Dissertations / Theses on the topic 'Education and training services industry'
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Snyder, Thomas R. "Customized training services : concerns of Ohio industry on Department of Development services between 1983-1985 /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546983443.
Full textGriffith, Andrew Scott. "A Test of Human Capital Theory in the Education and Training Services Industry." NSUWorks, 2011. http://nsuworks.nova.edu/hsbe_etd/39.
Full textGrace, Lauri Joy, and lswan@deakin edu au. "Language, power and ruling relations in vocational education and training." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060927.134645.
Full textOkware, Fabiano. "Factors impacting performance of training institutions in Uganda." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020150.
Full textSmouse, Mongezi Raymond. "Experiences of managers at supervising work integrated learning students in selected financial services organisation in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2784.
Full textIn South Africa the government, industry and communities have placed pressure on Higher Education Institutions to deal with general skills shortage: whilst they prepare students to meet requirements and standards which industry expects. Universities of Technology are empowering students with theory, combining it with practical experience to generate graduates that are ready to meet industry’s demands and professional expectations. However, it has not proved easy to place students.The researcher has attempted to establish from companies the reasons the challenges and barriers posed during the Work Integrated Learning process. Work-Integrated Learning is important in bridging the gap between graduate attributes and industry expectations and the significant role that it plays in bridging the gap between graduate attributes and industry expectations. The workplace is a source of learning for students.The feedback from industry supervisors should be seen as an integral part of assessing students’ readiness for the world of work. The purpose of this research is to ascertain how managers deal with students during the Work-Integrated Learning period.The results of the study create foundation for future developments and research. It will also inform the development of an effective and innovative Work-Integrated Learning curriculum that is more supportive academically, and that encourages professional excellence and produces work-ready graduates. A qualitative research method was used in the study. Fifteen financial services managers from different companies were individually interviewed. Ethical approval for the study was sought and obtained. The results demonstrated that the managers experienced mixed feelings regarding their experience when supervising students in their respective companies. A closer examination of the managers’ responses, however, revealed that they had high expectations of students that participated in WIL, coupled with the quality of training provided by the Higher Education Institutions. These expectations include the following: effective time management, especially when reporting for work; regular attendance and team work, good and effective communication between company and the hosting university; and for WIL students to work independently, were all regarded as important.Although some managers had positive experiences of supervising students, there were those that expressed concerns about students’ levels of work readiness, as some indicated that students lacked self-confidence, while others raised concerns about students’ attitudes and lack of work ethics. It is recommended that the WIL programme should include activities that will enhance students’ confidence, independence and work-effectiveness. A collaborative effort should be made between various stakeholders that are involved in WIL: The need to give feedback to students on a full range of skills and competencies in the workplace, has not been extensively studied; hence an attempt by the researcher to establish some of the industry managers’ experiences in this regard.
Davoli, Mario. "Cellular phone network service prototyping direct manipulation 3D virtual environment for design, training, marketing and documentation /." Swinburne Research Bank, 2001. http://hdl.handle.net/1959.3/22429.
Full textSubmitted for the degree of Doctor of Philosophy, Swinburne University of Technology - 2001. Typescript. Includes bibliographical references (p. 120-128).
Wethereld, Anthony. "Does the computer helpdesk vocational training course change attitude about customer service?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1288.
Full textKamp, Annelies, and Annelies kamp@deakin edu au. "A study of the Geelong Local Learning and Employment Network." Deakin University. School of Education, 2006. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20070329.145032.
Full textWilliams, Kim Marianne. "An investigation of the professional development practices of vocational education and training educators in the tourism and hospitality sector." full-text, 2008. http://eprints.vu.edu.au/2024/1/williams.pdf.
Full textNgure, Susan W. "Stakeholders' perceptions of technical, vocational education and training : the case of Kenyan micro and small enterprises in the motor vehicle service and repair industry." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/597.
Full textModell, Sandy. "The impact of continuing education modules on the moral obligations and responsibilities of financial advisors." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4985.
Full textID: 030423126; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 81-83).
M.A.
Masters
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Williams, Kim Marianne. "An investigation of the professional development practices of vocational education and training educators in the tourism and hospitality sector." Thesis, full-text, 2008. https://vuir.vu.edu.au/2024/.
Full textTikhonravova, Katia. "Evaluation of The Relationally Based “Calm-Driven” Service Training for the Automotive Industry, Based on The New World Kirkpatrick Model." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dft_etd/31.
Full textMurray, Nicole Anne. "Who gets their hands 'dirty' in the knowledge society? Training for the skilled trades in New Zealand." Lincoln University, 2004. http://hdl.handle.net/10182/1714.
Full textSeager, Beverley. "Work-integrated learning assessment methods for hospitality students at a university of technology in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2745.
Full textA key focus of higher education institutions is to produce employable graduates. Many institutions now include a work-integrated learning (WIL) component in their courses, as research has shown that students exposed to WIL have a greater opportunity of finding employment after graduation. WIL has formed an integral part of the hospitality management qualifications offered by the Cape Town Hotel School (CTHS) for many years. From January 2019, the current hospitality management qualification is being replaced with a new qualification, the Diploma in Hospitality and Hotel Management (Dip.H&HM), in alignment with the new Higher Education Qualifications Sub-Framework (HEQSF). The WIL component will remain in the new qualification under a new name, Hotel Practice, and it is necessary that the learning outcomes of the WIL subject are aligned with the day-to-day work of the WIL placement. Furthermore, it is crucial that the WIL component is assessed adequately to meet the learning outcomes of both the subject and the qualification as a whole. There has been some concern that students exposed to WIL for the qualification as presently offered are not being adequately assessed in terms of the learning outcomes of the courses they are taking. The aim of this study is therefore to investigate the assessment procedures for CTHS students recently on WIL placements, and from the results, determine the most appropriate assessment tools and procedures for the assessment of the new qualification, in order to meet the learning outcomes of the subject, Hotel Practice. The population for this study were the CTHS students registered for the WIL subject in 2017, as well as the hospitality establishments in the Western Cape that accepted the CTHS students for their WIL placements. Because the population of students was small, the sample group was the whole population. The sampling technique used for selection of hospitality establishments depended on which establishments that accepted students for WIL placements in 2017. The data was collected via an online survey and all responses were anonymous. The findings showed that only half of the student sample felt that they were assessed adequately, and that a new assessment process to encourage formative assessment feedback is required. A revised assessment form would encourage the monitoring of the learning outcomes for the WIL subject. The study therefore recommends the implementation of a new assessment form for the Dip. H&HM.
Hermanson, Christina Magdalena. "The evaluation of the outcome of a thinking skills programme for middle management in a financial services industry organisation." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50150.
Full textENGLISH ABSTRACT: The globalisation of business is probably the most important topic of discussion in business around the world. Globalisation impacts on business processes, and changes in the processes of economic and political liberalisation signify a radical shift in thinking about how the world works and how it should be organised. The process of change consequently means having to deal with increasing complexity. It is the complexity of change that prompts the urgency to improve the thinking of management in an organisation. As adult learners, managers need different competencies to operate; in addition their thinking skills need to be developed, as they are the key drivers in an organisation going through transformation. In a needs' assessment in a financial services organisation operating in the global environment, a need for training of middle managers to help them improve their thinking skills in order to become more effective thinkers was determined. The need to train adults to develop cognitive skills prompted a specific thinking skills intervention and the facilitation thereof. A Thinking Skills Programme aimed at teaching thinking dispositions and thinking skills was implemented as a programme to teach the managers to become effective thinkers. The study was approached from a programme evaluative perspective. The purpose of the programme was an improvement-orientated evaluation and was designed to evaluate the outcomes of the programme. Qualitative data was collected through a pre- assessment and postassessment process. Open-ended questionnaires as well as other qualitative methods were used in the assessment to capture the data. The data analysis was done through content analysis. In the process of determining the patterns and processes in the preassessment, observations, semi-structured interviews, field notes and post-assessment, the researcher looked for themes or interconnections that emerged in the units, sub-categories and categories. The sub-categories that emerged were derived from the frequency of appearance in the answers of the participants in the questionnaires. The post-assessment feedback categories indicated that a shift in effective thinking had taken place in the participants. The most significant difference in their thinking was the awareness of their thinking. They reflected on their thinking while solving problems, which is evidence of effective thinking. They used the thinking tools to help them solve problems. The intervention influenced the participants to be more creative in solving problems, which was not evident in the pre-assessment. The evaluation of the outcome of the programme through the application of a Thinking Skills Programme was successful. This was demonstrated by the fact that in the measurement of the outcome of the programme it was evident that the middle managers had become more aware of their thinking and that they applied the thinking dispositions and thinking tools in their daily managerial activities. They had become more effective thinkers.
AFRIKAANSE OPSOMMING: Die globalisering van die sakewêreld is waarskynlik die belangrikste besprekingspunt in dié sektor regoor die wêreld. Globalisering het 'n impak op sakeprosesse, en veranderings in die prosesse van ekonomiese en politieke liberalisering dui op 'n radikale verandering in denke oor hoe die wêreld werk en hoe dit georganiseer behoort te word. Die proses van verandering dui gevolglik daarop dat daar rekening gehou moet word met toenemende kompleksiteit. Dit is die kompleksiteit van verandering wat aanleiding gee tot die belangrikheid daarvan om die denkvaardighede van die bestuur in 'n organisasie te verbeter. As volwasse leerders benodig bestuurders verskillende vaardighede om hulle taak te verrig, en hulle denkvaardighede moet ontwikkel word aangesien hulle die dryfkrag is van 'n organisasie wat transformasie ondergaan. In 'n behoeftebepaling in 'n finansiële dienste organisasie wat op die wêreldmark meeding, is die behoefte geïdentifiseer aan opleiding vir middelvlak bestuurders om hulle denkvaardighede te help verbeter, ten einde van hulle meer effektiewe denkers te maak. Die behoefte om volwassenes op te lei in die ontwikkeling van kognitiewe vaardighede het aanleiding gegee tot In spesifieke denkvaardigheidsintervensie en die fasilitering daarvan. 'n Denkvaardigheidsprogram gemik op die onderrig van denkdisposisies en -vaardighede is as 'n program ingestelom bestuurders op te lei om effektiewe denkers te word. Die studie is benader vanuit 'n programevaluasie-perspektief. Die doel van die program was 'n verbeteringsgeoriënteerde evaluasie en dit is ontwerp om die uitkomstes van die program te evalueer. Kwalitatiewe data is versamel deur middel van 'n pre- en postassesseringsproses. Oopeindevraelyste asook ander kwalitatiewe metodes is in die assessering gebruik om data te versamel. Die data-analise is gedoen deur inhoudsanalise. Vir die bepaling van die patrone en prosesse in die pre-assessering, is observasies, semigestruktureerde onderhoude en veldaantekeninge gebruik. Vir die postassessering het die navorser gesoek na temas of interkonneksies wat na vore gekom het in die eenhede, subkategorieë en kategorieë. Die subkategorieë wat na vore gekom het, is geïdentifiseer op grond van die frekwensie van voorkoms in die antwoorde van die deelnemers wat die vraelyste voltooi het. Die terugvoeringskategorieë in die postassessering het aangetoon dat 'n verandering in effektiewe denke by die deelnemers plaasgevind het. Die mees beduidende verandering in hulle denke was die bewustheid van hulle denke. Deelnemers het gereflekteer op hulle denke tydens probleemoplossing, wat as bewys dien van effektiewe denke. Hulle het die denkinstrumente gebruik om hulle te help om probleme op te los. Die intervensie het tot gevolg gehad dat die deelnemers meer kreatief tydens probleemoplossing was, wat nie tydens die pre-assessering geblyk het nie. Die evaluering van die uitkoms van die program deur die toepassing van 'n Denkvaardigheidsprogram was suksesvol. Dit is gedemonstreer deur die feit dat in die meting van die uitkoms van die program dit duidelik geblyk het dat die middelvlak bestuurders meer bewus geraak het van hulle denke en dat hulle die denkdisposisies en denkinstrumente in hulle daaglikse bestuursaktiwiteite toegepas het. Hulle het meer effektiewe denkers geword.
van, Niekerk Johan. "An industry-responsive model of professional practice for industrial design : a work-integrated learning case study at a local University of Technology." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2395.
Full textEconomic recession and job scarcity has led to a decline in the demand for design services. Graduates in all fields are faced with the risk of unemployment beyond graduation, with youth unemployment rates in South Africa and globally at alarming levels. The evolving social and economic challenges of our times place increasing pressure on the responsibility of higher education institutions to design learning experiences that adequately prepare graduates for the world of work, whether in employment or in entrepreneurial self-employment. However, there is a significant gap between universities’ supply and industry’s demand for graduates with the desired attributes, which research shows include not only subject-specific knowledge and skills, but particularly ‘soft skills’ that make an employee effective at work. The paradox of students graduating without professional experience can be overcome through approaches such as work-integrated learning, which embed the lessons of professional practice into design education curricula. This research project examines a case study of work-integrated learning at a South African university of technology in order to develop an industry-responsive model of professional practice in Industrial Design education. The case examined is the “R5K project”, a year-long group project in BTech Industrial Design in which students are challenged – simulating the world of work - to design, develop, manufacture, market and sell a product, and earn at least ZAR 5 000. This research set out to assess the extent to which the project effectively prepared students for work.
Mosholi, Thandeka Judith. "The impact of the introduction of the new FET system at colleges in the Free State with special reference to Motheo FET College." Thesis, Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/65.
Full textThis study provides an analysis of the impact of the introduction of the FET system at Colleges in the Free State, with reference to Motheo FET College. The aim of the research was to explore the perceptions of Motheo FET staff on the implementation of the FET system. It is believed that these perceptions have far-reaching implications on aspirations of the stakeholders with regard to the implementation and success of the FET system at Motheo FET College. The literature has revealed that legislation, namely, the FET Act 98 of 1998, the SAQA Act 58 of 1995 and the Skills Development Act 97 of 1998, form an indispensable past of the FET sector and also provide all stakeholders with a frame of reference and guidelines to manage the new FET system for Motheo FET College effectively and efficiently. The study also has revealed that success in the FET sector will be achieved by closing the gap between “education and training” and also ”theory and practice”. Removal of the fragmentations in education through a co-ordinated, flexible and high-quality FET system will result in employability and employment opportunities for FET learners. It has become clear that the above objective may be best achieved by strengthening co-operation between the Department of Education and the Department of Labour, in which case a new system of learnership should be identified as a mechanism to enhance collaboration between the aforementioned departments. A literature study, interviews, observations and site analysis were used as data collection methods. Four major themes were formulated from the analysis of data, namely, transformation of the FET sector, ensuring equity in all respects regarding FET matters and ensuring equality in all aspects within the FET sector. The important findings were discussed at length and thereafter, the summary, discussions, conclusions and recommendations were drawn from the findings.
Cain, Rashida. "A case study of the high student failure and dropout rates at FET college." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020998.
Full textMurray, Nicky. "A history of apprenticeship in New Zealand." Lincoln University, 2001. http://hdl.handle.net/10182/1599.
Full textHolenstein, Hildegard. "A climate for change : education, training and the community psychiatric nurse." Thesis, Manchester Metropolitan University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292257.
Full textHendrickson, Julie. "Internet-based training used as a training method in hospitality organizations." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hendricksonj.pdf.
Full textTumwine, Immaculate Nabifo-Wamimbi. "Structured management training in the U.K. and Ugandan civil services." Thesis, Sheffield Hallam University, 1992. http://shura.shu.ac.uk/3111/.
Full textNadim, Wafaa. "Industrialising the construction industry : a collaborative training and education model." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26831/.
Full textPatiar, Shyam Sunder. "Vocational education and training in the hospitality and catering industry." Thesis, University of Liverpool, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440769.
Full textHastie, Louise. "Training in a highly regulated industry : an examination of a certified nuclear power operator training programme in Ontario, Canada." Thesis, University of Glasgow, 2019. http://theses.gla.ac.uk/41035/.
Full textHiggins, Susan Ellen. "Youth Services in an Electronic Environment." University of Wellington Press, 2001. http://hdl.handle.net/10150/105817.
Full textAl-Tai, Zaid S. "A model for guidance and counselling services in Salahaddin University, Iraq." Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257165.
Full textEgbu, Charles Odita. "Management education and training for refurbishment work within the construction industry." Thesis, University of Salford, 1994. http://usir.salford.ac.uk/14743/.
Full textSinclair, M. "Midwives readiness to use high technology in the labour ward : implications for education and training." Thesis, Queen's University Belfast, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300999.
Full textRoche, Damien. "The international marketing of educational services : implications for long-term policy planning." Thesis, University of Strathclyde, 1992. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23754.
Full textWhitt, Melissa Jayne. "Training peer paraprofessionals in career services: An analysis of current practices." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618889.
Full textGomez, Angela Kay. "An analysis of the evaluation practices of employer-sponsored training in the financial services industry." Texas A&M University, 2004. http://hdl.handle.net/1969.1/585.
Full textBowers, Okema S. "Adjunct faculty perception of professional development and support services." Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571529.
Full textThe purpose of this descriptive study was to investigate the adjunct faculty's perception of professional development and support services offered and needed at Tidewater Community College, a multicampus community college. This study involved adjunct faculty only. A survey was created and contained 58 survey questions. The majority of these were Likert-like items based on a scale from Strongly Agree, indicating a very important need or value for the adjunct, to Strongly Disagree, indicating a not important at all level of perceived value. In order to determine if other factors influenced the perception of professional development or support services, other questions asked for demographic information, such as education level, age, number of years in the professional field, and discipline/department. Except for education level, each of the independent variables accepted the null hypothesis that there is no statistically significant difference between adjunct faculty perception of institutional supports and the professional development and support services offered in terms of the independent variables. Findings from this study indicated that adjunct faculty perceived that professional development and support services are significant in improving their teaching and important to their role and success. Adjuncts want to better serve students and connect with the institution. Orientation and mentoring are highly regarded and requested to help integrate adjunct faculty into the college. The data indicated that adjunct faculty members want professional development that meets their specific instructional and student-centered needs that is offered during more accommodating times. The current professional development offerings are not well-attended and do not seem to meet the specific needs of this adjunct population. It behooves the administration to further investigate what is currently being done to support adjuncts and to address a means to improve the delivery and execution of all institutional supports. While this study provides useful information related to one community college, it is important that each community college examine closely its personal investment relative to the institutional support it provides to adjunct faculty members.
Bartlett, Marian. "Education for industry : attitudes and policies affecting the provision of technical education in Britain, 1916-1929." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294218.
Full textPacifico, Ellen K. "The Berks County Intermediate Unit's videotaped technology training series for educators of special needs students." Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only. Instructions for remote access, 1985. http://www.kutztown.edu/library/services/remote_access.asp.
Full textSource: Masters Abstracts International, Volume: 45-06, page: 2809. Typescript. Abstract precedes thesis as preliminary leaves 1-4. Includes bibliographical references (leaves 119-125).
Johare, Rusnah. "The development of a model for education and training in electronic records management." Thesis, Northumbria University, 2006. http://nrl.northumbria.ac.uk/2868/.
Full textMargolis, Jayne B. "The Muhlenberg College Media Services Department videotaped audio visual equipment training series." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.
Full textSource: Masters Abstracts International, Volume: 45-06, page: 2807. Abstract precedes title page. Typescript. Includes bibliographical references (leaves 50-51).
Kwan, Yuen-yuk Rosemary, and 關婉玉. "A study of the programme evaluability of Early Education & Training Centre Services." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249760.
Full textKwan, Yuen-yuk Rosemary. "A study of the programme evaluability of Early Education & Training Centre Services /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13990986.
Full textSaravani, Sarah-Jane. "Delivering mobile library services : competency implications for vocational education and training library staff." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/903.
Full textDonald, Emily J., and Adam W. Carter. "Training Practitioners in Counseling to Become Researchers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4944.
Full textPhotinopoulou, K. "Technology and technical education : A case study in the Greek textile industry." Thesis, Keele University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372831.
Full textAtkinson, Isabel. "Youth work research : initiatives in the study of young people, youth work and youth services." Thesis, Cranfield University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339582.
Full textHay, J. "The dilemma of a theoretical framework for the training of education support services staff within inclusive education." Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/606.
Full textThe medical biological and ecosystemic models are two paradigms which are currently making a huge impact on education support services on an international level. The medical biological model has been dominating the way in which multidisciplinary support has been delivered within 20th-century special education. However, with the advent of inclusive education, the ecosystemic model has initially been pushed to the fore as the preferred metatheory of support services. This article specifically interrogates these two conflicting paradigms in education support services within the South African schooling and higher education bands, as well as Bronfenbrenner's integration of these models with regard to the bio-ecological model. Finally, this article proposes the bio-ecosystemic framework according to which the training of multidisciplinary education support services staff should proceed in order to ensure a sound and less conflicting theoretical framework.
Zubi, Ramadan Yousif. "Training theories and practices and their applications in the Libyan oil industry." Thesis, University of Hull, 1994. http://hydra.hull.ac.uk/resources/hull:3496.
Full textMarr, Shuna A. "Work process knowledge in Scottish visitor attractions." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/254.
Full textHuyton, Jeremy Roy. "Educational provision for the hotel industry in the People's Republic of China." Thesis, University of Birmingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311850.
Full textSurerus, Michelle L. "Flexographic Skills and Training: A Comparison of Flexographic Industry Needs and College Flexographic Preparation." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1349393920.
Full textChan, Ka Kan Erico. "Airline industry satisfaction with computer-based training : an investigation of the logic of learning in flight-dispatch training practice." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39426/.
Full text