...1. How would you respond to someone who made the following statement “Organizational culture is not important as far as managers are concerned?” Explain. Culture represents the personality of an organization, having a major influence on both employee satisfaction and organizational success. It expresses shared assumptions, values and beliefs and is the social glue that holds an organization together. An organizational culture is defined as the shared assumptions, values, and beliefs that guide the actions of its members. Organizational culture tends to be shaped by the founders' values, the industry and business environment, the national culture, and the senior leaders' vision and behavior. Each business has an organizational culture no matter how big or small. A business can informally develop a culture without the guiding hand of management or ownership, or the company can create its own culture using a system of values and performance standards. A manager's role in a company's culture depends on how the business wants the manager to interact with other employees and how much authority the business gives the manager. It is crucial that managers at all levels are aware of their roles and responsibilities in upholding positive workplace environments that can increase employee satisfaction. Dissatisfaction is the major cause of turnover and can have detrimental cost and environmental effects on the...
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...Comprehensive Information Management for Schools G/T (CIMS® G/T) Student Grading System User’s Guide NCS Publication Number 649 400 205 Second Edition (July 1999) This edition applies to Version 7.00 of the NCS Comprehensive Information Management for Schools G/T (CIMS® G/T) Student Grading System (SGS™) product for IBM AS/400* systems, and to all subsequent releases and modifications until otherwise indicated in new editions or updates. The data used to illustrate the reports and screen images may include names of individuals, companies, brands, and products. All of these names are fictitious; any similarities to actual names are entirely coincidental. Further, any illustrations of report formats or screen images are examples only, and reflect how a typical customer would install and use the product. CIMS® and SCH® are registered trademarks of National Computer Systems, Inc. ACS™, SMS™, SAS™, SGS™, CSO™, NCS Abacus™ and Performance Plus™ are trademarks of National Computer Systems, Inc. *IBM® and AS/400® are registered trademarks of the International Business Machines Corporation. GUI/400 is a product of Seagull Business Software B.V. and a trademark of International Business Machines Corporation. Copyright © 1997, 1999 National Computer Systems, Inc. Printed in the U.S.A. All rights reserved. No part of this book may be reproduced in any form or by any means without permission in writing from National Computer Systems, Inc. About This...
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...Developing undergraduate research and inquiry Mick Healey and Alan Jenkins June 2009 Developing undergraduate research and inquiry Contents Preface Executive summary 1. 2. 3. 4. 5. 6. 7. 8. 9. Argument, origins and scope Nature of undergraduate research and inquiry Issues of inclusiveness Disciplinary practices and strategies Departmental and course team practices and strategies Institutional practices and strategies National policies and strategies The research evidence Conclusion: building connections 2 3 5 15 33 47 67 79 105 113 121 125 127 About the authors References List of case studies Engaging students in research and inquiry at the beginning of their academic studies Engaging students in research and inquiry later in their academic studies Undergraduate research and inquiry in science, technology, engineering and mathematics (STEM) disciplines Undergraduate research and inquiry in humanities, social sciences and interdisciplinary studies Undergraduate research and inquiry in departments and course teams Undergraduate research and inquiry in institutions 11 30 40 62 74 102 The Higher Education Academy – June 2009 1 Preface The Academy is very pleased to present this piece of work, commissioned as part of the series looking at the relationship between teaching and research1. Mick Healey and Alan Jenkins build on their already substantial contribution in this area by focusing on undergraduates’ engagement in research and inquiry, and the potential implications...
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