Dissertations / Theses: 'College of Technical and Further Education'

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Whitley, Peter J. "The leadership of entrepreneurialism in technical and further education colleges." Curtin University of Technology, Graduate School of Business, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16514.

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The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in their outlook, pressures for reform of the TAFE sector have also increased. These pressures have included changes to funding arrangements, increased compliance regimes and a freeing of the training delivery to encourage the establishment of private providers. This thesis explores how Chief Executive Officers and Middle Level Managers within the TAFE environment are responding to those challenges. Forty-seven senior TAFE managers are interviewed to ascertain their perspectives on the community and government expectations of TAFE and how they believe TAFE is reacting to these challenges. Resulting from the research has been the emergence of entrepreneurship in TAFE. The notion of entrepreneurship in TAFE seems to capture a sense of change, a sense of emerging vibrance, and is often used to describe innovation and risk taking within the TAFE environment. The word entrepreneurial, entrepreneurialism, entrepreneurship and other derivations of the word are loosely employed by TAFE personnel to describe particular phenomenon within TAFE. Within this thesis the treatment of entrepreneurship as a definitive concept is recognised as problematic and it is therefore treated in a way that aligns to the TAFE environment and not necessarily as defined by traditional entrepreneurial theory.
The resulting research has found that TAFE leaders are working in an environment that has a multiplicity of expectations and demands that challenge the leadership of TAFE. The research finds that many of the TAFE leaders strive to act entrepreneurially whilst attempting to manage an environment that is constrained by its policy frameworks, industrial relations requirements, funding arrangements and national and state compliance frameworks. The research questions whether governments should provide TAFE with greater capacity to act entrepreneurially; governments might, as a result be rewarded through greater achievements from the TAFE sector. While the research points to a number of highly successful leaders and leadership practices in TAFE it has also found that many leaders seem to rely upon intuitiveness and past experience to lead within their environments. Finally the research posits a framework for leadership within TAFE where the leadership styles of emotional intelligence, path-goal and leader-member exchange (LMX) are merged and integrated to provide a comprehensive quality leadership framework that will achieve positive outcomes: A framework that seeks to provide a practical guide to future leadership training and development in TAFE. In addition to the leadership framework the research has identified a number of intrinsic transformational drivers and extrinsic transformational drivers, which contribute to the success of leadership in TAFE and similarly a number of impediments, which restrict TAFE leaders.

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Judd, Annemarie M. F., and n/a. "A comparison of humanistic and traditional teaching methods in a college of technical and further education." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060804.122004.

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This field study examines the comparative effectiveness of traditional and humanistic teaching methods. In part I the origins of humanistic teaching and their relationship to Gestalt therapy are considered. The influence of Humanistic education adult learning theory is also discussed. Part I concludes with an assessment of humanistic teaching. Part II: To measure the comparative effectiveness of the humanistic and traditional teaching methods, three groups of first year students in General English classess in a College of Technical and Further Education were selected. The effectiveness was measured in terms of differences in 1. Self-esteem. 2. Spelling Ability. 3. Attrition rates. 4 Academic Results. It can be concluded that there is: No difference in measures of self-esteem between groups, on the basis of the teaching method used. A large increase in the measure of self-esteem was observed in one of the groups that was taught with humanistic teaching strategies. Spelling measures showed no significant changes in any of the groups. Attrition rates were significantly reduced in groups that received humanistic teaching. Academic results of students completing the course showed no significant differences.

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Du, Plessis Schalk Willem. "Die rol van verdere onderwys- en opleidingskolleges in die onderwysstelsel / Schalk Willem du Plessis." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2259.

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The purpose of this study was to investigate the roll played by Further Education and Training Colleges in delivering education in South-Africa, with specific reference to technical education. As technology developed, the need for well trained artisans also increased. Technical Colleges have helped in addressing that need by increasing the theoretical knowledge of apprentices and artisans. With the political changes in South-Africa, came changes in education. Technical Colleges changed to Further Education and Training Colleges, and with that the purpose of these institutions. No longer will supplementary theoretical training be done at Technical Colleges, instead complete trade training will be done at Further Education and Training Colleges. This study has shown some problems with this new approach that need to be addressed before Further Education and Training Colleges can take their place in the provision of quality education in South -Africa.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

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McNeil, E. M., and n/a. "A study of attrition among accounting certificate course students at Woden College of Technical and Further Education, 1981 - 1984." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061013.125123.

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This study examines the reasons for student withdrawal from the Accounting Certificate Course at Woden TAFE College during the period 1981 to 1984 inclusive. The investigation concerns students enrolled in a demanding, four year course, which leads to a para-professional qualification including (subject to practical experience) registration with the Tax Agents Registration Board. A 100% survey was made of all students, both withdrawn and continuing for the relevant period. Students are adults, mostly between the ages of 20 to 50. Attrition rates in the early stages of the course were found to be very high, and reasons established were related to a variety of causes, including personal reasons. Follow up interviews by telephone were carried out and these showed no new trends from the results of the questionnaires. The main reasons for attrition within the control of the college, seemed to be related to inaccurate student perceptions of, and expectations from the course. The major recommendations and implications arising from the study suggest that counselling be given greater prominence at the time of enrolment. There is also a case for timetabling to include day classes at times and venues most beneficial for students. Another outcome of the investigation suggests that closer liaison be developed between the college, industry and commerce. An important issue which became evident from this research focused on staff development and the need for administrators and teachers to further their educational leadership knowledge and skills to provide the best possible service for students.

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Pyle, N. T. "Principalship in colleges offering non-advanced further education in the northwest of England and technical and further education in Queensland : An illuminative study." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374152.

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Lucas, Norman. "A history of technical and further education colleges in England from the nineteenth century to 2000." 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2009. http://hdl.handle.net/2237/12369.

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McIntyre, T. "Further education, work and technician qualification : A case study of the TEC certificate in a local college." Thesis, Keele University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376301.

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Brownlee, Graham, and n/a. "Program evaluation : a study of evaluation in an ACT TAFE College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060615.165537.

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This field study discusses curriculum evaluation in technical and further education in Australia and the Australian Capital Territory. The study has been developed to include a case study of evaluation undertaken at the Bruce College of Technical and Further Education. The case study forms an integra1 part of the field study and provides the focus for discussion of evaluation standards developed by Stufflebeam and others (joint Committee, 1981) for evaluation and meta-evaluation. The standards suggested by the Joint Committee (1981) were applied to the case study to examine the value of the case study itself as a form of a meta-evaluation, together with the advantages and limitations of the standards themselves. Following this analysis a modified list of standards has been prepared for application in the TAFE sector.

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Turner, Stanley. "An interrelated approach to teaching mathematics in further education." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/10505.

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Reports and consultative documents published at national level since about 1980 have indicated that British Industry must look to modern technology and also educate and train its workers on a 'broad base', with an 'integrated' approach. Traditionally, and still very much the mode of operation, teaching has been confined within subject boundaries. A research group was established by Professor Bajpai consisting of the author, Mr Rod Bond (Burleigh Community College, Loughborough) and a few others working overseas to investigate a teaching strategy based on an interrelated approach to teaching mathematics. Measurement was chosen as the first topic of investigation using this approach which then formed the basis for further research undertaken by the two research workers of the group whose work is reported in the form of two theses. This thesis aims to show that mathematics is naturally related to science and technology in industrial practice and that when taught in an interrelated way it would be more interesting and have more relevance to real applications in technology-based employment at craft and technician levels. To help establish the case experiments carried out by the author are referred to; these include a few case studies, a questionnaire survey and results analysed from more than five hundred basic mathematics tests. The various kinds of mathematics taught in further education are described and compared with mathematics in a practical context as seen from a case study within an engineering training school. Next a survey of mathematics at work shows that, like the training school, there is a task associated with the mathematics which is also related to science or technology or both. Another case study in the pharmaceutical industry lends further support to the way mathematics is used in industry. Much of the mathematics also seems to be basic and used in association with measurement and a particular task. It was decided by the research group that a tape/slide programme on measurement for students and educators should be developed by the author and tested in different situations. Teaching modules on relevant mathematical topics based on the interrelated approach were constructed for students with strong support from industry in the form of materials and advice. Testing of these modules, in their original and revised forms after feedback, is described. These trials were also carried out in other establishments. Modules based upon the interrelated approach developed by the author formed a basis for promoting the underlying philosophy behind this approach. These were presented to educators in in-service training and staff development programmes in the north western region of the UK with success. Observations and conclusions drawn clearly indicate that this type of method makes mathematics more interesting and relevant for students of different abilities and backgrounds. Finally pointers are given in the thesis as to the wider use and promotion of this approach for teaching mathematics in further education.

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Letsie, Lekhooe Elias. "A study of the role of community colleges in the provision of vocational education with specific reference to the eastern Free State." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03182004-120707/.

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Jansen, Henry Hermanus. "Institutional commitments, integration and student persistence in the NCV Safety in Society at a TVET College in the Western Cape." UWC, 2020. http://hdl.handle.net/11394/7553.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Student dropout, certification and retention rate has played a pivotal role for academic institutions globally. There are various factors that affect student persistence which inevitably leads to a student’s failure to graduate. These factors may also result in voluntary withdrawal from institutions which could impact on the status and funding of tertiary institutions. To deal with such critical issues, there is a need to understand the reasons for the decline in student retention and the factors that influence goals and student departure. The aim of the current study was to explore the factors that may or may not contribute to persistence, which eventually has an influence on the retention rate. In the current qualitative study, Tinto’s longitudinal model was comprehensively explored. Therefore, the current study was located within Tinto’s longitudinal model of student departure. The researcher was prompted to explore the factors that influence student goals, institutional commitments, social and academic integration and persistence. The South African government expected that the role of the TVET colleges would become the cornerstone of the skills development landscape. According to the Department of Higher Education and Training (DHET, 2013b), it was estimated that the growth in the sector would escalate as follows: the projection of 345 000 students in 2010, 630 000 students in 2013. The total projection for 2030 was that 2.5 million students would be certified (DHET, 2013b). Unfortunately, the 2030 projection has been adversely affected by the poorly performing institution and the high dropout rate. (DHET, 2013b) Therefore, the setting for the research was a Technical Vocational College in Cape Town which offers the National Certificate Vocational NCV. The single institutional study linking academic integration, goal influencers, institutional commitments social and academic integration and persistence was based in a college in Cape Town. Thus the study has an overarching research question and three sub-questions. The college was selected conveniently and the researcher purposively selected the participants. A total of twenty participants (20) were interviewed after providing assent and consent. The qualitative design utilized in the current study allowed the researcher to identify themes. Therefore, thematic analysis was employed in the data analysis section. The researcher is currently an insider in this sector. The unique experience and academic background of the researcher has afforded the opportunity to ethically gain access to past results in the TVET, specifically, in a NCV programme at a Cape Town College.

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Hinton, Susan E., and Susan Mayson@BusEco monash edu au. "Organisational contestation over the discursive construction of equal employment opportunities for women in three Victorian public authorities." Swinburne University of Technology, 1999. http://adt.lib.swin.edu.au./public/adt-VSWT20051102.140031.

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The central arguments in this thesis rest on two premises. Firstly language and context are intimately bound up in the social construction of workplace gender inequalities. Secondly, organisational understandings and management of women�s access to employment opportunities and rewards in modern bureaucratic organisations are constituted through discourses or systems of organisational knowledges, practices and rules of organising. This study uses the concept of discourse to account for the productive and powerful role of knowledge and language practices in constituting the organisational contexts and meanings through which people make sense of and experience complex organisations.

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Masunga, Robert. "Further education governance : the role of governors in further education (FE) college improvement." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5024/.

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This research investigates Further Education (FE) governance and governors’ role(s) in college improvement and related issues. Empirical data is derived from semi-structured interviews and documentary analysis of governors’ meeting minutes. A total of 14 Standards committee (SC) governors and 6 principals from 6 FE colleges in the Midlands region of England agreed to be interviewed. Data from these individual interviews were supplemented by an analysis of SC governors’ meeting minutes from each of the 6 colleges in order to obtain rich data on the role of governors in college improvement. Findings suggest that ‘good’ governors with a good skill base can contribute to college improvement through their monitoring and challenging role; their role in appointing the principal and senior management; setting the strategic direction of the college and by acting as a ‘critical friend’ to the principal. It emerged from this study that governors are a group of individuals with different family, educational and professional backgrounds who are seeking a new identity and they need help in their ‘identity transformation’. This study, therefore, suggests the need for an induction and training programme for new governors, which includes ‘coaching and mentoring’ so that governors are continually supported in their ‘governorship’ journey.

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Forsell, Caroline. "Technical Interest : Does earlier technology education influence the choiceto further studies in technical subjects?" Thesis, KTH, Skolan för industriell teknik och management (ITM), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-226568.

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This thesis investigates if a student’s interest in technology at lower secondary school can influence their choice to attend an upper secondary school technical program (Teknikprogrammet). Factors like the choice of course book, teacher, practical and theoretical technology were investigated. For example, the frequency of course book use during the education and how many students that used a course book. The differences between female and male students was specially investigated. The study was performed by a web form that was sent out to 145 students at first year Teknikprogrammet. Quantitative analysis was done on all the questions except the open-ended questions, where a qualitative analysis was used. Results show that approximately half of the students did not think technology in lower secondary school had much effect on their choice to select Teknikprogrammet in upper secondary school. Male and female students did not like technology much in lower secondary school, and there was no difference between genders. Approximately half of the students said that lower secondary school effected their choice of Teknikprogrammet, at least a little. None of the things specifically looked at had any special effect, like the book used and more than half of the students did not have a course book at all. When looking at the open-ended questions the students’ interest seemed to lie in the technique that they were going to study, like computers, programming and games. The lower secondary school technology did not have much influence. That the students did not seem to like the Technology education was not correlated to the amount of theoretical versus practical education they have had.
Uppsatsen undersöker om intresse för teknik på högstadiet påverkar valet till gymnasieskolans Teknikprogram. Vissa faktorer, läroboken, läraren, den praktiska delen och den teoretiska delen av tekniken undersöktes speciellt. När det gällde lärobok ingick frågor om hur många som använt bok och hur mycket. Skillnaden mellan kvinnliga och manliga studenter studerades. Studien utfördes med hjälp av en webbform som skickades ut till 145 studenter som gick första året på Teknikprogrammet. En kvalitativ och en kvantitativ analys gjordes på olika delar av svaren. Resultaten visar att ungefär hälften av eleverna inte tyckte att tekniken i högstadiet hade stor inverkan på valet till gymnasieskolan, Teknikprogrammet. Ingen skillnad mellan könen sågs när det gällde vad åsikter om teknikundervisningen på högstadiet. Cirka hälften av eleverna som genomförde studien tyckte högstadet påverkade åtminstone lite, men ingen av de specifika sakerna som studerades var speciellt betydelsefulla. Läroboken hade ingen stor effekt och mer än hälften av eleverna hade inte haft någon lärobok alls. Sammantaget så tyckte studenterna inte om teknikundervisningen på högstadiet särskilt mycket, inga könsskillnader sågs här. Intresset hos eleverna tycks snarare ligga i tekniken som de skulle studera mer om på Teknikprogrammet som datorer, programmering och spel än Tekniken som de pluggade på högstadiet. Att studenterna inte verkade gilla undervisningen var inte korrelerat till mängden praktisk versus teoretisk undervisning de haft.

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Van, Der Linde Christopher Jae. "Technical and further education diploma graduates : personal capital investments and returns." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16579/.

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This research has examined the personal capital investments and returns of a group of TAFE Diploma of Community Work graduates through the use of qualitative research methodology. Recognising that the concept of personal capital is distinct from human capital in that it considers the intrinsic reasons, impetus and values that individuals ascribe to their motivation to undertake and complete a course of study. Personal capital is not quantifiable within the present human capital outcomes paradigm, however the personal capital paradigm allows for a deeper exploration of a range of further tangible and valid outcomes not addressed in the human capital approach. There is a gap in the current research literature regarding evaluation of TAFE outcomes and it stems from a predominant human capital focus. The existing paradigm of human capital, which values the acquisition of knowledge and skills for their economic value, has been of primary interest and significance, particularly in terms of government policy in relation to vocational education and training By using an interpretivist approach comprising in-depth interviews, the researcher was able to explore the intrinsic drives, motivations and aspirations and impetus that brought the TAFE graduates to initially undertake their studies in the diploma program. This approach also allowed for an examination as to whether the graduates perceived that they had obtained a return on this personal capital investment in the study program. Through the conceptual framework, the research established a set of predetermined personal capital investments and returns, although the research was not constrained by these pre-determined themes. The use of grounded theory data analysis procedures in the study allowed for the evolution and analysis of emergent categories or themes relating to personal capital investments and returns. Consequently, the qualitative analysis of the in-depth interviews has revealed a broader range of themes relating to personal capital investments and returns than otherwise might have been discovered if the research had been limited to the pre-determined themes arising from the conceptual framework. It is the author's contention that this qualitative study of TAFE diploma graduate's personal capital investments and returns gives insights about the notion of personal capital and its importance to decision-making as to why individuals undertake the Diploma of Community Work. This study also reveals what they personally and professionally expect from study in such a program. Neither of which the current quantitative data about TAFE graduates, namely the Student Outcomes Surveys; by design and intent are as yet capable of acknowledging or exploring.

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Mollenkopf-Pigsley, Christine. "College mission change and neoliberalism in a community and technical college." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737544.

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Administrators of 2-year colleges are working in an environment where they seek to balance the social development of the student and the community’s demand for a trained workforce to achieve economic development. This balance has resulted in ambiguity about the mission and purpose of 2-year colleges. The purpose of this case study was to explore a community college’s experiences with mission change by exploring the interaction between a neoliberal public policy environment and the traditional social democratic mission of academia. Harvey’s conceptualization of neoliberalism was used as the theoretical framework. Data were collected through 15 semi-structured interviews with members of college leadership, faculty members, staff, and members of the college’s advisory council. Other data included documentation about policy, mission, and publicly available documents related to the mission change at the institution. These data were deductively coded, and then subjected to content analysis. Key findings indicated that the college initially stalled in the mission change process, and as a result, identified alternative pathways to achieve the goals of career-relevant training the neoliberal environment demanded. In this sense, the perspective of academic capitalism was born from necessity for self-reliance and illustrates the commonality of finding entrepreneurial solutions. The implications for positive social change include recommendations to leaders of 2-year colleges on managing mission change in a way that responds to the needs of the college community while retaining the relevance of students’ social development.

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Oliver, Paul. "Hindu students in a further education college : an ethographic enquiry." Thesis, University of Huddersfield, 1991. http://eprints.hud.ac.uk/id/eprint/5953/.

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This is an ethnographic study of a sample of Hindu students in a Further Education college. The students are all following a course leading to the Certificate of Pre- Vocational Education. The data consists of transcripts of informal interviews and of classroom teaching situations; and is analysed from the perspective of an interpretive paradigm. The purpose of the study is to reveal the methods used by the students in reaching an understanding of their own social world. The study seeks to construct a series of world views which reflect the ways in which the students perceive their own sense of reality. The research attempts to explore the views of students on several areas including religion and culture, their feelings about the education system, and their aspirations for employment and a career. Generally speaking, research studies in the sociology of education tend to focus on the schools sector, and it is the intention of this research to redress the balance somewhat in the direction of Further Education. Moreover, studies in multicultural education often describe their samples in non-specific ways such as "Asian students" or "ethnic minorities", and place little emphasis upon the social influences of specific religion and culture. By investigating a particular religious group it is hoped to encourage more studies which place an emphasis upon the importance of religion in defining the social life of Asian people. The study of this sample of Hindu students suggests that there exists a specifically Hindu perception of the world, and that the maintenance of this is of importance to the students. The students appeared to have a profound desire to succeed in the educational system, and to apply that success to particular vocational contexts. An apparently strong motivation to achieve something of value in life was sustained in part by a sense of parental support and interest. The students did not appear to be preoccupied with the racism which they encountered in society. It was also noted that the female students tended to reject firmly the traditional Hindu gender roles. Generally there was a tendency for these young people to develop considerably greater proficiency in spoken rather than written English. The thesis concludes with a reflexive account which seeks to describe the particular perspectives and approaches of the author in arriving at an understanding of the data.

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Mattis, Christopher. "A Further Exploration of College Student Attrition: The Predicative Validity of the College Adjustment Scales." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/267.

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Since little research has addressed the question, the present study sought to determine if potential psychological problems, as measured by the College Adjustment Scales, predict college attrition. For Hypothesis One, 423 subjects were used to assess the predictability of the nine College Adjustment Scales. Using logistic regression, Substance Abuse problems was the only scale found to significantly predict attrition, p <.033. Hypothesis Two examined the incremental predictive validity of the College Adjustment Scales when supplemented with the College Student Inventory, a nineteen-scale instrument designed to predict college attrition. Although the College Student Inventory significantly predicted attrition, R = -.09, p < .05, the College Adjustment Scales could not significantly incrementally predict student departure. It was concluded that the lack of representativeness of the samples was the reason for the inability of the College Adjustment Scales to predict attrition. In both samples, subjects were substantially different from the larger samples from which they were derived in that they were more female, had higher ACT scores, and had higher high school GPAs.

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Rocks, Eddie. "Exploring transformative journeys through a higher education programme in a further education college." Thesis, Open University, 2017. http://oro.open.ac.uk/50533/.

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Since the 1960s, there has been a sustained policy commitment to widen participation to social groups previously under-represented in further and higher education (Thompson, 2000; Burke, 2012). Widening participation has encouraged students to return who are poorly prepared for the intellectual challenges of post-compulsory education (Leatherwood, 2005; Burton and Golding Lloyd et al, 2011). Some research has concluded that post-compulsory education has been dumbed down to accommodate ill-prepared students (Haggis, 2006; Coffield, 2010). This research interrogates these analyses in the context of Higher Education in Further Education (HE in FE). The research investigates if HE in FE can be a catalyst for significant social, emotional, and intellectual growth in students – if students can be transformed by the experience of education (Mezirow, 1978a, 1991; Cranton, 2006). Within both a critical and a phenomenological research paradigm, twelve non-traditional graduates from a full-time BA programme at an HE and FE College in Scotland were interviewed; as were the BA programme leader and a module teacher. The graduates also produced reflections of their experiences of HE in FE. The research sought to determine if graduates from HE in FE can experience significant social, emotional, and intellectual growth as a result of participation; what teaching and learning settings make this possible, and can graduates be transformed by the experience of HE in FE? The findings of the research indicate that the participants, to varying degrees, all experienced some significant shift in attributes such as confidence, independence and willingness to try new things. How they experience, conceptualise and participate in their social worlds has become more discriminating. I conclude by proposing that higher education programmes, facilitated in further and higher education colleges, can have the potential to provide transformative experiences for students who participate. It has been a transformative experience for the participants in this research.

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Lycett, Peter. "An exploration of organisational effectiveness in a college of further education." Thesis, Bournemouth University, 2003. http://eprints.bournemouth.ac.uk/10310/.

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This thesis explores organisational effectiveness in a college of further education using a multiple constituency model and acknowledges the central position of organisational learning and leadership. Prior to the commencement of the research the college had received a damning inspection report which categorised it as a failing college. Considerable managerial restructuring had taken place with five principals in four years. In addition, the college had financial difficulties and a poor image in the local media. Taking a largely qualitative research paradigm, mixed methods including ethnography and action research are employed. To set the college in context, the research commences with an examination of the college through the eyes of its stakeholders. As the research unfolds a variety of approaches and techniques are used including an adaptation of Kelly's (1955) personal construct theory, small group interviews, a survey and content analysis. Data sources include official inspection reports, college documents, articles and letters in national and local newspapers, staff and student induction feedback, repertory grid interviews and staff coursework assignments. Major differences were revealed in the core constructs held by the staff and management respectively and in their perceptions of each other. Results of a national staff satisfaction survey employing qualitative and quantitative techniques enabled the college to be benchmarked against others and showed it in an unfavourable light. Throughout the research, interventions were attempted in an action research framework and the responses to these changes were considered in the analyses. The findings argue that an understanding of the stakeholders' constructs of the college is central to the achievement of any improvement in its effectiveness. It furthers the understanding of organisational effectiveness by exploring. the importance and difficulties in reconciling the different constructs used by stakeholders. The findings revealed a lack of congruence between the espoused theories and theories-in-use of the management and staff. It clearly suggests that the key groups' constructs were irreconcilable. The research emphasises the impact of managers and leaders on the process of effectiveness. In addition, the work adds to the existing models of action research by revealing the constraints imposed by a hostile research environment. The thesis also shows how the singular nature of a geographically isolated college impacts upon stakeholder perceptions and the consequences this has for the achievement of effectiveness.

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Ashton, Joseph E. "Management of change in further education : some perceptions of college principals." Thesis, Loughborough University, 1995. https://dspace.lboro.ac.uk/2134/6852.

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The illuminative research gives an account of the reactions and opinions of college principals to changes in the English further education system effected through two major pieces of legislation: the 1988 Education Reform Act and the 1992 Further and Higher Education Act. The methodology included a postal questionnaire to 34 principals followed by intensive interviews with 15 principals in East Midlands colleges, in-depth interviews with 3 further principals of national standing outside the East Midlands and an examination of principals' meetings and literature relevant to the period. The research explored a number of areas including student recruitment; staffing; competition to colleges; administration, management and finance; issues arising from the 1988 and 1992 Education Acts; and other general areas affecting college principals. It charted the progress of five years of significant development of the English further education system and exposed considerable concern about the imposed speed of change, degree of turbulence and the paucity of training, help and guidance given to colleges during this period. It also revealed details of principals' successes, failures and personal costs, as well as identifying considerable losses of staff and concomitant disquiet and unrest during the major attitudinal changes and management reconstructions which were taking place throughout a decade of significant development.

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Jones, J. L. "Decision-making in a college of further education : A phenomenological approach." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378496.

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Esmond, Bill. "Identity formation among part-time Higher Education students in an English Further Education college." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/15001/.

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This thesis reports an empirical study of identity formation among part-time higher education students in a Further Education College in England. Higher education within colleges has attracted attention from policymakers, increasingly with regard to the part-time modes of study that have traditionally dominated this provision. Yet the perspectives, identities and voices of its students have been underreported in higher education research. Data was collected from a sample of part-time students through semi-structured interviews and analysed to examine their construction of identity. Participants described identity largely through accounts of their earlier nonparticipation, which in turn shaped their identity formation and their apprehension of the possibilities opened up by higher education. Their own 'adult' identities were compared to those of traditional and nontraditional 'others'. Participants also described their relationships with work organisations, along with the social and geographical constraints affecting their engagement with higher education and their aspirations beyond it. This thesis offers insights into the processes through which adults take part in and make sense of higher education in a further education setting, which have implications for the expansion, differentiation and stratification of higher education systems.

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Lyon, Heath. "Perceptions of literacy difficulties and their assessment in a College of Further Education." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7054/.

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Recent legislative changes have extended the age range of young people with which educational psychologists (EPs) work, to between the ages of 0 and 25, raising the potential for collaborative work between EPs and further education (FE) colleges. One potential area is in supporting young people with literacy difficulties, however, little is known about the viewpoints and practices that exist within FE colleges. This study employs a case study design in exploring the perceptions of literacy difficulties and their assessment among a small group of participants within a learning support department of a FE college, and also within an assessment centre who had a working relationship with the college. Transcripts are analysed using thematic analysis. Processes in the college related to assessment of literacy difficulties are also outlined. General findings included the prevalence of the use of the term dyslexia, and similarities and differences in the way the term was constructed, as well as the impact of literacy difficulties and perceptions of the nature of support that is required. The implications of these findings for EPs, particularly in relation to EP-FE college collaboration are discussed, along with ideas for future research.

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Fowler, Ellayne Margaret. "Exploring the situated literacy practices involving email in a Further Education college." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502393.

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This study looks at literacy practices involving the use of email in a Further Education college. In order to explore literacy practices the study addresses how email works as a communicative act; how email is managed at both individual and institutional levels; what attitudes and values are attached to email and whether different groups within the college use email differently. The underpinning theoretical basis of this study is the New Literacy Studies, which theorise literacy as social practice. Emails are explored as literacy-in-action in order to infer the literacy practices that underpin their use. Hymes' ethnography of communication is used to analyse emails as communicative acts. Lave and Wenger's concept of community of practice is also drawn on in looking at different groups of practices. The predominantly qualitativeÂ· research takes the form of a case study with an ethnographic perspective. A range of data collection instruments are used, including questionnaire, diary, interview and compilation of a corpus of 408 emails. Analysis includes textual analysis using categories developed from Hymes and Critical Discourse Analysis. It is hoped that data from this research will have relevance for literacy teaching, organizational management and IT training.

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Taylor, Angela Moyna. "Parental attachment and adjustment to college for adolescent students in further education." Thesis, Birkbeck (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265970.

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Carrotte, Alec C. "The role of the personal tutor in a general further education college." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489942.

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Grimm, Gretchen K. "Preparation of Fox Valley Technical College faculty for multicultural education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000grimmg.pdf.

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Preston, Lesley Florence. "Second rate : reflections on South Tech and secondary technical education 1960-90 /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001070.

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Izzo, Nemec Therese A. "Servant Leadership and Student Success| Perspectives of Midwest Technical College Manufacturing Students." Thesis, Marian University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689183.

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In the United States, colleges and universities are under pressure from multiple sources to improve course completion and graduation rates and to reduce the cost of obtaining a degree. This qualitative phenomenological case study, underpinned by the social constructivist perspective, explored second-year manufacturing degree students’ perceptions of the impact of their teachers’ servant leadership behaviors on their successful course completions at a Midwest technical college. Servant leadership was the theoretical base for the study, which consisted of Q sorts by, and interviews with, students from two manufacturing degree programs. One program had higher course completion and graduation rates and the other had lower course completion and graduation rates. The responses were coded using data from an extensive literature review and were analyzed for themes according to the perspectives of the participants’ Q sorts and responses to interview questions. While the study did not reveal a simple, straightforward solution to the very complicated student success problem in technical college manufacturing programs, it did identify the elements of an emergent model recommended for manufacturing teachers: servant teaching.

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Hodges, Richard Allen. "Emerging from Resistance: The Origins of the Virginia Technical College System." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463428492.

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The purpose of this study was to explore factors leading to the founding of the Virginia Technical College System (VTCS). These factors are observed primarily within the timeframe of 1954-1966. The Virginia Community College System (VCCS) evolved from the Technical College System, and began in 1964. Classes started at the first technical colleges in September 1965. Despite the writings of two previous histories concerning the founding of the VCCS, one in 1977 and another in 1987, the events that led to the creation of the technical college system have never been documented, nor have the linkages between the technical college system and the Virginia’s business and industry community been investigated. Pointedly, the influence of the series of events, beginning with the Brown v. Board of Education ruling in 1954 and the subsequent Massive Resistance movement in Virginia, created a particular climate for the founding of the Department of Technical Education 10 years later. The research questions at the heart of this study sought to understand better the social, political, and economic circumstances under which the colleges were formed. This research used oral history methods and documentary research methods to create a historiographic overview of the founding of the VTCS. This research determined that the contested environment of Massive Resistance contributed to the founding of the VTCS.

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Hoffman, Irene E. "A study of the mentoring program at Lakeshore Technical College." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hoffmani.pdf.

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Edwards, David. "Smoking knowledge, attitudes and behaviour among students attending Regency Institute of Technical and Further Education /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09MPM/09mpme26.pdf.

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Frasier, Erin M. "Labor Market Responsiveness of Washington State Community and Technical Colleges." Thesis, Brandman University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10160723.

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Purpose: The purpose of this mixed methods study is to examine the degree to which Washington State community and technical college workforce education administrators perceive their institutions to be labor market-responsive based on the Community College Labor Market Responsiveness assessment’s seven dimensions of labor market responsiveness (leadership and governance, organizational structure and staffing, organizational culture, resources and funding, information and data, relationship-building, and partnerships) and to explore the factors impacting each of the seven dimensions.

Methodology: This mixed methods study described 39 Washington State community and technical college workforce administrators’ perceptions of community college labor market responsiveness. An explanatory design was employed to collect quantitative data to describe, followed by qualitative data to further explain. Data was collected using a web-based survey instrument with fixed-choice Likert-type and open-ended questions.

Findings: Overall, 62% of workforce educational administrators perceive the community colleges in Washington to be somewhat or almost always labor market responsive. The two most displayed dimensions were leadership and governance and organizational culture, however, the weakest dimension was organizational structure. The most impactful factors identified were: resources, leadership, workforce focus, organizational factors and external engagement. An unexpected finding was the absence of the practitioners’ reference to entrepreneurial characteristics, even though this is emphasized by scholars.

Conclusions: Washington State community and technical colleges are experts in workforce development although many factors impact their ability to effectively respond to labor market needs. This study concludes that Washington State community and technical colleges are perceived to be moderately labor market responsive, yet committed to external relationships and partnerships, and in need of more adequate financial, human and information resources to reach their full potential. Secondly, although there is strong leadership supporting labor market responsiveness efforts, unsupportive organizational structures limit their impact. In addition, entrepreneurial approaches are necessary to navigate resource-limited environments and this is not adequately supported by community colleges.

Recommendations: Further research is recommended to include other populations, correlate perceptions with other indicators, and compare perceptions between more than one sample. An exploration of entrepreneurial characteristics and vocational program review processes of community colleges should also be studied.

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Carter, Beverley. "Mentoring for excellence : an evaluation of mentoring programmes in a further education college." Thesis, University of Southampton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494545.

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This thesis evaluates mentoring programmes for new teachers in further education. The study provides an in-depth examination of a mentoring programme conducted from September 2004 to July 2007 with 22 mentors and 37 mentees. The study was undertaken in a Higher Education institution with a large further education provision. The study had three aims, the first to evaluate the Induction and mentoring arrangements for new teachers. The second to examine how the mentoring process supports new teachers' delivery in the classroom and the third to investigate the impact of Ofsted's requirements and the mentoring of new teachers.

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Menary, Alvinia. "Retention or therapy? : the role of personal tutoring in a Further Education College." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/11381.

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This thesis focuses on personal tutoring and pastoral support and guidance in a Further Education College. In this study, I explore the relational dynamics and social construction of the role of the personal tutor and reveal alternative discourses concerned with the emergence of the ‘therapeutic’ in the sector. Within the current audit culture of Further Education, new pedagogies of practice are emerging in response to Government policy, regulation and control and I illuminate their impact upon the sector, noting the sites of conflicts for personal tutors engaged in the labour process as they mediate the ‘emotional learning agenda’. The research includes interview data from twenty personal tutors and nine senior managers (senior tutors), and also includes data from two focus groups. The twenty personal tutors are representative of a breadth of courses across the institution from Foundation Degree to Special Needs, teaching a range of subjects from Marine Science to Performing Arts. The focus groups represent new full-time and part–time trainees to the profession attending the Initial Teacher Training Course. The data was collected over two years from 2006, in a Further Education College in the South West of England called ‘Pendene’. Policy documents including Ofsted reports were also incorporated into the study as secondary data sources. In this research, I reveal that personal tutors at Pendene College were investing time and energy in the emotional lives of their students, in response to policy and practices related to retention and achievement which challenges the arguments from Ecclestone (2004), Furedi (2003) and Ecclestone and Hayes (2009) concerned with the expansion of therapy culture in Further Education. This significantly suggests a paradigmatic shift in the culture of pastoral care within the post-compulsory sector, one driven by the economics of retention. However, not all students were engaged in pastoral support and guidance and this study reveals a group labelled the ‘untutored’ who emerge as separate from those ‘needy’ students whom personal tutors support. Personal tutors were also ‘actors’ taking on different roles and analysing this process illuminated their propensity for engagement in emotional labour and labour processes within the hegemonic culture of Further Education.

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Price, F. C. M. "Keeping students! : motivational drivers of trainee educational professionals in a further education college." Thesis, University of Worcester, 2013. http://eprints.worc.ac.uk/2738/.

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This thesis has the aim of defining the features of an effective learning environment. Success in higher education leads to advantages beyond the qualification; strategies that address the challenge of attrition may result in personal and community benefit. This thesis examines the extent to which belonging to a community of practice influences motivation and learning. Social constructivist philosophy requires a qualitative interpretive approach to data gathering to capture the lived and living learning experience. Respondents studied the Diploma in Teaching in the Lifelong Learning Sector and the Foundation Degree in Learning Support. Data arose from episodic semi-structured interviews, a blog, group interviews and an on-line survey. Results demonstrated that: i) students experienced fluctuation in their day-today motivation; ii) most students developed a sense of belonging based on a shared understanding of experience; iii) some students drew on existing features of their previous successful selves to enable their success. This research contributes two key findings: i) e-motivation describes the use of e-communication tools to motivate; ii) a new model of proximal ethnography acknowledges the significance of shared identity, of being ‘inside-out-inside’ the research. The reflexive nature of proximal ethnography sees commonalities in research rather than any dissociation between the research question and the researcher. These results could be applied to teaching practice by improving students’ preparedness for study through normalising feelings of instability in motivation. In addition, students could be supported to reflect on past accomplishments in order to help them succeed. Finally, this research offers the opportunity to evaluate the model of proximal ethnography, to allow the concept to be offered as a new research method with conviction.

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Rogers, D. A. "Performance related pay : a study in a further education college using action research." Thesis, Manchester Metropolitan University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419205.

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Thirkell, Beverley Jane. "Stress and coping of Asian young women at a college of Further Education." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10007487/.

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This study set out to examine the experiences of stress and coping of Asian young women in a college of further education. Using an emancipatory approach, within a qualitative framework, semi-structured and increasingly open interviews were conducted with 54 Asian girls, 14 non-Asian girls and 16 members of college staff. Asian young women were found to be dealing with complex and multiple issues as they faced competing tensions between the 2 values and beliefs of their families and communities and the Westernised objectives of the college system. Asian young women were found to seek support from each other rather than reveal emotional difficulties to staff, who themselves were endeavouring to cope in the competitive market culture of the FE environment. The research hypothesis, that the emotional needs of Asian girls are all but invisible to college staff, was proved to be correct in this context. Although a small minority of Asian young women were visibly experiencing extreme anxiety and difficulties in coping, the majority of Asian girls appeared to be achieving a positive sense of self, thus challenging the stereotypical notion of 'Asian girl as victim'. The girls' responses indicated that this may be an opportune time to present an alternative descriptive lexicon, that takes into account the need for heightened awareness of adolescent development in globalised, pluralistic and multi-ethnic societies.

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Riley, Christopher John. "Internal and external pressures on further education : a case study of a college." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289469.

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Daniels, Dandi. "Career and Technical Education Completers' Perspectives of College and Career Readiness." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3088.

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At a southeast United States high school career center, career and technology education (CTE) programs failed to meet the state career and college readiness benchmarks. Meeting these benchmarks is necessary for students who transition from high school to the workplace or a postsecondary education program. Bandura's social learning theory served as the conceptual framework for this study. The purpose of this bounded, qualitative case study was to explore students' perspectives of their career and college readiness or nonreadiness after completing a CTE program. Purposeful sampling was used to identify 10 participants who had completed a vocational technical center (VTC) CTE program. Data were collected using semi-structured interviews composed of open-ended questions. Interview data were analyzed thematically using open coding. Participants stated that CTE diversity and leadership training did not prepare them for a career or a college degree. They determined they would benefit from project-based learning, collaborative work groups, on-site work experiences, technology integration, creating and developing ideas and products, and interpersonal skills in CTE programs. Based on the findings of this study, a 9-week CTE curriculum was designed to increase career and college readiness outcomes grounded on the Secretary's Commission on Acquiring Necessary Skills (SCANS) framework. This endeavor may contribute to positive social change by assisting administrators and teachers in the decision-making process for CTE courses and programs; ultimately, improving career and college readiness for CTE program completers.

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Basson, René. "A comparison of policies and practices in assessment in a Further Education Institution /." Link to the online version, 2007. http://hdl.handle.net/10019/1615.

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Tyler, Mark A. "Critical spirit manifestations in TAFE teachers and their work." University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006204/.

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This thesis reports on research conducted with Technical and Further Education (TAFE) teachers from Queensland and Western Australia. The research is located atthe intersection where teachers’ identities met the discourse of new vocationalism. Scholars have highlighted the tensions that this discourse has produced in therelationships between TAFE and its teachers, and noted that TAFE teachers are pressured to change their subjectivities to reflect themselves more effectively asworkers in an educational market focused on economic imperatives. This is often in contrast to these teachers’ personal notions of themselves as liberal educators, with afocus on lifelong learning, personal transformation, collaborative relationships and social responsibility. This research was driven by the possibility that the concept of ‘critical spirit’ might provide a means for TAFE teachers to stand their ground in relation to the continued reshaping of the TAFE teacher terrain produced by the adoption of the new vocational discourse.This interpretative research was conceptualised by synthesising sociocultural perspectives of discourse as a reality building tool (Gee, 2005) with notions of criticalthinker dispositions referred to as critical spirit (Siegel, 1988; Oxman-Michelli, 1992). The elements of critical spirit: openmindedness, independence of mind,wholeheartedness, intellectual responsibility and respect for others (Oxman-Michelli,1992) were used as central components to the development of a coding framework forthe explication of critical spirit from TAFE teacher artefacts and in positioning critical spirit as a discourse. An examination of 12 TAFE teacher case narrative artefacts revealed that elements of critical spirit were evident. Subsequent participantcredibility checks and semi-structured interviews provided diverse data related to teacher embodiment of a critical spirit in relation to the building of certain teacher identities. In some cases participants expressed that their identities were bolstered by engaging in a critical spirit discourse, others cautioned its public embodiment, suggesting that deploying critical spirit made them more visible to surveillance and control. The major finding of this research was that an explicit engagement with acritical spirit discourse was of value to these TAFE teachers. Furthermore, this critical spirit discourse was seen to perform the work of a borderland discourse (Gee, 2005; Alsup, 2006). It afforded a means to traverse the terrain “between disparate personal and professional subjectivities” (Alsup, 2006, p. 5).The research also uncovered other discourses pertinent to participant artefacts. These were identified as a test of fortitude discourse and a community of support discourse.It was postulated that these would extend the critical spirit discourse by adding to Oxman-Michelli’s (1992) five elements of critical spirit. The findings suggested littleevidence to support this position.The significance of this research was in: (a) the production of a methodological construct for explicating particular notions of critical spirit; (b) its contribution to furthering understandings of the professional lives of TAFE teachers and their workworld; and (c) the value that a critical spirit discourse had in strengthening these TAFE teachers’ notions of themselves and their effectiveness. Its contribution tosubstantial knowledge was in its expansion of our understanding of teacher identities within the Vocational Education and Training sector in Australia.

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Prinsloo, Nigel. "Recognition of prior learning practices within the public further education and training college sector." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3434_1332491121.

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Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges.

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Smith, Angela. "The experience of international students with English L2 in a Scottish further education college." Thesis, Open University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.663233.

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In the early years of the twenty-first century, Scottish Further Education Colleges experienced a decline in student intake as a result of demographic changes and competition within the tertiary education sector. As a result, one such college actively sought new students from outside its core student base, specifically targeting both international students and migrant workers, most of whom speak English as a second language. Subsequently, these students have often been perceived by the academic staff as not achieving their full academic potential because of issues around English language competence. This thesis takes a case study approach, drawing on sociocultural theory, to examine the experiences of five such students and their lecturer.s in the college, in order to explore factors contributing to this perceived lack of success. The research used semi-structured interviews, as well as learning centre observations, college marketing and policy documentation and an analysis of statistical data on student academic attainment. The interviews gave five students an opportunity to talk about their experiences of the college as well as allowing eight staff members to relate their perceptions of the students. Staff were also asked about the challenges they faced as professionals in, meeting the required learning outcomes of the curriculum, while balancing the needs of students with those of the college. Both thematic and discourse analysis were applied to the data to explore structural themes suggested by the research questions around language competence, language support, educational expectations and both staff/student and student/student relationships. This analysis also exposed specific emergent themes for each group: for the students, conflicting identities as they try to balance the opportunity costs of their investment in their education against other aspects of their life: and, for the lecturers, perceptions of the 'ideal student' and their own professional identity .

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Rathe, David John. "An investigation into teachers' perceptions of online learning at an English further education college." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410397.

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McMinn, Ashley. "Automatic nested logit models with application to further education college demand in Northern Ireland." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.727758.

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Discrete choice models are a particular class of models which are applied when analysing a decision maker's choice from a set of alternatives. One of the most commonly applied models is the Nested Logit (NL) model, where the set of alternatives are separated into groups or nests, with no overlap. The Cross-Nested Logit (CNL) model allows for an overlap between nests, where each alternative belongs in part, to a particular nest. Alternatives which are grouped together are assumed to exhibit similar unobserved characteristics influencing each decision maker's choice. The analyst assigns each of the alternatives to a nest. This is known as the nesting structure. Given many alternatives, it becomes near impossible to analyse each one. There is also the additional complication that many of the nesting structures will output infeasible parameter estimates in terms of the nesting parameters. The approach developed in this thesis is autonomic in the sense that a nesting structure is empirically generated automatically, therefore removing the need for the analyst to impose a potentially infeasible nesting structure on the data. The Autonomic Nested Logit (ANL) and Autonomic Cross-Nested Logit {ACNL) models developed in this thesis, use a nesting structure that has been output from performing cluster analysis on the data. The number of clusters is determined using an observation weighted version of the cophenetic correlation coefficient. Given sufficient variables to segregate the data, these autonomic models show promising results. This autonomic approach is applied to data concerning a student's choice of Further Education campus in Northern Ireland in the academic year 2008/2009. The resulting model can act as a decision support tool to inform investment strategy regarding Further Education infrastructure in Northern Ireland.

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Delcore, Kenneth F. "A comparison study defining the competencies of the Northeast Wisconsin Technical College Heating, Ventilation, Air Conditioning, and Refrigeration Program versus the needs of industry." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005delcorek.pdf.

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Lowe, Janet. "Integrating learning with life : a study of higher education students in a further education college : 2000-2003." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/66.

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In Scotland, further education colleges provide 28% of all higher education; this includes over half of part-time undergraduate higher education. This provision has contributed to wider participation in higher education in Scotland by “non traditional” students and to progress towards a mass system of higher education within a learning society. This thesis is a case study of higher education students in a Scottish further education college. It explores the nature of the students’ experience and its relevance to institutional management and higher education policy. Evidence is drawn from the college’s records, from focus groups and from a questionnaire survey of whole year groups (full-time and part-time students) over three successive years. The theoretical focus is upon a new definition of lifelong learning as learning integrated with life, drawn from literature on motive, motivation, participation and retention. The research explores the students’ experiences of combining study with work and family life. The student experience is found to be heterogeneous, complex and distinct from the stereotype of a young full-time university student. Vocational motives predominate and there is evidence of a significant investment of meaning, expectation and purpose in the experience of higher education. The students’ ability to balance and integrate learning with life is a determining factor in the achievement of sustained participation. The quality of support networks both in college and in the students’ work and family lives are found to be more significant than personal or demographic characteristics. The case study contributes to current thinking about the professional role of college senior managers in creating a student-centred institutional culture that responds to the complexity of the students’ experience. A case is made for a review of the current inequity of financial support for full-time and part-time higher education students and of the marginal status of colleges in the development of higher education policy.

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Reid, Paul W. "A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006reidp.pdf.

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Dissertations / Theses on the topic 'College of Technical and Further Education'

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