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1
au, pshorne@aapt net, and Priscilla Jane Shorne. "A study of the lives of casual TAFE lecturers in metropolitan Perth." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090526.110829.
Full textAbstract:
Towards the end of the last century in Australia one aspect of the restructuring of work has been a major increase in the number of people who are employed on a casual basis. The traditional full time permanent job is no longer available to many people.
This project examines aspects of the personal and work lives of casual TAFE lecturers in the Perth metropolitan area. It provides a specific case study of workers who have been affected by the changes in the workforce which have developed over the past 25 years. In particular, these are workers who, given their tertiary education and work experience, would not necessarily have expected to be employed on a casual basis but who are now part of the roughly 27% of the workforce employed in this mode.
Supporters of the restructured workforce claim that work flexibility has advantages for the economy and for both the employer and the employee and argue that many are happy to work in this mode. This project seeks to test this assertion, to examine briefly the economic and political features that led to casual work being adopted as the preferred employment model at TAFE in Western Australia, and to consider in detail its consequences for some of those employed in this manner.
Through a series of interviews of 40 casual TAFE lecturers it investigates some of the particular features of such employment; such as how people obtain and maintain work, and whether they regard themselves as having a career, as well as looking at broader aspects such as stigma, insecurity and the place of risk in the workplace. The research reveals that while this mode of employment suits a subset of casual employees, others pine for greater security and certainty in their working lives.
2
Whitley, Peter J. "The leadership of entrepreneurialism in technical and further education colleges." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1435.
Full textAbstract:
The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in their outlook, pressures for reform of the TAFE sector have also increased. These pressures have included changes to funding arrangements, increased compliance regimes and a freeing of the training delivery to encourage the establishment of private providers. This thesis explores how Chief Executive Officers and Middle Level Managers within the TAFE environment are responding to those challenges. Forty-seven senior TAFE managers are interviewed to ascertain their perspectives on the community and government expectations of TAFE and how they believe TAFE is reacting to these challenges. Resulting from the research has been the emergence of entrepreneurship in TAFE. The notion of entrepreneurship in TAFE seems to capture a sense of change, a sense of emerging vibrance, and is often used to describe innovation and risk taking within the TAFE environment. The word entrepreneurial, entrepreneurialism, entrepreneurship and other derivations of the word are loosely employed by TAFE personnel to describe particular phenomenon within TAFE. Within this thesis the treatment of entrepreneurship as a definitive concept is recognised as problematic and it is therefore treated in a way that aligns to the TAFE environment and not necessarily as defined by traditional entrepreneurial theory.The resulting research has found that TAFE leaders are working in an environment that has a multiplicity of expectations and demands that challenge the leadership of TAFE. The research finds that many of the TAFE leaders strive to act entrepreneurially whilst attempting to manage an environment that is constrained by its policy frameworks, industrial relations requirements, funding arrangements and national and state compliance frameworks. The research questions whether governments should provide TAFE with greater capacity to act entrepreneurially; governments might, as a result be rewarded through greater achievements from the TAFE sector. While the research points to a number of highly successful leaders and leadership practices in TAFE it has also found that many leaders seem to rely upon intuitiveness and past experience to lead within their environments. Finally the research posits a framework for leadership within TAFE where the leadership styles of emotional intelligence, path-goal and leader-member exchange (LMX) are merged and integrated to provide a comprehensive quality leadership framework that will achieve positive outcomes: A framework that seeks to provide a practical guide to future leadership training and development in TAFE. In addition to the leadership framework the research has identified a number of intrinsic transformational drivers and extrinsic transformational drivers, which contribute to the success of leadership in TAFE and similarly a number of impediments, which restrict TAFE leaders.
3
au, jane lorrimar@challengertafe wa edu, and Jane Lorrimar. "Organisational culture in TAFE colleges : power, gender and identity politics." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070717.145611.
Full textAbstract:
This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a vertical slice of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives.
This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead.
Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE experience at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.
4
Tyler, Mark A. "Critical spirit manifestations in TAFE teachers and their work." University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006204/.
Full textAbstract:
This thesis reports on research conducted with Technical and Further Education (TAFE) teachers from Queensland and Western Australia. The research is located atthe intersection where teachers’ identities met the discourse of new vocationalism. Scholars have highlighted the tensions that this discourse has produced in therelationships between TAFE and its teachers, and noted that TAFE teachers are pressured to change their subjectivities to reflect themselves more effectively asworkers in an educational market focused on economic imperatives. This is often in contrast to these teachers’ personal notions of themselves as liberal educators, with afocus on lifelong learning, personal transformation, collaborative relationships and social responsibility. This research was driven by the possibility that the concept of ‘critical spirit’ might provide a means for TAFE teachers to stand their ground in relation to the continued reshaping of the TAFE teacher terrain produced by the adoption of the new vocational discourse.This interpretative research was conceptualised by synthesising sociocultural perspectives of discourse as a reality building tool (Gee, 2005) with notions of criticalthinker dispositions referred to as critical spirit (Siegel, 1988; Oxman-Michelli, 1992). The elements of critical spirit: openmindedness, independence of mind,wholeheartedness, intellectual responsibility and respect for others (Oxman-Michelli,1992) were used as central components to the development of a coding framework forthe explication of critical spirit from TAFE teacher artefacts and in positioning critical spirit as a discourse. An examination of 12 TAFE teacher case narrative artefacts revealed that elements of critical spirit were evident. Subsequent participantcredibility checks and semi-structured interviews provided diverse data related to teacher embodiment of a critical spirit in relation to the building of certain teacher identities. In some cases participants expressed that their identities were bolstered by engaging in a critical spirit discourse, others cautioned its public embodiment, suggesting that deploying critical spirit made them more visible to surveillance and control. The major finding of this research was that an explicit engagement with acritical spirit discourse was of value to these TAFE teachers. Furthermore, this critical spirit discourse was seen to perform the work of a borderland discourse (Gee, 2005; Alsup, 2006). It afforded a means to traverse the terrain “between disparate personal and professional subjectivities” (Alsup, 2006, p. 5).The research also uncovered other discourses pertinent to participant artefacts. These were identified as a test of fortitude discourse and a community of support discourse.It was postulated that these would extend the critical spirit discourse by adding to Oxman-Michelli’s (1992) five elements of critical spirit. The findings suggested littleevidence to support this position.The significance of this research was in: (a) the production of a methodological construct for explicating particular notions of critical spirit; (b) its contribution to furthering understandings of the professional lives of TAFE teachers and their workworld; and (c) the value that a critical spirit discourse had in strengthening these TAFE teachers’ notions of themselves and their effectiveness. Its contribution tosubstantial knowledge was in its expansion of our understanding of teacher identities within the Vocational Education and Training sector in Australia.
5
Whitley, Peter J. "The leadership of entrepreneurialism in technical and further education colleges." Curtin University of Technology, Graduate School of Business, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16514.
Full textAbstract:
The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in their outlook, pressures for reform of the TAFE sector have also increased. These pressures have included changes to funding arrangements, increased compliance regimes and a freeing of the training delivery to encourage the establishment of private providers. This thesis explores how Chief Executive Officers and Middle Level Managers within the TAFE environment are responding to those challenges. Forty-seven senior TAFE managers are interviewed to ascertain their perspectives on the community and government expectations of TAFE and how they believe TAFE is reacting to these challenges. Resulting from the research has been the emergence of entrepreneurship in TAFE. The notion of entrepreneurship in TAFE seems to capture a sense of change, a sense of emerging vibrance, and is often used to describe innovation and risk taking within the TAFE environment. The word entrepreneurial, entrepreneurialism, entrepreneurship and other derivations of the word are loosely employed by TAFE personnel to describe particular phenomenon within TAFE. Within this thesis the treatment of entrepreneurship as a definitive concept is recognised as problematic and it is therefore treated in a way that aligns to the TAFE environment and not necessarily as defined by traditional entrepreneurial theory.The resulting research has found that TAFE leaders are working in an environment that has a multiplicity of expectations and demands that challenge the leadership of TAFE. The research finds that many of the TAFE leaders strive to act entrepreneurially whilst attempting to manage an environment that is constrained by its policy frameworks, industrial relations requirements, funding arrangements and national and state compliance frameworks. The research questions whether governments should provide TAFE with greater capacity to act entrepreneurially; governments might, as a result be rewarded through greater achievements from the TAFE sector. While the research points to a number of highly successful leaders and leadership practices in TAFE it has also found that many leaders seem to rely upon intuitiveness and past experience to lead within their environments. Finally the research posits a framework for leadership within TAFE where the leadership styles of emotional intelligence, path-goal and leader-member exchange (LMX) are merged and integrated to provide a comprehensive quality leadership framework that will achieve positive outcomes: A framework that seeks to provide a practical guide to future leadership training and development in TAFE. In addition to the leadership framework the research has identified a number of intrinsic transformational drivers and extrinsic transformational drivers, which contribute to the success of leadership in TAFE and similarly a number of impediments, which restrict TAFE leaders.
6
Balaba, Silvino Granada. "TAFE-horticulture teachers’ conceptions of curriculum changes in Queensland, 1990-2003." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/46169/1/Silvino_Balaba_Thesis.pdf.
Full textAbstract:
The period from 1990-2003 was one of unprecedented curriculum change in the Queensland TAFE sector in general and Horticulture in particular. While curriculum theory had been clear for many years that teachers should be involved deeply in the curriculum process, data collected at the end of that period reveals that TAFE Horticulture teachers felt excluded and manipulated by the curriculum developers. With the benefit of distance, this thesis examines TAFE teachers’ conceptions of curriculum change in Horticulture and considers whether events since then have justified their reservations. The research paradigm of this study was informed by the qualitative research orientation of phenomenography based on extended interviews. The study revealed that teachers held eight qualitatively different conceptions of curriculum development. Some viewed the changes as representing a reduction in the quality of education, some as a retreat from education and training while others saw it as a reduction in the quality of teaching delivery. There were teachers who saw it as a way of saving money and others as causing instability and uncertainty, as exploitation of staff and a cause of extra (often unnecessary) work. Most saw the changes as imposed from above with the changes experienced as destructive to staff morale. Despite the generally negative conceptions of curriculum change, the study confirms the importance of teachers being regarded as central in the curriculum change process.
7
Cameron, Patricia, and n/a. "Development of a curriculum in supervision for A.C.T. TAFE." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060623.161003.
Full textAbstract:
It had been apparent for some time that the supervision course taught by
ACT TAFE (based on the 1970 NSW curriculum) was not meeting the training
needs of ACT supervisors. This study is a detailed account of how the
new curriculum in supervision was developed.
The first section is a literature survey directed toward the most
relevant problems concerning supervision: the duties and
responsibilities of supervisors and their training. The literature
shows how the perception of a supervisor has changed from that of a
craftsman in charge of men in an assembly plant to that of a first-line
or sub-manager, technical specialist or workgroup coordinator working
with men and women in white collar occupations. Training research was
surveyed in the areas of training needs assessment, curriculum,
management development and evaluation. From these and further studies
specifically on supervision courses in TAFE (the only post-secondary
provider of training in this area), it was concluded that its piecemeal
and haphazardly developed courses were unlikely to fulfil supervisors'
training needs or gain the acceptance of employers.
The second part of the field study is a survey of the opinions of ACT
supervision students, supervisors and managers on their training needs
in supervision. The techniques used were structured interviews with
students and a postal questionnaire to managers and supervisors in the
public and private sectors.
Finally, the curriculum was formulated using results from the two
previous sections. Although the response rate from the postal survey
was low, the results were nevertheless useful, confirming the data
obtained from past students. In the final analysis, three factors
contributed almost equally to the design of the curriculum: ideas and
findings in the literature, the surveys, and my own experience as a
supervisor, manager and teacher.
8
Ferris, John A. "Part-time TAFE students' conceptions of enjoyment in learning." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36699/1/36699_Digitised%20Thesis.pdf.
Full textAbstract:
The issue of enjoyment in learning is important to learners of all ages in various different situations, and appears to be vital to education generally.
Initially the research problem and study background are introduced, and the implications and significance of the research are described. The relevant background literature is analysed for its application to this study, and a niche is established for the study of enjoyment in learning in TAFE.
A qualitative approach is taken in this research. Here, the methodology used in the research is described, the research question is addressed, and the processes used in carrying out the research and in establishing validity are discussed. This thesis describes a phenomenographic study into part-time TAFE students' conceptions· of enjoyment in learning. Within the study, the phenomenon of enjoyment in learning is examined from a 'second-order' perspective. The essential question behind the research is: What do students understand by enjoyment in learning in TAFE?
The thesis describes the understanding that part-time TAFE students have of their experience of enjoyment in learning in their formal studies. It addresses the following issues: What do the students understand by the phenomenon of "Enjoyment in Learning in TAFE?" Are there qualitatively different ways in which students understand, experience or see enjoyment in learning in TAFE? What are the different relationships between the students and their understandings of enjoyment in learning? Are there different ways in which part-time TAFE students interpret the meaning of enjoyment in learning?
To elicit qualitatively different conceptions of enjoyment in learning in TAFE, twenty students in the first year of the Associate Diploma of Applied Science (Building) Course at Ithaca TAFE College took part in a pilot study to help the researcher determine a suitable research question. After the research question was designed, sixteen students from the same group, voluntarily took part in the final research study where all students were interviewed. The question was: From your own experience, what do you understand by enjoyment in learning in TAFE?
Students' responses from these interviews were then transcribed and were subjected to a phenomenographic analysis.
Resulting from these responses, six major categories of description and seven sub-conceptions denoting students' conceptions of enjoyment in learning in TAFE were derived. It was found that:
Enjoyment in learning is seen as:
* An internalised, individual experience
* Emanating from the institution
* Being closely related to one's career
* Emanating from the classroom environment
* Emanating from a learning stimulus
* An intellectual experience
Both structural and referential aspects of enjoyment in learning were considered in formulating the conceptions. The logical relationship between the categories are described through an outcome space.
The six major categories of description, and the outcome space that represents the logical relationship between them, constitute the main outcomes of the research. On the basis of the qualitatively different ways of conceiving the phenomenon of enjoyment in learning, the implications of teaching and learning in regard to enjoyment in learning are discussed. Finally, some suggestions for future research are considered.
9
Reeckman, Barbara Mary. "The welfare needs of refugee youth in a TAFE program /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000915.
Full text
10
Lorrimar, Jane. "Organisational culture in TAFE colleges: power, gender and identity politics." Thesis, Lorrimar, Jane (2006) Organisational culture in TAFE colleges: power, gender and identity politics. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/164/.
Full textAbstract:
This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a 'vertical slice' of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives.
This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead.
Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE 'experience' at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.
11
Lorrimar, Jane. "Organisational culture in TAFE colleges : power, gender and identity politics /." Lorrimar, Jane (2006) Organisational culture in TAFE colleges: power, gender and identity politics. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/164/.
Full textAbstract:
This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a 'vertical slice' of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives.
This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead.
Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE 'experience' at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.
12
Orr, Dianne Lynn. "Shaping a new TAFE : organizational change and the Southbank Institute." Thesis, Queensland University of Technology, 1996.
Find full textAbstract:
This thesis reports the outcomes of research into the phenomenon of organizational change as it was experienced by the staff during the amalgamation of the Kangaroo Point, South Brisbane and Tourism and Hospitality Colleges to form the Southbank Institute of TAFE.
The thesis adopts a phenomenographic approach to the study of organizational change, describing the structure and the reference of people's experience of the process. It explores people's reflected and lived experience of the organizational change associated with amalgamation and
the process of structural redesign and describes the qualitatively different conceptions of the way in which people in a vocational education and training institute experience and understand organizational change.
Individual interviews with twenty-six staff were conducted as the method of collecting data for this study. The ten categories of description used by the Southbank interviewees to describe their experience are detailed to show the qualitatively different ways in which the phenomenon is comprehended.
These categories of description include: organizational change as externally driven and controlled; organizational change as a destructive process; organizational change as
an impediment to the conduct of core business; organizational change as chaos; organizational change as communication breakdown; organizational change as constructive and beneficial; organizational change as a process of change having energy and momentum; organizational
change as a change of cultures; organizational change as a consultative process; and organizational change as ''just another change" or "no real change". All but one of these
categories have sub-categories. The implications of the outcomes for those managing change in public vocational education and training institutions are explored.
The study reveals that the staff of the Southbank Institute have constructed their own meaning from experiences of organizational change and this is exemplified in the extent of the variation that occurred in their interaction with the change phenomenon. Those with the responsibility for managing change in organisations need to resolve a pattern of interwoven problems in the process of effecting organizational change. Rather than create a fragmented and
defensive atmosphere which can inhibit the change process, they can create a purposive and coherent atmosphere through managing the relationship between the staff and the change
phenomenon. External pressure and influence in change environments should be applied as openly as possible and the rationale for the change explained to staff. Staff need to receive regular, honest information about the change process including senior management's vision for the future and strategies for displaced staff.
Those with the responsibility for managing change in organisations must work to gain staff commitment, build support for the changes and should not overestimate the degree of cooperation from staff. The approach should be one of valuing the past, maintaining continuity and creating a new shared identity. Effective communication must receive a high priority. The study suggests that those in leadership/management positions can have a role in ensuring that organizational change is experienced as innovative organizational and individual learning. The
challenge for those implementing organisational change is to create a legitimate re-interpretation of events so that negative and limiting meaning can be replaced with positive and empowering understanding.
13
Brownlee, Graham, and n/a. "Program evaluation : a study of evaluation in an ACT TAFE College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060615.165537.
Full textAbstract:
This field study discusses curriculum evaluation in
technical and further education in Australia and the
Australian Capital Territory. The study has been developed
to include a case study of evaluation undertaken at the
Bruce College of Technical and Further Education. The case
study forms an integra1 part of the field study and
provides the focus for discussion of evaluation standards
developed by Stufflebeam and others (joint Committee, 1981)
for evaluation and meta-evaluation.
The standards suggested by the Joint Committee (1981) were
applied to the case study to examine the value of the case
study itself as a form of a meta-evaluation, together with
the advantages and limitations of the standards themselves.
Following this analysis a modified list of standards has
been prepared for application in the TAFE sector.
14
Carroll, Patricia, and n/a. "Individuals in transition : a study of responses to enforced changes in employment." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060626.151551.
Full textAbstract:
The affect of restructuring of organizations on individuals is an area of
change that has received little attention from researchers. The
literature points to a number of factors that influence how individuals
cope with transition. Theorists agree that stages are an intregal part
of this process.
This study outlines the changes experienced in the ACT Technical and Further
Education system between 1987 and 1989- It focuses on the stages model
and how individuals perceived themselves moving through particular levels
of stages during this time of change.
Data from a questionnaire completed by 259 ACT Institute of Technical and
Further Education teachers was analysed along with observations and
documents produced during 1987 to 1989.
Results of the analysis show that individuals felt powerless and alienated by
the process of transition. They moved across the stages in a cyclical motion,
returning to earlier stages as each new event during the transition impinged
on their working lives.
15
Wakefield, Lynette Florence, and mikewood@deakin edu au. "Workplace education and training: Are Tafe teachers prepared for their evolving roles?" Deakin University, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103545.
Full text
16
Shorne, Priscilla. "A study of the lives of casual TAFE lecturers in metropolitan Perth /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090526.110829.
Full text
17
Shorne, Priscilla Jane. "A study of the lives of casual TAFE lecturers in metropolitan Perth." Thesis, Shorne, Priscilla Jane (2008) A study of the lives of casual TAFE lecturers in metropolitan Perth. PhD thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/690/.
Full textAbstract:
Towards the end of the last century in Australia one aspect of the restructuring of work has been a major increase in the number of people who are employed on a casual basis. The ‘traditional’ full time permanent job is no longer available to many people.
This project examines aspects of the personal and work lives of casual TAFE lecturers in the Perth metropolitan area. It provides a specific case study of workers who have been affected by the changes in the workforce which have developed over the past 25 years. In particular, these are workers who, given their tertiary education and work experience, would not necessarily have expected to be employed on a casual basis but who are now part of the roughly 27% of the workforce employed in this mode.
Supporters of the restructured workforce claim that work flexibility has advantages for the economy and for both the employer and the employee and argue that many are happy to work in this mode. This project seeks to test this assertion, to examine briefly the economic and political features that led to casual work being adopted as the preferred employment model at TAFE in Western Australia, and to consider in detail its consequences for some of those employed in this manner.
Through a series of interviews of 40 casual TAFE lecturers it investigates some of the particular features of such employment; such as how people obtain and maintain work, and whether they regard themselves as having a career, as well as looking at broader aspects such as stigma, insecurity and the place of risk in the workplace. The research reveals that while this mode of employment suits a subset of casual employees, others pine for greater security and certainty in their working lives.
18
Shorne, Priscilla Jane. "A study of the lives of casual TAFE lecturers in metropolitan Perth." Shorne, Priscilla Jane (2008) A study of the lives of casual TAFE lecturers in metropolitan Perth. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/690/.
Full textAbstract:
Towards the end of the last century in Australia one aspect of the restructuring of work has been a major increase in the number of people who are employed on a casual basis. The ‘traditional’ full time permanent job is no longer available to many people.
This project examines aspects of the personal and work lives of casual TAFE lecturers in the Perth metropolitan area. It provides a specific case study of workers who have been affected by the changes in the workforce which have developed over the past 25 years. In particular, these are workers who, given their tertiary education and work experience, would not necessarily have expected to be employed on a casual basis but who are now part of the roughly 27% of the workforce employed in this mode.
Supporters of the restructured workforce claim that work flexibility has advantages for the economy and for both the employer and the employee and argue that many are happy to work in this mode. This project seeks to test this assertion, to examine briefly the economic and political features that led to casual work being adopted as the preferred employment model at TAFE in Western Australia, and to consider in detail its consequences for some of those employed in this manner.
Through a series of interviews of 40 casual TAFE lecturers it investigates some of the particular features of such employment; such as how people obtain and maintain work, and whether they regard themselves as having a career, as well as looking at broader aspects such as stigma, insecurity and the place of risk in the workplace. The research reveals that while this mode of employment suits a subset of casual employees, others pine for greater security and certainty in their working lives.
19
Richardson, Christine. "The effects of TAFE/university articulation on the education of librarians in Australia." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2581.
Full textAbstract:
The thesis examines those students in the department of Information Studies at Curtin University of Technology who have articulated into the Bachelor of Applied Science (Information and Library Studies) through holding an Associate Diploma which qualifies them as paraprofessional library technicians.An analysis of students in the department over a period of ten years examines the number and characteristics of library technicians upgrading their qualifications and compares the academic performance of articulating students with those who have no previous qualifications in librarianship. This examination reveals little difference in the academic performance of the two groups. Interviews with academic staff and students reveal attitudes towards articulation, articulating students, education and the relationship between the professional and paraprofessional levels in librarianship which will need to be taken into account in future curricula and course development.
20
Richardson, Christine. "The effects of TAFE/university articulation on the education of librarians in Australia." Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16654.
Full textAbstract:
The thesis examines those students in the department of Information Studies at Curtin University of Technology who have articulated into the Bachelor of Applied Science (Information and Library Studies) through holding an Associate Diploma which qualifies them as paraprofessional library technicians.An analysis of students in the department over a period of ten years examines the number and characteristics of library technicians upgrading their qualifications and compares the academic performance of articulating students with those who have no previous qualifications in librarianship. This examination reveals little difference in the academic performance of the two groups. Interviews with academic staff and students reveal attitudes towards articulation, articulating students, education and the relationship between the professional and paraprofessional levels in librarianship which will need to be taken into account in future curricula and course development.
21
Astill, Brian R. "Some social aspects of the Australian Traineeship Scheme : trainees and their opinions at the Adelaide College of TAFE /." Title page, synopsis and table of contents only, 1990. http://web4.library.adelaide.edu.au/theses/09EDM/09edma554.pdf.
Full text
22
Higgins, Marion N. G. "Use of self-paced learning in the context of competency-based training at TAFE." Thesis, Queensland University of Technology, 1996.
Find full textAbstract:
The aim of this study was to monitor the adaptability and perceptions of students and teacher who were in transition from traditional to self-paced learning in the context of competency-based training using action research paradigm. The context for this study was in the area of hospitality,
specifically in computer education, where students and teachers are using hospitality specific software for food and beverage stock management education.
As a result of the implementation of competency-based training, many alternative methods of delivery for educating are being sought. One of these alternative methods of delivery is that of self-paced learning. This
study reports on the development of the subject in competency-based training format, development of material for self-paced style of learning and modification of the material based on one semester long implementation. Recommendations for future development are made.
23
McMillan, Gregory Neil. "30 years on from Kangan: an analysis of the current policy position of TAFE Queensland." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16569/1/Greg_McMillan_Thesis.pdf.
Full textAbstract:
Within Australia, Vocational Education and Training (VET) encompasses the
Technical and Further Education (TAFE) sector, private providers, community
education and training, and work-based training. Additionally, some VET activities
are embedded within the secondary school and university sectors. As the major
provider of Government-funded vocational education and training, TAFE has
undergone significant change since its establishment in the 1970's. Historically,
TAFE has provided broader education and social opportunities for individuals
beyond a narrower focus on the achievement of training outcomes for economic
benefits. However, shifts in policy direction in 1980's and 1990's have seen the
delineation between broader education and economic outcomes becoming less
distinct. While this is perhaps true of all education sectors, it has potentially
impacted more on TAFE than any other sector. This thesis investigated these
impacts within the context of TAFE's social service and economic utility roles. This
was undertaken by analysing seven seminal Commonwealth and Queensland
documents and by analysing the findings of interviews with six senior executives
within Queensland's Department of Employment and Training and TAFE. The key
findings of this thesis indicate that TAFE Queensland continues to perform a number
of functions or activities that can be associated with a social service role. However,
the findings also indicate that, for TAFE Queensland, there has been a shift towards
an economic utility role. Since the Kangan Report (1974), TAFE's role has become
more focussed on meeting Queensland's economic and industry needs within a broad
view that Australia needs a flexible workforce, qualified to industry standards of
competence and able to compete in a globalised world.
24
McMillan, Gregory Neil. "30 years on from Kangan: an analysis of the current policy position of TAFE Queensland." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16569/.
Full textAbstract:
Within Australia, Vocational Education and Training (VET) encompasses the Technical and Further Education (TAFE) sector, private providers, community education and training, and work-based training. Additionally, some VET activities are embedded within the secondary school and university sectors. As the major provider of Government-funded vocational education and training, TAFE has undergone significant change since its establishment in the 1970's. Historically, TAFE has provided broader education and social opportunities for individuals beyond a narrower focus on the achievement of training outcomes for economic benefits. However, shifts in policy direction in 1980's and 1990's have seen the delineation between broader education and economic outcomes becoming less distinct. While this is perhaps true of all education sectors, it has potentially impacted more on TAFE than any other sector. This thesis investigated these impacts within the context of TAFE's social service and economic utility roles. This was undertaken by analysing seven seminal Commonwealth and Queensland documents and by analysing the findings of interviews with six senior executives within Queensland's Department of Employment and Training and TAFE. The key findings of this thesis indicate that TAFE Queensland continues to perform a number of functions or activities that can be associated with a social service role. However, the findings also indicate that, for TAFE Queensland, there has been a shift towards an economic utility role. Since the Kangan Report (1974), TAFE's role has become more focussed on meeting Queensland's economic and industry needs within a broad view that Australia needs a flexible workforce, qualified to industry standards of competence and able to compete in a globalised world.
25
Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." Thesis, The University of Sydney, 2003. http://hdl.handle.net/2123/590.
Full textAbstract:
This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
26
Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." University of Sydney. Education, 2003. http://hdl.handle.net/2123/590.
Full textAbstract:
This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
27
McBeath, Ursula Clare. "Curriculum dissemination in TAFE : a study of the educational change process in the Technical and Further Education sector in Western Australia." Thesis, Curtin University, 1994. http://hdl.handle.net/20.500.11937/2299.
Full textAbstract:
This research was concerned with identifying and finding solutions to serious dissemination problems existing in the curriculum change process in the Technical and Further Education (TAFE) sector in Western Australia. It explored the hypothesis that much of the frustration and inefficiency which occurs when TAFE courses are reviewed or upgraded can be eradicated by attention given to a well developed dissemination strategy.The research focused initially on four case studies of TAFE curriculum innovation and on the identification of the dissemination factors which the implementers believe affected them most. The difference between the ideal dissemination factors and the actual situation then was measured, and those considered most important in the dissemination process were identified. The findings then were brought together into a new dissemination strategy which was tested in the field with a newly accredited TAFE course.Three stages of research are reported. In the first stage, data for the case studies were collected through semi-structured interviews and then analysed to provide information for a questionnaire survey. The second stage, the survey, used a preferred and actual situation questionnaire, administered to 100 TAFE lecturers to gather measurable data on the factors affecting dissemination. Third, a dissemination strategy, consisting of tactics derived from the survey, the literature and from Curriculum Services staff, was put into place with the new Certificate of Horticultural Skills and its progress was observed and analysed as it affected the lecturers in the horticulture study area.The conclusions point to the importance of lecturer collaboration in the process of change and the need for TAFE administrators to employ a trained ‘change agent’ to encourage the development of teacher meaning and ownership. Shared development of teaching materials needs to be part of the change process. The existing ‘top-down’ mandated curriculum change process needs to exist alongside a ‘bottom-up’ involvement of lecturers, and change must be seen as a shared exercise between administrators and lecturers. It is recommended that the strategy evolved in this thesis be adopted for further TAFE curriculum projects and that it be evaluated and modified for universal application in the TAFE curriculum change process.
28
Naylor, Margaret, and n/a. "TAFE and award restructuring processes, a case study : development of skill standards and assessment criteria for the civil operating stream of the building and construction industry." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060824.094611.
Full textAbstract:
This thesis addresses the argument that TAFE as an organisation has not significantly changed its concept of its
purpose and place in Australian society over the last hundred years. It concludes that Industry Award Restructuring
may possibly achieve what two world wars, two depressions, one economic boom, international civil rights
movements and technological change could not: TAFE may change substantially over the next decade and move
from its self-concept as an education institution into an overt training role. Due to award restructuring in industry,
new demands will be made on TAFE which cannot be resisted if TAFE is to maintain its position as the primary
provider of vocational education/training.
In the course of the research it was found that it is possible to carry out direct observation of an organisation or
industry without significantly affecting the processes of the organisation. This may be achieved by finding a role
which complements, supports or supplements the organisation's objectives, but in which there are no line
responsibilities and thus little or no interference. Such a role appears to be that of writer of documents, which gives
unlimited access to all parties and sources without influencing either policy or practice. The outputs from the writing
tasks are of value to the target organisation, so that the researcher gives as well as takes, and could be described as
being in a symbiotic relationship with the organisation.
The skill standards and assessment criteria developed during the study are presented as outcomes of a symbiotic
case study, and the success of the method is evaluated by comparing the outcomes with those of other Streams of
the same industry, which have been working on similar document development tasks over the same time period
using traditional methods.
29
McNeil, E. M., and n/a. "A study of attrition among accounting certificate course students at Woden College of Technical and Further Education, 1981 - 1984." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061013.125123.
Full textAbstract:
This study examines the reasons for student withdrawal from
the Accounting Certificate Course at Woden TAFE College
during the period 1981 to 1984 inclusive.
The investigation concerns students enrolled in a demanding,
four year course, which leads to a para-professional
qualification including (subject to practical experience)
registration with the Tax Agents Registration Board.
A 100% survey was made of all students, both withdrawn and
continuing for the relevant period.
Students are adults, mostly between the ages of 20 to 50.
Attrition rates in the early stages of the course were found
to be very high, and reasons established were related to a
variety of causes, including personal reasons.
Follow up interviews by telephone were carried out and these
showed no new trends from the results of the questionnaires.
The main reasons for attrition within the control of the
college, seemed to be related to inaccurate student
perceptions of, and expectations from the course.
The major recommendations and implications arising from the
study suggest that counselling be given greater prominence
at the time of enrolment. There is also a case for
timetabling to include day classes at times and venues most
beneficial for students. Another outcome of the
investigation suggests that closer liaison be developed
between the college, industry and commerce. An important
issue which became evident from this research focused on
staff development and the need for administrators and
teachers to further their educational leadership knowledge
and skills to provide the best possible service for
students.
30
Locke, Patrick Anthony. "The business of teaching: Vocational educators’ experiences of marketization reforms." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/22064.
Full textAbstract:
This thesis investigates how public sector teachers experience marketization reforms. Many of the principles embedded within these neoliberal reforms appear to be antithetical to the traditional values of the educational field. Thus, the imposition of these changes is met with hostility, disparagement and resistance. This thesis aims to examine this policy enactment process, in which long-term public educators are charged with enacting neoliberal government policy. Vocational education is the object of the research, as one of the primary ‘testing grounds’ for neoliberal policy reform in the Australian context. Previous research has mapped the macro-level economic impacts of marketization on the sector, as well as examining policy documents to ‘read off’ the impacts on the educators within it. However, there is a limited amount of research that gathers and foregrounds the perspectives of educators actually undergoing marketization reforms. As such the current project aimed to utilise a mixed-methods approach to provide a space for teachers to identify their concerns with, and explain their experiences of, marketization reforms. The thesis draws on Bourdieu’s field theory and Legitimation Code Theory to analyse documentary, survey and interview data. This data is used to construct a broad understanding of responses to reforms across the field, before focusing in on the three case study areas of the research: nursing, trades and hospitality. The study demonstrates how teachers in different areas of the field characterize marketization reforms in very different ways, effecting their ability to adapt to new ways of working. Teachers appeared to draw on their experiences from their associated industry in order to interpret and evaluate reforms, suggesting that the dual-identity of teachers in vocational education was an important factor in how they responded to changes. These findings support further research on vocational educators’ construction of this dual identity and on their experiences of change in the sector, to better inform both research into marketization reforms and the practicalities of enacting policy in the sector.
31
Rigg, Anne, and arigg@egtafe vic edu au. "The Development of Strategies to Improve Capacity in Hospitality and Tourism Training at East Gippsland Institute of TAFE." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080812.114545.
Full textAbstract:
This research project has explored the issues surrounding East Gippsland Institute of TAFE's (EGTAFE) inability to expand the training in Hospitality and Tourism (H&T). EGTAFE is a small regional public provider of training covering a large area in regional Victoria and it has a pivotal role in the provision of knowledge and skills to assist Gippsland's transition to an innovative economy (www.egtafe.vic.edu.au/corporate/corporate). During this project discussions were held with a variety of stakeholders, namely local business owner/operators in the H&T Industry, researching issues such as industry skills requirements and also employers perception of EGTAFE. Action Research was employed as the methodology of this research project, as the cyclical process of planning, acting, observing and reflecting has facilitated the understanding and development of improvements to practices across the Hospitality and Service Industries (H&SI) team. Interviews, questionnaires and workshops were all part of the data collection method. As a result of this research project the main outcomes that have emerged are 1) a better understanding of the needs of employers and employees; and 2) the development of a strong collaborative partnership with employers. Due to the connections with industry that were made because of this research project, the H&SI team is now in a position not only to deliver industry skills requirements, but also to be a partner in the process.
32
Van, Der Linde Christopher Jae. "Technical and further education diploma graduates : personal capital investments and returns." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16579/1/Christopher_Jae_Van_Der_Linde_Thesis.pdf.
Full textAbstract:
This research has examined the personal capital investments and returns of a group of TAFE Diploma of Community Work graduates through the use of qualitative research methodology. Recognising that the concept of personal capital is distinct from human capital in that it considers the intrinsic reasons, impetus and values that individuals ascribe to their motivation to undertake and complete a course of study. Personal capital is not quantifiable within the present human capital outcomes paradigm, however the personal capital paradigm allows for a deeper exploration of a range of further tangible and valid outcomes not addressed in the human capital approach. There is a gap in the current research literature regarding evaluation of TAFE outcomes and it stems from a predominant human capital focus. The existing paradigm of human capital, which values the acquisition of knowledge and skills for their economic value, has been of primary interest and significance, particularly in terms of government policy in relation to vocational education and training
By using an interpretivist approach comprising in-depth interviews, the researcher was able to explore the intrinsic drives, motivations and aspirations and impetus that brought the TAFE graduates to initially undertake their studies in the diploma program. This approach also allowed for an examination as to whether the graduates perceived that they had obtained a return on this personal capital investment in the study program. Through the conceptual framework, the research established a set of predetermined personal capital investments and returns, although the research was not constrained by these pre-determined themes. The use of grounded theory data analysis procedures in the study allowed for the evolution and analysis of emergent categories or themes relating to personal capital investments and returns. Consequently, the qualitative analysis of the in-depth interviews has revealed a broader range of themes relating to personal capital investments and returns than otherwise might have been discovered if the research had been limited to the pre-determined themes arising from the conceptual framework. It is the author's contention that this qualitative study of TAFE diploma graduate's personal capital investments and returns gives insights about the notion of personal capital and its importance to decision-making as to why individuals undertake the Diploma of Community Work. This study also reveals what they personally and professionally expect from study in such a program. Neither of which the current quantitative data about TAFE graduates, namely the Student Outcomes Surveys; by design and intent are as yet capable of acknowledging or exploring.
33
Van, Der Linde Christopher Jae. "Technical and further education diploma graduates : personal capital investments and returns." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16579/.
Full textAbstract:
This research has examined the personal capital investments and returns of a group of TAFE Diploma of Community Work graduates through the use of qualitative research methodology. Recognising that the concept of personal capital is distinct from human capital in that it considers the intrinsic reasons, impetus and values that individuals ascribe to their motivation to undertake and complete a course of study. Personal capital is not quantifiable within the present human capital outcomes paradigm, however the personal capital paradigm allows for a deeper exploration of a range of further tangible and valid outcomes not addressed in the human capital approach. There is a gap in the current research literature regarding evaluation of TAFE outcomes and it stems from a predominant human capital focus. The existing paradigm of human capital, which values the acquisition of knowledge and skills for their economic value, has been of primary interest and significance, particularly in terms of government policy in relation to vocational education and training By using an interpretivist approach comprising in-depth interviews, the researcher was able to explore the intrinsic drives, motivations and aspirations and impetus that brought the TAFE graduates to initially undertake their studies in the diploma program. This approach also allowed for an examination as to whether the graduates perceived that they had obtained a return on this personal capital investment in the study program. Through the conceptual framework, the research established a set of predetermined personal capital investments and returns, although the research was not constrained by these pre-determined themes. The use of grounded theory data analysis procedures in the study allowed for the evolution and analysis of emergent categories or themes relating to personal capital investments and returns. Consequently, the qualitative analysis of the in-depth interviews has revealed a broader range of themes relating to personal capital investments and returns than otherwise might have been discovered if the research had been limited to the pre-determined themes arising from the conceptual framework. It is the author's contention that this qualitative study of TAFE diploma graduate's personal capital investments and returns gives insights about the notion of personal capital and its importance to decision-making as to why individuals undertake the Diploma of Community Work. This study also reveals what they personally and professionally expect from study in such a program. Neither of which the current quantitative data about TAFE graduates, namely the Student Outcomes Surveys; by design and intent are as yet capable of acknowledging or exploring.
34
Burgess, Andre, and n/a. "Information needs of the staff delivering higher education and TAFE courses to 'remote' Aboriginal and Torres Strait Islander students or Northern Australia." University of Canberra. Information, Language & Culture, 1995. http://erl.canberra.edu.au./public/adt-AUC20060622.103743.
Full textAbstract:
The present study focussed on the information needs of the academic staff of
Batchelor College.* It examined their access to and the provision of adequate and
appropriate resources for the implementation of the Diploma and Associate Diploma
level courses offered through the College. Batchelor College, an institute of tertiary
education, is situated 100 kilometres south of Darwin, Northern Territory,
Australia.
The content and the modes of delivery of Batchelor College courses are specifically
designed to be culturally and socially appropriate to Aboriginal people, particularly
those from traditionally oriented and 'remote' communities. It can only be within
this framework that informed and sensitive research can be conducted.
The main purpose of the current study was to investigate the information needs of
staff delivering higher education courses to 'remote' Aboriginal students of
Northern Australia. Six distinct areas of study emerged: 1, to identify the
information needs; 2, to analyse the information-seeking behaviour; 3, to assess the
level of satisfaction with current information sources; 4, to identify inadequacies in
the existing information seeking processes; 5, to identify constraints experienced;
and 6, to explore how future information needs may be catered for.
A mailed survey instrument was specifically designed and implemented, and it
attracted a response rate of eighty-seven percent. The population under
investigation was the academic staff of Batchelor College, and the variables of: 1,
location; 2, sex; 3, academic school; 4, designation; 5, tenure; 6, length of service;
and 7, educational background were studied in relation to the questions asked.
Results of the survey were analysed using 'Mystat: Statistical Applications',
(1990). Frequency distributions were computed to determine the number of
respondents who selected each option. A number of questions that elicited a
written response were analysed, as were the many extra comments staff members
made throughout the survey.
The study found that the academic staff of Batchelor College are most affected by
the location variable. It appears that how staff members use, regard and value the
information sources used to inform their academic practice is affected by where a
staff member is located. That is, the more isolated a staff member was, both
geographically and professionally, the more significant were the findings of use of
information sources.
The study concludes with considerations of future planning strategies that could
improve the access to and use of information. The study also identifies areas for
further research. * Batchelor College, an institute of tertiary education, is situated 100 kilometres south of Darwin,
Northern Territory, Australia (see Appendix 3).
35
Lawson, Catriona. "A race between education and catastrophe: A study of the learning antecedents of women in a single-sex bridging programme at TAFE." Thesis, Lawson, Catriona (2007) A race between education and catastrophe: A study of the learning antecedents of women in a single-sex bridging programme at TAFE. Masters by Coursework thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/41195/.
Full textAbstract:
Amongst today’s increasingly diverse range of mature age students are those who enrol in the New Opportunities for Women programme at TAFE. This course is designed, principally, to increase the confidence of women who are contemplating returning to formal education or to re-enter the workforce. Women who enrol in NOW come from a variety of socio-economic and educational backgrounds. This research explores the factors in their learning lives that might motivate women to enrol in such a programme. The study is grounded in the experiences of a small group of women who had completed the NOW programme. The research focuses on the educational issues the women had faced both prior to enrolment and during the course itself. In particular, the research focus is on their parents’ expectations and teachers’ attitudes; their parents’ involvement in their education; the parenting style the women experienced; and being girls at school. Data was gathered by interview and participants’ reflections on their learning experiences helped to elucidate the learner ‘scripts’ the women had followed throughout their lives. The analysis of these reflections was informed by Baumrind’s (1967) theory of parenting styles– authoritative, authoritarian or permissive – and their association with academic success. While this analysis showed very diverse experiences and motivations, the findings concurred with the literature on parenting styles and academic achievement. However, this study also found that while these women had continued to follow the learner ‘scripts’ that had been assigned to them as children, the later intervention of authoritative teaching in a safe and sympathetic environment allowed them, as adults, to rewrite their scripts and achieve academic success. There are some common threads in the findings that have relevance for teachers who work with students from similar learning backgrounds, and generate some insights into the notion of parent-teacher partnership.
36
Blomme, Paul. "A study of the models and trends in information science education and their implications for Tafe curriculum planning, computing lecturers and learners." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1029.
Full textAbstract:
This chapter provides an introduction to two contrasting vocational course: the Associate Diploma in Applied Science (Computing) award, based on the content driven curriculum model and the first year Diploma of Information Technology award, based on the National Information Technology curriculum model. It develops the research questions pertaining to each model. It provides a full description of the present study and the adoption of a system approach in evaluating two contrasting curriculum models. Finally, this chapter justifies the study in terms of the significant impact the Information Technology has on society.Chapter Two reviews the literature on the theories from different disciplines and research findings in order to guide the present study. This eclectic section discusses theories related to Cognitive Science, Instructional Theories, Information Technology (IT) and Science Education, and Vocational Curriculum Models.Chapter Three describes the environment in which the content driven model has developed. It examines the historical changes and influences that have occurred in the Western Australian Technical and Further Education (WA TAFE) computing curriculum in terms of educational goals, content mix and profile, and assessments types. It investigates the relevance of the curriculum and the syllabi to meet the changing needs of industry; and assess the desirable and undesirable consequences of the content driven curriculum model.Chapter Four evaluates the effect of the content driven model. It examines the degree of satisfaction of the graduates with aspects of their Associate Diploma of Applied Science (Computing) courses in 1991/2/3 based on the NCVER study (1993), Dawe (1993) and Arrowsmith (1993/4) surveys. The results from each relevant question are provided, discussed and evaluated. This evaluation provides an in-depth view of graduates educational backgrounds prior to enrolment in the course, their satisfaction levels of teaching effectiveness and course organisation, present employment status, their preferences for further studies and their demographic profile.Chapter Five evaluates the current state of affairs under the new policy directions of the National Curriculum based on the CBT approach. Through classroom surveys, this chapter provides an evaluation of learners degree of satisfaction with aspects of their Advanced Certificate IV of the National IT Curriculum. For comparison purposes, these surveys also provide information on students educational backgrounds, level of satisfaction, their present employment status and preferences for further studies. It is most useful for curriculum planners, wanting to be cognisant in implement a CBT driven curriculum model.Chapter Six compares, evaluates and summarises the differences between the content and the CBT driven curriculum models. This chapter pays particular attention to the shifting of graduates and students satisfaction levels with their two different courses and the effects of moving from a content to a CBT driven curriculum model. It examines the changes in learners satisfaction levels and explains the reasons of patterns of changes, given that learners educational backgrounds, teachers effectiveness and other factors have remained constant over the last five years. This comparison is useful for curriculum planners, computing lecturers and employers as it makes them aware of the strength and weaknesses of these two contrasting curriculum models.Chapter Seven answers the question of the effectiveness of these two contrasting models. This has considerable implication for curriculum planners, computing lecturers and employers in terms of the ability of students to transfer skills and adapt to the rapidly changing IT environment. This study cannot predict the future, however, it makes long and short term recommendations for the sector based on historical evidence, research findings from the literature, surveys and interviews.
37
Blomme, Paul. "A study of the models and trends in information science education and their implications for Tafe curriculum planning, computing lecturers and learners." Curtin University of Technology, Science and Mathematics Education Centre, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12112.
Full textAbstract:
This chapter provides an introduction to two contrasting vocational course: the Associate Diploma in Applied Science (Computing) award, based on the content driven curriculum model and the first year Diploma of Information Technology award, based on the National Information Technology curriculum model. It develops the research questions pertaining to each model. It provides a full description of the present study and the adoption of a system approach in evaluating two contrasting curriculum models. Finally, this chapter justifies the study in terms of the significant impact the Information Technology has on society.Chapter Two reviews the literature on the theories from different disciplines and research findings in order to guide the present study. This eclectic section discusses theories related to Cognitive Science, Instructional Theories, Information Technology (IT) and Science Education, and Vocational Curriculum Models.Chapter Three describes the environment in which the content driven model has developed. It examines the historical changes and influences that have occurred in the Western Australian Technical and Further Education (WA TAFE) computing curriculum in terms of educational goals, content mix and profile, and assessments types. It investigates the relevance of the curriculum and the syllabi to meet the changing needs of industry; and assess the desirable and undesirable consequences of the content driven curriculum model.Chapter Four evaluates the effect of the content driven model. It examines the degree of satisfaction of the graduates with aspects of their Associate Diploma of Applied Science (Computing) courses in 1991/2/3 based on the NCVER study (1993), Dawe (1993) and Arrowsmith (1993/4) surveys. The results from each relevant question are provided, discussed and evaluated. This evaluation provides an in-depth view of graduates educational ++backgrounds prior to enrolment in the course, their satisfaction levels of teaching effectiveness and course organisation, present employment status, their preferences for further studies and their demographic profile.Chapter Five evaluates the current state of affairs under the new policy directions of the National Curriculum based on the CBT approach. Through classroom surveys, this chapter provides an evaluation of learners degree of satisfaction with aspects of their Advanced Certificate IV of the National IT Curriculum. For comparison purposes, these surveys also provide information on students educational backgrounds, level of satisfaction, their present employment status and preferences for further studies. It is most useful for curriculum planners, wanting to be cognisant in implement a CBT driven curriculum model.Chapter Six compares, evaluates and summarises the differences between the content and the CBT driven curriculum models. This chapter pays particular attention to the shifting of graduates and students satisfaction levels with their two different courses and the effects of moving from a content to a CBT driven curriculum model. It examines the changes in learners satisfaction levels and explains the reasons of patterns of changes, given that learners educational backgrounds, teachers effectiveness and other factors have remained constant over the last five years. This comparison is useful for curriculum planners, computing lecturers and employers as it makes them aware of the strength and weaknesses of these two contrasting curriculum models.Chapter Seven answers the question of the effectiveness of these two contrasting models. This has considerable implication for curriculum planners, computing lecturers and employers in terms of the ability of students to transfer skills and adapt to the rapidly changing IT environment. This study cannot predict ++
the future, however, it makes long and short term recommendations for the sector based on historical evidence, research findings from the literature, surveys and interviews.
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Freeman, Maureen, and n/a. "Research into the quality of the teaching environment for adult learners." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060206.132723.
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In this decade, the drive to improve the quality of learning environments at all
levels has gathered pace, and accountability of providers has become a byword,
particularly in secondary and tertiary educational institutions. In this process of
meeting societal needs, the teacher's role is crucial to the provision of optimal
conditions for learning. Teachers' adaptation to the changing clientele and
technologies of the 1990's, also demands their flexibility and preparedness to
contemplate anew their role in the learning transaction.
Gage (1963) posed three topical questions about teaching: how do teachers
behave, why do they behave as they do and what are the effects of their
behaviour? The information gained by examining three types of variables, is
required to answer these questions, the most central to research on teaching, is
teaching behaviour, or the process of teaching. Secondly, there are the causes or
determinants of those behaviours or processes and finally, there are the effects or
consequences of the teaching behaviours or processes (Dunkin,1986).
This research into teaching behaviours, conducted in three institutes of Technical
and Further Education in the A.C.T., seeks to determine the quality of teaching
for adult learners and the nature of the learning environment in TAFE. The
design of the study incorporates comprehensive multi-variate instruments and a
triangulating approach to data collection. In particular, a factor analysis of
student questionnaires evaluates the main factors operant in the classrooms of the
selected tertiary environments. The nature of the teaching behaviours and the
contingent learning climate, enabled further conclusions to be drawn about the
implications of these behaviours for adult learners eg. teacher expectancies, not
found hitherto evaluated in a tertiary context.
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Montgomery, Thomas, and n/a. "A descriptive analysis and evaluation of Australian Capital Territory Institute of Technical and Further Education's marketing strategy." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061018.145205.
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The research in this thesis attempts to study the ACT
Institute of Technical and Further Education's marketing
strategy, and it addresses a particular situation at a
specific time.
The research was undertaken in two studies. The first,through
the use of a marketing audit, was focused on three key
marketing areas within the Institute to indicate its overall
marketing strategy. The second study involved a questionnaire
to ascertain the effectiveness awareness of the Institute's
advertising.
The researcher first presents an historical review and an
ordering of the historical aspects to illuminate the past and
the current marketing posture of the ACT Institute of
Technical and Further Education (ACTITAFE). The data are
presented through four distinct historical periods from the
establishment of the organisation in 1921 to 1991.
Although technical and further education in the ACT has a
history in excess of sixty years, data revealed that there is
no clear evidence of a formal marketing strategy.
The marketing audit interviews collected information from a
broad but representative sample of eighteen staff members of
the institution who are involved with marketing, media,
career advice, publicity and similar marketing activities.
The results revealed ACTITAFE has no formal marketing
strategy. The attitude toward marketing and the marketplace
has been ad hoc, uncoordinated, disjointed and reactive in
its approach. Its principal approach is a reliance on
awareness advertising.
Because of the emphasis placed on advertising as the
Institute's major concept for marketing, a questionnaire was
distributed on advertising effectiveness and data were
obtained from 252 completed responses.
The results obtained from this study indicated that over the
years the Institute has successfully built advertising
awareness. Currently, it has no formal structured marketing
strategy. The approach appears to be ad hoc, disjointed and
uncoordinated.
There are positive attempts to rectify this posture. However,
the evidence available suggests that the journey will not be
easy and the transition will not be rapid.
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Martin, Kenneth Edward. "A comparison of TAFE in Australia and FE in the UK in terms of 'new managerialism', human capital theory and social capital theory." Thesis, University of Bath, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426286.
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Rivera, Jose G. "Assessment of actual and perceived efficacy of the Texas Association of Future Educators (TAFE) program on the academic progress, success and career aspirations of Latino students." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722551.
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This study assessed the actual and perceived efficacy of TAFE as implemented across public schools in Texas with Latino populations. The graduation rates of students were analyzed to assess whether there were significant differences in graduation rates between schools implementing the program and those not implementing the program across gender and ethnicity. Surveys were administered to past and present personnel associated with TAFE to ascertain their perceptions on the program. A significant main effect for Latinos was found at TAFE schools during the five year period of the study. Survey responses were isolated to differentiate between Latino responses and those of the general population. Responses varied in consistency between Latino respondents and the overall population of respondents. In general, respondents credited the program for the higher graduation rates of Latinos and their motivation to attend college which are future indicators of success. However, the respondents were undecided as to TAFE's influence to foster teaching vocations but believe it impacts teacher retention. Respondents were also undecided, and a considerable percentage of them had a negative opinion that TAFE motivated them to become or want to become educational administrators. Finally, respondents endorsed the idea of recommending TAFE to high school students and to schools/districts for implementation.
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Rahimi, Mohammad Ali, and ma rahimi@gmail com. "Transfer of Australian Vocational Education and Training knowledge and practice in a global context." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091218.144230.
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Educational services have become Australia's third largest export industry. Onshore delivery of higher education has been a major export for many years, and in recent years offshore delivery of vocational education and training has grown to become a major part of this industry. Different Australian educational institutions are involved in delivery of Australian VET programs in a wide range of cultural and socioeconomic contexts. Because of the strong demand for skills in an increasingly interconnected world, this growing industry, which at an international level encompasses a diverse range of institutions, training delivery methods and management and administrative arrangements, is increasingly directing its attention towards globalising its regulatory and training approaches. The aim of this research is to investigate the process of adapting Training Packages and the Australian Quality Training Framework, the two main instruments of regulation in the Australian skill formation system, for an international audience. This thesis will examine what process of adaptation is involved when the Australian VET approaches are used as a model to develop skills formation overseas. Factors influencing the forms taken by this regulatory system in a global context will be studied through investigating the international activities of various Australian sectors in implementation of VET approaches in non-Australian systems. Two propositions underpin this key question. First is that the Australian VET system is primarily a regulatory system, which means that the export of these regulations needs to be accounted for. Secondly, the Australian VET system has been designed for Australian industrial and cultural conditions and adjustments are necessary in the regulations themselves, host country regulat ory practice, or both for Training Packages to work in these non-Australian cultural contexts.
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Wright, Julie, and j. wright@rmit edu au. "Implementation of project based learning in a training package context." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080729.165211.
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Training Packages form the basis upon which practitioners in the Vocational Education and Training (VET) sector in Australia develop their pedagogical processes. As workplaces adapt their practices to compete globally, demand for skilled and knowledgeable workers places pressure on institutional training providers such as TAFE to develop training programs that support the acquisition of higher order thinking skills in graduates. Using a competence based framework as a backdrop, the research centres on the notion of the place of Project Based Learning in a Training Package context. The research proposes that learning through projects is an effective means of integrating Training Package outcomes with an instructional model that engages learners in independent, flexible and reflective learning. The research was conducted retrospectively from a case study of an AQF Level 6 Textile, Clothing and Footwear Training Package Program at RMIT University TAFE. An Action Research approach underpins the investigation, resulting in the profiling of teaching, learning and assessment as areas in need of further examination. These defining themes are explored in the context of the Project Based Learning model developed at RMIT, with consideration given to the potential for broader application. The discussion concludes with a theoretical review of the new understandings of pedagogy. The study aims to establish that a constructive alignment exists between the behaviourist approach of Training Packages and the more constructivist theories behind Project Based Learning; rendering it a suitable instructional model that meets the needs of 21st century learners.
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Tafi, Tara Christine. "Reclamation Effectiveness at Three Reclaimed Abandoned Mine Sites in Jefferson County, Montana." Thesis, Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/tafi/TafiT0806.pdf.
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Montana has an estimated 6000 abandoned mine sites, many with associated waste rock and tailings materials contributing to the release of high levels of acidity, heavy metals, and other contaminants, creating a risk to human health and the environment. Many abandoned mine sites in Montana have been reclaimed, however, little post-reclamation monitoring has been performed, and the effectiveness of reclamation has not been quantified. The goal of this project was to quantify the effectiveness of reclamation at three sites in Jefferson County, Montana based on soil suitability for sustaining plant growth. Vegetation and soil studies were executed using a stratified random sampling design. Vegetation measurements included canopy cover using Daubenmire cover classes, above ground biomass, and species richness/diversity. Co-located soil samples were excavated in increments to a depth of 60 cm, and determinations of pH, electrical conductivity, nutrients, soluble, and total metal levels were made. Canopy cover estimates ranged from 0-120% and biomass production estimates ranged from 0-4583 kg ha-1. Differences in species richness and diversity were observed between sample strata. The chemical properties of the soil varied greatly, with pH values ranging from 2.08 to 7.63, and soluble metal values ranging from <0.1 to1001 mg l-1 for Zn, .02 to 20.81 mg l-1 for Cu, <.01 to 7.39 mg l-1 for Cd, <.05 to 12.26 mg l-1 for As, and <.1 to 7.6 mg l-1 for Pb. Sum of total metal and arsenic (As, Cu, Pb, and Zn) concentrations ranged from 133 to 81448 mg kg-1. Associations between vegetation and soil chemistry were determined using correlation. Significant correlations between vegetation attributes and soil chemistry were found. These results indicate that reclamation at the selected sites was moderately effective in reducing human and environment risk of exposure to harmful contaminants. There are concerns with upward migration of contaminants, and the sustainability of plant communities at all sites within the study. Elevated levels of residual metals and arsenic, as well as low pH conditions may have a deleterious effect on the long-term stability of the reclamation at these sites.
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Demény, Maté Agoston. "Analysis of TAF8, a subunit of TFIID and SMAT (smal TAF complex), reveals novel regulation of the assembly of TAF-containing complexes." Université Louis Pasteur (Strasbourg) (1971-2008), 2006. http://www.theses.fr/2006STR13096.
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Marx, Hedvig. "Moira, take me with you! : Utopian Hope and Queer Horizons in Three Versions of The Handmaid's Tale." Thesis, Linköpings universitet, Tema Genus, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148928.
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Using postmodern, feminist and queer notions of utopia/dystopia and narrative theory, this thesis contains an analysis of The Handmaid’s Tale (novel 1985; film 1990; TV series S01 2017) based on theoretical and methodological understandings of utopia/dystopia and narrative as deeply connected with notions of temporality and relationality, and of violence and resistance as the modes of expression of utopia and dystopia in the source texts. The analysis is carried out in an explorative manner (Czarniawska 2004) and utilises the notion of “disidentification” (Butler 1993; Muñoz 1999) and the concepts of “diffraction” (Haraway 1992, 1997; Barad 2007, 2010), and “entanglement” (Barad 2007). The conclusion becomes that utopia and dystopia in The Handmaid’s Tale are, to a great extent, imagined within the same system of understanding, but that utopian hope can be found in the relationality and temporality of resistance, and that the radically different utopian place is the queer horizon.
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Goldade, Anton Viktorovich. "Micro/nanoscale tribology of linear tape drives." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5num=osu1063316361.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xviii, 191 p. : ill. Advisor: Bharat Bhushan, Department of Mechanical Engineering. Includes bibliographical references (p. 179-183).
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Jay, Gregoire Baptiste Joaquim. "Efeitos do tape rígido em pacientes com síndrome de Impingement subacromial." Bachelor's thesis, [s.n.], 2017. http://hdl.handle.net/10284/5873.
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Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciado em FisioterapiaObjetivo: Compreender a efetividade da aplicação do tape rígido durante um tratamento de fisioterapia, ou como uma técnica fisioterapêutica isolada, em pacientes com síndrome de impingement subacromial. Metodologia: Pesquisa computadorizada nas bases de dados Pubmed/Medline e PEDro para identificar estudos que avaliassem a eficácia e os efeitos do tape rígido em pacientes com síndrome de impingement subacromial. Resultados: Nesta revisão foram incluídos 6 artigos envolvendo 366 indivíduos, com classificação metodológica de 6,25 para os estudos randomizado e de 7,5 para os estudos de coorte na escala Critical Appraisal Skills Programme (CASP). Dos estudos selecionados, três analisaram o efeito do tape rígido na escápula durante um tratamento de fisioterapia, um estudo avaliou o efeito do tape rígido de um modo isolado, um outro comparando o membro com SIS com o membro contralateral e um último com uma população sem patologia. Conclusão: O tape rígido desempenha um papel importante na correção postural, na facilitação dos movimentos, na redução da dor e na atividade muscular. Nesta revisão, com os estudos analisados, vimos que aplicação de tape rígido parece ter efeitos e eficácia apenas durante um curto prazo.
Objective: To understand the effectiveness of rigid tape application during a physiotherapy treatment, or as an isolated physiotherapeutic technique, in patients with subacromial impingement syndrome. Methodology: Research in computerized data bases Pubmed/Medline e PEDro to identify studies evaluating the efficacy and effects of rigid tape during a physiotherapy treatment or as an isolated physiotherapeutic technique in patients with subacromial impingement syndrome. Results: This review included 6 articles involving 366 individuals with methodological classification of 6,25 for randomized controlled trials and of 7,5 for cohort studies in the Critical Appraisal Skills Programme (CASP) scale. From the analyzed studies it was found that three analyzed the effect of rigid tape in the scapula during a physiotherapy treatment, one study evaluated the effect of solo rigid tape application, another compared the involved limb with SIS with the uninvolved limb and the last compared using a healthy population. Conclusion: The rigid tape plays an important role in postural correction, facilitating movements, reducing pain and muscle activity. In this review, with the studies analyzed, we have seen that rigid tape application seems to have effects and efficacy only for a short time.
N/A
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Boz, Nezahat. "Kinetic Studies For The Production Of Tertiary Ethers Used As Gasoline Additives." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605039/index.pdf.
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ABSTRACT
KINETIC STUDIES FOR THE PRODUCTION OF TERTIARY ETHERS USED AS GASOLINE ADDITIVES
Boz, Nezahat
Ph. D., Department of Chemical Engineering
Supervisor: Prof. Dr. Timur Dogu
Co-supervisor: Prof. Dr. GülSen Dogu June 2004, 174 pages In the present study, the kinetics studies for etherification reactions were investigated in detail. In the first phase of present study, different acidic resin catalysts were prepared by the heat treatment of Amberlyst-15 catalysts at 220°
C at different durations of time and also by the synthesis of sulfonated styrene divinylbenzene cross-linked resins at different conditions. A linear dependence of reaction rate on hydrogen ion-exchange capacity was in 2M2B+ethanol reaction. However, in the case of 2M1B+ethanol reaction hydrogen ion-exchange capacities over 2.8 meq.H+/g did not cause further increase in reaction rate, which was concluded to be majorly due to significance of diffusional resistances. DRIFTS experiments carried out with alcohols, isobutylene, isoamylenes and TAME (tert-amyl-methyl-ether) in a temperature range of 333-353 K supported a Langmuir-Hinshelwood type reaction mechanism involving adsorbed isoolefins molecules forming a bridged structure between &ndash
SO3H sites of the catalyst and adsorbed alcohol molecules. A rate expression derived basing on the mechanism proposed from the DRIFTS results gave good agreement with the published data. Reaction rate was found to give a sharp maximum at ethanol activity of around 0.1. The third phase of this work included evaluation of effective diffusivities and adsorption equilibrium constants of methanol, ethanol and 2M2B, in Amberlyst-15 from moment analysis of batch adsorber dynamic results. Models proposed for monodisperse and bidisperse pore structures were used for the evaluation of effective diffusivities. It was shown that surface diffusion contribution was quite significant. In the last phase of the work, a batch Reflux-Recycle-Reactor (RRR) was proposed, modeled and constructed to achieve high yields and selectivities in equilibrium limited reactions. The batch reflux recycle reactor was modeled by assuming plug flow in the reactor section, perfect mixing in the reboiler and vapor-liquid equilibria between the liquid in the reboiler and reactor inlet stream. In this system conversion values of isoamylenes reaching to 0.91 were achieved at 82°
C with almost 100% selectivity. Such conversion values were shown to be much higher than the corresponding equilibrium values that could be obtained in vapor phase fixed bed reactors. The activation energies evaluated in this system were found to be much less than the activation energies evaluated in the fixed bed reactor studies. This was concluded to be majorly due to the significance of transport resistant in the batch Reflux-Recycle-Reactor in which catalyst particles are partially wet. As a result of catalyst development, characterization, kinetic and reactor development studies carried out in this study, it was concluded that tert-amyl-ethyl-ether (TAEE) could be effectively produced and used as a gasoline blending oxygenate.
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Bursch, Meike. "Judentaufe und frühneuzeitliches Strafrecht : die Verfahren gegen Christian Treu aus Weener/Ostfriesland 1720 - 1728 /." Frankfurt am Main ;Berlin ;Bern ;New York ;Paris ;Wien : Lang, 1996. http://www.gbv.de/dms/spk/sbb/recht/toc/271754729.pdf.
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