This research aims to investigate the understanding, attitudes and application of Article 4 of the Belhar Confession by Melodi ya Tshwane (MyT). The aim specifically outlines the current mission praxis of MyT and its missionary activities, the church’s missionary calling in line with Article 4 of Belhar , evaluate the extent to which Article 4 of Belhar is applied, and to propose missionary praxis for MyT . The research findings include: participants have a narrow understanding of missions; conducting outreach activities in the form of charity. Some gaps identified include: lack of understanding of God as the missionary God, and a narrow interpretation of justice. Guiding principles on being missional include: missions should be Christ-centred, relational, collaborative, transformational, and lived out in word and deed. Proposed mission praxis consider the following approaches: the church as an institution, as a living organism and the church’s corporate service, and missional consciousness. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

OLIVEIRA , Fábio Porto de. Utopia, esperança e resistência: um estudo sobre a práxis libertadora na política pública de esporte e lazer de Fortaleza. 2009. 317f. Dissertação (Mestrado em Psicologia) – Universidade Federal do Ceará, Departamento de Psicologia, Programa de Pós-Graduação em Psicologia, Fortaleza-CE, 2009. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-01-06T14:46:10Z No. of bitstreams: 1 2009_dis_FPDOliveira.PDF: 1401568 bytes, checksum: ee190d1194f872c47d97e3d324d18827 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-03-08T14:03:01Z (GMT) No. of bitstreams: 1 2009_dis_FPDOliveira.PDF: 1401568 bytes, checksum: ee190d1194f872c47d97e3d324d18827 (MD5) / Made available in DSpace on 2012-03-08T14:03:01Z (GMT). No. of bitstreams: 1 2009_dis_FPDOliveira.PDF: 1401568 bytes, checksum: ee190d1194f872c47d97e3d324d18827 (MD5) Previous issue date: 2009-07-01 / O presente trabalho sistematiza uma investigação que se insere no debate sobre a relação entre Estado, políticas públicas e práticas governamentais de emancipação social. Nesse sentido, tomamos como objeto de estudo o possível desenvolvimento de práxis libertadora em uma política pública social, na área de Esporte e Lazer, na cidade de Fortaleza. Tivemos, portanto, como contexto ampliado de pesquisa a Secretaria de Esporte e Lazer de Fortaleza, e, de modo mais específico, o programa “Esporte na Comunidade”, mediante o qual o poder público municipal oferece prioritariamente às populações mais pobres e marginalizadas acesso a atividades esportivas e de lazer. Diante de tais serviços públicos, buscamos identificar criticamente e compreender o desenvolvimento de indícios relativos à práxis libertadora, em atuações de professores de Educação Física junto a comunidades de Fortaleza. Além disso, intentamos também vislumbrar possíveis repercussões de atuações desses professores na vida cotidiana dos participantes. Para a fundamentação da leitura e análise da realidade investigada, lançamos mão de um marco teórico composto essencialmente pela Psicologia Comunitária e pela Educação Libertadora. Com nossa investigação, constatamos a ocorrência de elementos básicos constituintes de uma práxis libertadora, como inserção comunitária, dialogicidade, criticidade e integração reflexão-ação. Contudo, não reunimos evidências suficientes para apontarmos a efetivação de uma práxis libertadora propriamente dita, especialmente por limites impostos ação estatal-governamental, oriundos de conflitos estruturais e contradições estruturantes do próprio Estado, de fundamentos essencialmente políticos e econômicos. Diante disso, revela-se-nos a relevância e a necessidade do estudo sobre a temática das práxis libertadoras, e mais ainda, a exigência de sua concretização e desenvolvimento junto a nossos contextos e populações empobrecidos, marginalizados e oprimidos, favorecendo os nós e as redes de resistência e de promoção da Vida. / El presente trabajo sistematiza una investigación que se inserte en el debate sobre la relación entre el Estado, las políticas públicas y las prácticas gubernamentales de emancipación social. Elegimos como objeto de estudio el posible desarrollo de praxis libertadora en una política pública social, en el ámbito del Deporto y Recreo, en la ciudad de Fortaleza. Tuvimos, entonces, como contexto ampliado de la investigación la Secretaria de Deporto y Recreo de Fortaleza, y, de manera más específica, el programa “Deporto en la Comunidad”, por donde el poder público municipal ofrece prioritariamente a las poblaciones más pobres y marginalizadas el acceso a actividades deportivas y de ocio. Delante estos servicios públicos, buscamos identificar críticamente y comprender el desarrollo de indicios relativos a la praxis libertadora, en actuaciones de profesionales de educación física en las comunidades de Fortaleza. Además de esto, intentamos plantear posibles repercusiones de actuaciones de estos profesionales en la vida cotidiana de los participantes. Para la fundamentación de la lectura y el análisis de la realidad investigada, utilizamos el marco teórico compuesto esencialmente por la Psicología Comunitaria y la Educación Libertadora. Con nuestra investigación constatamos la presencia de elementos básicos constituyentes de una praxis libertadora, como la inserción comunitaria, la dialogicidad, la criticidad y la integración reflexión-acción. Sin embargo, no reunimos evidencias suficientes para apuntar la efectuación de una praxis libertadora propiamente dicha, especialmente por límites impuestos por la acción estatal-gubernamental, venidos de conflictos estructurales y contradicciones propias del propio Estado, de fundamentos esencialmente políticos y económicos. Delante de esto, revelase a nosotros la importancia y la necesidad del estudio de la temática de las praxis libertadoras, y aún más, la exigencia de su concretización y desarrollo junto a nuestros contextos y poblaciones empobrecidos, marginalizados y oprimidos, favoreciendo los nodos y las redes de resistencia y de promoción de la vida.

nÃo hà / Essa pesquisa apresenta um diÃlogo com a anÃlise dos pressupostos teÃricos e prÃticos que fundamentam uma perspectiva pedagÃgica de ensino para a EducaÃÃo FÃsica Escolar no Ensino Fundamental em uma Escola Municipal de Fortaleza, ancorada no conceito de PrÃxis Corporal na perspectiva do âser maisâ. Assim, a partir de uma aÃÃo dialÃgica, crÃtica e reflexiva, realizou-se uma pesquisa nos moldes da Pesquisa-AÃÃo, numa abordagem qualitativa, em que fiz um breve relato de minha experiÃncia profissional, de pesquisadora e aproximaÃÃo com a pesquisa atà a produÃÃo para este trabalho, no qual foi realizada uma intervenÃÃo pedagÃgica nas sÃries finais do Ensino Fundamental na EducaÃÃo FÃsica. Os estudos foram realizados em trÃs momentos distintos: no primeiro, desenvolveram-se os fundamentos teÃrico-metodolÃgicos da PrÃxis Corporal na perspectiva do âser maisâ; no segundo, realizou-se a organizaÃÃo de Unidades DidÃticas que compuseram o projeto piloto vivenciado com os estudantes do 5 ano em 2016; e o terceiro momento ocorreu na reelaboraÃÃo, implementaÃÃo, descriÃÃo e anÃlise das unidades didÃticas do 6 ano em 2017. Para tanto, elegeu-se, como referencial teÃrico bÃsico, Paulo Freire, VÃzques, Gadotti, Figueiredo e Silva. Como instrumentos de anÃlise, foram utilizados os relatÃrios de implementaÃÃo das Unidades DidÃticas, os materiais produzidos pelos estudantes, os cÃrculos dialÃgicos em aula e as entrevistas semiestruturadas. A organizaÃÃo dos resultados foi realizada de acordo com a tÃcnica da anÃlise temÃtica para determinaÃÃo de categorias. Os achados indicaram que as categorias âprÃxisâ e âser maisâ foram as que mais se sobressaÃram. No entanto, identificamos que a dialogicidade, o saber parceiro, a amorosidade e a problematizaÃÃo tambÃm estiveram presentes nas anÃlises. Destarte, no diÃlogo com os estudantes e reflexÃo do cotidiano escolar, concluiu-se que a PrÃxis Corporal na perspectiva do âser maisâ, em meio as dificuldades encontradas no processo, contribui para a construÃÃo de uma perspectiva pedagÃgica de ensino para a EducaÃÃo FÃsica Escolar, atuando na formaÃÃo de educandos mais crÃticos, autÃnomos, participativos, conscientes de si e empenhados em mudar a sua realidade, trabalhando para a construÃÃo de uma educaÃÃo crÃtica, dialÃgica e transformadora do ensino. .

A presente tese de doutorado aborda a formação profissional dos trabalhadores da construção civil com objetivo de contribuir com experiências pedagógicas alternativas à sua atual condição heterônoma e oprimida de trabalho, por meio de ensaios experimentais, no formato de \'canteiro escola autogestionário\'. Essas práticas levantaram questões e revelaram lacunas de conhecimento da história das modalidades alternativas unitárias e integrais de educação. Pesquisamos exemplos de escolas e espaços de ampliação da autonomia dos construtores como contribuição para sua emancipação social e política. Nos perguntamos como chegamos a atual separação das profissões, divididas entre teóricas - arquitetos - e práticas - operários. Em busca de sua genealogia, abordamos as primeiras sociedades de classe, na antiguidade, e os primeiros espaços formativos duais, que separam a formação das elites para direção da sociedade - educação liberal e teórica, das classes subalternas - educação prática para o trabalho. A formação de arquitetos e construtores se deu de modo particular nas sociedades de classe: há momentos de formação dual onde arquitetos apreendem seu ofício distante das práticas construtivas, sem uso de sua força de trabalho, a formar \"arquitetos sem construção\", e os construtores apreendem seu trabalho nas oficinas, sem controlar a produção da arquitetura, numa relação dialética, dominados por arquitetos. Noutras sociedades, a formação de arquitetos se dá pela experiência prática físico-corporal na produção material da arquitetura, quando desenvolvem o ofício do desenho, e da representação. É ali, no canteiro de obras que formam-se \"arquitetos com construção\", de origem popular, compondo coletivos autônomos que idealizam e constroem. Na invasão das Américas os europeus treinaram os povos escravizados a construir com estéticas européias. Ergueram edifícios com trabalho heterônomo, oprimido e explorado - salvo exceções como nas Missões Jesuíticas. Com o avanço das forças produtivas no século XIX, criaram Liceus assistenciais, para \"qualificar\" construtores com apoio de trabalhadores italianos. Nesse período - 1870 a 1914, São Paulo - as elites não perceberam que a qualificação artística ampla e autônoma dos construtores resultaria em mobilizações por direitos trabalhistas. Quando se deram conta, recusaram os italianos anarquistas e os capomastri coletivistas construtores do ecletismo paulistano, e apoiaram tecnologia que exclui o trabalhador da criação: o concreto armado. É período de desqualificação e treinamento do trabalhador. Para formar os nacionais, criam a educação empresarial: \"Sistema S\" e em 1964 dão o golpe civil militar, que perdura até 1988. Com a redemocratização ampliam-se experiências formativas autogestionárias, e políticas publicas socializantes até 2016 - golpe midiático parlamentar. Foram 28 anos que permitiram experiências de \"educação de trabalhadores por trabalhadores\", como ensaiado nos \'canteiro escola\' com movimento popular, o MST, e universidade, a USP. Edificamos a \'casa das artes\', na ENFF - Guararema, com técnicas agroecológicas de construção e uma \'viela publica\' no Parque dos Químicos - São Bernardo do Campo, com técnicas compensatórias de drenagem urbana. Os ensaios praticaram as idiossincrasias da formação libertária dos trabalhadores da construção percebidas no levantamento do processo histórico. Essa vivência nos permitiu identificar que os \'canteiro escola\' contemporâneos se inserem nas tradicionais linhas de ação popular pela emancipação da classe. / The present doctoral thesis deals with the professional education of construction workers with the objective of contributing to pedagogical experiences that are alternative to their current heteronomous and oppressed work conditions, through experimental tests in the form of \'construction site - self - managed school\'. These practices raised questions and revealed gaps in knowledge of the history of alternative and unitary modes of education. We have explored examples of schools and spaces for the expansion of the autonomy of the constructors as a contribution to their social and political emancipation. We wonder how we came to the current separation of professions, divided between theoretical - architects - and practices - workers. In search of their genealogy, we approach the first class based societies in antiquity and the first dual formative spaces, separating education of the elites for the direction of society - liberal and theoretical education, and the subaltern classes - practical education for work. The education of architects and builders takes place particularly in class based societies: there are societies where the formation is dual where architects learn their craft away from constructive practices, without using their work force, to create \"architects without construction\", and The builders apprehend their work in the workshops, without controlling the production of architecture, in a dialectical relationship dominated by architects. In other societies, the formation of architects is due to the physical-corporal practical experience in the material production of architecture, when they develop the office of drawing, and in representation, it is at the construction site that they form \"architects with construction\", of popular origin. They are autonomous professionals who idealize and build. In the invasion of the Americas by Europeans the elites trained enslaved people to build with European aesthetics. They erected buildings with heteronomous work, oppressed and exploited. With the advance of productive forces in the nineteenth century, they created assistencial Liceus, to \"qualify\" builders with the support of Italian workers. In this period - 1870 to 1914, São Paulo - we verified that they did not realize that the broad and autonomous artistic qualification of the builders would result in mobilizations for labor rights. When they realized it, they refused the Italian anarchists and the capomastri collectivists builders of the São Paulo eclecticism, sponsoring technology that excludes the worker from creation: the reinforced concrete. There is a period of disqualification and training of the worker. \"National System\" is created, and in 1964 the civilian military coup has place, and lasts until 1988. With redemocratization, self-managed formative experiences and socializing public policies are extended to 2016 - year of media-partisan coup of the elites. These 28 years have generated experiences of \"education of workers by workers\", as rehearsed in the \"construction site school\" with popular movement, the MST, and university, USP. We built the \'house of arts\' at the ENFF - Guararema, with agro-ecological construction techniques and a \'public gallery\' at the Chemical Park - São Bernardo do Campo, with compensatory urban drainage techniques. The essays practiced the idiosyncrasies of the libertarian education of construction workers perceived in the survey of the historical process. This experience allowed us to identify the contemporaries \'construction site schools\' fall within the traditional lines of people`s action for the emancipation of the class.

This study and the accompanying design project explore postmodern identity construction as a nomadic state of being in relation to the shared experience of space. The potential of the relationship between postmodern identity and physical space is explored both theoretically and through practical application. The main theory explored is ‘third space’, with specific reference to the concept of ‘thirdness’ as articulated by American psychoanalyst Jessica Benjamin (in Frosh&Baraitser 2009). This study examines how shared spaces can, through narrative reframed by ontology (Somers 1994), be seen as physical manifestations of the ‘third space’ as envisaged by the likes of Homi K Bhabha (1994) and Edward Soja (1996). The notion of ‘thirdness’ is used to explore the relationship between individuals and shared space. ‘Thirdness’ is also paralleled to Ubuntu. ‘Thirdness’ is investigated as a means to access shared relational spaces that provide an abundance of symbolic narratives that can be gathered and integrated into the self. This study explores how being connected through shared space has the potential to be constructive in identity formation in the wake of unstable postmodern identity. This study uses a design process adapted from Karl Aspelund (2006) as an approach to the research. In the context of this study, design is seen as more than the resulting artefact. It encompasses the thought process, the methods used and steps taken to reach a particular research outcome. This study attempts to form a synthesis between the theoretical research conducted and design praxis in the form of the design outcome. As inspiration for the design action, the design process followed in this research facilitates the exploration of theory that is perhaps unfamiliar to design discourse. The steps in the process allow the refinement of concepts, application of the theory in a practical environment (a paper making workshop) and finally, the visualisation of the theory via the design artefact (an animated short). The medium of animation is selected purposively in order to convey the interpretive narrative derived from the process. The paper produced in the workshop reflects the theory, inspires the narrative of the animation and is used to create the environment and characters of the animation, which, in turn, embody the overarching concepts of the study. Copyright / Dissertation (MA)--University of Pretoria, 2012. / Visual Arts / unrestricted

This study identifies a theological trajectory of first generation “believers” – those who allow the biblical text to speak authoritatively into their lives – within the Sindhi community of Pakistan. A passage from a contemporary translation of the New Testament in the Sindhi language – Luke 15:11-32, Jesus’ Parable of the Two Lost Sons – was presented in interview settings to discover how Sindhis express their faith as they consider the message of the parable. Culture texts generated by believers are compared to those generated by “traditional” Muslim Sindhis who do not accept the Bible as authoritative. Twenty–eight people identified as Sindhi believers were interviewed as well as twenty traditional Sindhi Muslims. Similarities and contrasts between the two groups are used to discover how the theological praxis of the believers is being impacted and how they are adjusting their view of God as they engage scripture. The description of theological trajectories that diverge from accepted traditional convictions is referred to as “mapping.” Six themes were identified from the interviews that are important for both groups while demonstrating distinct contrasts and similarities. The themes are (1) God is compassionate/kind/merciful/loving beyond our imagination, (2) God forgives his servants who repent, (3) Concepts of rewards, punishment and the fear of God, (4) The relationship of human beings with God (child versus servant), (5) Issues of justice, honor and status, and (6) The importance of obedience to God. An evaluation of the six themes revealed one overarching trajectory: a shift from a dominant master–servant view of the Divine–human relationship to a father–child paradigm. The research affirms that the shift to a biblically shaped view of God is not disconnected from previous beliefs, but is based on and shaped by a priori assumptions held by members of society. Commitment to the Bible as God’s word speaking authoritatively to believers creates a shift or trajectory of faith so that current perspectives, symbols and metaphors of God are being reformed and reconfirmed through the believers’ interaction with the Sindhi translation of scripture. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

For more than 40 years, a tremendous number of studies have empirically explored the relationship between Corporate Environmental Performance (CEP) and Corporate Financial Performance (CFP). This study considers the relationship from a new perspective—via a qualitative research approach based on expert interviews. First, practitioners are queried for their view on the link between CEP and CFP and how to measure it. Since the vast majority see a positive relationship, this study contributes with a new form of evidence that it pays to be green. The chosen qualitative approach also allows a more detailed analysis of underlying cause-and-effect mechanisms. For instance, interviewed practitioners emphasize a direct and indirect impact from CEP on CFP. Second, the study conducts interviews with experts from research and associations (non-practitioners) and compares the viewpoints of the two interview groups. One prevalent difference refers to the fact that non-practitioners do not focus on the two impact levels. Moreover, business experts perceive the link between CEP and CFP as much less complex and reveal more pragmatically oriented considerations. The study then discusses how the interview results and identified differences can be used to direct future research and to support corporations in their move towards sustainability.

Given the doubtfulness of the legal justification of Crimea’s declaration of independence on March 11 2014, which was followed by a referendum on March 16 that culminated in the peninsula’s treaty with Moscow to join the Russian Federation, Mr Putin used his speech on March 18 to put historical arguments forward in an effort to legitimise the Russian course of action in front of his own population. The speech counters the international community’s legal assessment, which classified Crimea’s accession to Russia as an annexation, with a historical legitimisation full of symbolism and mysticism that blatantly reinterprets Russian history and delegitimises the territorial integrity of Ukraine. This article analyses Putin’s attempt to justify Russia’s annexation of Crimea and tries to infer the mindset and aims that lie behind his historic-political argumentation.

Den här essän avser att ur ett praktisk-filosofiskt perspektiv utforska hur delad närvaro, en unik kvalité hos muntligt berättande, är kopplad till en slags oförställdhet som en god berättare uppvisar. Utifrån egna berättarerfarenheter och Alasdair Macintyres begrepp ’praxis’ analyserar jag ett material från en internationell berättarkonferens ägnad att etablera professionellt muntligt berättande som en egen konstform. Jag jämför berättarens praxis med författarens och skådespelarens, utifrån Peter Goldies teori om narrativt tänkande samt begreppet ’ram’ hämtat från Gregory Batesons teori om lek. Medan en författare är fri att utforma sitt narrativ ur vilket perspektiv som helst, måste en god berättare hålla fast vid sin egen personliga synvinkel – berätta som sig själv – vilket kräver en specifik berättarkompetens: en slags simultankapacitet. Blir narrativet på så vis inramat på rätt sätt och berättandet dessutom är oförställt, kan berättaren dela sin närvaro i berättarrummet och berättelsens värld med åhörarna. Kanske denna delade närvaro kan upplevas som en slags resonans. / This essay explores from a philosophical point of view a connection between ‘shared presence’, a unique value that oral storytelling can attain, and a certain unfeigned quality exhibited by a good storyteller – a form of authenticity as pictured by Alessandro Ferrara. By applying Alasdair Macintyre’s concept of ‘practice’ to a material presented at an international storytelling conference, intended to establish oral storytelling as an art of its own, I compare the practices of a storyteller with those of an author and those of an actor. In so doing I refer to cases from my own experience as a teller. These comparisons are also based on Peter Goldie’s theory on narrative thinking and on Gregory Bateson’s theory of play. Whereas an author is free to construct his narrative from any perspective whatever, I find that a good storyteller must stick to his own self. This calls for a specific competence required for entering into play mode with the listeners. If the narrative is well framed in this sense, and the telling is unfeigned, the teller can simultaneously share his presence in the taleworld and the storyrealm with the listeners. This could be experienced by the participants as a form of resonance.

In dieser Arbeit wird untersucht, wie eine theoriegeleitete Bewertung der Auslagerungseignung von Geschäftsprozessen erfolgen kann und welche Ansatzpunkte für profitables Wachstum von Business Process Outsourcing (BPO)-Anbietern in Deutschland sich aus der Nutzung einer entsprechenden Methodik ableiten lassen. Dazu wird in drei Schritten vorgegangen. In einem ersten Schritt wird ein theoretisch-konzeptionelles Bewertungsmodell zur Bestimmung der Auslagerungseignung von Geschäftsprozessen entwickelt. In einem zweiten Schritt werden Möglichkeiten einer konzeptionellen Übertragung dieses Modells auf Praxisanwendungen geprüft. Im abschließenden dritten Schritt wird gezeigt, wie die Verwendung des in dieser Arbeit entwickelten Bewertungsmodells im Rahmen der Marktbearbeitungsaktivitäten von BPO-Dienstleistern einen Beitrag zum profitablen Wachstum dieser Anbieter leisten kann.:1 Einführung: Organisationen im Wandel 1.1 Problemstellung 1.2 Zielsetzung der Arbeit und wissenschaftliche Vorgehensweise 1.3 Stand der Publikationen 2 Business Processs Outsourcing: Entwicklung, Systematisierung und Definition 2.1 Entwicklung des Business Process Outsourcing 2.2 Systematisierungsansätze für die Begriffe Sourcing und Outsourcing 2.3 Definition und Abgrenzung des Business Process Outsourcings 3 Entwicklung eines theoretisch-konzeptionellen Modells zur Bedarfsermittlung an BPO-Leistungen 3.1 Grenzen der Theorieauswahl 3.2 Vorstellung ausgewählter theoretischer Ansätze 3.3 Klassifizierung von Entscheidungsmodellen 3.4 Multikriterielle Entscheidungsmodelle 3.5 Eingrenzung der theoretischen Elemente zur Entwicklung eines BPO-Entscheidungsmodells 3.6 Entwicklung eines BPO-Entscheidungsmodells 4 Ansätze zur konzeptionellen Übertragung des BPO-Entscheidungsmodells auf Praxisanwendungen 4.1 Entwicklung einer individuellen Bewertungsmethodik 4.2 Entwicklung einer Gesamtbewertungsmethodik 4.3 Zwischenfazit 5 Ansätze für profitables Wachstum von BPO-Dienstleistern 5.1 Marktbegriffe 5.2 Marketing und Marketing-Wissenschaft 5.3 Entwicklung von Marketingansätzen für BPO-Dienstleister 6 Fazit und Ausblick 6.1 Fazit 6.2 Ausblick / In this thesis it is studied how a theory-based assessment of business processes regarding their adequacy for outsourcing can be carried out and what starting points for profitable growth of Business Process Outsourcing (BPO) providers in Germany can result from the application of such a methodology. For this purpose a three step approach is taken. As a first step a theory-based concept of an assessment model to determine the adequacy of outsourcing business processes is developed. As a second step possibilities for transferring the concept of this model to real life applications are examined. In a final third step it is shown how the assessment model developed here can be used as part of the marketing activities of BPO companies to contribute to their profitable growth.:1 Einführung: Organisationen im Wandel 1.1 Problemstellung 1.2 Zielsetzung der Arbeit und wissenschaftliche Vorgehensweise 1.3 Stand der Publikationen 2 Business Processs Outsourcing: Entwicklung, Systematisierung und Definition 2.1 Entwicklung des Business Process Outsourcing 2.2 Systematisierungsansätze für die Begriffe Sourcing und Outsourcing 2.3 Definition und Abgrenzung des Business Process Outsourcings 3 Entwicklung eines theoretisch-konzeptionellen Modells zur Bedarfsermittlung an BPO-Leistungen 3.1 Grenzen der Theorieauswahl 3.2 Vorstellung ausgewählter theoretischer Ansätze 3.3 Klassifizierung von Entscheidungsmodellen 3.4 Multikriterielle Entscheidungsmodelle 3.5 Eingrenzung der theoretischen Elemente zur Entwicklung eines BPO-Entscheidungsmodells 3.6 Entwicklung eines BPO-Entscheidungsmodells 4 Ansätze zur konzeptionellen Übertragung des BPO-Entscheidungsmodells auf Praxisanwendungen 4.1 Entwicklung einer individuellen Bewertungsmethodik 4.2 Entwicklung einer Gesamtbewertungsmethodik 4.3 Zwischenfazit 5 Ansätze für profitables Wachstum von BPO-Dienstleistern 5.1 Marktbegriffe 5.2 Marketing und Marketing-Wissenschaft 5.3 Entwicklung von Marketingansätzen für BPO-Dienstleister 6 Fazit und Ausblick 6.1 Fazit 6.2 Ausblick