Global ETD Search

1	The analysis of the relationship among leadership type, satisfaction, the tendency of resignation and motivators. Lin, Meng-jung 22 June 2006 (has links) The retention of talents has been one of the crucial topics for enterprises. No matter how renowned the enterprise is, its employees might choose to resign. The causes or reasons of resignation could be many, either unsatisfied with current workplace or other factors, such as leadership of supervisors, job satisfaction, the recognition of incentives or motivation and so forth. Through career transition survey and the research of related thesis, we discovered that employees¡¦ job satisfaction was profoundly involved with leadership. In the meantime, employees¡¦ recognition toward motivators will influence their job satisfaction as well. From the result of questionnaire survey and analysis, we understand what motivators can motivate employees to the most and what type of leadership can make employees feel more satisfied their jobs. The samples of this research were from indirect production employees of six manufactures in Kaohsiung that were listed as top 1000 manufactures on Business Weekly magazine. 296 copies completed and returned from 350 questionnaires in total sent out. Through differential analysis, correctional analysis, regression analysis, the empirical findings of the present study are as the following: 1. The difference of job satisfaction will be occurred because of different leadership types. The positive effect from transformational leadership is stronger than from transactional leadership. 2. The difference of Job satisfaction will be resulted from employees¡¦ recognition toward incentive measures and motivation. The positive effect from internal motivation is more significant than from external motivation. 3. The tendency of resignation is heavily impacted by job satisfaction. Keywords: leadership, incentives, motivation, job satisfaction, tendency of resignation. incentives leadership tendency of resignation motivaton job satisfaction
2	Retailer Entry Mode in China Mai, Chia-Jung 20 June 2002 (has links) China is the second largest investing market in the world now and it is also the number ninth trading country in the world. There are almost 13 billion populations in China, average GDP each year is about 7%. We can see how attractive and interesting China market is for all the retailers in the world and top 500 countries are all interested in investing in China. Since 1992 China government opened retailer¡¦s market and policy, almost all the MNC companies, local Chinese retailers, small retailers and ¡K¡Ketc, are eager to enter China. It also helps China retailer market full of lot of competitions. It¡¦s also good timing for us to obverse retailer¡¦s entry mode in China. When we are facing the global competition around the world and changing everywhere. For MNC companies, it¡¦s a great challenge to keep sustainable competitive advantage and do the right direction. The purpose of the study is knowing retailer¡¦s entry mode in china, how the motivations affect companies to choose the entry mode in china. This paper is different then the general entry mode theory we know, it¡¦s the result after observing the market phenomenon, case study, interview Carrefour & 7-11, scholar¡¦s experience and discussion. After that I try to combine all the materials above and find out the true phenomenon of retailing market in china and make the conclusion for all retailers who wants to enter China. As we know different entry motivations will affect retailers to choose different entry mode. In this paper, I put on the Company side, Risk side, Environment side and Local operation side. Try to understand how the four side affect retailers¡¦ choose the entry mode in China. This paper starts from the different entry motivations, four different sides evaluation, and try to find the appropriate retailer¡¦s entry mode in China for all the companies who may want to enter china. china retailer entry motivaton Entry mode
3	Pradinių klasių mokinių mokymosi motyvacijos skatinimo vadybiniai aspektai / Management aspects for stimulation of primary school pupils learning motivation Adomaitienė, Daiva 16 August 2007 (has links) Lietuvai atkūrus nepriklausomybę, staiga keitėsi gyvenimo būdas, atsirado naujų gyvenimo iššūkių - atviresnių tarpusavio santykiai, vis atsinaujinančios technologijos, įvairios reformos, reorganizacijos ir pan. Daug ką kopijuojame ar tiesiog perimame iš kitų šalių, nes mąstymas, sąmonė, tradicijos, įpročiai nespėja keistis. Mokykla pasuko vakarietiško demokratėjimo kryptimi. Todėl keičiasi mokyklos klimatas, kartu keičiasi ir mokyklos bendruomenės narių tarpusavio santykiai, kuriamos sąlygos asmenybės ugdymui. Visuomenė mokyklai iškelia dvejopą vaidmenį: mokyklą turi suteikti mokiniams kokybišką išsilavinimą ir ugdyti laisvai bei kritiškai mąstančius asmenis, gebančius priimti savarankiškus sprendimus ir mokančius prisitaikyti kintančiame pasaulyje. Kiekvienam vaikui įgimtas noras eiti į mokyklą, kur įgyjama pirmoji patirtis. Šalia esantys žmonės mokykloje sukuria sąlygas vaikams, kad šie „judėtų reikiama kryptimi“. Mokinių pasiekimų tyrimai rodo, kad prastėja mokymosi kokybė, dažniau mokiniai paliekami kurso kartoti, daugiau mokinių praleidžia pamokas be pateisinamos priežasties ar iš vis nustoja lankyti mokyklą. Pirmuosius sunkumus mokiniai patiria jau III-IV klasėje ar anksčiau. Vadinasi, ugdymo proceso organizavime yra trūkumų. Todėl tyrimo objektas - mokyklos vadovų ir mokytojų pradinių klasių mokinių mokymosi motyvacijos skatinimas, o tikslas - išsiaiškinti pradinės mokyklos ugdymo organizavimo ir valdymo galimybes bei įtaką pradinių... [toliau žr. visą tekstą] / After Lithuanian going independence our may of life changed, we met have more open relationship, new technologies, different reforms, reorganization and etc. Our way of thinking, consciousness, traditions and habits are slowly changing that’s way a lot of things we just copy from other countries. School has turned to western democracy. With this turn school’s climate is changing together with school’s community member’s relationship and growing conditions for personality development. Society raises dual task for school. Firstly school has to give qualified education, then develop free and critical thinking, also persons who can take independent decisions and adopt in changing world. Every child has innate desire go to school, where he gets his first experience. School’s personal create circumstances, which lead children. Pupil’s achievements research shows that studying quality is decreasing; more children miss classes without just fictive reasons or stop attending school at all. Every child has innate desire so know and learn, but already in 3rd and 4th forms they experience first studying difficulties. It means that there are some defects of development process management. The object of this survey is learning of the motivation school’s heads, teachers and pupils of primary school. To reach the purpose these methods were chosen theoretical (pedagogical, psychological, social, philosophical) literature, educational system documents studies; comparative conception and... [to full text] Educology Pradinių klasių mokinių motyvacija Motyvacijos skatinimo modelis Mokymosi motyvacijos skatinimas Pradinių klasių mokinių ugdymas Motivation of primary school pupils The model for stimulation of motivation Stimulation of learning motivation Teaching of primary school pupils
4	Historieintresse och historieundervisning : Elevers och lärares uppfattning om historieämnet / History interest and history teaching : Students' and teachers' views on the subject of history Hansson, Johan January 2010 (has links) This thesis studies teachers’ and students’ conceptions of history and history teaching and aims to explain the importance of an interest in history among teachers and students of the subject. Research on teachers’ conceptions (e.g. Martin 2005) shows that the didactical question “Why?” influences the “How?” and “Why?” questions and that teachers’ thinking about their own practice is mainly influenced by their background and their experiences from teaching. Research on students’ opinions (e.g. Youth and History, 1997) shows that they enjoy history shown in films, that they appreciate museums, and that the preferred topic is 20th century history. In this thesis learning is envisaged as something individual but it is the learners’ social context that defines what is important, meaningful and interesting to learn. The research methods consist of a survey study concerning the pupils’ attitudes towards history and history education, and an interview study with their teachers about their teaching and their opinions about history in general. Nine teachers and their 217 pupils participated. It is mainly topics from 20th century that are described as interesting by both students and teachers. The teachers had different views on the didactical whyquestion, which they described either as student oriented or subject oriented. Their views on why history is important influenced their teaching methods. The student oriented teachers stated that their pupils’ needs and wishes affect their methods while the subject oriented teachers said that they give varying lessons, and have a more student active teaching, but decide for themselves what teaching methods are to be used. The subject matter is influenced by the teachers’ personal interest in history, in most cases a Eurocentric political history. This choice of content, and the teachers own interest, are explained by the historical culture of Swedish society rather than the curriculum. The teachers state that exciting stories and dramatic events related in books or films were, and still are, important to their interest in history. Their individual interpretation of what is important and meaningful in their historical culture influences teachers’ personal interest, their knowledge, and the content of their history teaching. The students’ attitudes to history are also influenced by various factors, of which history education at school is merely one. History didactics pedagogical content knowledge subject matter knowledge learning teaching teaching methods history teachers students pupils compulsory school upper secondary school interest motivaton lessons interview survey study Sweden Geschichtsdidaktik Historiedidaktik pedagogik ämneskunskaper undervisningsmetoder undervisningsinnehåll lärostoff historia lärande undervisning lärare elever studenter grundskola gymnasieskola intresse motivation intervju enkätundersökning Sverige Subject didactics Ämnesdidaktik History subjects Historieämnen

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