Beginning in 1978, the learning paradigm of the Faculty of Agriculture at the (now) University of Western Sydney - Hawkesbury was progressivly altered from the classical didactic approach to, by 1985, a student self-directed, experiential learning environment. This entailed shifting from a faculty-perceived narrow agricultural production perspective to one of a multi-discplinary rural development focus. The focus of this systems inquiry is that of a marketer examining a well-established faculty task (function), with the objective of determining how well that task is being performed, and what (if any) remedial action is indicated. The inquiry indicates that there has been a failure to maximise potential in the faculty subsystem that is responsible for communication with concerned publics. The failure is general, in that it was not confined just to communication with employers of faculty outputs. All publics were involved; the faculty's separate messages were not being sensibly delivered to employers, prospective students, undergraduates, academic peers, and government. Analysis of the issues led to the development of a marketing (information) strategy that recognises the need to re-order the faculty's information-formulation and delivery subsystem. A series of proposals is advanced for consideration and debate by the Action Research Team as to which of these several actions should be considered as desirable and feasible for implementation. The estimated costs of implementation of the plan are presented on an item by item basis. / Master of Science (Hons)

This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.

This research was in the area of self-directed learning, largely resulting from the researcher's experience with it whilst in Australia. However, the intent of this study was to consider factors which would affect the implementation of self-directed learning principles into the Philippine context. Education in the Philippines can be described as primarily engaged in the transmission of knowledge. The structure and culture of education in the Philippines is one that largely supports a teacher-directed learning environment. Students are conditioned to be dependent on teachers and are used to studying with the security of a clear structural plan with very limited opportunities to apply self-directed learning principles. This approach to education produces static knowledge and denies the expression and cultivation of the learner. Hence, there is a need to promote self-directed learning as part of the curriculum. In attempting to introduce self-directed learning (SDL) in the Philippines, it is important to analyse student and instructor characteristics which could influence the extent to which it is applied in the undergraduate university curriculum. This research project gathers in-depth information on the conduciveness of integrating self-directed learning in the undergraduate curriculum of De La Salle University (DLSU) in the Philippines. This exploratory study aimed to respond to the statement "What is the level of readiness for self-directed learning of undergraduate students from De La Salle University? What are the student's perceptions of education, their role in the educational process, the role of peers and the role of their instructors? What is the instructor's education orientation? What are the perception of instructors on the purpose of education, the nature of learners, characteristics of learning experiences, management of learning experiences, evaluation and the relationship between the educators and learners and between learners themselves? Are these perceptions similar and would it be possible to introduce self-directed learning principles to an undergraduate curriculum for traditional students in De La Salle University?" The response to these questions could be used in determining whether self-directed learning principles could in fact be applied in the Philippines, as well as determine the appropriate balance of pedagogical and andragogical instruction techniques. Twenty-three instructors and one hundred students from De La Salle University in the Philippines participated in the study. Instructors completed the Educational Orientation Questionnaire and students completed the Self-Directed Learning Readiness Survey. Follow up intewiews were also conducted to confirm findings resulting from the survey. Findings indicate that instructors have an orientation that is a combination of both pedagogical and andragogical techniques and that students perceive themselves as having self-directed learning readiness. As a number of learning situations already utilise andragogical and self-directed learning principles, the challenge is to promote and encourage SDL and implement it on a wider scope. Some recommendations have been included in this research on how to implement it in De La Salle University.

The purpose of this exploratory study was to examine and describe the learning projects of a selected sample of small business owners in a community in the Southeastern United States. The study included the revision and modernization of Tough’s (1971) Learning Project Interview Schedule. A total of 35 small business owners were interviewed using a modified version of Tough’s Learning Project Interview Schedule. The schedule consisted of 10 learning project and seven demographic items that were adapted or created by a collaborative research team at the University of Tennessee using Tough’s (1971) Interview Schedule. Data revealed that participants had a mean of 6.8 learning projects conducted over the previous 12-months. The learner was the primary planner of 55.9% of all learning projects with a mix of planners used in 22.7% of cases. This study found that African-Americans identified the learner as the primary planner in 71.9% of learning projects, higher than the overall mean. Demographic information revealed that a large majority (88.6%) of participants had at least an intermediate computer skill level. This was reflected in the use of technology for learning projects. The Internet was indicated as a resource in 43.3% of learning projects and was second only to print sources (54.2%). Technology played a key role in the learning projects of small business owners as it acted as both a primary source of information and as a secondary source for finding additional resources including content experts, print sources, and multimedia. Recommendations for further research include the need for additional studies on the preferences for, and impact of using technology for conducting learning projects. Specifically, research may explore the learner’s perception of benefits of various forms of technology for conducting learning projects.

Aim: This paper is a report on a study that explored the professional development of intensive care unit nurses in journal clubs. Background: Evidence-based practice is important in nursing care (Krom, Batten, & Bautista, 2010). However few nurses feel comfortable using evidence to guide their practice (Pravikoff, Tanner, & Pierce, 2005). Journal clubs are a way to establish science as conversation (Wright, 2004) and foster knowledge translation for evidence-based nursing practice (Goodfellow, 2004). Methods: Monthly journal club meetings were held with the participation of a total of 71 healthcare professionals (65 nurses, 2 physicians, 2 pharmacists, 1 physiotherapist, and 1 respiratory therapist), who worked in two intensive care units of an Ontario hospital. After six months of meetings, 21 individual interviews were conducted with nurses, physicians, pharmacists, and nurse educators. Additional data collection included two focus groups, surveys, a review of staff meeting minutes, and researcher field notes. Findings: Journal clubs provided nurses with incentive to read research articles, improved nurses’ confidence in reading research, created a community of peers who worked collaboratively to improve clinical practice, provided a structure for nurses to reflect-on-practice, and led to reported changes in clinical practice. However, the data suggests that any gains in competence of nurses with the critical appraisal of research articles were probably modest. Barriers to participating in journal clubs and evidence-based practice are also identified. Conclusion: Journal clubs can foster knowledge translation and evidence-based practice through creating a community of practice and by providing nurses with motivation, structure, and confidence to read research articles. However, nurses reported a lack of critical appraisal skills and uncertainty about how to implement evidence into practice. Journal clubs may have a greater impact when implemented alongside other knowledge translation strategies such as working with clinical nurse specialists in order to enhance evidence-based practice.

This thesis explores educative ideas such as student choice, student autonomy and student directed learning in an educational environment dominated by a top-down, provincially legislated curriculum. Qualitative data was obtained from the professional stories of two experienced educators teaching in public alternative schools in Toronto, Ontario. Using the theoretical lenses of autonomy, relatedness and competency to filter the collected data reveals that offering students authentic choice in their school day has many benefits. Despite this, our globally entrenched educational paradigm dominates our educational world usurping many alternative models.

This thesis explores educative ideas such as student choice, student autonomy and student directed learning in an educational environment dominated by a top-down, provincially legislated curriculum. Qualitative data was obtained from the professional stories of two experienced educators teaching in public alternative schools in Toronto, Ontario. Using the theoretical lenses of autonomy, relatedness and competency to filter the collected data reveals that offering students authentic choice in their school day has many benefits. Despite this, our globally entrenched educational paradigm dominates our educational world usurping many alternative models.

Aim: This paper is a report on a study that explored the professional development of intensive care unit nurses in journal clubs. Background: Evidence-based practice is important in nursing care (Krom, Batten, & Bautista, 2010). However few nurses feel comfortable using evidence to guide their practice (Pravikoff, Tanner, & Pierce, 2005). Journal clubs are a way to establish science as conversation (Wright, 2004) and foster knowledge translation for evidence-based nursing practice (Goodfellow, 2004). Methods: Monthly journal club meetings were held with the participation of a total of 71 healthcare professionals (65 nurses, 2 physicians, 2 pharmacists, 1 physiotherapist, and 1 respiratory therapist), who worked in two intensive care units of an Ontario hospital. After six months of meetings, 21 individual interviews were conducted with nurses, physicians, pharmacists, and nurse educators. Additional data collection included two focus groups, surveys, a review of staff meeting minutes, and researcher field notes. Findings: Journal clubs provided nurses with incentive to read research articles, improved nurses’ confidence in reading research, created a community of peers who worked collaboratively to improve clinical practice, provided a structure for nurses to reflect-on-practice, and led to reported changes in clinical practice. However, the data suggests that any gains in competence of nurses with the critical appraisal of research articles were probably modest. Barriers to participating in journal clubs and evidence-based practice are also identified. Conclusion: Journal clubs can foster knowledge translation and evidence-based practice through creating a community of practice and by providing nurses with motivation, structure, and confidence to read research articles. However, nurses reported a lack of critical appraisal skills and uncertainty about how to implement evidence into practice. Journal clubs may have a greater impact when implemented alongside other knowledge translation strategies such as working with clinical nurse specialists in order to enhance evidence-based practice.

The influences of self-directed readiness and learning satisfaction to the intention of continuing study- The examples of Open Universities in Kaohsiung Area Meng-Fan Chang Abstract Teaching delivery has been inspired by information technology and derived it from traditional face-to-face teaching (or teacher directed learning) to multi-channel learning model, providing a better interactive learning environment within the scope of teaching and learning. This study aims to explore if the intention of continuing study is affected by self-directed learning readiness and learning satisfaction. The relationship between demographic variables and self-directed readiness, learning satisfaction and the intention of continuing study were also discussed. 1055 valid respondents of 1085 students were from the National Open University and the Open University of Kaohsiung. Descriptive statistics, ANOVA one-way, Pearson correlation and multiple regressions were executed to examine the relation among variables. The results of data analysis are shown in the following: 1. Female students of National Open University show less creative learning than males. Nevertheless, they enjoy themselves in learning and have stronger motivation in learning.Aging students show greater self-motivated learning and learning motivation than the young. Students with higher educational background have best performance on self-directed learning readiness. 2.The data demonstrates that enjoy in learning is major factor concerning to teachers¡¦ teaching. 3.Enjoy in learning and self-motivated learning have the highest influence on academic administration service and good incentive respectively. 4.Learning satisfaction plays an important mediating role to self-directed learning readiness and intention of continuing study. Suggestions to educators and directions of this future work are also given in the study. Key words: Self-directed learning readiness, Learning satisfaction, Intention of continuing study, Open University

Abstract Our industrial structure has been changed with the impact of competition recently. The structure of labor has been changed dramatically by the influence of industrial structure. No matter what it is related to industrial upgrade or economic development of knowledge, they all need allocate the human resources. So the corporation can keep its competitive advantage. However, the most important in the corporation is management who can take good care of resources and talent in the firm. They make the entry barrier, so the valuable property in the firm can¡¦t be easily imitated by competitors. The management of talent and its development is positive for the operation of organization. The management has gotten rid of the image of falling behind and bogging down and refusing to change. Now, it turns out to be the strategy driving and interface and continuous innovation after promotion of the self-competition. The research subjects the intention of self-learning of management if it can upgrade the talent of management and show the job performance. Besides, the research subjects perceived organization supporting if it can affect the willing the self-learning. Therefore, the research studies the middle level of management in industries of Taiwan. The methodology uses random sampling. The questionnaires sent out by 403 and effective questionnaires are 200. analyzed by statistics methods of t-test analysis of independence, analysis of variance (ANOVA), Pearson¡¦s product-moment correlation, and multiple regression. The result confirms several important discoveries as follows: 1. As the relation on self-directed learning readiness and management competency and job performance, it can be summarized below: (1).The greater self-directed learning readiness, the greater is the degree of management competency. (2).The greater management competency, the greater is the degree of job performance. (3).The greater self-directed learning readiness, the greater is the degree of job performance. 2. There is a positive correlation in the self-learning and effective learning of self-directed learning readiness and job performance, and it also has high prediction 3. The management competency about professional capability and social communication and leadership is positive correlation to job performance. The most importance is professional capability. 4. Management competency has mediating effect between the self-directed learning readiness and job performance. 5. According to the moderating effect of the perceived organization supporting between the self-directed learning readiness and management competency in the study found that the management should be in favor of learning by effective leading. It can promote the professional capability.