"... In PAGE 79: ...ere also asked how they believed each of the six roles could possibly develop, i.e., if they would come to be of more, less or unchanged importance. If one first looks at the importance assigned by the rectors to each of the six tasks, Table3 shows clearly that strategic planning is considered a very important issue. Eigh- teen rectors believe that area to be most important.... In PAGE 81: ... Another statement that the rector apos;s role is to build consen- sus between different groups (educators, researchers, students, politicians, repre- sentatives of business and industry) yielded a very different result: about half (16) agreed completely or partially, while about one-fourth were neutral and one-fifth disagreed. The results reported in Table3 refer to the rectors apos; evaluations of the impor- tance of the various tasks. The studies of executives referred to earlier in this paper may lead to suspicion that the rectors cannot fully control their organisations, thereby not allowing them to spend the most time upon what they consider most important.... In PAGE 123: ... Since average age at appointment does not reflect accurately recruitment pat- terns in these sectors over the decades we have examined recruitment ages by cat- egories. The results (presented in Table3 ) reveal that the age of appointment in old universities is greater in the 1970s, 1980s and 1990s than the earlier decades of 1950s and 1960s. In the new universities the table merely corroborates that the age of recruitment has decreased in the 1970s and 1980s and then risen again in the 1990s.... ..."

"... In PAGE 86: ...hat a majority saw their institutions as creative organisations, i.e., that they pressed for change. When this question is also analysed in light of the characteristics of the institutions ( Table11 ), there is an indication that rectors at younger institutions are more likely to promote a view of academic institutions as creative organisations that require leadership orientated towards creating a climate that stimulates inno- vation. This result contradicts the previously formulated hypothesis H1.... ..."

"... In PAGE 8: ... Trans Instance level: FORALL C,D,X,Y,Z,S,R X[R- gt; gt;Z] lt;- PartonomicRolePropagationOn(C,R,D) and X:C and Y:D and X[R- gt; gt;Y] and subrelationOf(S,partOf) and Y[S- gt; gt;Z]. Concept level: analogous to the instance level Table4 a: Part-Whole Reasoning - (i) role propagation The second aspect of partonomic reasoning that is reflected upon by Rector et al. is concept specification through partonomic reasoing.... In PAGE 8: ... is concept specification through partonomic reasoing. To cut it short, we only mention here that this type of axiom specification also relies on the PartonomicRolePropagation specified in Table4 a and show... In PAGE 8: ...Table4... ..."

"... In PAGE 8: ... Trans Instance level: FORALL C,D,X,Y,Z,S,R X[R- gt; gt;Z] lt;- PartonomicRolePropagationOn(C,R,D) and X:C and Y:D and X[R- gt; gt;Y] and subrelationOf(S,partOf) and Y[S- gt; gt;Z]. Concept level: analogous to the instance level Table4 a: Part-Whole Reasoning - (i) role propagation The second aspect of partonomic reasoning that is reflected upon by Rector et al. is concept specification through partonomic reasoing.... In PAGE 8: ... is concept specification through partonomic reasoing. To cut it short, we only mention here that this type of axiom specification also relies on the PartonomicRolePropagation specified in Table4 a and show... In PAGE 8: ...Table4... ..."