Thesis (Ph. D.)--Lehigh University, 1999. / Includes vita. Includes bibliographical references (leaves 99-105).

Adopting a radically diverse organisation studies approach that embraces a Cultural Studies analytical framework, this thesis examines the ways in which today's middle managers enact masculinity. Considering the gender-orientated 'ways of being' of a middle manager within a contemporary organisational environment, the research gives equal credence to space, language and the body - termed Locations of Enactment - at a time when masculinity (and even middle management) is thought to be 'in crisis'. Focusing, primarily, upon a single case-study - a local authority social services department that provides child-care for a homogenous South Wales community (Wood Valley) - the research is placed within its contemporaneous social, cultural and organisational context: a public sector that, as it is currently experiencing severe staff recruitment and retention difficulties, can be deemed to be 'in crisis' also. Utilising a grounded theory methodology that acknowledges both the research setting and the data itself as 'organic' entities, the middle managers of Wood Valley are understood to be dynamic organisational players who, on a daily basis, attempt to balance their work duties with their home responsibilities. As middle managers they are perceived to be 'in the middle' in a multitude of ways: they are 'in the middle' of an organisational hierarchy; they operate as intermediaries 'between' Wood Valley and outside agencies; they are middle managers who are precariously placed between the working-classes (whom they have distanced themselves from through social mobility) and the middle-classes (as their blatant attempts to prove their worthiness within that strata only heightens their 'anxious' bodily display). Furthermore, as middle-class 'bureaucrats' who work and live among a staunchly working-class community, the middle managers of Wood Valley often find themselves singled-out and scathingly criticised as socially and culturally 'different'. With this in mind this thesis insists that, as an increasing number of individuals are finding themselves employed within white-collar administrative posts, middle managers deserve to find themselves the focus of studies that are determined 'to put the humans back into organisation studies'.

This thesis is addressing the knowledge base of project managers in the South African Information and Communications Technologies (ICT) sector. It is determining if project management is recognised as an important profession in the ICT Sector; it is also establishing the attributes required for an ICT project manager; the background of ICT project managers with respect to their job experience and qualification and lastly the effectiveness of project management in the ICT sector. A literature review on the knowledge base of ICT project managers is done to clarify particular issues, to determine international perspective on the issues of the study and to contextualise the study. The central research tool was a questionnaire. Project managers from different ICT companies in South Africa were selected to respond to the questionnaire which was mailed to them. Close-ended questions were used in the development of themes and the data were analysed on the basis of tables and graphs and hypothesis testing. The study found that project management is recognised as a career path within the South African ICT sector. It was also found that ICT project managers seem to have a good capability in terms of technical, organic, conceptual and business skills. Most ICT project managers are qualified up to a postgraduate level. They have a degree in another profession and then undertake project management certification. The study also found that project management adds value to the client as well as the company and also adds to the effectiveness of relationships with peers in achieving project goals. The study concluded with recommendations on what can be done to improve the competency of ICT project managers in the ICT sector and also made recommendations for future research.

In 1985, the researcher took up employment in what he regarded as a senior management position as Assistant General Secretary (Administration) of NALGO, the public service union. The objective was to gain management experience alongside continuing management education. Whilst there were others seeking to manage to the best of their ability, the idea was not universally accepted. However, the union, by the end of the decade, had embarked on management development courses for senior managers and by the time it merged and became part of UNISON, managerial activities were visible in many areas. It was not, however, clear the extent to which – if at all – such phenomena were observable in other trade unions. The literature did not help in this respect. Research to establish whether trade union managers existed and, if so, what their roles were appeared to offer the prospect of examining a new area of trade union life. This research is based on interviews with 56 senior trade union staff in four trade unions formed by merger – CWU, PCS, UNiFI and UNISON. Only one of those individuals professed not to accept a managerial role and that person accepted that he had a responsibility to ensure that the union was managed. Original findings include the following:- • There is a category of employee in trade unions known as a ‘trade union manager’, a role not previously identified by empirical research and discussed in the literature. • Trade union management develops depending on the level of institutional support. In the case study unions, there were links between this and the stage of merger that the unions had reached. Prior to institutional acceptance, there are managers who do their best to manage, operating in something of a cocoon. • Trade union managers espouse trade union principles which include the notion of fairness, imputing a concern for the way people are treated, including the staff for whom they are responsible. • Management remains in many ways a problematic concept in trade unions, leading often to its undervaluation. Trade union managers may perceive that it involves the exercise of power of the powerless, judgment on the weak. Trade union managers may as a result be ambivalent at being judgmental and, consequently, at managing conduct or performance. • Trade union managers manage stakeholders in polyarchal organisations but boundaries with lay activists are unclear; they engage in contests to define those boundaries and to manage what they regard as their own responsibilities. • Boundaries may include those relating to conflictual relations, constitutional boundaries, moveable boundaries, staff boundaries and policy/political boundaries.

This exploratory study examined how women managers in education in Sarawak combine their traditional and professional roles and deal with potential role conflict. The study is set in the context of an increasing number of women managers in education in Sarawak and the issues this raises for their support, if they are to harmonise their roles and advance professionally. The aim of the study is to furnish policy makers at the national and state level with information to formulate a policy document which could be adopted in preparing a strategy for the advancement of women managers, taking into account their dual roles. Both quantitative and qualitative paradigms are employed to provide depth and breadth. The postal survey questionnaire was sent to all the 109 women in the target population: all women heads and deputies in schools, teacher training colleges and the State Education Department. There was a 91.7% response rate. Additionally, eight women managers were interviewed in-depth, together with seven spouses and three other senior women in education, who are influential nationally. The eight women managers also completed time-log diaries for a week. Respondents in the survey questionnaire included managers who, at one time, had rejected promotion. This enabled the perceptions of those who had experienced difficulties in relation to promotion to be analysed, as well as those who had not. Combining the quantitative and qualitative approaches meant that they complemented, supplemented and illuminated each other. The study did not aim, initially, to explore the cultural dimension but it emerged during the interviews that their specific cultural origins (Malay, Iban and Chinese) were a significant determinant of the women managers' perceptions of their dual roles. Indigenous culture was not found to be a barrier to advancement but the research has revealed that when studying women in educational management consideration of individual cultural contexts gives additional insights into their perceptions of their two roles. Interviews with the spouses revealed corresponding views to those of their wives pertaining to women's traditional roles; they also saw complementary roles in the partnership. The close support of the extended family is a significant factor in the study. For the women studied, the boundaries between their personal and professional roles were not clear-cut. Work invaded their personal lives and family needs were perceived as paramount when considering promotion. Values relating to caring and nurturing imbued their professional and personal lives. The different cultural and environmental experiences of the women managers contributed to their varied perceptions of role conflict. Many had developed coping strategies which reduced such conflict and supported their successful performance as workers, wives, mothers and daughters. Impediments to the advancement of women managers are identified and possible courses of future action suggested. Implications for policy makers at the Ministry of Education and State Education Department as well as for future research are highlighted

The main goal of this study was to explore the perceptions of managers regarding their role in the successful implementation of the Employee Assistance Programme (EAP) in the Department of Education (DoE) in the Limpopo Province, South Africa. The researcher used a qualitative research approach to explore the perceptions of managers regarding their role in the successful implementation of the EAP in the DoE. To do this, the researcher used a probability sampling technique with the purposive sampling method to select the sample for this study. Semistructured interviews were conducted with the use of an interview schedule to gather data form 24 participants. With regard to data analysis, the researcher employed Creswell’s (1998) analytical spiral to analyse the data collected from the participants. The analysis involved both the transcription and interpretation of the data. The empirical findings revealed, on the one hand, that participants were knowledgeable about the EAP and its usefulness in managing performance. Although this is case, the findings of the study showed, on the other hand, that these participants do not use the programme to manage poor performance within the DoE. As a justification, the participants reported a lack of understanding when it comes to referral processes and types of referrals to the programme. Even important to note was that managers showed little trust (if not completely none) to staff members who deal with the EAP when it comes to upholding confidentiality and professionalism. Thus, recommendations from the participants called for an active participation and involvement in the EAP on the part of the managers to ensure a successful implementation of the programme. Such recommendations included, amongst others, the training of managers in the DoE. / Dissertation (MSocSci)--University of Pretoria, 2013. / gm2014 / Social Work and Criminology / unrestricted

M.Tech. / Sport has become the broadest common cultural denominator in almost all societies (Lapchick, cited in Gouws, 1997). As a result, sporting events have become an increasingly popular means for achieving political, cultural and economic benefits for the host nation (Parent, 2008). Consequently, this has led to an increased demand in the value of diverse skills in the sport event management field. This is to cope with the increased complexities surrounding sport event management and thus requires a distinct body of knowledge and skills to be developed (Quatman, 2008). However, concern over the lack of a relevant base of common knowledge (NASPE-NASSM, 1993) as well as pertinent training programmes to prepare sport managers for the contemporary sport events industry has resulted in current graduates not necessarily meeting the needs or expectations of the industry. As a result, there appears to be a gap between the current event management curricula outcomes at higher education institutions (HEIs) in South Africa and the expected competencies of sport event managers in practice. The aim is therefore to develop guidelines for sport event management training in higher education institutions on various HEQF levels (DoL, 2008) to address the competencies required by managers for the South African context. This translates into objectives, namely: i) to identify, conceptualise and unpack sport event management competencies required by sport event managers, ii) to investigate the curricula of sport event management at higher education institutions in South Africa, iii) to investigate the importance of different competencies required by sport event managers in South Africa, iv) to investigate the current level of competencies of practitioners regarding sport event management in South Africa, v) to provide a background on the current education system in South Africa and vi) provide guidelines for sport event management training in higher education institutions at various HEQF levels (DoL, 2008) to address the competencies required by managers for the South African context. The research design is descriptive in nature, with quantitative methods in the form of questionnaires utilised to collect the data. The sample includes trainers¹ from HEIs in South Africa offering sport event management, and subsequently sport event management, as well as practitioners² from HEIs in South Africa and sport event managers from selected sport companies in Gauteng.

Research into wellness literature identified the existence of various wellness models consisting of multiple dimensions, and found different relationships between these dimensions. In an attempt to expand on the theory of wellness, this study determined the wellness behaviour and health risk profile of managers at two South African higher education institutions. A sample of 89 managers from two South African universities, a traditional academic university and a technology university, was used in the study. The sample comprised 40.45% respondents from the academic university and 59.55% from the technology university. Females accounted for 31.5% of the sample, while males accounted for 68.5%. The Pearson product moment correlation coefficient was used to determine the relationship between the wellness behaviour levels and the health risk scores of managers. The results suggested that there were no significant correlations between the mean physical fitness and nutrition, medical self-care, safety, environmental wellness, social awareness, intellectual wellness, spirituality and values subdimensions and the health risk scores of managers. However, there was a significant negative relationship between sexuality and emotional awareness and the health risk scores. The negative correlation indicated that, with an increase in the sexuality and emotional awareness level, there would be a decrease in the health risk. There was a small negative relationship between emotional management and the health risk score. The low negative correlation indicated that with an increase in the emotional management level, there would be a decrease in the health risk. There was also a negative relationship between occupational wellness and the health risk score. The low negative correlation indicated that with an increase in the occupational wellness levels, there would be a decrease in the health risk. T-tests were used to determine the relationship between the mean wellness behaviour levels and mean health risk scores of managers at the academic university and technology university, heads of academic departments and directors of support services, female and male managers, post-graduate and PhD graduate managers.The results indicated that there were no significant differences in the mean wellness behaviour levels and mean health risk scores of managers at the academic university and technology university, heads of academic departments and directors of support services, female and male managers, post-graduate and PhD graduate managers. Thus, the null hypotheses postulating that there is no significant difference between the mean wellness behaviour levels and mean health risk scores of managers at the academic university and technology university, heads of academic departments and directors of support services, female and male managers, post-graduate and PhD graduate managers, could not be rejected. A one-way analysis (ANOVA) was conducted to determine the difference between the wellness behaviour levels and the mean health risk scores of the three age groups used in this study. The results indicated that the means of the three age groups did not differ significantly. A wellness prediction model could not be used to measure wellness against the eleven independent variables. The data was of such a nature that a linear regression model could not be used, as the variables were not normally distributed. Therefore, the null hypothesis postulating that it is not possible to use a wellness prediction model as a holistic dependent variable, to measure wellness against all possible variables, could not be rejected. The combined average wellness behaviour levels of managers at the academic university and technology university were 76.8% and the risk scores were 19.36%. These indicated high wellness behaviour levels and low health risk levels. The wellness behaviour and health risk model proposed in this study, may serve as a theoretical framework for future scientific wellness behaviour and health promotion surveys and data analysis to devise tailor-made interventions. The model postulates that wellness, as a dependent variable, is determined by eleven independent variables. These eleven independent variables are physical fitness and nutrition, medical self-care, safety, environmental wellness, social awareness, sexuality and emotional awareness, emotional management, intellectual wellness, occupational wellness, spirituality and values and the health risk score. This study identified the physical fitness and nutrition, and medical self-care wellness behaviour levels as weaknesses in managers at the two sample universities that necessitate interventions. / Thesis (PhD (Organizational Behaviour))--University of Pretoria, 2008. / Human Resource Management / PhD / unrestricted

The primary objective of the study was to establish the role that is played by team member leadership and strategic leadership, in complementing project manager competencies, on project success. Ultimately, the study is meant to assist project organizations and project managers in crafting leadership development programmes and plans that entrench leadership as a complementary aspect among project participators. The study is modelled on the concept that there are essentially three levels of leadership in projects, namely: (a) executive, (b) management and (c) operational level (DuBrin, 2010). There is therefore a complementary leadership relationship between company executives, project managers and team members that contribute to project success. Most current project leadership practices emphasize the project manager’s competencies as the key driving force in project success. Howell and Shamir (2005) assert that many writers in leadership agree that leadership is an interdependent relationship between the leader and the follower, yet leadership theories are too “leader-centric”. Beyer (1999) and Yukl (1998) in Howell and Shamir (2005) also criticized charismatic leadership theories as promoting stereotypes of “heroic leadership” that single-handedly determine the fate of the groups and organizations and that followers are a submissive lot to the leader’s will and demands. The literature study revealed that there are different perspectives on project success. Project managers and team members mostly focus on operational objectives of cost, time and quality requirements to the detriment of the business results, yet top management focus on business results. Further the literature showed that certain leadership theories only recognise the project manager for leadership on projects while others accept that followers themselves are leaders and that formal leadership is becoming irrelevant. Leadership is meant to be distributed to various role players in the team since it is a complementary construct. The empirical study consisted of a structured questionnaire distributed to a population of company executives, project managers and project team members in various project organizations predominantly in the Eastern Cape. The structured questionnaire was aimed at gathering views on the aspects of project success and project leadership, especially the role played by the strategic leadership and team member leadership as active participants that complement the project manager in achieving project success. The results of the empirical study revealed that: Project success straddled both the notion of meeting time, cost and quality requirements as well as achieving strategic business results. Leadership is a relationship between the leader and the led and that it must be dispersed to various participators in the team. Top management (executives) play a valuable role in linking projects to strategy and ensuring an aligned selection of projects. Team members play an active role in leadership, empowering the project leader and influencing his or her behaviour and consequently determining the results of the leadership relationship. Recommendations are presented for increasing project success through total leadership. These recommendations include that: Management in project organisations should expand the definition and understanding of project success at all levels. Executive management in project organisations should always view projects as strategic weapons to compete in the market place. The strategic imperatives of projects and project selection are not a once-off exercise but further taken to implementation at project level through strategy implementation and monitoring. Team members should be recognised as active participators in project leadership relationship. It is an obsolete idea to assume that as a result of the project manager having good leadership qualities and competencies that the team members will automatically follow.

M.Phil. (Engineering Management) / This dissertation provides an investigation on the level of technical knowledge which project managers have to carry to deliver technical projects. It has now become a standard to many organizations to run their deliverables in projects to reach their objectives and every project is set to be unique. Project management can be thought as the application of knowledge, skills, tools and techniques to meet project requirements or coordination of human, financial and material resources to achieve beneficial change defined by quantitative and qualitative objectives. At the heart of project management is the project manager a project director and driver. Project manager is a professional tasked with leading a project from inception to completion [27]. It is not clear as to which level of technicality must project managers be to delivering projects in time, on budget and in an acceptable quality, thus the duties and qualities of a technical inclined project manager are covered in this study. Project manager leads a project team from the start of a project life cycle to finish, accomplishing the project objectives on time and within budget. Facing obstacles, budget and time-constraints, project manager is a key to planning and executing projects that produce the desired deliverable or result [4]. Developing the literature around the project management industry outlines the duties and responsibilities of a project manager which then defines the skills needed for project managers. It is safe enough to have a project manager with all the required skills stretching from technical through to managerial. Organizations delivering large scale projects have developed a role of an engineering manager who takes control of all technical aspects of the project. A project with an engineering manager allows the project manager to administrate the project and in that case the level of technicality for project managers is not important. A great athlete does not always make a great coach. Some of the best coaches in the world were not the best athletes, but have a firm understanding of the game. As suggested in [28] by Richard Fanelli, an architect and project manager guru that “a complete project manager must be an expert technically and knowing how things are done, as well as being detail oriented”. The one person the place can't function without. Everyone, the boss, supervisors, assistants comes to you for help. But where do you as a project manager go when you need help? As a project manager one is part bookkeeper, part administrator, part leader, part human resource pro, part technical guru, and part many other parts without parting ways with your sanity. Findings to the research topic are drawn to support the final conclusions discussed in the later part of the report. The project manager must also have technical competence in some aspects of the work being performed on the project. It appears however that there is considerable disagreement between researchers on the issue of how much technical knowledge is required. The more technically aware one is, the better they will be able to understand risks, potential roadblocks, and impacts of delays to the schedule. Project manager requires skills in three primary areas, namely interpersonal, technical and administration to deliver project successfully.