The problem of this study was an analysis of the processes and materials used in teaching theories of educational administration in certain courses in selected southwestern colleges and universities.

The purpose of this study was to identify the standards and criteria of graduate programs and credential requirements for special education administrators; ascertain practicing administrators' representative functions and performance requirements; and determine if interrelationships exist among these variables. Data were ordered in a format that should contribute to planning at the national, state and university levels. Data were gathered from universities, state education agencies and special education administrators. Universities, states and practicing administrators agreed that coursework/competency requirements emphasizing training and experience in both general and special education is appropriate. Fifty-six percent of the universities reported offering the necessary coursework in both areas, but only thirty-eight percent of the states had such requirements. In general, universities had more specific requirements than states. However, the coursework emphases and state requirements were found to be inconsistent with administrators' perceptions of knowledge and skills important to their jobs. Currently, forty states require certification for special education administrators: 13 as Directors of Special Education, 7 as Special Education Supervisors, 8 as General Administrators with Special Education Endorsement, 12 as General Administrators. Additionally, four states offer but do not require administrative credentials and two states require teaching credentials only. It was concluded that graduate programs often do not prepare special education administrators for the roles they actually perform. University and state requirements should parallel one another and both should reflect basic skills and competencies required on the job. Graduate program requirements need to place more emphasis in the areas of law and legal issues, public relations, fiscal procedures, personnel management, supervision and evaluation--both as basic administrative competencies and skills and as they relate to special education in particular. Appropriate internship experiences should be required by states as well as universities to provide expertise in such areas as report writing and public relations.

Abstract This study investigates the organization design and interactive marketing of the industry of system integration, using the fundamental organization management theory (organization design, organization reform, organization efficiency and organization study), knowledge management theory, marketing management theory, by utilizing individual case studies to discuss study types, through studying the encouragement system, organizational design, preservation of core competitiveness, marketing strategy of the staffs from the individual case companies, in order to verify the associated theories and actual operation conditions of the companies. The subject interviewed used to be the pioneer in the system integration business field, the corporate development record showed rise and fall, but was able to carry on business high peak through importing of new product with innovative designs. But while the organization expands, highly divided by business tier and separation of workload, the management felt the new organization design and organization management limited the overall development, the ability of the organization to respond became evidently sluggish to meet up with the fast pace ever changing market demand, and the expansion of the industry service category requirement. On top of that, due to the recent decline in market prosperity, this resulted in the decline of business net profit. The interviewees from the case study all have different background, helding various different positions in the business organization. The commonality among all the interviewees are that they all served a certain period of time in their current position, most of them even witnessed the stages of rise and fall of their company. I thank them for sharing of their valuable time and personal opinion that allows the result and discussion of this study to be of significant value. The result of this study showed the subject should adjust in the area of encouragement system, organization design, preservation of core competitiveness and marketing strategy, particularly in the area of 1. delegation of authority ¡B2. differentiation of competitive strategy ¡B3. organization trait is highly efficient but incapable of reaching the goal of innovation ¡B4. integration of organization study and marketing ¡B5. the scale of organization increase gradually while the business is stuck with the unnecessary and over elaborated formalities; the results found from the case study matches with the phenomenon found in the applied theories. Through the preliminary result of this study and the author¡¦s observation from the long term involvement, the cases have been identified as the total solution supplier of information equipments, skills and services, the management should particularly focus on the core fundamental nature of service and serve the clients. Organization design should focus on the preservation of core skills and experience, enhance system design in the area of delegation of authority and encourage innovation, in order to promote the overall competitiveness of the business. The application of relevant theories would be of significant consultation value to the business in this field.¡C

The purposes of the study were:1) To collect and share information on the perceptions of graduates regarding the academic, professional, and social experiences of students in the doctoral program in Educational Administration and Supervision at Ball State University, 1987-2002, relative to their professional preparation and career goals;2) To profile the demographic characteristics of respondents whose experiences are described and reported in this study: Gender, age, ethnicity, date of admission, enrollment status, date of graduation, professional occupation during and after doctoral study, financial situation, and sources of financial support during doctoral study.3) To draw conclusions and make recommendations, based on the data, on how students' personal motivation and professional preparation, career goals, academic training, institutional, and social support blend together to enrich the experiences of doctoral students in Educational Administration and Supervision at Ball State University.The population for this study consisted of 111 graduates (72 males and 39 females) of the doctoral program in Educational Administration and Supervision, Department of Educational Leadership, Teachers College, Ball State University, 19872002. A list and addresses of doctoral graduates of the program were obtained from the Graduate School Office. The addresses were verified by the Ball State University Alumni Office. A packet of questionnaires was mailed successfully to 106 graduates. Seventy-nine completed surveys (76 percent) were returned. Of the 79 respondents 52 were male, and 27 were female. The data were subsequently tabulated, analyzed, summarized, and reported in narrative form. Findings and conclusions suggest that:1. The doctoral program in Educational Administration and Supervision at BallState University adequately prepared graduates to contribute meaningfully tothe scholarship and professional demands of the discipline;2. The curricula of the doctoral program allow for rich and diverse career optionsto graduates;3. Improvement should be made in the doctoral program in EducationalAdministration and Supervision at Ball State University to include:a. Practical application experiences through structured internship,mentoring, and peer interaction;b. Greater efforts at job search and placement assistance;c. The effective management of technology to serve the growing numberof part-time students; andd. A systematic departmental database to keep track of graduates of the program. / Department of Educational Leadership

p. 1-128 / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-03-25T17:39:58Z No. of bitstreams: 2 22222dd.pdf: 134914 bytes, checksum: 498ca467a64ee33e46d3d6ee67b7dafe (MD5) 33333sss.pdf: 1283023 bytes, checksum: 6603cdc113247f681c3dcb5d60c556f2 (MD5) / Approved for entry into archive by Tatiana Lima(tatianasl@ufba.br) on 2013-04-09T18:42:21Z (GMT) No. of bitstreams: 2 22222dd.pdf: 134914 bytes, checksum: 498ca467a64ee33e46d3d6ee67b7dafe (MD5) 33333sss.pdf: 1283023 bytes, checksum: 6603cdc113247f681c3dcb5d60c556f2 (MD5) / Made available in DSpace on 2013-04-09T18:42:21Z (GMT). No. of bitstreams: 2 22222dd.pdf: 134914 bytes, checksum: 498ca467a64ee33e46d3d6ee67b7dafe (MD5) 33333sss.pdf: 1283023 bytes, checksum: 6603cdc113247f681c3dcb5d60c556f2 (MD5) Previous issue date: 2003 / Este estudo procura questionar como algumas concepções teóricas do poder, presentes no campo dos estudos organizacionais, podem limitar a apreensão do fenômeno organizacional, devido à inevitável instrumentalização da relação social que elas presumem. Estas concepções são especialmente aquelas que atrelam o poder à capacidade estratégica do indivíduo (ou grupo) de realização de objetivos externos, às quais se dá, neste trabalho, o nome de “poder utilitário”. Partindo-se da premissa de que a teoria sobre o poder é um importante recurso para a atividade de pesquisa e reflexão acerca das organizações, o presente estudo pretende identificar outras concepções teóricas do poder, passíveis de aplicação à investigação organizacional, capazes de complementar aquelas que se baseiam na racionalidade instrumental. A metodologia escolhida para tal tarefa resume-se a um trabalho de revisão de literatura que envolve outros campos das ciências humanas, além do campo dos estudos organizacionais, como a sociologia, ciência política e filosofia. A aplicação destas concepções “alternativas” do poder à investigação das organizações visa a possibilitar uma mais completa compreensão da vida organizacional. Isso não significa, entretanto, que as concepções de poder baseadas nas premissas do utilitarismo sejam totalmente inapropriadas à análise organizacional. Como este estudo pretende demostrar, elas parecem estar adequadas, ao menos em parte, à análise de muitas formas organizacionais, especialmente as burocráticas. Entretanto, são concepções que parecem ser relativamente insuficientes à análise de outras formas organizacionais, onde as relações sociais são menos instrumentalizadas. No intuito de contribuir para o desenvolvimento da pesquisa no campo dos estudos organizacionais, mais especificamente, para o desenvolvimento da atividade empírica de análise organizacional, este trabalho procura trazer reflexões teóricas e metodológicas sobre o poder, úteis para a investigação de organizações burocratizadas ou não. Este trabalho está direcionado, desta forma, ao acadêmico, pesquisador e/ou observador, ocupado com a compreensão e reflexão acerca do fenômeno organizacional. / Salvador

The purpose of the study was to investigate the relevance of School Management Training (SMT) to school practice; present an overview of SMT in Zimbabwe; and identify and analyse relevant SMT models to school headship. The research methods involved a literature study of primary and secondary sources, as well as an empirical situation analysis of SMT in Zimbabwe. The secondary sources comprised books, journals, research dissertations and thesis. The primary sources comprised official circulars, courses outlines the B.Ed (EAPPS) degree programme and the Heads Training Support Programme (HTSP) modules. The knowledge drawn from these sources was the basis for developing appropriate models for SMT. The empirical situation analysis comprised the use of questionnaires and interviews to examine the content, typology, the modes of SMT in Zimbabwe, as provided by a sample of 218 randomly selected school heads in Bulawayo, Matabeleland North and South regions. Personal and group interviews were conducted with selected school heads. The findings revealed the following strengths of SMT in Zimbabwe:  Induction SMT is offered to newly-appointed school heads in order to inspire their confidence in leadership.  Various forms of continuing on-site SMT on-the-job training opportunities to school heads.  Whilst off-site SMT workshops inculcate skills from school headship experience, SMT conferences and seminars run by heads' professional associations cater for SMT needs of school heads. Weaknesses of SMT in Zimbabwe exposed by the study involve:  Lack of SMT newsletters to encourage self-induction  Lack of institutional provision for the smooth co-ordination of SMT  Little involvement of university experts in non-formal SMT A tripartite collaborative SMT model which integrates self-development, university tuition and HTSP tuition is recommended. For the smooth operation of the model a dedicated institute for SMT is recommended. Any further research study, local or in the Southern African Development Community (SADC) region, should investigate the feasibility of a tripartite collaborative model and the dedicated institute in SMT. / Educational Studies / D.Ed. (Education Management)

The aim of the study was to investigate the training of school governing bodies in the Free State Province from an education management point of view. Since 1994 the South African government has adopted a number of policy documents aimed at democratizing education in the country. The transformation of education in the new South African context encompasses the idea of partnership in which participants - such as parents, educators, learners (in secondary schools) play an active role in taking decisions on behalf of the school. The State alone cannot control schools, but has to share its power with other stakeholders. However, this can only happen if participants in school governance are trained to have power and the capacity to decide on matters affecting their schools. Hence, training is the cornerstone of affirming governors in the execution of their roles and responsibilities. Since school governing bodies are composed of a cross section of people with different ideologies, expectations and levels of education - training is necessary to prepare then for co-operative governance. Without adequate and on-going in-service training, it is unlikely that school governing body members can make informed decisions. The empirical method, namely qualitative research, was successful in obtaining information from participants about the training offered to them. It also established how participants felt and thought about their experiences and perceptions about the training they received, whether it built capacity or not. A number of recommendations were made with regard to the research findings for stakeholders to note. / Educational Studies / D. Ed. (Comparative Education)

The purpose of the study was to investigate the relevance of School Management Training (SMT) to school practice; present an overview of SMT in Zimbabwe; and identify and analyse relevant SMT models to school headship. The research methods involved a literature study of primary and secondary sources, as well as an empirical situation analysis of SMT in Zimbabwe. The secondary sources comprised books, journals, research dissertations and theses. The primary sources comprised official circulars, course outlines of the B.Ed (EAPPS) degree programme and the Heads Training Support Programme (HTSP) modules. The knowledge drawn from these sources was the basis for developing appropriate models for SMT. The empirical situation analysis comprised the use of questionnaires and interviews to examine the content, typology, the modes of SMT in Zimbabwe, as provided by a sample of 218 randomly selected school heads in Bulawayo, Matabeleland North and South regions. Personal and group interviews were conducted with selected school heads. The findings revealed the following strengths of SMT in Zimbabwe: • Induction SMT is offered to newly-appointed school heads in order to inspire their confidence in leadership. • Various forms of continuing on-site SMT on-the-job training opportunities to school heads. • Whilst off-site SMT workshops inculcate skills from school headship expenence, SMT conferences and seminars run by heads' professional associations cater for SMT needs of school heads. Weaknesses of SMT in Zimbabwe exposed by the study involve: • Lack of SMT newsletters to encourage self-induction • Lack of institutional provision for the smooth co-ordination of SMT • Little involvement of university experts in non-formal SMT (iii) A tripartite collaborative SMT model which integrates self-development, university tuition and HTSP tuition is recommended. For the smooth operation of the model a dedicated institute for SMT is recommended. Any further research study, local or in the Southern African Development Community (SADC) region, should investigate the feasibility of a tripartite collaborative model and the dedicated institute in SMT / Educational Leadership and Management / D.Ed. (Education Management)

The purpose of the study was to investigate the relevance of School Management Training (SMT) to school practice; present an overview of SMT in Zimbabwe; and identify and analyse relevant SMT models to school headship. The research methods involved a literature study of primary and secondary sources, as well as an empirical situation analysis of SMT in Zimbabwe. The secondary sources comprised books, journals, research dissertations and thesis. The primary sources comprised official circulars, courses outlines the B.Ed (EAPPS) degree programme and the Heads Training Support Programme (HTSP) modules. The knowledge drawn from these sources was the basis for developing appropriate models for SMT. The empirical situation analysis comprised the use of questionnaires and interviews to examine the content, typology, the modes of SMT in Zimbabwe, as provided by a sample of 218 randomly selected school heads in Bulawayo, Matabeleland North and South regions. Personal and group interviews were conducted with selected school heads. The findings revealed the following strengths of SMT in Zimbabwe:  Induction SMT is offered to newly-appointed school heads in order to inspire their confidence in leadership.  Various forms of continuing on-site SMT on-the-job training opportunities to school heads.  Whilst off-site SMT workshops inculcate skills from school headship experience, SMT conferences and seminars run by heads' professional associations cater for SMT needs of school heads. Weaknesses of SMT in Zimbabwe exposed by the study involve:  Lack of SMT newsletters to encourage self-induction  Lack of institutional provision for the smooth co-ordination of SMT  Little involvement of university experts in non-formal SMT A tripartite collaborative SMT model which integrates self-development, university tuition and HTSP tuition is recommended. For the smooth operation of the model a dedicated institute for SMT is recommended. Any further research study, local or in the Southern African Development Community (SADC) region, should investigate the feasibility of a tripartite collaborative model and the dedicated institute in SMT. / Educational Studies / D.Ed. (Education Management)

The aim of the study was to investigate the training of school governing bodies in the Free State Province from an education management point of view. Since 1994 the South African government has adopted a number of policy documents aimed at democratizing education in the country. The transformation of education in the new South African context encompasses the idea of partnership in which participants - such as parents, educators, learners (in secondary schools) play an active role in taking decisions on behalf of the school. The State alone cannot control schools, but has to share its power with other stakeholders. However, this can only happen if participants in school governance are trained to have power and the capacity to decide on matters affecting their schools. Hence, training is the cornerstone of affirming governors in the execution of their roles and responsibilities. Since school governing bodies are composed of a cross section of people with different ideologies, expectations and levels of education - training is necessary to prepare then for co-operative governance. Without adequate and on-going in-service training, it is unlikely that school governing body members can make informed decisions. The empirical method, namely qualitative research, was successful in obtaining information from participants about the training offered to them. It also established how participants felt and thought about their experiences and perceptions about the training they received, whether it built capacity or not. A number of recommendations were made with regard to the research findings for stakeholders to note. / Educational Studies / D. Ed. (Comparative Education)