Relevant bibliographies by topics / DETYA (Department of Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'DETYA (Department of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "DETYA (Department of Education"

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Neumann, Ruth, and James Guthrie. "Quality Enhancement in Doctoral Education: Developing a More Public Process." Journal of Management & Organization 7, no. 1 (2001): 13–24. http://dx.doi.org/10.1017/s1833367200005277.

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AbstractGovernments play an important role in providing an appropriate national framework and structure for the development of doctoral education. Nevertheless, ultimate responsibility for quality supervision processes lies with institutions, in particular with their departmental units and their policies and processes (DETYA, 1999c). This paper presents a case study of recent developments in the quality enhancement of doctoral supervision in the Macquarie Graduate School of Management (MGSM). In doing so it looks at three areas in particular: (1) the key role of infrastructure support, including the introduction of a code of practice in doctoral supervision; (2) the induction and acculturation processes; and (3) supervision quality, including the selection, development and training of supervisors. The aim of the developments is to make a recognized private process more public and transparent. MGSM currently enrolls a significant number of doctoral students and the enhancement of their doctoral experience is a key priority. The paper concludes by highlighting key issues for future development.
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Neumann, Ruth, and James Guthrie. "Quality Enhancement in Doctoral Education: Developing a More Public Process." Journal of the Australian and New Zealand Academy of Management 7, no. 1 (2001): 13–24. http://dx.doi.org/10.5172/jmo.2001.7.1.13.

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AbstractGovernments play an important role in providing an appropriate national framework and structure for the development of doctoral education. Nevertheless, ultimate responsibility for quality supervision processes lies with institutions, in particular with their departmental units and their policies and processes (DETYA, 1999c). This paper presents a case study of recent developments in the quality enhancement of doctoral supervision in the Macquarie Graduate School of Management (MGSM). In doing so it looks at three areas in particular: (1) the key role of infrastructure support, including the introduction of a code of practice in doctoral supervision; (2) the induction and acculturation processes; and (3) supervision quality, including the selection, development and training of supervisors. The aim of the developments is to make a recognized private process more public and transparent. MGSM currently enrolls a significant number of doctoral students and the enhancement of their doctoral experience is a key priority. The paper concludes by highlighting key issues for future development.
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Harding, Gwen. "Deetya Career Information Products." Australian Journal of Career Development 6, no. 2 (July 1997): 3–5. http://dx.doi.org/10.1177/103841629700600202.

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This case study provides an overview of the 1997 DEETYA (Department of Employment, Education, Training and Youth Affairs) career information products, including the Job guide 1997 CD-ROM. Developments incorporated into the 1997 products greatly enhance the flexibility with which the career information can be used and enable these resources to be accessed by a much wider audience, both in Australia and overseas. The overall objective of these products is to assist students and job seekers to make informed decisions leading to effective career, education and training choices. In addition to describing the content of each product, the target audience is outlined.
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Hanwright, John, and Sharnie Makinson. "Promoting evaluation culture." Evaluation Journal of Australasia 8, no. 1 (March 2008): 20–25. http://dx.doi.org/10.1177/1035719x0800800104.

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This article describes the development and implementation of a comprehensive Program Evaluation Strategy by the Queensland Department of Education, Training and the Arts (DETA). It discusses the key stages adopted in this change management strategy by drawing upon characterisations of effective innovations. The Program Evaluation Strategy adopted by DETA was based on a change management model rather than a compliance approach. The evaluation strategy incorporated a number of elements: the overall strategy, an evaluation manual providing supporting materials and templates, evaluation training for staff, and specific provision of advice and assistance in evaluation. The article argues that this multifaceted approach has fostered an evaluative culture within the agency and been critical in supporting the influence and use of evaluation.
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&NA;. "Education Department." Journal of Clinical Engineering 20, no. 3 (May 1995): 194–95. http://dx.doi.org/10.1097/00004669-199505000-00008.

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&NA;. "Education Department." Journal of Clinical Engineering 19, no. 5 (September 1994): 331–34. http://dx.doi.org/10.1097/00004669-199409000-00003.

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&NA;. "Education Department." Journal of Clinical Engineering 19, no. 6 (November 1994): 411–14. http://dx.doi.org/10.1097/00004669-199411000-00004.

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&NA;. "Education Department." Journal of Clinical Engineering 20, no. 1 (January 1995): 8–14. http://dx.doi.org/10.1097/00004669-199501000-00004.

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&NA;. "Education Department Coordinator." Journal for Nurses in Staff Development 28, no. 1 (2012): 41–42. http://dx.doi.org/10.1097/nnd.0b013e31824163cc.

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Sottile, J. "Education department awards." IEEE Industry Applications Magazine 10, no. 2 (March 2004): 60. http://dx.doi.org/10.1109/mia.2004.1270812.

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Dissertations / Theses on the topic "DETYA (Department of Education"

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Macauley, Peter Duncan, and kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy." Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.

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This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuity—particularly in relation to the information seeking behaviour of candidates—is investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews. Ill The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.
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Miller, Kevin, Belva Collins, Margaret Bausch, Ginevra Courtade, and Cathy Galyon Keramidas. "Department Chairs: Seasoned & New Department Level Leaders Share Their Experiences." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4151.

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The department chair position is the most critical role in a university. It is complex and filled with ambiguity. Seasoned and new department level leaders share journeys and strategies to address concerns/challenges/barriers for transitioning to leadership positions. Session offers potential/current academic leaders a forum to discuss challenges, strategies, and solutions.
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Motala, Rashid Ahmed. "Attitudes of Department of Education District officials towards inclusive education." Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1089.

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Submitted in partial fulfilment of the requirements for the Master of Educational Psychology at the University of Zululand, South Africa, 2010.
This study focuses on a vital component of the transformation process on the South African educational landscape - district based Department of Education officials. This descriptive research project had three aims. Firstly; the study determined the nature of the attitudes of Department of Education officials based at the Pinetown District towards the inclusion of learners with learning difficulties at mainstream primary schools. Secondly, the study examined the impact of nine selected demographic characteristics of district based officials on their attitudes towards inclusion. Lastly, the study determined the degree of concern that district based Department of Education officials experienced towards 10 selected factors (eg. large classes, training of educators, curriculum adaptation, extra pay for teachers, time for teacher planning) in the implementation of inclusive education at mainstream primary schools. The research instrument employed in the study was a questionnaire, which was administered to all eligible Pinetown District based officials. Ultimately, 62 respondents were recognized as the members of the sample in the study. Quantitative data was analysed using both descriptive and parametric statistics. Qualitative data was content analysed to discern emerging themes. The results of the study indicated that Pinetown District based Department of Education officials generally hold positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools. In addition the study found that the following five demographic characteristics are significant predictors of Department of Education district officials positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools - training in special/inclusive education, contact with people with disabilities, experience in teaching learners with disabilities, knowledge of White Paper 6 (Department of Education, 2001) and the workstation of the officials. Lastly, the study concluded that district based Department of Education officials were very concerned that the 10 factors (eg. teacher workloads, provision of a support teacher, availability of resources, support of school management teams and the impact of included learner on the performance on the non-disabled learners) collectively could impede the successful implementation of inclusive education at South African schools.
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Smith, Martha Anne. "The organizational culture of the academic department: A case study of a Department of Biological Sciences." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618811.

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The purpose of this study was to examine theories of organizational culture typically applied to the university level of organization and their applicability to the academic department. Chaffee and Tierney's (1988) theory of organizational culture, dimensions of culture, and leadership strategies became the basis for a qualitative case study of a Department of Biological Sciences in a metropolitan university.;Interviews of current faculty members, current and former deans, and other administrators were conducted. Observations were made of faculty meetings and retreats and of departmental governance committee meetings. Extensive review of documents and correspondence covering more that twenty years provided additional data.;Interview and observation transcripts and documents were analyzed in terms of Chaffee and Tierney's (1988) concepts of the structural, environmental, and values dimensions of the department. Linear, adaptive, and interpretive strategies of faculty members and the department chair were identified.;The department was found to have what Clark (1972) refers to as strong organizational saga, or a sense of unique accomplishment which serves to maintain and perpetuate the integrity of the culture. Central to the value system of the Department of Biological Sciences is the shared sense that the department is unique in the degree to which faculty members work together cooperatively for the good of the department. These strong values were rooted in an earlier era when the department was experiencing growth and development of its research programs under adverse circumstances.;The primary usefulness of the results of this study go far beyond the particular findings for this individual academic department. Most important is the demonstration of the value of using this method of organizational analysis to understand the role of culture in shaping and perpetuating the organization. Administrators, department chairs, and faculty members can enhance their understanding of the departmental organization by applying concepts of organizational culture.;Further study and analysis are needed to evaluate disciplinary and institutional similarities and differences in departmental culture and to expand the existing theory to accommodate the variety of academic departments in colleges and universities.
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Over, David. "Establishing an education department in a unitary authority." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31006.

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This was a case study that looked at the way a new education department was set up in the new Peterborough unitary authority between 1996 and 1998. The aim was to investigate the way in which a new LEA was set up and identify the national and local influences that may have been influential in the decision making process. The research design was constructed to take into account that the case study involved an institution which was being set up over a period of two years. It would be chronologically based and a historical methodology would be the basis of research work. Within this framework, participant observation, interviews and documentary research would be the research tools used. This would also have the advantage that this approach made good use of the experience and skills of the researcher. A number of theoretical models were used in this case study. These included the rational actor model, bounded rationality, disjointed incrementalism, organisational process, bureaucratic politics model, Sabatier's political change model and Bachrach and Baratz's pluralist model. This range of models was adopted in the expectation that each had its own particular focus within the decision making process but taken together they could provide an over-lapping view. The new education department was set up at a time when there were concerns over the future economic situation of the UK. There was a national debate concerning what public services were needed and how best to provide them. The previous Conservative Government had reduced the powers of the local authorities and the new Labour government was to encourage local authorities to find the best way of providing services. For the new unitary authority, the challenge was to set up a new LEA which met local needs. However, this was a period of national political change and a new central government was formed in the middle of the setting up process. This was to cause the new LEA to re-plan to take into account expected strategic changes. The education department faced a number of challenges. There was local opposition to the setting up of a unitary authority. The city administration favoured policies which were to run counter to central government expectations. Few experienced education officers were available to the new LEA The main findings of the case study were: Central government was the single greatest influence in the setting up of the education department. Government legislation changed the role, responsibilities and structure of the new department. These changes over-stretched the new LEA, especially as central government did not provide a sufficient level of funding to the LEA. The DfEE was an important influence on the early development of the department. At first, the DfEE did not intervene and there was no guidance available to the new LEA. The city council and education department spent a year preparing to set up a new LEA and then found that it had to make significant changes on the election of a new government 12 months before the unitary authority was to be established. Local social and economic issues were ignored by the DfEE?s focus on national targets. These local problems had a significant affect on student achievement so the LEA never met government targets. The institutional culture of the city council was not supportive of the new LEA. This helped to create a shortage of able and experienced senior education officers. The education department received limited support from the local schools. Many schools had opposed unitary authority status and half of all secondary schools were grant maintained by 1996. In 1998 the education department was facing an overspend of nearly £1 million. Senior education officers resigned their posts and within a year the education department had to be re-organised.
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Jourabloo, Nazanin. "Stressors percieved as important by department chairs." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106531.

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The role of the department chairs is essential in higher education. Hence, determining the sources of their stressors as well as clarifying the ways these stressors impact their lives could be helpful in identifying solutions that make chairs more efficient both personally and professionally. A three-stage Delphi methodology was used for this study to explore the top stressors that department chairs (4 women, 16 men) across different disciplines at one Canadian university experience and the ways these stressors influence their personal and professional lives. The findings of the study revealed 18 categories of stressors. Among all these categories, the five with the highest level of agreement between department chairs were examined in detail. The top five stressors were: "Personal time for research", "Deadlines", "Task demands", "Time pressure", and "Centralization". These stressors were found to impact the chairs' personal and professional lives adversely. Awareness about stress factors that decrease the efficiency of chairs at work and their satisfaction at home can inform the planning and implementation of initiatives to counter the negative influence of the stressors on department chairs and the whole university as a system.
Le rôle des chaises de département est essentiel dans education supérieur. Par conséquent, déterminant les sources de leurs facteurs de force aussi bien que clarifier les manières l'impact de ces facteurs de force leurs vies pourrait être utile dans l'identification des solutions qui rendent des chaises plus efficaces personnellement et professionnellement. Une méthodologie à trois étages de Delphes a été employée pour que cette étude explore les facteurs de force supérieurs que les chaises de département (4 femmes, 16 hommes) à travers différentes disciplines à une une expérience canadienne d'université et aux manières ces facteurs de force influencent leurs vies personnelles et professionnelles. Les résultats de l'étude ont indiqué 18 catégories des facteurs de force. Parmi toutes ces catégories, les cinq avec le de plus haut niveau de l'accord entre les chaises de département ont été examinés en détail. Les cinq facteurs de force principaux étaient : « Personnel heure pour recherche », la « pression de temps » de « dates-limites », la « tâche exige », et la « centralisation ». Ces facteurs de force se sont avérés pour effectuer les chaises personnelles et les vies professionnelles défavorablement. La conscience au sujet des facteurs d'effort qui diminuent l'efficacité des chaises au travail et à leur satisfaction à la maison peut informer la planification et l'exécution des initiatives pour parer l'influence négative des facteurs de force sur des chaises de département et de toute l'université comme système.
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Middendorf, B. Jan. "Evaluating department chairs' effectiveness using faculty ratings." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1353.

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Bohler, Jeffrey Allan Hall Dianne. "Education technology impact on Department of Defense financial manager continuing education programs." Auburn, Ala, 2009. http://hdl.handle.net/10415/1821.

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Capwell, Ellen M. "Local health department use of Ohio Department of Health Assistance to plan and implement community programs directed toward smoking control among women /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687115924146.

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Massaro, Anne V. "Exploring the learning paths of academic department chairs." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187014536.

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Books on the topic "DETYA (Department of Education"

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Perth & Kinross Council. Education Department. Community education within the education department. Perth: Perth & Kinross Council, 1997.

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The Department of Education. New York: Chelsea House, 1988.

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Unit, Scotland Scottish Executive Education Department Research. Education Department research 2000. Edinburgh: The Dept., 2000.

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Chester, David T. Education Department 1990: A resource manual for the Federal Education Department. [Washington, D.C.]: National Center for Education Information, 1990.

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Auditor, Colorado Office of State. Online education, Department of Education: Performance audit. Denver, Colo.]: State of Colorado, Office of State Auditor, 2006.

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New York (State). Office of the State Comptroller. Division of Management Audit. State Education Department: Preschool Handicapped Education Program. [Albany, N.Y.?]: The Division, 1994.

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Oregon. Dept. of Education. Department of Education: Alternative education and ADM reporting. Salem, OR: Secretary of State, Audits Division, 2007.

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Northamptonshire (England). Education Department. Education department handbook 1986/87. Northampton: N C C, 1986.

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Office, General Accounting. Department of Education grant award. Washington, D.C: The Office, 1992.

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Oregon. Dept. of Education. Department of Education: Contracting practices. Salem, Or: Secretary of State, Audits Division, 2003.

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Book chapters on the topic "DETYA (Department of Education"

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McCaffery, Peter. "Leading your department." In The Higher Education Manager’s Handbook, 91–141. Third edition. | New York : Routledge, 2019. | “First edition published by RoutledgeFalmer 2004”—T.p. verso. | Previous edition: 2010.: Routledge, 2018. http://dx.doi.org/10.4324/9781351249744-4.

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Eddie, Mike, Carrie Hamilton, Owen Hammett, Phil Hyde, Kate Pryde, and Kim Sykes. "Operationalizing a new emergency department: The role of simulation." In Healthcare Simulation Education, 205–8. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119061656.ch30.

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Thoureen, Traci L., and Sara B. Scott. "Use of Simulation in Emergency Department Education." In Practical Teaching in Emergency Medicine, 177–86. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118469804.ch13.

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Dwyer, Jerry, and Lawrence Schovanec. "Supporting Education and Outreach in a Research Mathematics Department." In Advances in STEM Education, 287–99. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61434-2_16.

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Ikeda, Makoto, and Kunihiro Asada. "A New Trial on HDL Exercise Class for Undergraduate School in EE Department." In Microelectronics Education, 273–76. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9506-3_63.

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Yuan, Xiaojun, Huahai Yang, Kathleen Moorhead, and Kathleen DeMers. "Evaluating an Education Department Portal: A Case Study." In Design, User Experience, and Usability: Interactive Experience Design, 240–47. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20889-3_23.

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Amrous, Nourddine. "L2 Motivational Self and English Department Students’ Intended Effort." In English Language Teaching in Moroccan Higher Education, 95–107. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3805-6_7.

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Williams, Traci, Ed Nichols, Tina R. Cannon, Toni Fountain, Ashleigh Smith, and Dina Yankelewitz. "A Department-Wide Implementation of Inclusive Access." In Inclusive Access and Open Educational Resources E-text Programs in Higher Education, 59–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45730-3_6.

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Friedberg, Solomon. "The Contributions of Mathematics Faculty to K-12 Education: A Department Chair’s Perspective." In Advances in STEM Education, 277–85. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61434-2_15.

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Khtou, Hssein. "Challenges to the Mission of the English Department in Morocco." In English Language Teaching in Moroccan Higher Education, 213–22. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3805-6_14.

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Conference papers on the topic "DETYA (Department of Education"

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"Control education crossing department boundaries." In Proceedings of the 1999 American Control Conference. IEEE, 1999. http://dx.doi.org/10.1109/acc.1999.783189.

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Bareiss, Catherine. "Small Department Initiative." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162188.

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Taylor, Christopher, and Stephen Frezza. "Software Engineering Department Heads Workshop." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8659287.

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Bower, Kevin C., and William J. Davis. "Department wide application of embedded indicators." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720306.

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Tel-Zur, Guy. "PDC Education in the BGU ECE Department." In 2014 Workshop on Education for High Performance Computing (EduHPC). IEEE, 2014. http://dx.doi.org/10.1109/eduhpc.2014.9.

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Fusco, VF, and JAC Stewart. "Microwave Education in a University Engineering Department." In 21st European Microwave Conference, 1991. IEEE, 1991. http://dx.doi.org/10.1109/euma.1991.336340.

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Butler, Lynann. "DYNAMIC LEADERSHIP AS A DEPARTMENT CHAIR." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0100.

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Laghari, Mohammad Shakeel, and Gulzar Ali Khuwaja. "Electrical engineering department advising for course planning." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201148.

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Agustin Kocimaheni, Amira, Djodjok Soepardjo, and Rusmiyati. "Research Theme Identification by Japanese Education Department Lecturers." In Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/soshec-19.2019.5.

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Qiao, Jun. "Research on Department Project Management Platform." In 2015 International conference on Engineering Management, Engineering Education and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emeeit-15.2015.44.

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Reports on the topic "DETYA (Department of Education"

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Browning, Miriam F., Joan S. Creighton, and Debra F. Thompson. Department of Defense Information Systems Workforce: Education, Training, and Career Development. Fort Belvoir, VA: Defense Technical Information Center, October 1992. http://dx.doi.org/10.21236/ada264930.

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Jones, L. R., J. L. McCaffery, and M. Gragen. Quality Assurance in Department of Defense Financial Management Education and Training Institutions. Fort Belvoir, VA: Defense Technical Information Center, September 1992. http://dx.doi.org/10.21236/ada258780.

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Karlsson, Jenni, and Jenni Karlsson. Memories, machinery and manifestation : mainstreaming gender in a South African provincial education department. University of Kwazulu-Natal, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii061.

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Greebler, Carol S., and J. G. Suarez. An Education and Training Strategy for Total Quality Management in the Department of Defense. Fort Belvoir, VA: Defense Technical Information Center, July 1989. http://dx.doi.org/10.21236/ada211942.

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5

Crawford, Claire, Rowena Crawford, and Wenchao (Michelle) Jin. The Outlook for Higher Education Spending by the Department for Business, Innovation and Skills. Institute for Fiscal Studies, November 2013. http://dx.doi.org/10.1920/re.ifs.2013.0086.

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6

Wright, Richard K., Lowell B. Anderson, Jerome Bracken, Marilyn C. Bracken, and Sheila A. Byrd. Review of Department of Defense Education Activity (DODEA) Schools. Volume I: Main Report and Appendixes. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada385800.

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7

Fast, William. Factors Influencing the Effectiveness of Systems Engineering Training and Education in the Department of Defense. Fort Belvoir, VA: Defense Technical Information Center, April 2011. http://dx.doi.org/10.21236/ada543993.

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8

Gould, III, and Jay W. Organizational Culture - Education of the Department of Defense Program Managers Under Defense Acquisition Workforce Improvement Act. Fort Belvoir, VA: Defense Technical Information Center, January 1993. http://dx.doi.org/10.21236/ada279155.

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9

Anderson, Lowell B., Jerome Bracken, and Marilyn C. Bracken. Review of Department of Defense Education Activity (DODEA) Schools. Volume II: Quantitative Analysis of Educational Quality. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada385886.

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10

Hollenbeck, Kevin, and William Anderson. A Net Impact Analysis of Adult, Job-Specific Training Programs Funded by the Ohio Department of Education. W.E. Upjohn Institute, June 1993. http://dx.doi.org/10.17848/tr93-003.

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