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Dissertations / Theses on the topic 'College training and business'

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Published: 29 July 2024

Last updated: 30 July 2024

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1

Afifi, Shaaban El-Afifi Abdel-Aziz. "Teaching English at the College of Business Studies in Kuwait : implications for ESP teacher training." Thesis, Cardiff University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332476.

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2

Kiewiets, Winifred Margaret. "Perceptions relating to students performance in small business management at further education and training colleges." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/463.

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The perceptions of both students and teachers are vital to improve performance and to ensure a positive teaching and learning climate at a college. This study examines the perceptions of staff at three recently merged campuses and students regarding student performance. The research focuses specifically on the performance of students registered for the Small Business Management N3 and NSC (National Senior Certificate) curriculum. A combination of quantitative and qualitative research methods was employed to investigate the desired result. Staff teaching the subject (Small Business Management) were given semi-structured interviews, while students who are currently studying the subject were given questionnaires to complete. Data was collected and analysed. This study reveals amongst other findings that management in FET institutions needs to take cognisance of the perceptions of staff and students regarding the improvement of student performance. Opinions, attitudes, insights and recommendations expressed concerning student performance can help institutions improve their culture of teaching and learning.

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3

Owen, Pamela D. "An assessment of business and industry training trends in the Chippewa Valley Technical College district." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005owenp.pdf.

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4

Albazzaz, Abdulghani Ahmed. "The students' low achievement in business English at the College of Business Studies in Kuwait : an analysis of the students' educational and occupational language requirements." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358959.

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5

Brendel, William J. "A feasibility study for specialized training of farm business and production management students at Western Wisconsin Technical College." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001brendelw.pdf.

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6

Molina, Rosa Maria. "Curriculum manual for the esthetician course at Fullerton College." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2503.

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The purpose of this thesis was to develop a core curriculum to be used at Fullerton College for the esthetician program. This curriculum consists of two Esthetic courses which will help facilitate student learning, prepare them for licensure and help them develop life long skills to meet the competitive job market.

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7

Lyon-Mabbett, Sharon. "An evaluation of the effectiveness of Nampak Ltd's World Class Manufacturing & Service (WCM&S) College 5 training intervention." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51599.

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Thesis (MBA)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: Nampak is the industry leader in the paper and packaging industry. There are over 20 divisions which fall under the Nampak banner, supplying a diverse range of primarily packaging material, from plastic carrier bags to glass bottles. A few years ago top management realised the need to move the Nampak group into the realm of world class. This paradigm shift required a substantial education and training initiative, and so the Nampak "Colleges" were created to support and underpin the World Class Manufacturing & Services ethic that each and every division would adhere to. All Nampak training interventions or processes are based on experiential learning. Candidates are introduced to concepts and theory, given opportunities to analyse case studies, conduct plant-level audits and give feedback to the general managers of the plants. In addition each delegate is given a project to be completed in the work place. The aim of this research is to assess the effectiveness of the Nampak WCM&S College 5 using an evaluation framework. The literature was reviewed in order to: • develop an evaluation framework; • establish an evaluation process; • facilitate the construction of a relevant test format. The test instrument was designed based on the principles of test construction and Kirkpatrick's model for evaluation. Data was collected for pre and post-tests for phase 2 and phase 3, analysed using descriptive statistics and reported on at the beginning at each phase as well as at the Trade Show. The evaluation results proved to be very positive and the evaluation process was incorporated into the design of all future College interventions.
AFRIKAANSE OPSOMMING: Nampak is die nywerheidsleier in die papier en verpakkingsbedryf. Daar is meer as 20 afdelings wat deel van Nampak uitmaak wat 'n diverse omvang van hoofsaaklik verpakkingsmateriaal verskaf, insluitend plastiek draagsakke en glas bottels. 'n Paar jaar terug het hoofbestuur besef dat Nampak tot wêreldklas status moet aandryf. Hierdie paradigma verandering het 'n aansienlike opvoedings- en opleidings-fokus benodig en die Nampak "Colleges" is geskep om die "WCM&S" etiek te ondersteun wat elke afdeling by sou bly. Alle Nampak opleiding tussenkomstes of prosesse word gebasseer op experiential geleerdheid. Kandidate word aan konsepte en teorieë voorgestel word geleenthede gegee om gevalstudies te analiseer, fabriek oudite te doen en terugverslag te gee aan die algemene bestuurders van die fabrieke. Elke afgevaardigde word ook 'n projek gegee om by die werk te voltooi. Die doel van hierdie navorsing is om die doeltreffendheid van die Nampak WCM&S College 5 te evalueer deur middel van 'n evalueeringsraamwerk. Die leesstof was hersien om 'n evalueerings raamwerk te ontwikkel; 'n evalueerings proses te vestig; die konstruksie van 'n toepassende toetsformaat aan te help. Die toets-instrument was ontwerp gebaseer op die beginsels van toets konstruksie en die Kirkpatrick model vir evalueering. Data is bymekaar gemaak vir voor- en na-toetse vir fases 2 en 3, geanaliseer deur middel van beskrywende statistieke en daar is verslag daarop gedoen by die begin van elke fase asook by die Handeisskou. Die evalueering resultate was baie positief en die evalueerings proses is saamgebring by die ontwerp van alle toekomende College tussenkomstes.

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8

Roberts, Linda Enders. "Not Now, Maybe Later, and Often Not at All: Situational, Institutional, Dispositional, Epistemological, and Technological Barriers to Business-Based Online Training Courses." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-04132004-073125/.

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The purpose of the research was to determine whether the situational, institutional, dispositional, epistemological, and technological barriers that affect attrition in distance education apply to the business-based distance training arena. Although reports about distance training students indicate that attrition from distance training is a significant issue, the results from this study find that 90 percent of the business professionals who answered this survey that have taken business-based e-learning courses are not discontinuing their e-learning courses. This finding contradicts many published articles. The free-form comments written by the online learners who answered this survey provided some hints as to what may be keeping these business professionals from abandoning their e-learning courses. The respondents to this study acknowledge that interaction with other learners and with course facilitators, chunking of courses and curricula into appropriate sized pieces, technical support, good course design, and incentives to reach course or curriculum completion have kept them online.

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9

Passero, Thomas. "Using popular culture to teach the community college business curriculum: A comparative study." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310182818.

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10

Chang, Amanda. "An analysis of vocational training in the field of technology at the community college level relative to meeting the needs of business and industry." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1030.

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11

Helmick, Michael Stephen. "A Study of the Impact of the Associate of Applied Science Degree on the Region Served by Walters State Community College." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1088.

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This study investigated the impact a community college associate of applied science degree from a rural college in east Tennessee has on the area served by the college. Variables explored in this study included residence location, employment status, employment location, salary range, and advanced degree persistence. The population for this study included all Summer 1999, Fall 1999, Spring 2000, and Summer 2000 Associate of Applied Science graduates from Walters State Community College. Data for this study were collected via a student survey and information gathered from the student information system database at the college. All hypotheses were analyzed using descriptive techniques appropriate to the data analyzed, including Chi Square, Mann-Whitney U, and Kruskal-Wallis H tests. Based on the analysis of the population sample, Associate of Applied Science graduates do have a positive impact on the Walters State Community College service delivery area. Associate of Applied Science graduates tend to reside in the area, are employed in the area, have reasonable salaries, and many work toward advanced degrees.

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12

Martin, Ethan A. "Will Attending a Career and Employability Readiness Program Impact High School Graduates’ Intended Citizenship Behaviors?" Xavier University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1457601688.

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13

Parker, Karen 1960. "Nonprofit Corporate Colleges: a Description of Their Curricula, Faculty, and Students." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332067/.

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The purposes of this study were (1) to describe and analyze the organization and content of nonprofit corporate curricula, (2) to describe and analyze the background and status of nonprofit corporate college faculty, and (3) to describe and analyze the demographics, educational background, and employment characteristics of students in nonprofit corporate colleges. Institutional demographics on student enrollment, number of graduates, admission policy, tuition cost, types of financial aid programs, student housing, and schedule of classes were gathered as well. Data were collected from survey instruments returned by 12 nonprofit corporate college administrators. The data were treated to produce frequencies and percentages. The study revealed that the majority of nonprofit corporate colleges are specialized institutions which primarily offer graduate degree programs. Faculty are most likely full-time, non-tenured employees. White males between the ages of 25 and 40 constitute an overwhelming majority of the student population. Two major findings unrelated to the purposes of the study were revealed during this investigation. They are (1) the term corporate college and the definition are sometimes misunderstood and (2) three corporate colleges identified last year have ceased operating as post-secondary degree-granting institutions.

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14

Lopez, Connie Chacon. "Fullerton College cosmetology curriculum manual." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2508.

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This manual was developed to support the Cosmetology program at Fullerton College. The skills and competencies incorporated are based on the recommendations of the Fullerton College Cosmetology Department Advisory Board. Course of study includes the cognitive, psychomotor, and affective domains.

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15

Merriman, Carolyn S. "Faculty Mentoring Training." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8467.

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16

Lopez, Lisa B. "Training College Staff to Recognize and Respond to Concussions." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1467890413.

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17

Smith, Teresa E. (Teresa Elizabeth). "Training Condom Use Skills for Sexually Active College Students." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279011/.

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Eighty-nine single, sexually active, heterosexual college students (ages 17-24) participated in one of two intervention conditions. Experimental groups were taught skills specific to condom use and sexual communication via a multimedia presentation. Control groups viewed a video on an unrelated topic. Individuals in the experimental conditions were expected to show higher levels of self-efficacy, greater knowledge concerning diseases, and improved attitudes about condoms immediately following the intervention. They were also expected to report safer sexual practices at the one month follow-up. Findings reveal that improved attitude and knowledge scores did not translate into behavioral changes.

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18

Hickman, Bruce Stewart. "Training church leaders in effective college and university ministry." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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19

Dolan, Sheila McNamara. "The delivery of business training programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/MQ54616.pdf.

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20

Ye, Yu Ming. "The delivery of business training programs." Thesis, University of New Brunswick, 1998. http://hdl.handle.net/1882/689.

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21

Krause, Kylee. "An evaluation of training in business." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004krausek.pdf.

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22

CHUNDUR, SAMANTHA. "URBAN DESIGN SCHEME: COLLEGE HILL BUSINESS DISTRICT." University of Cincinnati / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin974407441.

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23

Roberts, R. J. "Student careers in a college of higher education : An interpretive study of students' experiences, concepts of self, and the relationship between their in-college careers and their post-college career choices." Thesis, University of Bradford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371529.

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24

Peseta, Tai L. "Learning and becoming in academic development : an autoethnographic inquiry." Phd thesis, Faculty of Education and Social Work, 2005. http://hdl.handle.net/2123/5769.

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25

Theodorides, Harry N. "A proposed college undergraduate strength and conditioning program." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1276398531&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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26

Duong-Killer, Jane. "Suicide prevention training| Its impact on college students of color." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1595765.

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The purpose of this quantitative study is to investigate whether QPR (Question, Persuade, Refer) suicide prevention training is effective in increasing knowledge of suicide prevention among students of color, specifically Latino/a, Asian American, and Black/African American college students. This study involves secondary data analysis of 502 students who participated in a QPR training from Fall 2012 to Fall 2014. The data was collected by a suicide prevention program in Counseling and Psychological Services (CAPS) at a public university in Southern California. The findings of the study revealed statistical significance in all nine areas of knowledge for all participants before and after receiving QPR training. The findings indicate an increase in knowledge among students of color and the likelihood that the participants would approach someone who may be at-risk for suicide and assist the individual in seeking appropriate professional resources. Implications, recommendations for practice, and directions for future research are discussed.

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27

Fuller, Frank A. "The status of community college contract training programs in Ohio /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958846186.

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28

Kelly, Leonard Eric. "A history of the Grahamstown Teachers’ Training College 1894-1975." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7903.

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In the Cape Colony, and then in South Africa generally, the twentieth century was to see the emergence, growth, and final closure of teacher training colleges. South Africa was one of the few Anglophone countries on the African Continent which, in 2003, did not have a separate and dedicated system of Teacher Education Colleges.1 From the 1920s on, there was a spirited debate over whether primary school teacher training was better achieved in the training college or the university. The publication of the National Education Amendment Act (No 73 of 1969) finally placed all teacher training, primary/elementary and secondary, within University Faculties of Education. The present study investigates the history of the Grahamstown Teacher Training College (GTTC) which was officially recognised in 1894 for the training of young white women. The GTTC was an independent college, founded and owned by an Anglican Religious Community for women, the Community of the Resurrection of Our Lord (CR), but it was also an Aided College of the Cape Education Department. As an Aided College, the GTTC was subject to Government Inspection annually, and the students wrote the official examinations set by the Department of Education. The College was run entirely by women and existed for 81 years. The emphasis in the college was on the practical professional training offered. The focus was on the ‘complete’ education of the student, rather than merely on the content of the curriculum. This study shows that the GTTC more than earned its reputation of being one of the finest training colleges in South Africa and that it was indeed a unique educational development. A feature of particular note was that the college was a trail-blazer, a pioneer in the field of education practices. It was the first college to introduce class music and class singing, the first to employ a physical education teacher, to have a full-time librarian and elocutionist, and it was at the GTTC that the assignment method of study was introduced. All these factors are highlighted in the course of this study.

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29

Karlsven, Matthew J. "Facilitating Training Transfer for Entrepreneurs Enrolled in Business Training Programs in Peru." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9235.

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Entrepreneurship and business training programs have been created and administered throughout the world and particularly in developing economies to help entrepreneurs open new businesses and grow their current businesses. Evaluations of these programs have shown that most of them successfully help entrepreneurs expand their knowledge and understanding of business principles and practices, but few entrepreneurs will then apply or transfer what they learn into their businesses. Without many entrepreneurs making changes in how they run their businesses, it is no surprise that these training programs generally show little impact on sales or profits. This research explores how business training programs in developing economies can help entrepreneurs go beyond just learning about business principles to making changes in their businesses based on those principles. Put simply, this research explores how training programs can help entrepreneurs act on what they learn. The research for this dissertation is presented in three articles. Article 1 includes a review and analysis of findings from a decade of evaluations and research on entrepreneurship training programs in developing economies around the world. In this analysis, I identified factors that have been found to positively affect training transfer, and then based on these findings I developed a theoretical framework of how training transfer can be facilitated. Article 2 is a multiple case analysis of seven trainers from two different entrepreneurship training programs based in Lima, Peru. This article includes an analysis of six months of in-field observations and interviews conducted in Peru, revealing several challenges trainers face while helping entrepreneurs apply what they learn as well as strategies the trainers use in their efforts to overcome those challenges. Article 3 includes a field experiment to test if using learning contracts in a training program will help more entrepreneurs begin following new business practices. This article also includes a quasi-experimental impact evaluation of the training program as a whole on entrepreneurs' business knowledge, application of business principles, and sales and expenses. The learning contracts showed some impact but not on all business practices. The training program as a whole had a statistically significant impact on knowledge and application but the impact on sales was not statistically significant.

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30

Chen, Hsiao-Yin. "Intercultural Sensitivity Development Among Taiwan Business College Students." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1204667756.

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31

McCarthy, Melissa J. "Linking training to business goals through the use of a training impact map." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mccarthym.pdf.

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32

Diede, Mike. "JUNIOR COLLEGE AND COMMUNITY COLLEGE ATHLETIC CAPITALISM AND THE WORK OF ATHLETIC TRAINERS." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1033%5F1%5Fm.pdf&type=application/pdf.

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33

Leffingwell, Thad Ryan. "Psychological skills training utilization among college athletes : an intervention and investigation of determinants /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9152.

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34

Davenport, Patricia Lynne. "The moral reasoning of student athletes and athletic training students : describing the relationship between athletics and higher education." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/p_davenport_050307.pdf.

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35

Loescher, Friedhelm R. "A training program for residence hall assistants at a Bible college." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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36

Tung, M. M. Caroline Koh-Lai. "Motivation and attribution re-training at junior college level in Singapore." Thesis, Durham University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400641.

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37

Sule, Amanda M. "Disability awareness training for student employees at college/university recreation departments." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1306860.

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This study provided a description of how college/university recreational departments addressed their responsibilities to ADA, in particular, those accommodations considered beyond physical access. The results of this study contributed to the body of knowledge for staff preparation, program scope, and administration for recreational services on college/university campuses.This study surveyed college/university recreation departments to determine if disability awareness training was being implemented and what methods of training were being implemented. Reasons for not including disability awareness training were also reported.The Disability Awareness Training of Recreation Staff (DATR) survey was emailed to 114 National Intramural Recreational Sports Association (NIRSA) Region III directors through an InQsit® program. Frequency and percentages were used to report the results. Response rate was 33% (n=38). The majority of the respondents were members of the National Intramural Recreational Sports Association (NIRSA), and over 60% served in the role of Director of Recreation for the university. Twelve of the 38 respondents reported providing disability awareness training with the majority using the method of hands on training to implement such training. Lack of perceived need was the top reason for college/universities not to provide disability awareness training.
School of Physical Education

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38

Metz, Emily R. "An evaluation of three free-pour training procedures for college students." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/292.

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Self-report methods are often used as the main or only measure of college students' alcohol consumption (e.g., Alfonso, Hall, & Dunn, 2013; White et al., 2003). However, these data are limited because students are rarely able to accurately state or pour the standard serving size for various types of alcohol, rendering the validity of self-report questionable (Midanik, 1982; White et al., 2003). Moreover, students are often required to participate in university alcohol training programs; these programs are generally information-based and rarely contain a skills training component, in which students practice identifying and pouring standard servings of alcohol. Researchers have evaluated the effectiveness of nutrition and alcoholic beverage portion training procedures that make use of practice, measurement aids, and verbal feedback; however, to our knowledge, the effect of stimulus fading on a free pour procedure has not been assessed even though research suggests stimulus fading is an effective training procedure. In the current study we assessed the effects of individualized 1) verbal feedback, 2) superimposition training (i.e., measurement aids), and 3) stimulus fading training on college students' ability to accurately free pour a standard serving of beer into 18 oz training and generalization cups using an ABA and in some cases, an ABACA design. Results suggest that all three types of training are effective in teaching college students to free-pour the standard serving size of beer. Further research is required to evaluate effective individual and group trainings, use of different alcohol types and various sized containers, and maintenance and generalization of the skill over time and across settings.

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Alexander, Christa Henriette. "An investigation of instructional leadership in a Namibian teacher training college." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003516.

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This thesis investigates how instructional leaders at the Windhoek College of Education (in Namibia) make sense of their roles. The Windhoek College of Education (WCE) was selected for this study because that is where I work, therefore it would be easy to observe some of the responses provided by the interviewees. It was also observed that instructional leadership is little researched in Namibia and hence study would contribute towards understanding the various perceptions that instructional leaders have of their roles. There is a need for information about the skills and tasks required to support practices of instructional leadership so that the best possible instruction can be provided. The thesis examines and presents such skills. A qualitative research framework, in particular an interpretative approach was used for the study. As my research is concerned with people’s perceptions, it is located in the interpretative paradigm. Semi-structured, open-ended interview questions were asked in order to gather information on how the participants make meaning of their roles as instructional leaders. The sample for the study consisted of eleven instructional leaders over different levels, i.e., executive leaders, leaders on middle-management level and leaders on classroom-instructional level. The findings indicated a narrow view of instructional leadership at the college. Factors contributing to this narrowness are addressed, e.g., the way concepts such as delegation, guidance and monitoring/supervision are perceived. The findings also addressed certain expectations that are needed from instructional leaders in order to ensure efficiency in their practice. The study concludes by recommending alternative, expansive ways of thinking about instructional leadership.

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40

Morrison, Linda L. "Suicide risk assessment in the college counseling center : implications for training /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843688960737.

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41

Selinger, Barry Marc. "The effects of summarization training on community college developmental English students." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170804/.

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42

Anstead, Shannon Jones. "College Students and Stress Management: Utilizing Biofeedback and Relaxation Skills Training." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3311.pdf.

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43

Adams, Olugboyega A. "Management training needs of Nigerian indigenous contractors and their preferred training delivery systems." Thesis, University College London (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283886.

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44

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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45

Lombardo, Cynthia A. "Training managers' perceptions of incentives and disincentives affecting their use of cost-benefit analysis of training /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695623832.

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46

Eason, Mark. "Business, training and education : Sheffield circa 1880-1940." Thesis, Sheffield Hallam University, 1997. http://shura.shu.ac.uk/3097/.

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This thesis contributes to two important debates: the historical debate on the role of education and training in Britain's relative economic decline; and the debate on the relationship between education, training and business performance. Much of the research on education, training and economic growth has focused at the macro-level and been heavily informed by neo-classical assumptions which fail to take account of the dynamism and uncertainty inherent in the business environment. The relationship between education, training and business performance is therefore explored by developing a historical case-study approach based upon the Sheffield metal and engineering trades, c1880-1940. These were industries that were of strategic importance to the British economy and such a study allows for an exploration at the micro-level of the firm. The historical analysis is informed by the theory of business strategy. Unlike the neo-classical synthesis, this theory locates the firm in a specific historical context, defining it as a collection of related productive resources: physical and human. Thus the theory may be used as an analytical tool to examine the impact of product, process and organisational innovations upon human resource requirements. The thesis is founded on a strong empirical base and a major empirical building block is formed by developing a database which charts the career profiles of applied science graduates from the Sheffield University and its antecedent, the Sheffield Technical School. A key finding is that the relationship between education, training and business performance is a highly complex and contingent one and that simply more education and training is not the necessary medication for the nation's economic ills. Indeed, the education and training system must be carefully monitored in order to ensure that it provides the skills and knowledge that are appropriate to changing business needs. Another significant discovery is that education and training provision, prior to World War One, was generally adequate to Sheffield's business requirements; technical education became crucial to the manufacture of specialist steels, and in this key industry of the `second industrial revolution', Sheffield firms recruited metallurgy and engineering graduates and acquired a commanding technological lead over their German and American competitors. This sectoral analysis stands in stark contrast with the received wisdom which claims that Britain's relative economic decline was causally related to an under-investment in technical education and a failure to recruit scientific personnel. However, economic depression in the 1920s and consequent spending cuts led to a general weakening of the education and training system, not only in Sheffield but throughout the nation. Business demands for graduate metallurgists began to exceed the supply and, as the economy recovered in the 1930s, Sheffield firms experienced acute shortages of skilled labour. Shortages of technologists, technicians and craftsmen persisted into the 1950s and it appears that Sheffield entered the second half of the twentieth century with insufficient skilled human resources and without the necessary educational infrastructure to rapidly remedy this problem. In consequence, firms were unable to meet orders and product quality began to fail, creating a window of opportunity for foreign competitors to exploit. Two points follow from this finding: firstly, too much emphasis has been placed upon alleged educational inadequacies prior to World War One, whilst insufficient attention has been paid to the inter-war years and, secondly, the relationship between education, training and business performance appears to have a high degree of reciprocity, at least over the long-run.

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47

Han, Jennifer Ching-Wen. "Using system dynamics in business simulation training games." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/42762.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1997.
Includes bibliographical references (leaves 57-58).
by Jennifer Ching-Wen Han.
M.Eng.

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48

Лещенко, Ольга Іллівна, Ольга Ильинична Лещенко, and Olha Illivna Leshchenko. "Effective Training Approaches to Learning/Teaching Business English." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67270.

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English language teaching has gone through a radical shift of emphasis in the last forty years, beginning with the communicative revolution in the mid-1970-s. The English language teachers are no longer all alone in their role as trainers as they are able to bring parts of the outside world to the classroom. Beyond the trainer’s “chalk and talk” and the trainees’ language and communication practice there is a range of materials in different media, which help the trainer to turn the Business English classroom into a varied learning/teaching environment. While printed text remains the most common training medium, both the ELT world and the non-ELT world give us access to a wide range of video and audio material, and increasingly multimedia.

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49

Needham, Seamus. "How do FET College educators explain the role and function of college occupational training units? A case study." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6844_1263519974.

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This paper documents a case study of the Innovation and Development Divisions of two public FET Colleges. The research asked the following question: &lsquo
How do FET College educators explain the role and function of college occupational training units?&rsquo

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50

Herzog, Valerie W. "The effect of student satisfaction on freshman retention in undergraduate athletic training education programs." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=484.

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