Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 306-314).

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 132-134).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 132-134). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 211-218). Also available in print.

Thesis (M.Ed.Leadership)--University of Waikato, 2008. / Title from PDF cover (viewed February 24, 2009) Includes bibliographical references (leaves 136-148)

Thesis (M. Ed.)--University of Hong Kong, 1992. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed March 8, 2006. Dissertation Committee: Larry D. Kennedy (chair), Robert L. Fisher, George Padavil, Kenneth H. Strand. Includes bibliographical references (leaves 117-123) and abstract. Also available in print.

Thesis (MBA (Business Management))--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The research project focuses on an investigation into the Policy of Whole School Development as a tool to ensure a quality education for all at school level. The research was conducted within the study field of Project Management as the policy has a systems approach to the management of schools and Project Management can be used in its application. The study takes the form of a literature study, evaluating approximately 23 sources. These sources contain research by knowledgeable authors on the topics covered in this research. The research is divided into the following sections: • An introduction explaining the relationship between project management and the Policy of Whole School Development. • An investigation into the Policy of Whole School Development and its proposed application to ensure quality standards of education. A framework for the evaluation of the contexts of schools to bring about holistic change is proposed. • An investigation into the systems approach to project management, systems theory and the requirements for its application in organisations like schools. • An investigation into the micro- and macro context of a school in a previously disadvantaged area to highlight the social, political and economic problems and their magnitude, thus necessitating a systems approach in dealing with it. • An investigation into and a comparison of the historical roles and the changing roles of, the problems experienced by and the benefits derived from NGO's and the state respectively as agents of service delivery. • A proposed project management plan for the implementation of the environmental aspect of whole school development. / AFRIKAANSE OPSOMMING: Hierdie studieprojek fokus op 'n ondersoek van die Beleid van "Whole School Development" as 'n metode om 'n kwalitiet opvoeding vir almal op skoolvlak te verseker. Die navorsing is gedoen in die studie veld van Projekbestuur omdat hierdie beleid 'n stelselbenadering vir die implementering daarvan volg. Projekbestuur kan gebruik word in die toepassing hiervan. Die navorsing neem die vorm aan van 'n literatuur studie van ongeveer 23 bronne. Hierdie bronne bevat navorsing deur toonaangewende skrywers op die verskillende gebiede wat in hierdie navorsing gedek word. Die navorsing is in die volgende dele verdeel: • 'n Inleiding wat die verhouding tussen projekbestuur en die Beleid van "Whole School Development" verduidelik. • 'n Ondersoek van die Beleid van Whole School Development" en die voorsgestelde toepassing daarvan om kwaliteit standaarde te verseker en die voorgestelde raamwerk vir die evaluasie van die konteks waarin skole hulle bevind. • 'n Ondersoek van die stelsel benadering tot projekbestuur, die stelsels teoriee en die vereistes vir die toepassing daarvan in groot organisasies soos skole. • Navorsing oor die mikro - en makro konteks van 'n skool in 'n sub-ekonomiese gebied om die sosiale, ekonomiese en politieke probleme uit te lig en die omvang daarvan te beskryf - 'n omvang wat stelselbenadering benodig. • Navorsing oor en 'n vergelyking van die historiese en veranderde rolle van, die probleme wat ondervind word deur en die voordele wat verkry word van Nie-Regerings Organisasies en die staat respektiewelik as agente van dienslewering. • 'n Voorgestelde projekbestuur plan vir die implementering van die omgewingsaspek van "Whole School Development".

Tidigare forskning inom verksamhetsstyrning har fokuserat mestadels på finansiell drivna företag med hierarkisk styrning. Där den grundläggande tanken till verksamhetsstyrningen kommer från David Otleys ramverk från 1999 men har senare utvecklas. Med bland annat mer tydlighet i kommunikation och styrning mellan ledning och anställda. Det teoretiska ramverket som har används är Borys &amp; Adlers ramverk från 1996 om möjliggörande och tvingande kontroll och som innehåller fyra attribut: reparation, intern transparens, global transparens och flexibilitet.  Den datan som samlades in är insamlad med hjälp av semistrukturerade intervjuer med lärare som jobbar på grundskolor eller gymnasieskolor i syfte att ge inblick i hur de upplever verksamhetsstyrning. Lärarna kände att de fick lösa mång problem som uppstår självständigt och endast ifall det var något större och som inte lärarna enskilt kunde lösa så kopplades andra resurser och chefer in som stöd. Lärarna var autonoma i deras egna arbete och tyckte att kompetensutveckling bidrog till kunskaper som gynnade dem i deras yrkesutövning och därmed den interna transparensen. Lärarna hade även en organisationskännedom i form av samspel med kollegor med till exempel planering av ämnesöverskridande uppgifter. Det fanns även en möjliggörande flexibilitet i lärarnas arbete. / Earlier research within Management Control systems had focused on mostly the financially controlled companies with typical hierarchical guidance. There the main research thought about this type of management control or performance control system is coming from David Otley´s framework from 1999 but the framework has been further developed by him and other researchers. With, among other things, more clarity in communication and control between management and employees. The theoretical framework that has been used under this thesis research is Borys &amp; Adlers framework from 1996 about enable and coercive control which includes four different attributes which are: repair, internal transparency, global transparency, and flexibility. The data was collected in semi-structured interviews with teachers that work at primary or secondary schools with the purpose of achieving insight into how they feel about the performance management control. The teachers felt that they needed to solve many of the problems that appeared by themself  and only if the problem was too big or complex for them alone did they take help of other resources or the school management at the schools for support. The teachers were autonomous in their work and thought that competence development contributed to the knowledge that benefited them in their professional practice and therefore contributed to internal transparency. The teachers also had organizational knowledge in terms of interaction with their colleagues with, for example, the planning of cross-disciplinary courses. There was also enabling flexibility in the teachers' work. / <p>Arbetet skickades in till examinator 13/1-2022.</p><p></p>