Search results1 – 4 of 4
This research study was started at the University of Oregon, School of Education, in the Spring of 1967. A group of advanced graduate students in school finance under the…
This research study was started at the University of Oregon, School of Education, in the Spring of 1967. A group of advanced graduate students in school finance under the supervision of the senior author, undertook the study to examine systematically the relationships between and among measures of human resource development, education, manpower utilization and economic growth in the states of the United States. The model for the research was the Harbison and Myers classic study of this important issue among the nations of the world entitled, “Education, Manpower and Economic Growth”. (McGraw‐Hill, 1964.) The research reported touches upon several important fields—economics of education, political science, human resource management and governmental planning. The relationships studied hold important implications for the allocation of scarce human and economic resources to attain state and national social and economic goals.
In the past case studies have been viewed principally as instructional tools for developing particular skills. Consequently the cases have been limited to the “issue” and “descriptive” variety. In the future considerable attention should be given to the case study as a research tool. In this regard, “substantive” cases dealing with social science concepts or advanced field practices represent a fruitful area for case development. Cases of all types will need to have immediate relevance to the current problems of practitioners, to cover a wide range of problems, roles, organizational types and environments and to seek to advance knowledge in a systematic way. There is a need for the classification of available cases and for preparation of many more cases, especially of the substantive type, perhaps by graduate students in the universities.
Despite a long‐time effort, at least since 1963, to enlarge the base of knowledge utilization in Educational Administration by drawing humanities content into preparation…
Despite a long‐time effort, at least since 1963, to enlarge the base of knowledge utilization in Educational Administration by drawing humanities content into preparation programs for school administration, only modest progress has been made toward this end. A two‐fold explanation is offered. Most notably, it is argued, the practical value of the humanities in Educational Administration has not been projected persuasively in the discourse. The article herewith means to alter this condition and to generate a fresh momentum for blending humanities content with theoretical ideas which are central to school organization and administration.
Articulates the concept of market segmentation and examines, critically, how the main segmentation procedures lead to the conclusions that the main concern ought to be the classification of people in terms of usage of product and attitudes. Examines a new tool available to management (ACORN) a classification of residential neighbourhoods. States that in the UK 1983 General Election it emerged that nearly 40 per cent of the electorate did not vote for the party of their social class. Discusses segmentations in the electoral marketplace, which is preceded by a literature review. Concludes that the application of modern marketing techniques is ongoing in the electoral marketplace with regard to the UK. Finds that ACORN group findings of field research, undertaken to test claims, establishes that political attitudes changed regarding them during election campaigns.