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The thesis describes a programme of research work to develop and apply knowledge mapping and knowledge management techniques to effectively assess and enhance sustainability within urban redevelopment projects. The research programme was initiated in collaboration with Dundee City Council to support sustainable development in a major programme of urban redevelopment. There is limited evidence that the body of knowledge arising from research in sustainable urban development is being holistically integrated within real life decision making practices to operationalise sustainability. Sustainability assessment has the potential to influence decision making and consequently by improving sustainability assessment practice project decision making should be enhanced. In addition, closer integration between assessment and decision making may not only lead to improve decisions, but also to the improved learning of those involved. This can be greatly facilitated by knowledge management, which can be used to understand and then facilitate greater learning amongst stakeholders. A theoretical framework for the assessment, monitoring and enhancement of sustainability was developed and applied in two parts to a case study, a monitoring component and an enhancement component. As a result of the case study a sustainability assessment and monitoring framework was successfully established for Dundee Waterfront in line with the assessment component of the theoretical framework. The indicators are now used by Dundee City Council at project and departmental level, providing the link across policies, programmes and projects. The key challenge addressed in developing the benchmark indicators was establishing robust governance for the monitoring framework. An enhancement framework was successfully established for Dundee Waterfront in line with the enhancement component of the theoretical framework. Decision mapping and knowledge elicitation techniques were successfully developed and applied to the case study to identify, key points in decision process, the information decision makers' need and which knowledge objects are being used in decision making. It is concluded that the knowledge elicitation and mapping approaches applied were effective at identifying both existing processes and knowledge objects used in infrastructure provision. This allowed a Knowledge Map for Sustainability to be developed to identify what information is currently used to influence sustainability and identify future opportunities to enhance practise. The map was effective in capturing the role of each stage in the process towards translating the sustainability vision as proved by user verification. The Map showed for the first time the aspects of sustainability in infrastructure provision and can be used to systematically operationalise sustainable development. However, the use of the map to embed sustainability into learning process could not be verified by practise in the currency of the thesis. A limitation of the case study application is that the integrated sustainability assessment and enhancement framework has been applied in a Scottish local authority context, to an organisation with a Quality Management System and outcome based indicators. These factors have been identified as contributing factors to the success of the sustainability assessment and enhancement framework as applied in the case study. This has the potential to limit the exportability of any findings. However, whilst considering the monitoring component it is recognised that similar outcome based indicators may exist at other local authorities and private organisations. In addition, the knowledge elicitation and mapping technique is an adaptive framework and as such is designed to respond to other organisation structures. Therefore by its nature it should be exportable to other applications. However three main questions remain to be addressed prior to the research question being answered in full. Firstly, uncertainty related to governance and long term use of the framework. Secondly, testing how the Knowledge Map for Sustainability is used in practice and thirdly the exportability of findings from the case study. It is recommended that these limitations be addressed in future work.

Foresight has been increasingly acknowledged as a valuable policy-making process. It has evolved from informing policies about key technological fields that would be of outmost importance in the future to (re)orienting and opening up policies towards societal needs. The wide application of foresight would benefit from a common evaluation and assessment framework that hardly exists today. This would facilitate the identification of good practices irrespective of case-specific objectives while it would also allow for benchmarking and coordination of policies for socio-economic development. Such a common assessment framework would require a higher level of reference, i.e. the attainment of generic goals, beyond the specific objectives of each case. This higher level of reference is offered by the commonly agreed goal of the EU to become 'the most competitive and dynamic knowledge-based economy in the world' by also promoting participatory governance in ensuring sustainable development. Apart from their case-specific impacts, foresight exercises have wider impacts in terms of networks creation, actors' alignment, knowledge diffusion and creation, or promoting public engagement in policy-making. Thus, the two 'pillars' of the 'knowledge society' and 'participatory governance', are both relevant and feasible to become the generic level of goals where a common foresight impact assessment framework can be based. The thesis argues that such an assessment framework can be built based on the main features and pre-conditions of more participatory, 'knowledge societies' and the broader impacts of foresight systems. To this end, it starts with exploring the main features of modern societies and the pre-conditions of what may be called in future 'more participatory knowledge societies'. Then follows the examination of foresight literature to better understand the main functions and impacts of foresight systems and identify relevant areas of contribution in relation to more participatory, 'knowledge societies'. The foresight impact assessment framework is eventually built inspired by relevant frameworks and concepts of socio-economic and research programme evaluation in order to adequately address the challenges faced in foresight evaluation. Its validity is then tested through case studies. The case study analysis demonstrates the comprehensiveness of the framework and further refines the main hypotheses and associated success factors, leading to certain foresight principles to be taken on board for foresight exercises to contribute to more participatory, 'knowledge societies'.

The aim of this study was to investigate the role of Technology teachers’ knowledge in promoting learners’ higher order thinking skills. This aim was addressed by conducting the relevant literature survey and an empirical investigation. Four schools were selected in the Johannesburg West District. Here, twelve Grade 7 Technology teachers, three from each school, were interviewed and observations conducted. The data was analysed and findings presented ultimately. The findings reveal that Technology teachers who possess a greater depth of technological content knowledge, pedagogical knowledge and assessment knowledge are more effective in as far as promoting learners’ higher order thinking. On the other hand, Technology teachers who possess a shallow technological content knowledge, pedagogical knowledge and assessment knowledge struggle to promote learners’ higher order thinking. The main conclusions drawn from this study are that Technology teachers’ knowledge can play a role in learners’ acquisition of higher order thinking skills. Therefore, Technology teachers should acquire a sound technological knowledge in order to be able to promote learners’ acquisition of higher order thinking skills. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies) / Technology -- Study and teaching (Secondary) -- South Africa -- Johannesburg -- Case studies / Critical thinking -- South Africa -- Johannesburg -- Case studies

Floods are natural phenomena which are a threat to human settlements. Flooding can result in costly repairs to buildings, loss of business and, in some cases, loss of life. The forecasts for climate change show a further increased risk of flooding in future years. Accordingly, the flooding of residential property has been observed as on the rise in the UK. It is difficult to prevent floods from occurring, but the effects of flooding can be managed in an attempt to reduce risks and costs of repair. This can be achieved through ensuring a good understanding of the problem, and thereby establishing good management systems which are capable of dealing with all aspects of the flood. The use of an intelligent system for assessment and remediation of buildings subjected to flooding damage can facilitate the management of this problem. Such a system can provide guidance for the assessment of vulnerability and the repair of flood damaged residential buildings; this could save time and money through the use of the advantages and benefits offered by knowledge base systems. A prototype knowledge base system has been developed in this research. The system comprises three subsystems: degree of vulnerability assessment subsystem; remediation options subsystem; and foundation damage assessment subsystem. The vulnerability assessment subsystem is used to calculate the degree of vulnerability, which will then be used by the remediation options subsystem to select remediation options strategy. The vulnerability assessment subsystem can subsequently be used to calculate the degree to which the building is vulnerable to damage by flooding even if it is not flooded. Remediation options subsystem recommended two strategy options: either ordinary remediation options in the case of vulnerability being low or, alternatively, resilience remediation options in the case of vulnerability being high. The foundation damage assessment subsystem is working alone and is used to assess the damage caused by flooding to the building s foundation, and to thereby recommend a repair option based on the damage caused and foundation type. The system has been developed based on the knowledge acquired from different sources and methods, including survey questionnaires, documents, interviews, and workshops. The system is then evaluated by experts and professionals in the industry. The developed system makes a contribution in the management and standardisation of residential building flooded damage and repair.

The aim of this study was to investigate the role of Technology teachers’ knowledge in promoting learners’ higher order thinking skills. This aim was addressed by conducting the relevant literature survey and an empirical investigation. Four schools were selected in the Johannesburg West District. Here, twelve Grade 7 Technology teachers, three from each school, were interviewed and observations conducted. The data was analysed and findings presented ultimately. The findings reveal that Technology teachers who possess a greater depth of technological content knowledge, pedagogical knowledge and assessment knowledge are more effective in as far as promoting learners’ higher order thinking. On the other hand, Technology teachers who possess a shallow technological content knowledge, pedagogical knowledge and assessment knowledge struggle to promote learners’ higher order thinking. The main conclusions drawn from this study are that Technology teachers’ knowledge can play a role in learners’ acquisition of higher order thinking skills. Therefore, Technology teachers should acquire a sound technological knowledge in order to be able to promote learners’ acquisition of higher order thinking skills. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies) / Technology -- Study and teaching (Secondary) -- South Africa -- Johannesburg -- Case studies / Critical thinking -- South Africa -- Johannesburg -- Case studies