Search results

A communication diary was used to gather data on the oral communication of a small high school staff. The data were analysed to gain information on the patterns of communication in the organization. It was found that communication concerning school policy was an important activity of teachers—more so, in fact, than communication of a private and personal nature. Within the school hierarchy high status persons ranked high in communication on personal and private matters. The most senior members of the hierarchy seemed to be isolated from the personal or informal communication net. The results appear to have some implications for the allocation of teachers to staff rooms.

In this study administrative behaviour of secondary Principals is examined to test hypotheses that assume this behaviour to be bureaucratic. Overall, non‐bureaucratic behaviour is found in the responses of a sample of twenty New South Wales high school Principals to a set of in‐basket items. An alternative role definition is therefore suggested — that of leader — and the implications of the Principals' leadership role definition are discussed.

In this paper the sometimes confusing concepts of structural centralization and decentralization and administrative centralization and decentralization are classified. Brief contrast Is made between the Latin American and North American models. It is hypothesized that there is a positive relationship between administrative decentralization and (I) leadership development at lower hierarchical levels, (II) greater participation in the decision‐making process by people at lower hierarchical levels, (III) an increased sense of responsibility, for the final output, by those at lower hierarchical levels, (IV) implementation of innovative changes which are proposed by individuals at lower hierarchical levels, (V) the development of different approaches to solving problems in the various subsystems at lower hier‐archical levels, (VI) the rapidity at which decisions can be made concerning local issues.

There is a growing demand in industry for engineering graduates who can think “sustainably.” However, there are many barriers to developing assessment that fosters sustainability learning in engineering classrooms. There is no consensus on the definition of sustainability and its key competencies and teaching resources are limited.

Staff are unclear about what to teach, how to teach, and how to assess learning. Assessment is an integral part of teaching and learning and should be planned from the earliest stages, but this is rarely done. Engineering relies heavily on traditional assessments such as tests and examinations, but these are known to encourage surface learning. Sustainability is complex, multidisciplinary, and needs context, which requires higher-order thinking characteristic of deep learning.

Current assessment types for sustainability include examinations, case study, concept maps, and project-based learning. However, more research is needed to develop best practice assessments. Recommendations for teaching approach are to use a rigorous approach to instructional design, use a systems approach, and use a teaching model that promotes deep learning, incorporates context, and promotes alignment of learning objectives and assessment. Community-oriented assessments are recommended that feature the interdisciplinarity and complexity of sustainability and promote higher-order thinking.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

Life is time. The meaning of life is to enrich the lives of others. The way you manage your time is the way in which you manage your life. In fact, time cannot be managed. However, you can manage the activities in your life. The actions you take determine your results.