Search results

In this research, the authors apply artificial neural networks (ANNs) to uncover non-linear relationships among factors that influence the productivity of ragpickers in the Indian context.

A broad long-term action research program provides a means to shape the research question and posit relevant factors, whereas ANNs capture the true underlying non-linear relationships. ANN models the relationships between four independent variables and three forms of waste value chains without assuming any distributional forms. The authors apply bootstrapping in conjunction with ANNs.

The authors identify four elements that influence ragpickers’ productivity: receptiveness to non-governmental organizations, literacy, the deployment of proper equipment/technology and group size.

This study provides a unique way to analyze bottom of the pyramid (BoP) operations via ANNs.

This study provides a road map to help ragpickers in India raise incomes while simultaneously improving recycling rates.

This research is grounded in the stakeholder resource-based view and the network–individual–resource model. It generalizes these theories to the informal waste value chain at BoP communities.

To propose improvements to the identification of authors' names in digital repositories.

Analysis of current name authorities in digital resources, particularly in digital repositories, and analysis of some features of existing repository applications.

This paper finds that the variations of authors' names have negatively affected the retrieval capability of digital repositories. Two possible solutions include using composite identifiers that combine author name, publication date, and author affiliation, and also asking authors to input the variants of their name, if any, at the time of depositing articles.

This is the first time that the approach of authors self‐depositing their name variations is proposed. This approach will be able to reduce confusions in name identification.

Both the criteria which can be used to assess the effectiveness of schools and the means by which effectiveness can be increased have received considerable attention during the last two decades. These criteria have usually been shown to revolve around school climate, leadership, shared decision making, effective teaching, and parental and community involvement. However, identification of universal criteria has been criticised on grounds such as poor methodology, differences in context and culture, assumptions of causality, and neglect of the influence of the external environment. Primary schools have goals and styles of operation which contrast markedly with those of secondary schools. Using approaches which differed from those commonly used in effectiveness studies, two Alberta studies asked principals (headteachers) to identify items which were (a) critical for planning and (b) important for judging the overall effectiveness of primary schools. Emphasis was placed on climate, high expectations for students, leadership, the morale and satisfaction of staff and students, effective teaching and student attitudes.

Schools and school systems around the world are being challenged to emulate management practices used in business organizations. Reports on a case study of management in a computing firm in Sydney, Australia. Attention focuses on communication, the methodology of work, characteristics of the organizational setting, organization structure, selection and motivation of staff, goals of managers and management styles. The findings provide a basis for discussing the relevance of business management practices for education. Managers in education and private enterprise may have much to gain from one another. However, each sector also has distinctive attributes which make transfer of some practices inappropriate. Concludes by considering the benefits for educational managers of observing business executives in action.

More and more companies have come to realise that many organisational problems occurred largely as a result of individuals′ inappropriate responses to stress. Over the last 20 years, there have been many stress management programmes that have been developed, with varying degrees of success. The reasons why effective programmes have succeeded and why others have failed are illustrated.

The job satisfaction and effectiveness of principals, the effectiveness of their schools, and relationships among those three variables were investigated by questionnaires and interviews involving elementary school teachers, principals, and area superintendents in Alberta. Job satisfaction of principals was closely associated with the effect of the job on their personal lives, and it was highest in respect of working relationships with teachers and students. An appropriate school climate emerged as the most important and most effective individual aspect of the performance of schools, but a multidimensional perspective was supported. Effective principalship was seen to encompass many high priority areas, and principals′ overall effectiveness related most strongly to their decision‐making effectiveness. Principals′ job satisfaction was only weakly associated with the effectiveness of schools and principals, but the two effectiveness variables were significantly related. Teachers and area superintendents tended to rate the effectiveness of schools less positively than did principals.

Suggests that educators in Australia are displaying a growing interest in graduate instruction in educational administration. Examines issues that are central to making courses relevant, stimulating and appealing for educational administrators today using the review of one Master′s degree course as an illustration. Discusses the need to review courses, then considers decisions about the primary instructional focus, the educational clientele, neglected content areas, experiential components and flexible modes of attendance. Proposes teaching arrangements that add diversity and relevance to curricula, including the design of subjects in conjunction with local education authorities, lecturing by expert managers, and reliance on part‐time and visiting appointments. Presents continuing education as a further responsibility of educational administration departments. Advocates course promotion and ongoing contact with the profession and advances some strategies. Cautions, however, against innovations designed only to capture additional enrolments and funding.

Amongst other things, at the end of this case discussion, the student should be able to: diagnose situational factors that contribute to a brand’s positioning; explore important issues in implementing brand positioning strategies; use relevant models for understanding a firm’s internal and external environments to inform strategic decisions about customers and competition; demonstrate an understanding of target audience; identify the unique attributes of the competition to inform a firm’s positioning and competitive strategy.

Kaya FM derives its name from the isiZulu word “ikhaya”, which means “home”. The name reflects the mission of the radio station to provide a home for black South Africans who were denied many opportunities during the apartheid era in South Africa. Kaya FM has been broadcasting since 1997, following the deregulation of the media landscape in South Africa. However, by 2018, the radio landscape has become very challenging. Mainstream advertisers still do not consider Kaya FM as a preferred channel to reach their target audience. Overall, radio listenership is dwindling and advertising sales growth is not encouraging. Greg Maloka, Kaya FM’s station manager is considering how to preserve the station’s unique positioning as it competes with both more dominant stations and new entrants so that Kaya FM can truly be a home for Afropolitans for many years to come.

Honour’s and master’s level, as well as executive education delegates.

Teaching Notes are available for educators only.

CSS 8: Marketing.

The current thrust towards devolution of power to schools has altered and expanded the principal′s role. Principals are being made responsible for school review and planning, local selection of staff, school‐based staff development, performance appraisal, financial management, and the establishment of school councils. Principals need professional development to cope successfully with these new requirements. Reviews the immediate administrative training needs of school leaders, and then examines the dilemma universities face in providing appropriate administrative development. A new fee‐paying programme is proposed as a way for universities to fulfil academic responsibilities while providing school leaders with knowledge, skills and confidence for their emerging school self‐management responsibilities.