Discrete linear control theory is used in this research to examine the effects of system choice and data errors on the performance of production control systems. Two common information flow systems are modelled. These are the Reorder Cycle (ROC) and the Material Requirements Planning (MRP) systems. System choices include the choice of forecasting method, the choice of delivery policy, and the choice of inventory rule. The source of data errors include stock recording errors, delay in stock recording, incorrect bills of material. The other part of the research examines the sequence of implementing a new production control system. Different ways of moving from a Reorder Cycle to a Material Requirements Planning system are studied. Guidelines for an implementation sequence are produced.

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Malaysia is embarking on a policy to transform the nation into a fully industrialised country by the year 2020 and this has implications for the industrial design profession and design education. Early studies and observations in this research identified that the body of knowledge is very rudimentary and teaching of computerisation is still detached from the teaching of industrial design. There is a need to consolidate the benefits that the computer can offer for designing into a structured curriculum to prepare the next generation of designers to meet the challenges of the future. Three phases of data collection were adopted in this research. The first phase involved a survey to establish the present perception of computerisation both in design consultancies and universities in the UK and Malaysia. The survey data were cleaned up and analysed resulting in an indication of. the extent of the general usage of computers in industrial design which at present is still very low-key. Many are restricting their use to 2D graphics features of the computer software. Only a small number of design consultancies and educational establishments exploit the computer's 3D modelling power for designing. This survey work was followed by case studies with selected respondents that formed the second phase of the research. These case studies were carried out with industrial design lecturers at four academic institutions, design consultancies, and industrial design professionals. The four educational case studies reflected the presence of four different levels of approach to the teaching of computerisation in industrial design. The case studies with design consultancies in the UK showed how they were being pressured by their clients' desire to reduce product realisation timescales thereby forcing them to adopt computerisation in their design practices. Whereas the case studies with industrial design professionals in Malaysia showed that, although still at an early phase, they all have a very positive view about the value of computing in industrial design. The final phase concerned a CAD experiment with industrial design students. This was designed with internal and external validity of the experiment as important considerations. The aim was to establish if there was any observed advantage in using the computer for designing. Data obtained were statistically analysed using the SPSS PC+ statistical package. Results were produced which revealed strong indicators that students involved with the experiment, and as a consequence designed using computers, showed a positive change in their opinion about computing after the experiment. The observed advantages of computer-aided industrial design (CAID) achieved by industrial design students during this research were studied, as was the outcome of the analysis of teaching practices in several universities and academic institutions both in the UK and Malaysia. The resulting evidence became the basis for formulating a proposed structured curriculum model for the teaching of computation in industrial design. A synthesis of computational solutions based on these studies, along with a combination of empirical factors, has enabled an innovative model to be proposed for the teaching of computing skills within industrial design education in- Malaysia.

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This thesis investigates the way in which software for adults with severe learning difficulties should be designed. Literature from educational technology, the psychology of mental handicap and computer science is reviewed from the Author's viewpoint of software engineering. The literature review points to a need for the design of systems in this area to be a multidisciplinary activity. Four case studies in software development for adults with severe learning difficulties are described. These track the development of software systems from conception, through design and development to evaluation. The thesis then proceeds to show that technically adequate software is in itself not enough and that there is a need for staff support and staff development. Systems to implement these for staff working with adults who have severe learning difficulties are proposed and evaluated. The thesis concludes with specific design criteria and argues for a more holistic view of design within software development for social settings.

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