Thesis (Ph. D.)--University of Washington, 1989. / Vita. Includes bibliographical references (leaves [253]-263).

Esta pesquisa tem como objetivo geral levantar os mecanismos de transferência de tecnologia (MTT), os quais influenciaram no processo de formação dos spin-offs oriundos das IES na cidade de Ponta Grossa, Paraná. Para estudar o fenômeno realizou-se uma pesquisa básica, com abordagem qualitativa e descritiva, o questionário semiestruturado foi o instrumento utilizado para a coleta de dados. Os procedimentos técnicos utilizados: a bibliografia, o documental, levantamento e o método fenomenológico descrevem os MTT. Os resultados revelaram dificuldades, pois as IES não dispõem de um setor/departamento ou mesmo site que consolide os dados e informações relativos aos MTT e, as informações sobre os spin-offs também são poucas e algumas desatualizadas. Cabe o esforço em consolidar e sistematizar essas informações, possibilitando o desenvolvimento de trabalhos de pesquisa e contribuir para a interação universidade-empresa-governo. A pesquisa apontou cinquenta e sete (57) MTT, conforme tópico MTT do referencial teórico. Na visão dos coordenadores dos NIT e IEB, praticamente todos os mecanismos descritos no referencial teórico são disponibilizados, ou seja, cinquenta e seis (56) ou 98,25%, apenas um (01) ou 1,75% foi desconsiderado. As ações em relação aos MTT podem ser consideradas como iniciantes, comparadas ao total dos duzentos e vinte oito (228) resultados possíveis. A IES1 considerou cento e três (103) e a IES2 considerou sessenta e cinco (65) do total dos duzentos e vinte oito (228) resultados possíveis, sendo possíveis cento e quatorze (114) para cada uma das IES. Considerando os spin-offs da população como resultados de produtividade da universidade como empreendedora, este resultado foi de 40%. Entende-se spin-offs, como o elemento resultante da universidade em seu papel empreendedor. O “output”, o valor total produzido foram quatro (04) spin-offs, e seu “input”, o valor total consumido (total de recursos usados no apoio, instalações físicas e recursos humanos disponibilizados pelas IES) foram dez (10). O Mapeamento na visão dos seus gestores, sobre os MTT absorvidos, dois (02) spin-offs consideraram doze (12), dois (02), treze (13), um (01), vinte um (21), um (01), vinte três (23), quatro (04) e vinte e sete (27). Diante deste contexto, cabe o esforço pelas IES em fomentar os MTT e a interação com seus alunos, pesquisadores e empreendedores, elaborando e aplicando uma metodologia para que os demais MTT, para que os spin-offs incubados vislumbrem, desde o início dos seus projetos, a possibilidade de aproveitar as estruturas e MTT disponíveis nas IES. Finalizando, esse é o quadro pontagrossense, o resultado da pesquisa, os MTT disponibilizados pelas IES na visão dos coordenadores dos NIT e IEBT. / This research has the overall objective raise the mechanisms of technology transfer (MTT), which have influenced the formation of spin-offs from HEIs in the city of Ponta Grossa, Paraná. To study the phenomenon took place some basic research, both qualitative and descriptive, the semi-structured questionnaire was the instrument used for data collection. The technical procedures used: bibliographic, documental and survey describes the phenomenological method and MTT. The results revealed difficulties, HEIs do not have a section / department or site that consolidates the data and information relating to MTT, and information about the spin-offs are also some few and outdated. It is the effort to consolidate and systematize information, enabling the development of research and contribute to the interaction university-industrygovernment. The survey showed cinqueta-seven (57) MTT, MTT topic as the theoretical framework. In view of the coordinators of the NIT and IEB, virtually all the mechanisms described in the theoretical framework are available, ie, fifty-six (56) or 98.25%, only one (01) or 1.75% was disregarded, ie as not available. The MTT stock in relation to beginners can be considered as compared to the total of two hundred and twenty eight (228) outcomes. The IES1 found one hundred and three (103) and IES2 found sixty-five (65) of the total of two hundred twenty eight (228) possible outcomes, with possibly one hundred and fourteen (114) for each of the IES. Considering the spin-offs of the population, as a result of productivity of the university as an entrepreneur, this result was 40%. The spin-offs, resulting element of the university in its role as entrepreneur. The "output", the total value produced were four (04) spin-offs, and its "input", the total amount consumed (total resources used in celery, physical facilities and human resources made available by ISS), were ten (10 .) Mapping the vision of its managers, on the MTT absorbed, two (02) spin-offs considered twelve (12), two (02) thirteen (13), one (01) twenty one (21), one (01) twenty three (23) and four (04) twenty-seven (27). Given this context, it is the effort by IES in MTT and foster interaction with their students, researchers and entrepreneurs to elaborate and implement a methodology for the remaining MTT, so that the spin-offs incubated envisage since the beginning of their projects power to make the structures and MTT available in IES.Finalizando, this is the picture pontagrossense, the search result, the MTT provided by IES for the vision of the coordinators of the NIT and IEBT.

Doctor Educationis / The thesis took the general question of responsive curriculum development which meets both the needs of work and those of the academy as its starting point. The rationale for the topic flows out of education policy and societal pressures worldwide which are calling for an ever greater responsiveness from higher education to the workplace in the twenty-first century. Responsiveness to work requires collaborative and integrative work between communities of academic and non-academic practitioners. Differences between knowledge and practices at work and within the academy are broadly acknowledged in the literature, yet the ensuing nature and complexity of interactions between these two communities in curriculum design on the ground is poorly understood. A key point is to recognize that integration as such cannot be the goal; the differences remain, but have to turned into productive collaboration and joint development, for example, of a curriculum. / South Africa

This quantitative study was designed to analyze the percentage of students pursuing selected Career and Technical Education (CTE) vocational courses in schools throughout the State of Florida and to determine if there is a relationship to school district size during school year 2008-2009. The study sought to determine if smaller districts are more likely to have a higher percentage of students enrolled in selected CTE programs that will provide entry into the work force in a skilled, preferably licensed occupation than larger districts. The study also sought to determine the relationship of the number of students enrolled in the CTE courses to school level student attendance rate, drop-out rate, graduation rate, percentage of Black students, percentage of Hispanic students, percentage of White students, and the percentage of students eligible for free and reduced price meals. / by Francis Serra. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Abstract not available

Historically Black Colleges and Universities (HBCUs) face the 21st century with questions about change and adaptation to an increasingly science and technology oriented society. They face the challenge of finding a strategy by which they can utilize current resources and energy to maximize their science and technology development. Using a mixed methods research design, this study conducted an analysis of science and technology at HBCUs. The primary objective was to determine what theories (when implemented they are termed strategies) account for the development of science and technology at successful research oriented HBCUs. This was accomplished through a secondary objective – to assess productivity outputs at HBCUs using various science and technology indices. The results and findings can be summarized by stating that the selection of strategy is dependent on the maturity of the HBCU’s science and technology program. An HBCU that is seeking to initiate a science and technology program should pursue a strategy of federal or state policy supportive of introductory efforts. HBCUs with established science and technology programs that are seeking growth strategies should look toward collaborations and partnerships for the purposes of forming networks and clusters. The formation of joint ventures, partnerships, and networks will further develop their science and technology programs. Leadership is a sustaining factor that enhances the effectiveness of both policy and linkages.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 114-117). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 114-117). Also available on the Internet.

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 153-157). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed. D.)--Lehigh University, 1998. / Includes vita. Includes bibliographical references (leaves 104-109).