In terms of the British Army in the Great War, the study of whether or how the army learned has become the dominant historiographical theme in the past thirty years. Previous studies have often viewed learning and institutional change through the lens of the 'learning curve', a concept which emphasises that the high command of the British Army learned to win the war through a combination of trial and error in battle planning, and through careful consideration of their collective and individual experiences. This thesis demonstrates that in order to understand the complexities of institutional change in the Great War, we must look beyond ill-defined concepts such as the learning curve and adopt a more rigid framework. This thesis examines institutional change in the British First Army in the 1915 campaign on the western front. It applies concepts more commonly found in business studies, such as organisational culture, knowledge management and organisational memory, to understand how the First Army developed as an institution in 1915. It presents a five-stage model - termed the Organisational Development Model - which demonstrates how the high command of the First Army considered their experiences and changed their operational practices in response. This thesis finds that the 'war managers' decision-making was affected by a number of institutional and personal 'inputs' which shaped their approach to understanding warfare. This thesis examines the manner in which new knowledge was created and collated in the immediate post-battle period, before studying how the war managers considered new information, disseminated it across the force and institutionalised it in the organisation's formal practices, structures and routines. In a broad sense, this thesis does three things. First, by examining how the army learned it moves beyond standard narratives of learning in the British Army in the Great War and highlights the complex interplay between personal and institutional learning processes. Second, by focusing on institutional change in the 1915 campaign, it sheds new light on an understudied yet crucial part of the British war experience. Finally, in creating the Organisational Development Model, it provides a robust platform on which future research can be built.

This thesis focuses on the international hotel industry as part of the global economy and examines the implications that the strategic management of human capital has within the five-star sector of the hotel industry in Dubai, an emirate of the United Arab Emirates, and an economy based on the service sector. It examines the macro environmental factors influencing the potential strategic directions of two recognized international five-star hotel brands and considers the challenges this creates for the alignment of strategy, and the implications this has for management of human capital(people) as a key determinant of success that enhances organisational outcomes. In selecting this area of research, the author has adopted a grounded theory approach to the generation of new knowledge, allowing the literature to be guided by concerns raised by hotel managers and industry consultants working in the context of Dubai. This approach led to the employment of a case study method, through which the key influences of organisational culture and ownership are considered. Two international hotel chains were identified to represent the two strategic modes of entry into the destination. The first case being a locally owned and managed chain with 7 hotels in Dubai. The second case is a European chain operating 6 hotel properties under management contract in Dubai, with 6 different owners from the Middle East. Both companies operate within the luxury five-star market that is so prevalent in Dubai. The hospitality industry, by definition, relies heavily on human capital, both as a resource and a capability that may allow for the development of competitive advantage. However, the dynamics of the Dubai hotel environment, the strength of the Arab cultural values and the organisational conditions that exist in Dubai present HR managers with a number of unique challenges, including high levels of pastoral care, and approaches to managing the workforce that may be at odds with traditional ‘Western’ ideals. This thesis adds to the existing debate on the value and utilisation of existing theoretical frameworks attached to the alignment of strategy and the implications for managing human capital in the face of globalisation and presents a model of their application in a city that is characterised by power and control, predictability and change aversion.

This thesis uses a cultural perspective to explore the working life of employees in a government office during the 1980s. During that period three significant changes took place - in the promotion system, in management recruitment and policies, and in the introduction of computer technology. In comparing and contrasting these changes with past practices, we gain an understanding of the relationship between organisational culture and organisational change.

The aim of this research was to explore the relationship between culture and the educational leadership of six secondary school principals in Samoa. Educational leadership is a bounded process and is subject to the cultural traditions and values of the society in which it is exercised. To date, no research has been undertaken on this topic in Samoa. This qualitative study used a semi-structured interview process to gather data from the secondary school principals who had been principals for more than three years in government schools. It also sought to explore how professional development of the principals might be undertaken. The principals in this study were interviewed both face-to-face and by telephone. The findings revealed that culture significantly impacted on their leadership. The matai culture was particularly influential. For example, respect, Christianity, role modelling and the importance of using the Samoan language to communicate within the school context were all influential. The findings also revealed the effective leadership styles applicable to Samoan school context in relation to indigenous cultural leadership. For example, inclusive/consensus/collaborative leadership style that is practiced in Samoan culture is effectively used by principals to lead schools. The organisational culture of the Ministry of Education Sports and Culture in Samoa (MESC) also considerably impacts on educational leadership. For example, the policies from the MESC sometimes contradict with the practice of the principals, such as the principal's practice of corporal punishment is a crime in the MESC and United Nation policies. This research also revealed the gap between the western models of leadership and the Samoan indigenous cultural context and leadership practice by the principals. Therefore, all the principals involved in this study positively engaged with their Samoan cultural values and beliefs to lead schools effectively. However some Samoan indigenous cultural values and beliefs impact negatively on the education system. They need to be considered so as not to inhibit the development of educational leadership of Samoan principals. Today's education has grown rapidly in terms of technology therefore educational leaders must adapt and change their leadership. Principals must be professionally trained so that they would lead effectively. According to Smith (1992, p. 9) To change education is to change society

Change is a potentially emotional event as people anticipate or experience its outcomes and processes. Managers and researchers often ignore the emotional aspects of organisational change, yet it is precisely these aspects that can promote acceptance of change or resistance to it. The focus of the research is on the many factors that contribute to cognitive, affective and behavioural responses to organisational change. A model of individual responses evolved from the literature review and helped guide the research questions. It indicates that responses to change depend on factors in four categories: those in the change itself (outcomes, scale, temporal issues and justice); those in the employee (their emotional intelligence, disposition, previous experience of change, and change and stress outside the workplace); those in the employee’s perceptions of the leaders/managers/agents (their leadership ability, emotional intelligence and trustworthiness); and those in the employee’s perception of the organisation (its culture and change context). Two main research approaches underpinned the thesis. Firstly, cognitive appraisal theory takes the position that emotion derives from cognition as people contemplate the importance of events (such as organisational change) to their wellbeing and consider how they will cope. Secondly, social constructionism was used as a theoretical platform because it combines the individual experience of emotions during change with the social forces that help shape them. Twenty-four interviews were conducted in Auckland, New Zealand. The participants were from a variety of industries, organisations, hierarchical levels, change roles, functional departments and ethnic, gender and age groups. They reported on many different types of change, small and large, with many focussing on some element of organisational restructuring. The study showed that people played different roles in change events - as leaders, managers, agents and recipients - and at times took on a combination of these roles, which did not always depend on hierarchy. The roles they played to some extent influenced their responses. Findings show that all 13 factors in the model produced some responses, but not in all participants. The most prevalent of these, and those that often provoke emotions of the greatest intensity, were personal outcomes and the fairness of change. Two additional factors surfaced, control over the change and support from colleagues and people outside the organisation, and the model was revised to include them. The study confirmed that organisational change is indeed an emotional event, and that these emotions arise from a host of factors that have individual, social and wider contextual origins.

This study seeks to answer the question of what significant barriers are present for women managers in the organisational structure of hotels in Australia and New Zealand that impedes their progress to top management positions. Women seem to be under-represented at senior management levels in hotel companies and this exploratory research endeavoured to find out why this is the case.The research was carried out in conjunction with a major international group represented by more than 30 hotels in both countries. It consisted of an online survey sent to the hotel group's female supervisors and managers and a series of 18 follow up interviews. There was a high response rate to the survey and from respondents wishing to be interviewed. Issues arising from the research included organisational culture, the Old Boy Network, geographical mobility, role models, and the pathway to General Manager.The research concluded that for female managers aspiring to proceed up the career ladder in Australian or New Zealand hotels, it would be difficult for them to combine family life and career in the same manner as their male colleagues. There were also negative aspects of hotel culture and organisational practices that disadvantaged women at various stages of their career life cycle. If hotels companies wish to retain more women, they need to review whether their organisations consist of 'opportunity 'structures' (Scully 2003) or 'inequality regimes' (Acker 2006) for women.

Workplace humour is an important component of organisational culture and social behaviour, yet this topic is under-researched and neglected within the field of organisational studies. This thesis explores the influence of organisational culture on workplace humour enactment. Key research objectives are to contribute empirical data regarding the influence of organisational culture on humour and to create a model that explains and connects significant aspects of humour and organisational culture. A further aim is to explore the element of formality within organisational culture and its impacts on humour enactment. Research was undertaken in four New Zealand companies from different industries. A mixed-method approach is used and methods include: interviews; participant observation and document collection. An assessment tool was created to compare levels of formality and/or informality in the studied organisations. Findings show that the organisational culture and levels of formality and/or informality within the culture influence humour practices through the creation of boundaries that constrain or enable humour activities. A model was created to depict the influence of organisational culture upon humour enactment. The model shows that levels of formality or informality are key cultural elements and that formality/informality levels influence the boundaries that are created for humour enactment. Specific individuals (identified as either jokers or gatekeepers) assume dichotomous roles and within these roles either challenge or constrain the humour boundaries. Organisational members perceive that humour and organisational culture have both positive and negative impacts upon workplace outcomes such as: retention; satisfaction; performance and recruitment. Humour at work is widespread and a significant component of modern working life. Humour manifests itself within workplace culture and understanding the influence of organisational culture on humour enactment is an important facet of organisational studies.

Contextual factors linked to behaviour problems in schools include leadership, organisational culture (within individual schools), and levels of teacher stress. Efforts to improve the school environment, reduce teacher stress, and improve student outcomes often have a singular focus on behaviour management policy. The aim of this research concerns the direction of effects from these variables, and offers an alternative perspective on the environment-behaviour equation. That is, while student misbehaviour is viewed as a 'producer' of teacher stress, it may also be perceived as a 'product'. An initial qualitative investigation (Study 1) invited behaviour management staff (N = 23) to participate in focus groups, where three questions were posed in relation to the overall research aims. Content analysis was performed on the transcribed focus group data, and revealed that the hypothesised direction of effect between the variables of interest appeared probable. Participants for the main studies (Studies 2 and 3) were teaching staff (N = 136), school administrators (N = 17) and students referred for behavioural problems (N = 1432) at seven Brisbane metropolitan schools. Teachers and school administrators completed both the Multifactor Leadership Questionnaire and the Organisational Culture Inventory, while teachers also completed the Maslach Burnout Inventory. Student data was collated from school records, and grouped according to categories of referral frequency per student. In Study 2, high referral rates were associated with transactional leadership, and the Oppositional aspect of Aggressive-Defensive culture. Low and medium referral rates were associated with transformational leadership and the Dependent, Approval, and Avoidant aspects of Passive-Defensive culture, and the Affiliative aspect of Constructive culture. Regression tests found further support for the proposed path model and the hypothesised direction of effects. Transactional leadership and the Passive-Defensive and Aggressive-Defensive culture types were most influential in prediction of referral rates for student misbehaviour. Unexpectedly, teacher stress was non-significant in explanation of referral rates for student misbehaviour. Study 3 examined hypothesised differences in perception between school administrators and teaching staff, according to the leadership and organisational culture dimensions. Both groups endorsed transformational leadership as the dominant style, although results differed by degree for each group. In terms of school culture, differences between groups were again evident, as teachers' perceptions of school culture were significantly more negative compared to school administrators. Overall, qualified support was found for the hypothesised direction of effects from school environment variables on referral rates for student misbehaviour. Leadership style and school culture emerged as most important for the student outcome variable, and may be important in consideration of school-based approaches to behaviour management. Additionally, teacher stress, while related to school leadership style and organisational culture, appeared to have no effect on student referral rates.

For the past decade the Australian Customs Service (ACS) has been regarded as an organisation in decline. Customs' history has been sporadically influenced by numerous reports that identify many instances of 'maladministration'. More recently, instances, such as the 'Midford Paramount Affair', have brought media and public notoriety to Customs followed by the establishment of the Review of the ACS in May 1993 (The Conroy Report). This, the latest and most comprehensive report undertaken on the ACS, documented administrative malfunctions of a major kind. Each report, using its own rationale has recommended more advanced levels of information technology (IT) application. To study these protracted administrative issues, the author has used, as the basis of analysis, a dynamic contingent decision-paths schema as well as furthering the theoretical constructs of organisational 'reliability' theory. The dynamic contingent decision-paths schema is designed to provide a conceptual framework regarding public (and private) sector situations of agency decline, evaluation, strategic response and finally 'turnaround' policy and implementation. The ACS is now implementing a comprehensive turnaround strategy, which includes new and novel information technologies. Organisational 'reliability' theory relates to organisations that are required to be highly reliable in their daily work-related activities otherwise crises of some major magnitude may occur. These organisations need to practice near perfect organisational and decision-making performance, and tend to be highly technical, relying increasingly in turn on information technology in managing their respective systems or operations. Customs was an early innovator in using Electronic Data Interchange and is now pursuing e-commerce, which in part is being outsourced, to EDS, a multinational company. The study initially reviews the recent history of the ACS - 'mapping' the nature of the organisation's decline, raising relevant factors which the author argues may be seen as successive 'crisis points', and lastly, addresses the strategic 'turnaround' policies of the organisation. The author believes the nadir for Customs has been reached and there are now positive signs that the ACS has commenced its organisational 'turnaround'. Organisational design matters including structural and cultural issues have been addressed which has allowed Customs to forge new relationships with its clients, as well as fostering 'new' management philosophies. These new philosophies and relationships, together with participation with an industry lead advisory team and a new internal management team, have provided the catalyst for change and recovery. Political and industry pressure and their formal involvement in a recovery strategy provide a high level of confidence for Customs' future and the strategic and operational changes being implemented.

While there is significant interest in the area of learning organisations, research in this field has been fragmented. There is a need for an holistic model of learning organisations and a measurement system that can be used by both researchers and practitioners. This thesis applies Dilemma Theory as a means of meeting this need. An holistic model was developed based on a definition of learning organisations as ones that consciously seek to balance capacities with demands. In seeking this balance, an organisation will undertake a learning journey in which it encounters a variety of learning dilemmas: points where it must choose between alternative approaches to learning, each of which is attractive. In making these choices, learning-related values are established in the organisation. These values are the basis for a "learning culture" which shapes the way learning is understood and approached by the organisational community. Presenting people within an organisation with learning-related dilemmas allows learning cultures to be charted, thus providing the basis for a measurement system. Fifteen learning-related dilemmas were identified using three processes. Firstly, literature on learning organisations was reviewed to identify conflicts between metaphors used to explain the learning organisation. Secondly, a group of New Zealand consultants took part in a Delphi Technique process, in which they established criteria for identifying learning organisations and surfaced dilemmas embedded in the criteria. Finally, 'Culture Exploration Workshops' were conducted in three organisations to surface dilemmas experienced by business practitioners engaged in learning journeys. The 15 dilemmas identified were used to chart differences between 5 organisations. The measurement system was successful in identifying differences between organisations. Results were also consistent with values that might be expected from sub-cultures represented in the sample. The study concluded by outlining a programme of research aimed at refining the measurement system and applying it to the study of learning organisations.