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1
Forsell, Caroline. "Technical Interest : Does earlier technology education influence the choiceto further studies in technical subjects?" Thesis, KTH, Skolan för industriell teknik och management (ITM), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-226568.
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This thesis investigates if a student’s interest in technology at lower secondary school can influence their choice to attend an upper secondary school technical program (Teknikprogrammet). Factors like the choice of course book, teacher, practical and theoretical technology were investigated. For example, the frequency of course book use during the education and how many students that used a course book. The differences between female and male students was specially investigated. The study was performed by a web form that was sent out to 145 students at first year Teknikprogrammet. Quantitative analysis was done on all the questions except the open-ended questions, where a qualitative analysis was used. Results show that approximately half of the students did not think technology in lower secondary school had much effect on their choice to select Teknikprogrammet in upper secondary school. Male and female students did not like technology much in lower secondary school, and there was no difference between genders. Approximately half of the students said that lower secondary school effected their choice of Teknikprogrammet, at least a little. None of the things specifically looked at had any special effect, like the book used and more than half of the students did not have a course book at all. When looking at the open-ended questions the students’ interest seemed to lie in the technique that they were going to study, like computers, programming and games. The lower secondary school technology did not have much influence. That the students did not seem to like the Technology education was not correlated to the amount of theoretical versus practical education they have had.Uppsatsen undersöker om intresse för teknik på högstadiet påverkar valet till gymnasieskolans Teknikprogram. Vissa faktorer, läroboken, läraren, den praktiska delen och den teoretiska delen av tekniken undersöktes speciellt. När det gällde lärobok ingick frågor om hur många som använt bok och hur mycket. Skillnaden mellan kvinnliga och manliga studenter studerades. Studien utfördes med hjälp av en webbform som skickades ut till 145 studenter som gick första året på Teknikprogrammet. En kvalitativ och en kvantitativ analys gjordes på olika delar av svaren. Resultaten visar att ungefär hälften av eleverna inte tyckte att tekniken i högstadiet hade stor inverkan på valet till gymnasieskolan, Teknikprogrammet. Ingen skillnad mellan könen sågs när det gällde vad åsikter om teknikundervisningen på högstadiet. Cirka hälften av eleverna som genomförde studien tyckte högstadet påverkade åtminstone lite, men ingen av de specifika sakerna som studerades var speciellt betydelsefulla. Läroboken hade ingen stor effekt och mer än hälften av eleverna hade inte haft någon lärobok alls. Sammantaget så tyckte studenterna inte om teknikundervisningen på högstadiet särskilt mycket, inga könsskillnader sågs här. Intresset hos eleverna tycks snarare ligga i tekniken som de skulle studera mer om på Teknikprogrammet som datorer, programmering och spel än Tekniken som de pluggade på högstadiet. Att studenterna inte verkade gilla undervisningen var inte korrelerat till mängden praktisk versus teoretisk undervisning de haft.
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.
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The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in their outlook, pressures for reform of the TAFE sector have also increased. These pressures have included changes to funding arrangements, increased compliance regimes and a freeing of the training delivery to encourage the establishment of private providers. This thesis explores how Chief Executive Officers and Middle Level Managers within the TAFE environment are responding to those challenges. Forty-seven senior TAFE managers are interviewed to ascertain their perspectives on the community and government expectations of TAFE and how they believe TAFE is reacting to these challenges. Resulting from the research has been the emergence of entrepreneurship in TAFE. The notion of entrepreneurship in TAFE seems to capture a sense of change, a sense of emerging vibrance, and is often used to describe innovation and risk taking within the TAFE environment. The word entrepreneurial, entrepreneurialism, entrepreneurship and other derivations of the word are loosely employed by TAFE personnel to describe particular phenomenon within TAFE. Within this thesis the treatment of entrepreneurship as a definitive concept is recognised as problematic and it is therefore treated in a way that aligns to the TAFE environment and not necessarily as defined by traditional entrepreneurial theory.The resulting research has found that TAFE leaders are working in an environment that has a multiplicity of expectations and demands that challenge the leadership of TAFE. The research finds that many of the TAFE leaders strive to act entrepreneurially whilst attempting to manage an environment that is constrained by its policy frameworks, industrial relations requirements, funding arrangements and national and state compliance frameworks. The research questions whether governments should provide TAFE with greater capacity to act entrepreneurially; governments might, as a result be rewarded through greater achievements from the TAFE sector. While the research points to a number of highly successful leaders and leadership practices in TAFE it has also found that many leaders seem to rely upon intuitiveness and past experience to lead within their environments. Finally the research posits a framework for leadership within TAFE where the leadership styles of emotional intelligence, path-goal and leader-member exchange (LMX) are merged and integrated to provide a comprehensive quality leadership framework that will achieve positive outcomes: A framework that seeks to provide a practical guide to future leadership training and development in TAFE. In addition to the leadership framework the research has identified a number of intrinsic transformational drivers and extrinsic transformational drivers, which contribute to the success of leadership in TAFE and similarly a number of impediments, which restrict TAFE leaders.
3
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.
4
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.
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This research has examined the personal capital investments and returns of a group of TAFE Diploma of Community Work graduates through the use of qualitative research methodology. Recognising that the concept of personal capital is distinct from human capital in that it considers the intrinsic reasons, impetus and values that individuals ascribe to their motivation to undertake and complete a course of study. Personal capital is not quantifiable within the present human capital outcomes paradigm, however the personal capital paradigm allows for a deeper exploration of a range of further tangible and valid outcomes not addressed in the human capital approach. There is a gap in the current research literature regarding evaluation of TAFE outcomes and it stems from a predominant human capital focus. The existing paradigm of human capital, which values the acquisition of knowledge and skills for their economic value, has been of primary interest and significance, particularly in terms of government policy in relation to vocational education and training
By using an interpretivist approach comprising in-depth interviews, the researcher was able to explore the intrinsic drives, motivations and aspirations and impetus that brought the TAFE graduates to initially undertake their studies in the diploma program. This approach also allowed for an examination as to whether the graduates perceived that they had obtained a return on this personal capital investment in the study program. Through the conceptual framework, the research established a set of predetermined personal capital investments and returns, although the research was not constrained by these pre-determined themes. The use of grounded theory data analysis procedures in the study allowed for the evolution and analysis of emergent categories or themes relating to personal capital investments and returns. Consequently, the qualitative analysis of the in-depth interviews has revealed a broader range of themes relating to personal capital investments and returns than otherwise might have been discovered if the research had been limited to the pre-determined themes arising from the conceptual framework. It is the author's contention that this qualitative study of TAFE diploma graduate's personal capital investments and returns gives insights about the notion of personal capital and its importance to decision-making as to why individuals undertake the Diploma of Community Work. This study also reveals what they personally and professionally expect from study in such a program. Neither of which the current quantitative data about TAFE graduates, namely the Student Outcomes Surveys; by design and intent are as yet capable of acknowledging or exploring.
5
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.
6
Pyle, N. T. "Principalship in colleges offering non-advanced further education in the northwest of England and technical and further education in Queensland : An illuminative study." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374152.
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7
Tyler, Mark A. "Critical spirit manifestations in TAFE teachers and their work." University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006204/.
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This thesis reports on research conducted with Technical and Further Education (TAFE) teachers from Queensland and Western Australia. The research is located atthe intersection where teachers’ identities met the discourse of new vocationalism. Scholars have highlighted the tensions that this discourse has produced in therelationships between TAFE and its teachers, and noted that TAFE teachers are pressured to change their subjectivities to reflect themselves more effectively asworkers in an educational market focused on economic imperatives. This is often in contrast to these teachers’ personal notions of themselves as liberal educators, with afocus on lifelong learning, personal transformation, collaborative relationships and social responsibility. This research was driven by the possibility that the concept of ‘critical spirit’ might provide a means for TAFE teachers to stand their ground in relation to the continued reshaping of the TAFE teacher terrain produced by the adoption of the new vocational discourse.This interpretative research was conceptualised by synthesising sociocultural perspectives of discourse as a reality building tool (Gee, 2005) with notions of criticalthinker dispositions referred to as critical spirit (Siegel, 1988; Oxman-Michelli, 1992). The elements of critical spirit: openmindedness, independence of mind,wholeheartedness, intellectual responsibility and respect for others (Oxman-Michelli,1992) were used as central components to the development of a coding framework forthe explication of critical spirit from TAFE teacher artefacts and in positioning critical spirit as a discourse. An examination of 12 TAFE teacher case narrative artefacts revealed that elements of critical spirit were evident. Subsequent participantcredibility checks and semi-structured interviews provided diverse data related to teacher embodiment of a critical spirit in relation to the building of certain teacher identities. In some cases participants expressed that their identities were bolstered by engaging in a critical spirit discourse, others cautioned its public embodiment, suggesting that deploying critical spirit made them more visible to surveillance and control. The major finding of this research was that an explicit engagement with acritical spirit discourse was of value to these TAFE teachers. Furthermore, this critical spirit discourse was seen to perform the work of a borderland discourse (Gee, 2005; Alsup, 2006). It afforded a means to traverse the terrain “between disparate personal and professional subjectivities” (Alsup, 2006, p. 5).The research also uncovered other discourses pertinent to participant artefacts. These were identified as a test of fortitude discourse and a community of support discourse.It was postulated that these would extend the critical spirit discourse by adding to Oxman-Michelli’s (1992) five elements of critical spirit. The findings suggested littleevidence to support this position.The significance of this research was in: (a) the production of a methodological construct for explicating particular notions of critical spirit; (b) its contribution to furthering understandings of the professional lives of TAFE teachers and their workworld; and (c) the value that a critical spirit discourse had in strengthening these TAFE teachers’ notions of themselves and their effectiveness. Its contribution tosubstantial knowledge was in its expansion of our understanding of teacher identities within the Vocational Education and Training sector in Australia.
8
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.
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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.
9
Edwards, David. "Smoking knowledge, attitudes and behaviour among students attending Regency Institute of Technical and Further Education /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09MPM/09mpme26.pdf.
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10
Turner, Stanley. "An interrelated approach to teaching mathematics in further education." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/10505.
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Reports and consultative documents published at national level since about 1980 have indicated that British Industry must look to modern technology and also educate and train its workers on a 'broad base', with an 'integrated' approach. Traditionally, and still very much the mode of operation, teaching has been confined within subject boundaries. A research group was established by Professor Bajpai consisting of the author, Mr Rod Bond (Burleigh Community College, Loughborough) and a few others working overseas to investigate a teaching strategy based on an interrelated approach to teaching mathematics. Measurement was chosen as the first topic of investigation using this approach which then formed the basis for further research undertaken by the two research workers of the group whose work is reported in the form of two theses. This thesis aims to show that mathematics is naturally related to science and technology in industrial practice and that when taught in an interrelated way it would be more interesting and have more relevance to real applications in technology-based employment at craft and technician levels. To help establish the case experiments carried out by the author are referred to; these include a few case studies, a questionnaire survey and results analysed from more than five hundred basic mathematics tests. The various kinds of mathematics taught in further education are described and compared with mathematics in a practical context as seen from a case study within an engineering training school. Next a survey of mathematics at work shows that, like the training school, there is a task associated with the mathematics which is also related to science or technology or both. Another case study in the pharmaceutical industry lends further support to the way mathematics is used in industry. Much of the mathematics also seems to be basic and used in association with measurement and a particular task. It was decided by the research group that a tape/slide programme on measurement for students and educators should be developed by the author and tested in different situations. Teaching modules on relevant mathematical topics based on the interrelated approach were constructed for students with strong support from industry in the form of materials and advice. Testing of these modules, in their original and revised forms after feedback, is described. These trials were also carried out in other establishments. Modules based upon the interrelated approach developed by the author formed a basis for promoting the underlying philosophy behind this approach. These were presented to educators in in-service training and staff development programmes in the north western region of the UK with success. Observations and conclusions drawn clearly indicate that this type of method makes mathematics more interesting and relevant for students of different abilities and backgrounds. Finally pointers are given in the thesis as to the wider use and promotion of this approach for teaching mathematics in further education.
11
Lucas, Norman. "A history of technical and further education colleges in England from the nineteenth century to 2000." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2009. http://hdl.handle.net/2237/12369.
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Judd, Annemarie M. F., and n/a. "A comparison of humanistic and traditional teaching methods in a college of technical and further education." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060804.122004.
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This field study examines the comparative effectiveness of traditional and
humanistic teaching methods. In part I the origins of humanistic teaching
and their relationship to Gestalt therapy are considered. The influence of
Humanistic education adult learning theory is also discussed. Part I
concludes with an assessment of humanistic teaching.
Part II: To measure the comparative effectiveness of the
humanistic and traditional teaching methods, three groups of
first year students in General English classess in a College of Technical and Further Education were selected. The
effectiveness was measured in terms of differences in
1. Self-esteem. 2. Spelling Ability. 3. Attrition rates.
4 Academic Results. It can be concluded that there is:
No difference in measures of self-esteem between groups, on
the basis of the teaching method used. A large increase in the
measure of self-esteem was observed in one of the groups that
was taught with humanistic teaching strategies.
Spelling measures showed no significant changes in any of the
groups. Attrition rates were significantly reduced in groups
that received humanistic teaching. Academic results of
students completing the course showed no significant differences.
13
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.
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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.
14
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.
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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.
15
Ferrier, J. D., and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "AN INVESTIGATION INTO THE DIFFUSION OF INNOVATION IN TECHNICAL AND FURTHER EDUCATION: IMPLEMENTING E-MAIL THROUGH ACTION RESEARCH." Deakin University. School of Education, 1998. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041208.155904.
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This research project examined the diffusion of change within one Victorian TAPE Institute by engaging action research to facilitate implementation of e-mail technology. The theoretical framework involving the concepts of technology innovation and action research was enhanced with the aid of Rogers's (1983) model of the diffusion of the innovation process. Political and cultural factors made up the initiation phase of innovation, enabling the research to concentrate on the implementation phase of e-mail Roger's (1983) model also provided adopter categories that related to the findings of a Computer Attitude Survey that was conducted at The School of Mines and Industries Ballarat (SMB), now the University of BallaratTAPE Division since amalgamation on 1st January 1998.
Despite management rhetoric about the need to utilise e-mail, Institute teaching staff lacked individual computers in their work areas and most were waiting to become connected to the Internet as late as 1997. According to the action research reports, many staff were resistant to the new e-mail facilities despite having access to personal computers whose numbers doubled annually. The action research project became focussed when action researchers realised that e-mail workshop training was ineffective and that staff required improved access. Improvement to processes within education through collaborative action research had earlier been achieved (McTaggart 1994), and this project actively engaged practitioners to facilitate decentralised e-mail training in the workplace through the action research spiral of planning, acting, observing and reflecting, before replanning. The action researchers * task was to find ways to improve the diffusion of e-mail throughout the Institute and to develop theoretical constructs. My research task was to determine whether action research could successfully facilitate e-mail throughout the Institute.
A rich literature existed about technology use in education, technology teaching, gender issues, less about computerphobia, and none about 'e-mailphobia \ It seemed appropriate to pursue the issue of e-mailphobia since it was marginalised, or ignored in the literature. The major political and cultural influences on the technologising of SMB and e-mail introduction were complex, making it impossible to ascertain the relative degrees of influence held by Federal and State Governments, SMB's leadership or the local community, Nonetheless, with the implementation of e-mail, traditional ways were challenged as SMB's culture changed. E-mail training was identified as a staff professional development activity that had been largely unsuccessful.
Action research is critical collaborative inquiry by reflective practitioners who are accountable for making the results of their inquiry public and who are self-evaluating of their practice while engaging participative problem-solving and continuing professional development (Zuber-Skerritt 1992, 1993). Action research was the methodology employed in researching e-mail implementation into SMB because it involved collaborative inquiry with colleagues as reflective practitioners. Thoughtful questions could best be explored using deconstructivist philosophy, in asking about the noise of silence, which issues were not addressed, what were the contradictions and who was being marginalised with e-mail usage within SMB. Reviewing literature on action research was complicated by its broad definition and by the variability of research (King & Lonnquist 1992), and yet action research as a research methodology was well represented in educational research literature, and provided a systematic and recognisable way for practitioners to conduct their research.
On the basis of this study, it could be stated that action research facilitated the diffusion of e-mail technology into one TAPE Institute, despite the process being disappointingly slow. While the process in establishing the action research group was problematic, action researchers showed that a window of opportunity existed for decentralised diffusion of e-mail training,in preference to bureaucratically motivated 'workshops. Eight major findings, grouped under two broad headings were identified: the process of diffusion (planning, nature of the process, culture, politics) and outcomes of diffusion (categorising, e-mailphobia, the survey device and technology in education).
The findings indicated that staff had little experience with e-mail and appeared not to recognise its benefits. While 54.1% did not agree that electronic means could be the preferred way to receive Institute memost some 13.7% admitted to problems with using the voice answering service on telephones. Some 43.3% thought e-mail would not improve their connectedness (how they related) to the Institute. A small percentage of staff had trouble with telephone voice-mail and a number of these were anxious computer users.
Individualised tuition and peer support proved helpful to individual staff whom action researchers believed to be 'at risk', as determined from the results of a Computer Attitude Survey. An instructional strategy that fostered the development of self-regulation and peer support was valuable, but there was no measure of the effects of this action research program, other than in qualitative terms. Nevertheless, action research gave space to reflect on the nature of the underlying processes in adopting e-mail.
Challenges faced by TAPE action researchers are integrally affected by the values within TAPE, which change constantly and have recently been extensive enough to be considered as a 'new paradigm'. The influence of competition policy, the training reform agenda and technologisation of training have challenged traditional TAPE values. Action research reported that many staff had little immediate professional reason to use e-mail Theoretical answers were submerged beneath practical professional concerns, which related back to how much time teachers had and whether they could benefit from e-mail. A need for the development of principles for
the sound educational uses of e-mail increases with the internationalisation of education and an increasing awareness of cultural differences.
The implications for conducting action research in TAPE are addressed under the two broad issues of power and pedagogy. Issues of power included gaining access, management's inability to overcome staff resistance to technology, changing TAPE values and using technology for conducting action research. Pedagogical issues included the recognition of educational above technological issues and training staff in action research. Finally, seventeen steps are suggested to overcome power and pedagogical impediments to the conduct of action research within TAPE. This action research project has provided greater insight into the difficulties of successfully introducing one culture-specific technology into one TAPE Institute. TAPE Institutes need to encourage more action research into their operations, and it is only then that -we can expect to answer the unanswered questions raised in this research project.
16
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.
17
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.
Full textAbstract:
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.
18
Du, Plessis Schalk Willem. "Die rol van verdere onderwys- en opleidingskolleges in die onderwysstelsel / Schalk Willem du Plessis." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2259.
Full textAbstract:
The purpose of this study was to investigate the roll played by Further Education and Training Colleges in delivering education in South-Africa, with specific reference to technical education. As technology developed, the need for well trained artisans also increased. Technical Colleges have helped in addressing that need by increasing the theoretical knowledge of apprentices and artisans.
With the political changes in South-Africa, came changes in education. Technical Colleges changed to Further Education and Training Colleges, and with that the purpose of these institutions. No longer will supplementary theoretical training be done at Technical Colleges, instead complete trade training will be done at Further Education and Training Colleges.
This study has shown some problems with this new approach that need to be addressed before Further Education and Training Colleges can take their place in the provision of quality education in South -Africa.Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.
19
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.
Full textAbstract:
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.
20
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.
21
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.
22
McIntyre, T. "Further education, work and technician qualification : A case study of the TEC certificate in a local college." Thesis, Keele University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376301.
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Brownlee, Graham, and n/a. "Program evaluation : a study of evaluation in an ACT TAFE College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060615.165537.
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.
24
Letsie, Lekhooe Elias. "A study of the role of community colleges in the provision of vocational education with specific reference to the eastern Free State." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03182004-120707/.
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Hinton, Susan E., and Susan Mayson@BusEco monash edu au. "Organisational contestation over the discursive construction of equal employment opportunities for women in three Victorian public authorities." Swinburne University of Technology, 1999. http://adt.lib.swin.edu.au./public/adt-VSWT20051102.140031.
Full textAbstract:
The central arguments in this thesis rest on two premises. Firstly language and context are intimately bound up in the social construction of workplace gender inequalities. Secondly, organisational understandings and management of women�s access to employment opportunities and rewards in modern bureaucratic organisations are constituted through discourses or systems of organisational knowledges, practices and rules of organising.
This study uses the concept of discourse to account for the productive and powerful role of knowledge and language practices in constituting the organisational contexts and meanings through which people make sense of and experience complex organisations.
26
Jansen, Henry Hermanus. "Institutional commitments, integration and student persistence in the NCV Safety in Society at a TVET College in the Western Cape." UWC, 2020. http://hdl.handle.net/11394/7553.
Full textAbstract:
Magister Educationis (Adult Learning and Global Change) - MEd(AL)Student dropout, certification and retention rate has played a pivotal role for academic institutions globally. There are various factors that affect student persistence which inevitably leads to a student’s failure to graduate. These factors may also result in voluntary withdrawal from institutions which could impact on the status and funding of tertiary institutions. To deal with such critical issues, there is a need to understand the reasons for the decline in student retention and the factors that influence goals and student departure. The aim of the current study was to explore the factors that may or may not contribute to persistence, which eventually has an influence on the retention rate. In the current qualitative study, Tinto’s longitudinal model was comprehensively explored. Therefore, the current study was located within Tinto’s longitudinal model of student departure. The researcher was prompted to explore the factors that influence student goals, institutional commitments, social and academic integration and persistence. The South African government expected that the role of the TVET colleges would become the cornerstone of the skills development landscape. According to the Department of Higher Education and Training (DHET, 2013b), it was estimated that the growth in the sector would escalate as follows: the projection of 345 000 students in 2010, 630 000 students in 2013. The total projection for 2030 was that 2.5 million students would be certified (DHET, 2013b). Unfortunately, the 2030 projection has been adversely affected by the poorly performing institution and the high dropout rate. (DHET, 2013b) Therefore, the setting for the research was a Technical Vocational College in Cape Town which offers the National Certificate Vocational NCV. The single institutional study linking academic integration, goal influencers, institutional commitments social and academic integration and persistence was based in a college in Cape Town. Thus the study has an overarching research question and three sub-questions. The college was selected conveniently and the researcher purposively selected the participants. A total of twenty participants (20) were interviewed after providing assent and consent. The qualitative design utilized in the current study allowed the researcher to identify themes. Therefore, thematic analysis was employed in the data analysis section. The researcher is currently an insider in this sector. The unique experience and academic background of the researcher has afforded the opportunity to ethically gain access to past results in the TVET, specifically, in a NCV programme at a Cape Town College.
27
Alexiadou, Nafsika. "Markets and further education." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310276.
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Stokes, Michael. "Leadership in further education." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/36374/.
Full textAbstract:
This study is concerned with the leadership of the post-incorporation college of further education. The aim is to determine the leadership attributes and role of the principal/chief executive of the newly incorporated colleges and the influence of the corporation and external factors on this role. The 1992 Further and Higher Education Act gave a statutory duty to the principal to lead staff in the college; what it did not do was define that role. The Act was farreaching in its ramifications for the further education sector as it removed colleges from the management structure of the Local Education Authority and converted them into corporate, charitable organisations with autonomous governing bodies, variously called corporations, corporation members or, board members. These corporations were given responsibility for not only the financial status of the college but also for the selection and support of the principal. The principal in turn becomes the Chief Executive Officer(CEO) to the corporation, an unfamiliar business role as well as the traditional leader of the college. With reference to the literature the historical context of the Act and its impact has been researched and the influence and ideologies for the changes have been identified. The identity, reputation and responsibilities of the further education colleges have all been enhanced in part as a result of the Act and partly as the result of a demanding Further Education Funding Council(FEFC) which are at the interface between the government and the colleges and are the financial masters of the sector. The change models for further education have been led by college principals and their corporations. The leadership literature has also been reviewed to provide the empirical support for the identification of the leadership attributes of principals of colleges. The literature on leadership is very substantial and much of it theoretical, contradictory and lacking in application. Much of it is about non-college leadership but some is considered to be relevant to the leadership required in colleges. The identification of what is required was made up of the results of a survey of the attributes that were considered important for leading a college of further education by the principals themselves. The views of corporations were determined by analysing the application details for principal/chief executive posts. Since incorporation, colleges have had to face up to quite dramatic and considerable change. Within colleges, principals have had a major role to play in the leadership of such change. The factors that influence this leadership have been identified along with their responsibilities as leaders. The corporations' view of leadership is used both as a comparison and as a way of identifying their relationship with the principal. This relationship is considered in the light of new and developmental policies in further education on the election of a Labour Government in 1997.
29
Masunga, Robert. "Further education governance : the role of governors in further education (FE) college improvement." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5024/.
Full textAbstract:
This research investigates Further Education (FE) governance and governors’ role(s) in college improvement and related issues. Empirical data is derived from semi-structured interviews and documentary analysis of governors’ meeting minutes. A total of 14 Standards committee (SC) governors and 6 principals from 6 FE colleges in the Midlands region of England agreed to be interviewed. Data from these individual interviews were supplemented by an analysis of SC governors’ meeting minutes from each of the 6 colleges in order to obtain rich data on the role of governors in college improvement. Findings suggest that ‘good’ governors with a good skill base can contribute to college improvement through their monitoring and challenging role; their role in appointing the principal and senior management; setting the strategic direction of the college and by acting as a ‘critical friend’ to the principal. It emerged from this study that governors are a group of individuals with different family, educational and professional backgrounds who are seeking a new identity and they need help in their ‘identity transformation’. This study, therefore, suggests the need for an induction and training programme for new governors, which includes ‘coaching and mentoring’ so that governors are continually supported in their ‘governorship’ journey.
30
Bland, Kathy. "Shared services in further education." Thesis, University of Sunderland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544315.
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McLachlan, Marian. "Further education as a business?" Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508384.
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Hannagan, Tim. "Strategic change in further education." Thesis, Open University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396813.
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Webster, Dereck. "Managing marketing in further education." Thesis, Sheffield Hallam University, 1996. http://shura.shu.ac.uk/20508/.
Full textAbstract:
Preliminary research suggests that approaches to marketing within further education are poorly developed and inadequately executed. The research programme starts with a review of literature in order to identify patterns of thought and the application of marketing within further education. The demands by the public and the Government for greater accessibility and responsiveness in further education, has created an awareness of the need for a more committed approach to marketing. One of the specific aims of the research is to identify patterns of current thinking and staff perceptions of the role of marketing, and to identify the principal dimensions of best marketing practice within further education. For the selected colleges, a case study approach consisting of a mixture of marketing questionnaires and interviews with a range of staff, is made. From this research, similarities and differences between the perceived and actual approaches to marketing are analysed, tables compiled and comparisons are made. The final outcome is a list of detailed recommendations of best marketing practice for further education colleges.
34
Sutton, Claire. "Further education(s): Scrapbooking existences; remembering a lecturer in further education, a bulimic, a daughter." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489112.
Full textAbstract:
I did not think I would produce myself in/scripture such as this - of my scrapbooking endeavours. The pages of the Scrapbooks were awry. The punched holes did not match up in places. The edges overlapped in places. Scrappy (re)presentation, in one view. Yet through another's lenses and in alternative words, this work: cultured descriptions of three kinds of experiences: lecturing/teaching in a college of Further and Higher Education between January 2003 and August 2006; bingeing and purging behaviours; creating an understanding of who I was/am as a daughter.
35
Etherington, Neil. "Quality regimes in Scottish further education." Thesis, University of Strathclyde, 2008. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=13315.
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May, T. H. "Teacher decision making in further education." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/12133.
Full textAbstract:
Teachers' decision making is a crucial element in the quality of delivery of teaching and learning and, therefore, of educational outcomes in the form of student performance. There is, however, a dearth of relevant studies in this area, especially in the F. E. sector. This study sets out to investigate the practice of teachers' decision making in the substantive context of the Further Education sector in Scotland. The investigation adopted two main approaches: firstly, an interpretive approach,in which qualitative and quantitative methods were combined to collect and analyse data by the protocols of individual interviews, case studies and questionnaires: secondly, a developmental approach involved the application throughout of constant comparative analysis,in the tradition of "grounded theory". The population of the study, the source of both qualitative and quantitative data, was made up of 145 practitioner- subjects, drawn from a range of subject specialisms and approximately evenly split in terms of gender. The qualitative data,when statistically analysed permitted comparisons of the responses of the subjects to be made in terms of major subject specialisms in their teaching,and also in terms of gender. The major conceptual and theoretical outcome is a descriptive model of the practice of teachers' decision making, developed on the basis of subsidiary outcomes: a new, operational definition of decision. an innovative typology of decisions; an original way of categorising decisions by their content or substance. The developed versions of these outcomes constitute the major findings of the research. Recommendations include: potential applications of the outcomes of the study; possible research routes to further development of the conceptual findings presented. The boundaries and limitations of the study are also described and discussed.
37
Jurczyszyn, Reeny. "Care to Higher and Further Education." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/366834.
Full textAbstract:
This thesis is about access to higher and further education for children and young people in out-of-home care. There are almost 40,000 children and young people living in out-of-home care in Australia. They are consistently identified as one of the most vulnerable population groups in society. The low educational attainment of children and young people in out-of-home care compared to their peers has been noted, including low levels of participation in higher and further education. In Australia, there is a lack of data about higher and further education attainment of young people in out-of-home care with no current mechanisms to identify care leaver outcomes after exiting the care system. The few Australian studies which have been conducted show higher and further education attainment mirrors international trends, which show the low education attainment for this group. Post-secondary education, such as TAFE and university, is an important gateway to health and emotional wellbeing, job satisfaction and financial security in adult life. This is one factor that contributes to children and young people who have been in out-of home care persisting as a highly vulnerable population group in society.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Human Services and Social Work
Arts, Education and Law
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Allen, Jennifer. "Going higher, going further? : student perspectives on higher education at further education colleges and universities in England." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:23fc08c0-cbf1-4ae4-8c6a-3420136b8ea0.
Full textAbstract:
Post-compulsory education in England is divided into two sectors: one for higher education (HE) and one for further education (FE). Although they mostly function separately, there is an overlap between the two in terms of HE provision. Currently around eight per cent (159,000) of HE students in England are taught at FE colleges (Association of Colleges, 2016) and approximately 14 per cent (22,060) of these students are pursuing a bachelor's degree (Higher Education Statistics Agency, 2016). To offer bachelor's degrees, FE colleges must partner with universities to validate their qualifications. Consequently, college graduates enter the labour market with university-validated degrees. However, very little is known about how college students' journeys through HE compare with those of their university counterparts. This study used semi-structured interviews (N=30) and a questionnaire (N=78) to explore how the decisions, experiences, post-graduation expectations and employment or further study outcomes of business undergraduates at English universities compare with those at English FE colleges. In particular, this research focused on students from six institutions (four FE colleges and two universities) across Yorkshire and Humberside and the West Midlands who were in the final year of bachelor's degrees in business-related subjects in 2013. The differences between these two groups of students emerged throughout their HE journeys. Whereas university students portrayed their pursuit of HE as inevitable, college students (depending upon their age) described making an active choice to go to HE, being directed towards it or drifting into it. When selecting an institution, most university students made a choice based on preferences, while college students made one based on constraints. Their student experiences were largely shaped by the particular environment of their type of institution, meaning college students often faced tension between HE and FE that did not feature in the university student experience. This tension permeated every aspect of the college student experience, from the style of teaching to the facilities and services available at their institution. Although college students appeared to have slightly more realistic post-graduation expectations (especially in terms of salary), university students tended to have more positive outcomes, largely due to the fact that they completed work placements during their course which led to full-time jobs after they graduated. The data from this study were analysed using the concepts of the 'figured world' (Holland et al., 1998), boundaries, identity and culture. In so doing, it becomes clear that despite the fact that these two groups of students undertook similar qualifications in similar subject areas, they did not achieve similar outcomes. As a consequence, it is argued that although HE in FE does widen participation in terms of offering more students the chance to pursue HE, it does not necessarily grant access to the same types of post-graduation opportunities.
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Tsai, Jeenhuei. "Further investigation of curve veering phenomena /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844105977115.
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Simmons, Robin. "Further education, political economy and social change." Thesis, University of Huddersfield, 2009. http://eprints.hud.ac.uk/id/eprint/7071/.
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This submission contains eight papers and a synoptic commentary to be examined for the award of PhD on the Basis of Published Work. The papers focus upon the further education (FE) system in England. Each examines significant contemporary or historical issues and provides a critical analysis of the changing nature of FE. Collectively, the publications constitute an original and significant contribution to understanding further education and the social and economic context within which it is placed. The commentary highlights the links between the different papers and demonstrates their coherence; it locates the publications within an overarching analytical framework; and it shows how the work submitted makes a significant contribution to knowledge. It also explains my contribution to the three coauthored papers that constitute part of this thesis. It is argued that, taken together, my work provides a sustained and consistent critique of the English further education system from a critical materialist perspective.
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Hutton, Margaret Hawthorne. "A Foucauldian analysis of Scottish further education." Thesis, University of Strathclyde, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428178.
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Shaw, H. "Rationality and ritual in further education management." Thesis, Swansea University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507929.
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Kettley, Nigel Charles. "Gender, stratification, and attainment in further education." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615689.
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Hallahan, Carolyn. "Inclusive further education in a market economy." Thesis, University of East London, 1998. http://roar.uel.ac.uk/681/.
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This research evaluates the process of providing an inclusive education in a market culture. It investigates the experiences of eight young people with learning difficulties and disabilities who are students in a further education college. As it applies a focus to one specific case study example, in order to generalise from the literature and two other sample colleges, it represents ethnographic methodology. This is appropriate for the purposes of the study, which are to explore the implications of such processes, within an institutional and organisational structure which is subject to significant changes and restraints. The period under examination is one in which provision for this group of learners is influenced by a multiplicity of factors, not always evident on surface examination. Consequently, a focused ethnographic case study allows for a level of detailed analysis which can illuminate the effects of organisational changes upon individual development. The context in which the case study is set includes the plethora of Further Education Funding Council documentation during the 1990s, the critiques offered by academics of a narrowly competence-based and outcomes-related system, and the implications for students with special educational needs in further education colleges of the recent Dearing Report (1996) and soon to be published Tomlinson Report (1996). The case study provides an illustration of issues raised in recent literature and is set within the broader framework of recent initiatives. Through the use of detailed evaluation of a sample of students progressing through the assessment process in one college, recommendations and reflections contribute original evidence of the influence of legislation on current practice. Using the model of further education, tensions between an inclusive ideology and the demands of a market economy are evaluated and the case-study evidence has application beyond this sector to other areas of educational developments.
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Corbett, J. "Integration in further education : A case study." Thesis, Open University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380054.
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Parfitt, Anne. "The construction of further education lecturers' practice." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512317.
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The study takes a qualitative approach to the study of lecturers’ practice in FE colleges. The meanings and ideas that individuals hold about their practice and their narratives about work experiences are captured through an exploratory methodology. The study is based in four FE colleges and offers a comparison of experienced lecturers, novice lecturers and managers to discuss dimensions of lecturers’ practice, namely their autonomy, responsibility and knowledge. Macro policies are introduced to FE colleges by external players and are driven top - down in FE colleges. Here, colleges are defined as the meso level of the Learning and Skills Sector. Within each college’s unique context lecturers have to negotiate their daily work routines and practices, that is, forming the micro arena. At the micro level, termed ‘the lecturer’s space’ the ongoing reconciliation by lecturers of the outside-in vectors (factors in the work environment that impinge on lecturers) with the insideout vectors (factors that emerge from their personal orientations and understandings) is examined to gain an understanding of practice. Degraded practice found in two of the three case-study colleges is compared with the third which emerged as having less degradation. Drawing on the evidence for nondegraded practice in this latter college, recommendations are made with regards to improving learning opportunities and the workplace, so that lecturers can realise their potential for flourishing in their teaching. In conclusion, the position of the colleges in the structured field of post compulsory education and training was explored in an attempt to explain the pattern of degraded practice amongst the case-study colleges. It was proposed that those colleges with weaker reserves of academic capital were more subject to the macro level discourses that advocated treating lecturers’ practice as a form of delivery. Moreover, the casestudy college with more extensive reserves of academic capital was less dependent on external stakeholders’ priorities and as a consequence was able to develop its own approach with regards to forming a community of practice.
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McGhie, Linda. "The identity of Higher Education lecturers in Further Education Colleges." Thesis, Keele University, 2017. http://eprints.keele.ac.uk/4183/.
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This study explores the identity of Higher Education Lecturers in UK Further Education Colleges [HE in FE]. This sector accounts for 8-10% of HE and offers cheaper, local options to students than traditional HE, supporting successive governments’ targets to Widen Participation [WP] and increase skills (Simmons and Lea, 2013). The HE White Paper (DBIS, 2016) suggests continued growth in this area. However, HE in FE may be perpetuating macro-level inequality (Avis and Orr, 2016) and there are calls for HE in FE to be re-defined and raised in profile (Bathmaker, 2016). Lecturer identity is considered to be significant for emergent student identity (Ashwin, 2009), yet little is known about the background and identity of HE in FE lecturers (Kadi-Hanifi and Elliott, 2016). This research contributes to original knowledge by revealing experiences in background, practices, and relationships, in relation to identity, and it considers potential links to pedagogy. The qualitative methodology is informed by phenomenology (Smith et al. 2009) and a ‘diagram’ for teacher identity work (Clarke, 2009). Social-constructionist arguments that teachers engage in struggles and create discourses which become realities are central. Thirteen lecturers, from five institutions in North-West England, participated in in-depth, semi-structured interviews and questionnaires. A methodological contribution of this study is the development of a new framework, offering a structured approach for lecturer identity studies. This study finds participants are fulfilled by working with WP FE students, which these lecturers once were. The lecturers are complicit in creating demanding students, despite struggles with the subsequent workload. There is little motivation to engage in research activity, because it is not rewarded in the FE environment. However, lecturers develop confidence, gain autonomy, and position themselves in order to maintain their coveted degree of freedom. They challenge traditional academic stereotypes, broadening the scope for academic identity (Clegg, 2008).
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Ojolo, Akin. "Managerial competences and differential performance in further education colleges : a case study of four further education colleges in England." Thesis, Kingston University, 2011. http://eprints.kingston.ac.uk/25096/.
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The last decade has witnessed an unprecedented attempt to improve performance outputs from public sector organizations as a whole. This has culminated in a range of government reforms across the whole of the public sector based on the principles of accountability, targets and measurements. Underpinning the performance improvement drive within the public sector is an emerged concept of new public management (NPM) regime which mirrors the management practices of the private sector. This work focuses on the Further Education sector as an entity within the public sector services underpinned by the broad theoretical context to understand why FE colleges with similar characteristics perform differently. The OFSTED report, “Why colleges succeed or Fail” (2004) found a strong correlation between Ofsted’s assessment of management effectiveness and performance of the institutions. Those that were awarded Grade 1 for leadership and management recorded outstanding overall performance output and those judged to have weak leadership and management recorded overall poor performance output. It is would seem logical to draw a conclusion that the quality of FE leadership impacts on the quality and value of its service. This work explores this relationship in greater depth. The focus of this study was to explore the extent to which managerial competences within a situated cultural and structural content contributed to the differences in the performance of FE colleges in England and Wales. The overall objective was to analyse how the competences of senior managers, defined as formal qualification, professional experience, professional functional skills and personal attributes interact with organizational factors such as structure and culture to impact on performance. There is a lack of knowledge on the subject and this hinders the ability to place a value on the quality of leadership in the FE sector and its importance in organizational performance. Four colleges were chosen for the study from East London. The four colleges were from the same socio- economic catchment and they fell within the four categories of Ofsted performance measurements: Outstanding, Good, Satisfactory and Poor. The methodology used in this study examined the phenomena of interest in the four colleges through a process of semi-structured interviews which provided an in-depth and contextual understanding of the problem in a case study scenario. In total 27 managers were interviewed for the study, of which 3 were the college principals, 16 senior managers and 8 middle managers. A performance framework was developed from the research findings which provides some of the answers to the key research questions. Broadly, the findings suggest that some elements of managerial competences such as formal qualifications, personal attributes and educational or managerial orientations within a specific cultural climate and structure contributed to the differential performance outputs of the four FE colleges. The performance framework identified three strong relationship links between these elements which collectively would produce a strong performance outcome. The thesis makes two key contributions to existing knowledge. First, it introduces a conceptual framework that could inform managerial decision making in such a way as to achieve effective performance output from an FE college. The findings could also have a possible broader application across public sector organizations. In addition, the work also makes contributions to extant management literature by either providing some evidence of the relevance of some of the existing work or providing an alternative view to the current lines of thinking.
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Phachon, Khantachvana Kennedy Larry DeWitt McCarthy John R. "Competencies for a technical education curriculum perceptions of technical education teachers in Bangkok, Thailand /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521334.
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Thesis (Ph. D.)--Illinois State University, 1994.Title from title page screen, viewed April 7, 2006. Dissertation Committee: Larry D. Kennedy, John R. McCarthy (co-chairs), Ronald Halinski, George Padavil. Includes bibliographical references (leaves 109-120) and abstract. Also available in print.
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Alandas, Saleh N. "Attitudes of freshmen in Saudi technical colleges toward vocational-technical education." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1277380259.
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