Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 105-110). Also available on the Internet.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 65-71.

Thesis (Ed.D.)--University of West Florida, 2004. / Title from title page of source document. Document formatted into pages; contains 123 pages. Includes bibliographical references.

Thesis (MTech (Construction Management))--Cape Peninsula University of Technology, 2005. / Cooperative education is practiced in many fields of industry. The South African construction industry has shown a preference for cooperative construction management education. Cooperative construction management education is practiced worldwide, but the majority of these programmes do not have compulsory credit bearing experiential learning as part of its programmes. This study examined the experiential leaning experience as well as the relevance and adequacy of preparation of subject areas taught in UT construction management programmes from the perspective of all the stakeholders. The study had four main objectives namely (I) To measure the extent of the perceived relevance by industry stakeholders, students and academics of the topics and content of construction management programmes at UT; (2) To establish the level of inadequacy, as perceived by industry stakeholders and academic staff of the preparation of UT construction management graduates to perform construction management functions: (3) To determine the level of dissatisfaction, if it existed with the experiential learning of construction management students; and (4) To establish the preparedness of construction industry stakeholders to mentor construction management experiential learning students; and to use the findings of the study to inform development of construction management programmes. Literature was reviewed relative to experiential learning and its general and specific application to construction management education. Self- administered questionnaires were completed by I" year as well as senior students registered for the National Diploma: Building as well as the B. Tech. degrees in Construction Management and Quantity Surveying. The study suggests that although the experiential learning experience IS relevant and generally well accepted by all role-players, there is a mismatch between the needs of industry and what is being produced by the UT. The topics that form the programme are relevant, but a level of dissatisfaction exists with the preparation of construction management graduates to perform construction management functions do exist.

Thesis (MTech (Public Relations Management))--Cape Peninsula University of Technology, 2015. / Public relations (PR) scholars and industry partners continue to emphasise the importance of a sustainable relationship between PR disciplines and key industry iii partners. This relationship seeks to respond to stakeholders that remain despondent with the quality of engagement between the South African PR academia and industry. Existing literature in this field argues that PR departments at South African universities are experiencing adverse scrutiny by industry as many current academic programmes do not produce students who are industry ready. To address this critical concern, building and sustaining relations with key stakeholders is imperative. This study examines engagement strategies that the PR programme at the Cape Peninsula University of Technology uses to build and sustain relations with key industry partners. The research draws on two Public Relations theories: stakeholder theory and two-way symmetrical communication to make sense of the strategies used by this programme. It is based on a qualitative approach and an exploratory case study research design. Empirical data were collected through one-to-one interviews and focus group discussions with PR programme staffs, final year PR students and employees from two external PR consultancies. The data were coded and thematically analysed. The main finding of the study is that current engagement strategies are ineffective for relationship building purposes between the PR programme and key industry partners. To sustain mutually beneficial relationships, it is recommended that existing strategies be revised in order to improve relations between the PR department at Cape Peninsular University of Technology (CPUT) and its industry partners, as well as to promote the advancement of both PR as an academic discipline and a profession.

Thesis (MTech (Design))--Cape Peninsula University of Technology, 2016. / Economic recession and job scarcity has led to a decline in the demand for design services. Graduates in all fields are faced with the risk of unemployment beyond graduation, with youth unemployment rates in South Africa and globally at alarming levels. The evolving social and economic challenges of our times place increasing pressure on the responsibility of higher education institutions to design learning experiences that adequately prepare graduates for the world of work, whether in employment or in entrepreneurial self-employment. However, there is a significant gap between universities’ supply and industry’s demand for graduates with the desired attributes, which research shows include not only subject-specific knowledge and skills, but particularly ‘soft skills’ that make an employee effective at work. The paradox of students graduating without professional experience can be overcome through approaches such as work-integrated learning, which embed the lessons of professional practice into design education curricula. This research project examines a case study of work-integrated learning at a South African university of technology in order to develop an industry-responsive model of professional practice in Industrial Design education. The case examined is the “R5K project”, a year-long group project in BTech Industrial Design in which students are challenged – simulating the world of work - to design, develop, manufacture, market and sell a product, and earn at least ZAR 5 000. This research set out to assess the extent to which the project effectively prepared students for work.

The research problem in this study was to identify how successful the methods are that organisations use within the Manufacturing Engineering and Related Services Education and Training Authorities (MERSETA) chambers to develop, implement and maintain learnerships. To achieve this aim a literature examination to determine the aspects of workplace learning were explored, including the various perspectives of learning, together with an investigation into workplace learning. Further, apprenticeships, traineeships, learnerships were discussed; including the concepts vocational education and training standards, and competence explored. Finally a process model for effective learnership implementation was presented based on international approaches together with the South African models and current practices. - v - The process learnership model served as a basis for drawing up a survey questionnaire to establish the extent to which organisations agreed or disagreed with the learnership model developed. The survey was limited to the “automobile” and “new tyre” chambers of the MERSETA. The results obtained from the empirical study indicted a high degree of agreement with the process model for effective learnership implementation. The results obtained from the quantitative data, and qualitative data were used to adapt the learnership process model, and produce a six-phase integrated learnership model. From the survey it become evident that organisations needed to be sensitised and educated as to learnerships before considering more seriously learnership implementation. Further, it emerged that learnerships cannot only be effective within a process approach, and that it should also take place within a positive “organisational learning culture”. Organisations and Sector Education and Training Authorities (SETAs) can now use the six-phase integrated learnership model with confidence, as there was a high degree of agreement with the learnership model that was developed as part of this research study. The six-phase integrated learnership model has been comprehensively developed and surveyed by organisations that are currently implementing learnerships on a large scale. Organisations and SETAs can now give effect to the Skills Development Act No. 97 of 1998, and contribute to the National skills Development Strategy of 2001, which aims to improve the workplace skills of all South Africans.

This thesis documents an action research project that was carried out within the Department of Computing Sciences at the Nelson Mandela Metropolitan University (NMMU), South Africa, from January 2010 to December 2011. The overall aim of the research was to foster an environment in which academics could explore ways to teach using an integrative approach to education. Previous research within the department had raised the concern that students were graduating without the type of high-level cognitive skills that were required in the workplace. While the students’ technical skills were perceived as being excellent, employers indicated that students would benefit from opportunities to develop or improve skills such as communication, teamwork, innovative thinking and time management. These skills include high-level cognitive skills, and are often referred to as “soft skills”. The academics participating in the research project came to believe that it was essential to develop teaching methods that would provide opportunities for students to develop these soft skills, in conjunction with the content and technical knowledge currently addressed in their courses. The research project followed the living theory approach to action research. A living theory action research project allows the researcher to investigate her own teaching, and develop a theory of practice. The theory of practice can be applied to the issues under investigation, to improve the situation or solve problems. At the same time, the theory of practice can contribute to the body of knowledge within the academic domain of the research. Action research is an iterative, cyclical process. There were four research cycles, each one semester in length, during the two years of the project. The project will continue, with a fifth research cycle, starting in January 2012. By the end of the fourth research cycle—Semester Two, 2011—there were eleven academics actively participating in the research group. The project had extended its influence to include academics from the Department of Mathematics at NMMU. The academics ranged from senior, long-serving professors to junior lecturing staff. The results of the research, or the researcher-practitioner’s living theory, explain the process by which an effective and enthusiastic community of practice, dedicated to improving the academics’ teaching and learning practice, was developed. The living theory is applicable to academics within a scientific discipline, desiring to explore and improve their education practice. My living theory explains the characteristics of the TLC (The Learning Community) space, and the action strategies for creating such a space. The explanation of the process of this project includes an analysis of the development process of the research group, typical characteristics of the environment or “space” of the group, and action strategies that other academics could use to create a similar community of practice.

In this study the writer intends to examine the literature on the purposes of the school and society as they are served by cooperative planning, select some of the best that has been said in regards to cooperative planing and to point up pathways to future growth through cooperative planning. / Typescript. / "A Paper." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / "August, 1950." / Advisor: H. W. Dean, Professor Directing Study. / Includes bibliographical references (leaves 55-59).

The purpose of this study is to present the basic facts and principles involved in the organization and administration of the cooperative part-time training program in the public schools of Tulsa, Oklahoma.