefore, on chapter 3 we presented an intervention proposal which consists on actions to redefine the attributions of the management team and organize their work, so that the management may act in teacher training and assistance, focusing on Mathematics teachers. As such, within the restraints of this research, proposals were considered as an attempt to contribute to overcome the learning discrepancy in Mathematics at the studied school.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-01-10T10:49:23Z No. of bitstreams: 1 mariaguiomacydasilvadeaquino.pdf: 1203435 bytes, checksum: 3ba4f5b22cad141a2df82b5daa1cb594 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2017-01-31T11:21:16Z (GMT) No. of bitstreams: 1 mariaguiomacydasilvadeaquino.pdf: 1203435 bytes, checksum: 3ba4f5b22cad141a2df82b5daa1cb594 (MD5) / Made available in DSpace on 2017-01-31T11:21:16Z (GMT). No. of bitstreams: 1 mariaguiomacydasilvadeaquino.pdf: 1203435 bytes, checksum: 3ba4f5b22cad141a2df82b5daa1cb594 (MD5) Previous issue date: 2016-02-25 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O objetivo do trabalho é compreender e analisar quais têm sido as formas de enfrentamento da evasão por parte da equipe gestora de duas escolas de Ensino Médio da Rede Estadual do Amazonas, do município de Itacoatiara. Sendo necessário investigarmos os elementos associados a essa conjuntura que culminam com a saída do aluno da escola e quais têm sido as ações e iniciativas tomadas pela equipe gestora em relação à precoce saída do aluno, sem que este conclua a última etapa da educação básica. Para tanto, o texto foi estruturado em três capítulos que garantem um melhor entendimento do processo de realização da pesquisa. No capítulo I, encontramos um detalhamento do estudo de caso, apresentamos as escolas partícipes do estudo de caso e relatamos suas características básicas como aspectos administrativos, pedagógicos e o seu cotidiano. Essa construção dos perfis das escolas se deu a partir de dados encontrados nos PPPs de cada uma dela, além de outros fornecidos pelas secretarias das escolas. Dando continuidade apresentamos, ainda, uma descrição da evasão escolar no Ensino Médio, no Brasil, no Amazonas e no município de Itacoatiara. Retratamos um breve perfil histórico do Ensino Médio com a intenção de enriquecer a compreensão do cenário de evasão e as possíveis causas deste. No capítulo II, apontamos possíveis causas da evasão escolar relacionadas a uma pesquisa realizada pelo setor de estatística da SEDUCAM e realizamos uma análise comparativa à luz de um referencial teórico para entender até que ponto o resultado da pesquisa supracitada pode ser aplicada à realidade das escolas pesquisadas. E, finalmente, no capítulo III, em razão da ausência de ações eficazes de combate à evasão escolar por parte das equipes gestoras das duas escolas pesquisadas, apresentamos algumas sugestões necessárias para que estas equipes gestoras tenham melhores resultados no que se refere à evasão em suas escolas. E para conclusão do trabalho apresentamos uma breve reflexão diante dos resultados apresentados na pesquisa e os desafios de superar um problema que, muitas vezes, tem como causa fatores que extrapolam os muros da escola. / This work was developed under the Professional Master in Management and Education Assessment (PPGP) of the Center for Public Policy and Federal University of Education Evaluation of Juiz de Fora (CAEd/UFJF). The objective is to understand and analyze what have been the avoidance of coping forms by the management team. It is necessary to investigate the elements associated with this situation culminating with the departure of school student and what have been the actions and initiatives taken by the management team regarding the early exit of the student without that it complete the last stage of basic education. For both the text was structured in three chapters which provide a better understanding of the research process. In chapter I found a detailed case study. We present the participants schools in the case study and present its basic features and aspects, administrative, pedagogical and their daily lives. This construction of the profiles of the schools took from those found in the PPP, and others provided by the school office. Continuing still find a description of truancy in high school, in Brazil, in the Amazon and Itacoatiara. Trazemos municipality even a brief historical profile of high school in order to understand the dropout scenario and the possible causes of it. In the second chapter. In Chapter II we point out possible causes of truancy indicated in a survey conducted by the statistical sector of SEDUC-AM and do a comparative analysis the light of a theoretical framework to understand the extent to which the results of this research can be applied to the reality of schools surveyed . Finally in chapter III because of the absence of effective action to combat truancy by the management team present some necessary actions for the management team has better results with regard to avoidance in their schools. And to complete the work we bring a brief reflection on the results presented in research and the challenges of overcoming a problem that often is caused by factors that go beyond the school walls.

The dawn of the Democratic South Africa has seen a lot of practices, especially in the Education System being shelved or set aside. The main problem was that these practices were associated with the unpleasant past. The institution’s performance based on academic achievements of learners or externally evaluated work. Over the period of time, it has since been established that school is not about external factors like matriculation results and so on. Many countries like England relied heavily on external evaluations of schools and to that effect, bodies OFSTED and HMI were established to ensure that there was provision or quality education as the state invested a lot of money in it. Researchers show that it did not work nor provide solutions to the problem of Quality Assurance within the education systems because such evaluations were externally imposed. A school as an institution of learning is a very complex environment with a population of diverse groups of people, e.g. staff, SMT, SGB, parents and the greater community. All these people are important role-players who should be taken on board if the system is to succeed and the emphasis is more on participatory and collaborative relationship in order to build a relevant quality education. Institutional Evaluation seems to be a more comprehensive way of ensuring efficiency and effectiveness in schools. Whereas policies on education are externally imposed by law-makers, the real implementation rests with the school itself. No one, even a diligent inspector or supervisor can probably know as much about the school than its own management, educators, learners and parents of the learners. The school management team is the most relevantly placed to ensure that the school’s vision, mission, aims and objectives are realized through interaction and evaluation of the systems and procedures they have put in place to make sure that there is delivery of quality teaching and learning. The other aspects of Evaluation within schools is that many resolutions have been negotiated in the ELRC, e.g. Development Appraisal System (Resolution No. 4 of 1998) and Performance Measurement Development System (PMDS) with the aim of determining strengths and weaknesses in educators, and more importantly, salary progression and affirmation of appointments and recognizing excellence through National Teaching Awards. / Dissertation (Magister Educationis)--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

This doctoral dissertation focuses on the area of IT projects portfolio management and IT projects. Dissertation summarizes development of IT projects portfolio management, its benefits, problems, and integration of IT PPM philosophy into selected widely use methodologies and IT frameworks. Further work summarizes developments and main findings of social networks analysis and relevant findings from psychological and sociological field, team work and process of organization. Also presents results of two surveys, on their basis have been formulated conclusions and recommendations. The main part of the work focuses on design of additional processes for MMDIS ŘIP mainly by use of social networks analysis to support the selection of the appropriate staff to selected positions in an IT project. Furthermore, the proposal presents categorization of IT roles according to selected metrics of social network nodes.

Magister Artium (Development Studies) - MA(DVS) / Community-driven participatory monitoring and evaluation (PM&E) offers new ways of promoting learning and change. These processes have emerged as important tools for enhancing the participation of local people in planning, decision making and managing their activities. Local people are involved in the design and implementation of mechanisms for observing, systematizing, analyzing and reflecting on their project activities and goals as a basis for joint decision-making

Professional development is more than marking an attendance register at a workshop. Professional development is a reflective process of continuous self-development that should inform the very essence of any learning context. This dissertation builds on how teachers experience school-initiated type-2 teacher professional development in secondary public schools and how their experiences may contribute to the work in the field of teacher professional development and assessment. Although a number of studies have examined teachers’ comprehension of the Continuous Professional Development framework in South Africa and the quality management policies, there is a considerable lack of literature on the relationship between the professional development of teachers and school improvement. The purpose of this dissertation is to understand teachers’ experiences with the implementation of Type-2 Continuous Professional Teacher Development activities in public high schools. The data for this qualitative study were collected through semistructured interviews and policy document analysis. The coded data were analysed and emerging themes were identified. The participants of this study consisted of teachers and members of the School Management Team. However, the study found that teachers perceived that there is a gap in the focus of professional development programmes. Teachers felt that the type-2 developmental activities seemed only for the benefit and achievement of the school’s goals, and do not adequately address the developmental needs of teachers themselves. The findings of this study argue that a culture of shared responsibility and leadership in secondary schools do indeed improve the development of teachers and the successful academic achievement of learners. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

Background: Covid -19 pandemic affects how organizations and people operate. This crisisdiffers from previous ones due to its radical change. Organizations are threatened and strugglingto cope with the pandemic and making right decisions. This has put more attention on managementteam to address the issue at hand. This thesis explores how individuals experience crisis andmanaging it by decisions. Problem: Insufficient literature on how to make appropriate decisions in management team tocope with Covid-19 crisis. Purpose: This thesis purpose is to explore how crisis management team experience and cope withdecisions in the context of Covid-19. How individuals in a team overcome obstacles and makeappropriate decisions. Risks, uncertainty, stress, and time are previously known challenges formanagement teams. We aim to explore how these aspects affect the decision-making process. Research Question: How does crisis management team cope with Covid pandemic throughdecision-making? Method: This thesis has a qualitative research design and method of semi-structured interviewscarried out in a virtual environment due to Covid-19. Six informants have contributed to theempirical study. The empirical findings are presented in chapter 4 and analyzed by themes. Chapter5 provides discussion on the theoretical background and thesis findings, and finally conclusion inchapter 6. Conclusion: Crisis management encounters challenges with appropriate decisions for coping withCovid-19. However, our findings suggest that risk, ambiguity, and time factors are not majorchallenge and contradict this. This is due to the process of having an established crisis and makingdecisions collectively on all stages of a crisis. The most important stage of a crisis is the pre-stagewhere information is limited and guides the outcome of the whole process.

A thesis submitted to the Faculty of Education in partial fulfillment of the Degree of Master of Education in the Department Educational Planning & Administration at the University of Zululand, 2017 / This investigation studied the challenges faced by the School Management Teams in promoting quality teaching and learning. The outcry of unsatisfied and demotivated educators and the poor academic performance of learners that is experienced as a result of challenges faced by SMTs in their daily function of school management, administration and leadership prompted me to conduct this investigation. Most South African schools, particularly the state schools perform poorly. It is believed that this study will alert the stakeholders in the education fraternity about challenges encountered and contributions each stakeholder has to make to help remedy the situation. The interpretive paradigm was used and the research design was qualitative. I generated data by means of literature reviewed and empirical research. The multi-case or multiple collective case study method was used for data collection. Data gathering techniques used were the semi-structured interviews for both individuals (school principals) and Focus Groups (all other SMTs excluding the principal), observation, documents and artefacts. Three data gathering techniques were used in order to ascertain credibility and trustworthiness of the results. The tools used were the Interview Schedule, Observation Checklist, Field Notes Pads, and the Voice Recorder. The research covers areas which include problems encountered by SMTs that result in poor academic performance, the role of the SMTs in promoting quality teaching and learning, and measures to employ in solving problems encountered. The findings indicated that some practices and policies of the department of education, uncommitted employees and the lack of full involvement of stakeholders, particularly parents and learners, affect academic results. Urban, township and rural schools are all challenged, but the complexity of problems encountered varied, as did the performance standard. Recommendations made include reviewing departmental policies and practices, giving incentives to hardworking employees, and the need for stakeholders to join hands in supporting teaching and learning in South Africa.

No description available.