Numerous studies have shown that culture is a critical factor affecting leadership perceptions. Although these studies provide useful information about cultural differences, they overlook the fundamental difference between East Asians and Westerners, a holistic view versus an analytic view. In addition, these studies are based on methodologies in which verbal or pictorial stimuli are presented by researchers under conditions of high capacity, which does not allow other representational differences to be observed. This study investigates leadership representations in South Korea and the United States based on hypotheses about fundamental differences in social cognitive processing among South Koreans and Americans, as revealed in spontaneously generated visual productions. The results suggest that South Koreans have a holistic view, whereas Americans have an analytic view of leadership representations. Implications and future directions for research on cultural differences in leadership representations are discussed.

<p>Ansatsen; Deltagande design inom MDI förespråkar att användare är med under hela designprocessen, även under det tidigaste skedet, före det har skissats på någon prototyp över huvudtaget. Medverkan innebär då att användarna får klargöra sina behov, åsikter och önskemål om en produkt. En speciell deltagarteknik har utvecklats för att göra detta möjligt och heter Contextual inquiry. I detta arbete har tekniken tillämpats på hyresgäster inom Skövdebostäder och har gällt produkten elektronisk anslagstavla. Hypotesen har varit att inställningen till en produkt är mer positiv när användare har deltagit i det tidigaste stadiet i designprocessen och skulle då förklaras med hjälp av ett psykologiskt "fenomen" som kallas Hawthorne-effekten. Resultatet från studien kunde inte ge stöd för hypotesen, det fanns med andra ord ingen signifikant skillnad mellan experimentgrupp och kontrollgrupp.</p>

<p><strong>Purpose:</strong> The purpose of this study was to examine the relationship between job satisfaction among hotel employees as well as the relationship between employee empowerment and contextual performance behaviours.</p><p><strong>Background: </strong>Most managers and scholars emphasize that an organization’s most important tool for gaining a competitive advantage is its people and; in order for the firm to attain success employees must be involved and active. It has been argued that success within the hotel industry lies with customer satisfaction, of which is the result of overall job satisfaction of the employee. Most hotels strive to empower their employees in order to deliver better quality service. In addition, contextual performance behaviours are also common practice in such places where employees have a broad range of duties and tasks. Both empowerment and contextual performance behaviours are thus seen to provide overall job satisfaction.</p><p><strong>Method: </strong>The research approach used was that of a single case study, using a survey instrument to collect data on facets empowerment and contextual performance behaviours. The Scandic Hotels of Jonkoping were used for this purpose. The data collected were then analysed by way of factor analysis and multiple regression methods to validate the hypotheses formed in the theoretical framework.</p><p><strong>Findings and</strong></p><p><strong>Conclusions: </strong>Based on the results of the analysis, the majority of the hypotheses were supported.  Training and rewards showed a significant relationship with overall job satisfaction. Job dedication behaviours also showed similar results. In addition, information sharing and trust and training and rewards proved to have interrelationships as facets of empowerment.  Interpersonal facilitation and job dedication behaviours were also proved to be distinct behaviours within contextual performance.</p>

<p>Syften för denna studie har varit: ”att beskriva en variation av uppfattningar hos gymnasieelever på teoretiska gymnasieprogram vad gäller hur de uppfattar och resonerar omkring sitt eget skolfusk i förhållande till fenomen som eleverna själva uppfattar som betydelsefulla för det egna skolfusket” och ”att belysa elevers uppfattningar om sitt eget skolfusk genom fyra allmänt kända teoretiska perspektiv som kan antas tangera den förförståelse av elevers skolfusk som antas vanligt förekommande hos lärare på motsvarande gymnasieprogram.”</p><p>Begreppet skolfusk har definierats och data har därefter samlats in genom kvalitativt utformade enkäter som besvarats av 36 gymnasielever från det studieförberedande samhällsvetenskapsprogrammet. Forskningsansatsen har varit fenomengrafisk och analysmetoden kontextuell analys.</p><p>Huvudresultatet utgörs av fem kategorier som på kvalitativt skilda sätt beskriver elevernas uppfattningar kring skolfusk. Kategorierna har rubricerats efter det totala materialets mest meningsbärande aspekt, nämligen elevernas uppsåt/avsikt/intention med sitt skolfusk som utgörs av variationerna ”att klara av en tillfälligt besvärlig situation”, ”att utmana/provocera/protestera emot (skol)systemet”, ”att överleva i en skolsituation som upplevs för svår”, ”att höja betyg” och ”att slippa anstränga sig”.</p><p>Empirin har också tolkats genom fyra teoretiska perspektiv som i studien ansetts representativa för lärares förförståelse kring elevers skolfusk. Av resultatet framgår att ett flertal elever i sina uppfattningar om eget skolfusk ensidigt orienterar sig åt prestationspsykologiska, sociologiska eller mikroekonomiska perspektiv.</p> / <p>The aims of this study have been: “to describe a variation of conceptions among upper secondary pupils in theoretical education programs concerning how they apprehend and reason about their own school cheating in relations to phenomena that the pupils themselves judge as meaningful for their own school cheating” and “to illustrate pupils conceptions of their own school cheating through four common known theoretical perspectives which can be considered to touch upon the precomprehension of pupils school cheating that is considered as frequent among teachers in corresponding education.”</p><p>The conception school cheating has been defined and data have been collected through qualitatively designed questionnaires which have been answered by 36 upper secondary pupils in social science education preparing for ensuing studies. The research approach has been phenomenografical and the method of analyzing contextual analysis.</p><p>The main result is constituted by five categories which in qualitative different ways describe the pupils conceptions of school cheating. The categories have been classified on the basis of the most meaningful aspect of the total data, “the pupils intentions of their school cheating” which is constituted by the variations “to manage a temporary troublesome situation”, “to challenge/provoke/protest upon the (school)system”, “to survive in a school situation which is experienced as to difficult”, “to raise grades” and “to avoid effort”.</p><p>Empirical data have also been interpreted through four theoretical perspectives which in the study have been considered representative for teachers precomprehension of pupils school cheating. The result shows that a majority of pupils is one-sided orientated in their conceptions of their own school cheating towards perspectives of either achievement-psychology, sociology or micro-economics.</p>

Previous literature has typically assumed that organizational citizenship behaviors (OCBs) are beneficial to both employees and organizations. Researchers have begun to question this assumption. This paper seeks to identify situations when OCBs are detrimental to employees or organizations. Specifically, two variables (burnout and role overload) are hypothesized to moderate the relationship between OCBs and outcomes (job satisfaction, turnover intentions, and task performance), such that when burnout and role overload are high, negative outcomes occur. Moderated regression was used to test the hypotheses. There was little evidence for burnout as a moderator, but interactions involving role overload were significant; however, the directions of the relationships were not as hypothesized. Alternative hypotheses were tested, which provided support for the general theory that OCBs can result in negative outcomes.

A quasi experimental study tested a contextual teaching and learning (CTL) model for integrating reading and mathematics competencies through 13 introductory Career and Technical Education (CTE) courses. Volunteer CTE Lead Teachers with assistance from academic teachers, developed integrated units. The purpose of this study was to determine whether students who participated in CTE courses that integrated core mathematics and reading standards performed better on a test of mathematics and reading skills compared to students who participated in traditional, non-integrated courses. The treatment group consisted of students in the 13 introductory courses taught by the CTE Lead Teachers and the control group consisted of students in all other sections of the 13 introductory courses not taught by CTE Lead Teachers. After a 26-week intervention, 9th and 10th grade student Florida Comprehensive Assessment Test (FCAT) reading and mathematics scores were analyzed to determine if the mean change in post-test scores was greater in the treatment group than the mean change in scores in the control group. An ANCOVA and multiple regression analysis of quantitative data revealed that the integrated CTE courses were statistically significant in improving reading treatment group scores, but not statistically significant in improving mathematics treatment group scores. The study is significant because it seeks to address a gap in the literature on academic and CTE integration and to provide evidence that a partnership between academics and CTE can contribute to student achievement as measured by state assessments.

Pastoraat aan die Afrika-mens is a Masters' thesis, which explores the hypotheses and finds that an African life and worIdview must consciously be taken into account in pastoral care to Christians with an African life and worldview in order to improve effective care. The practical-theological model of Heitink is being used as research method. This entails the following: Hermeneutically 1. To show from Scripture as basis some perspectives on the research concepts 'pastoral care' and 'life and worldview'. Empirically 2. To describe the main aspects of an African life and worldview. 3. To determine the extent to which an African life and worldview still influence the thought and life of believers in Mamelodi. Strategically 4. To determine which aspects of an African life and worldview are relevant for pastoral care, 5. To formulate guidelines for pastoral care concerning Christians who are having an African life and worldview. Especially exegesis about Moses and Paul shows that life and worldview must be taken into consideration in pastoral care. The religion phenomenological approach to religious consciousness by the Dutch scholar Johan Herman Bavinck serves as basis to describe an African life and worldview in terms of totality, norm, higher powers, need of salvation and life between activity and passivity. The socio-cultural category of space is added. Empirical research among seven ecclesiastical congregations in Mamelodi points to the fact that an African life and worldview still has an effect on the Iives of Christians. Pastoraat aan die Afrika-mens give guidelines for pastoral care, after looking at some 'emic' en 'etic' contributions regarding African-ness in pastoral care. The departure of a psycho-sociocuItural hermeneutic approach to African life and worldview as well as a Word-based holistic approach to the pastoral conversation is promoted. / Thesis (Th.M. (Practical Theology))--Potchefstroom University for Christian Higher Education, 2003

In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this descriptive study explores the state of instructional technology (IT) integration by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examines how the lecturers conceptualize IT integration, how they integrate IT into their instruction, the support given by their institutions, and the constraints they face. The qualitative methodology used is basic or generic in nature (Merriam, 1998). Twenty-one lecturers in the colleges of education at 3 universities participated. The 3 data collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive and Miles and Huberman’s (1994) interactive data analysis model was employed. Findings show that the conceptualization of IT and its integration by the majority of the lecturers was largely as hardware in nature, with focus put on viewing technological tools as audiovisual aids. Lecturers with qualifications in educational technology (ET) viewed IT and its integration from what Schiffman (1995) calls a narrow systems view. Most of the lecturers used technological tools for illustrating key points in their lecture delivery and lecturers who used computers used these for lecture preparation. Lecturers’ computer proficiency and competencies were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration tasks and processes. The lecturers’ integration of IT was at the Entry and Adoption stages (Dwyer, Ringstaff and Sandholtz, 1991). Institutional support was characterized by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration policy framework, and lack of appropriate initial and continuous staff development. This study is part of the genesis of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional technology integration in “developing” and/or low-income countries like Zimbabwe.

The thesis compares the structure of the theological responses of Martin Luther and contextual theologies , especially those of Juan Luis Segundo and Albert Nolan. The structure of the theologies are described using concepts derived from the methodologies of research programmes developed by Imre Lakatos. The social and ideological background of the ruling ideology of Luther's time (medieval Catholicism) and that of contextual theologies (neo-colonial capitalism) are presented . Parallels are found in that the ruling ideology utilises a monopoly on legitimating authority to orientate the life energies of people to achieving legitimation in terms of norms set up by the ruling class. These norms result in a an exchange of work for legitimation, and so exploit people. This constitutes an 'in and up' theology: Resources are drawn in in order to climb up to a position of legitimation . Both Luther and contextual theologies respond by reversing this pattern, decoupling legitimation from the norms of the ruling class and the work of people. They constitute 'down and out' theologies: God, the legitimator, is down with people, and because legitimation is given freely to people down where they are, energies flow out to serve the common good. Dissimilarities between Luther and Contextual Theologies are found in the locus of legitimation (individual vs. social), the role of faith, and the negative heuristic (dialectic of the cross vs. transformation of the system). It is argued that the difference in negative heuristic is mainly responsible for the perennial nature and conservatism of Lutheran Theology versus the rapid demise of South African contextual theology. The results of the investigation show that the conceptual structure of Lakatos' epistemology, coupled with an analysis of the flow of legitimation and orientation, is useful in structuring and evaluating theological systems on the questions where does legitimation come from, where to does the theology orientate, and how are orientation and legitimation linked. These questions may be seen as a new way of formulating the lawl gospel distinction of classical Lutheran theology. / Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

Business organizations rely on exploitation and efficiency to provide short-term results and on exploration and innovation for their future viability. The ability to simultaneously exploit and explore has been termed organizational ambidexterity. Front-line managers who are able to encourage both exploitation and exploration from their employees should therefore be quite successful, but this is not an easy task. Managerial interventions seek to align the employees’ interests with the manager’s interests and therefore can be perceived as more controlling than enabling, thereby negatively impacting ambidexterity. This case study uses agency theory as a theoretical lens to understand managerial interventions that could focus attention on individual employees’ actions that are both exploitative and explorative in an enabling fashion to allow for success. The study advances managerial practice, addresses gaps in the literature on ambidexterity, and advocates development of a new management theory by recommending that managers focus their interactions into three sets of tasks, 1) those that connect the employee to the organization, 2) those that connect the manager to the employee, and 3) those that enable the employee to go forward and own their decisions, within these connections. We argue, this combination of interventions work together to encourage an environment of both exploitation and exploration, or contextual ambidexterity, with the opportunity to be successful in both the short-term and into the future.