The aims of this study to reveal (1) the description of characteristic vocational teacher, (2) the criterion competency, (3) the account of important competency, (4) the description of actual competency performance, (5)the identification of competency gaps, (6) the determination of training priority order, (7) the recommendations regarding with training methods and training organizerThis study employed a mixed method with exploratory sequential combination. The research subjects comprised the Vocational Technical Teachers with ICT expertise program especially for Network and Computer Engineering expertise competence. This study devised competency needs for training program incorporating Training Needs Analysis. The data were collected through FGD, questionnaires and an interview guide. The data were analysed using Fuzzy Delphi method to determine criterion competency by screening process. Analytic Hierarchy Process method was conducted for determining the important competency. 360-degree rater as evaluation teaching performance. Importance Performance Analysis diagram were used for describing the competency gaps. The determination of Training Priority Order based on quadrant in IPA diagram. The results of this study showed that: (1) Vocational teachers from multiple expertise program are still lack of ICT knowledge and practice mastery especially in network engineering field because they had no ICT educational background. They still look confused and nervous in teaching and practicing in front of the class. (2) criterion competency consists of pedagogy-andragogy aspect with 11 domain areas and 34 sub-domain, professional aspect with 3 domain areas and 7 sub-domain, vocational aspect with 3 domain areas and 8 sub-domain and technology aspect with 4 domains. (3) the order of importance in terms of competency aspect is pedagogy-andragogy with weight of 0.466, vocational around 0.300, professional with weight of 0.172, technology approximately 0.063. (4) the lowest performance in pedagogy-andragogy aspect is ability in guidance and supervision internship program with 3.19 total performance, Whereas in professional aspect is the competency in application of vocational content with 3.35 total performance, in vocational aspect is competency in networking and collaboration with 2.82 total performance and In technology aspect is ability using and utilizing ICT for self-development with 3.56 total performance. (5) the competency gaps fall into the vocational knowledge & skills, application of content, content knowledge, networking and collaboration, continuing professionalism development and entrepreneurship. (6) TPO based on competencies needs has described in IPA diagram most of training needs is located in vocational and professional aspect. (7) In House Training, specific training, and short courses training were recommended as effective training methods. The training organizers may come from P4TK BMTI, P4TK BOE, Private Institutions, Universities/LPTK, Industry.:CHAPTER I INTRODUCTION A. Research Background B. Problem Identification C. Research Focus D. Formulations of the Problem E. Research Objectives F. Significances of the Research CHAPTER II LITERATURE REVIEW A. Theoretical Review 1. The Concept of Vocational 2. Philosophy of Vocational Education 3. Theory and Assumption of Vocational Education 4. The Theory of Adult Learning 5. Adult Learning Frameworks in Vocational Education 6. Andragogy in Vocational Education 7. Employability Skills 8. Human Resource Management –Vocational Teacher 9. The Professional of Vocational Teacher 10. Needs Analysis 11. Competencies Needs Analysis 12. Training Needs Analysis 13. Fuzzy Delphi Technique 14. Analytic Hierarchy Process 15. Vocational Teacher Performance Evaluation 16. Importance Performance Analysis B. Conceptual Framework C. Relevance Research D. Research Question CHAPTER III RESEARCH METHOD A. Research Approach B. Qualitative Method 1. Research Location 2. Source of Data 3. Data Generating Technique 4. Analysis Data Technique 5. Data Credibility 6. Preliminary Findings Formulation C. Quantitative Method 1. Data Collecting Technique 2. Research Instruments 3. Analysis Data Technique D. Time and Place Research E. Data Analysis in Qualitative Quantitative Method CHAPTER IV FINDINGS AND DISCUSSION A. Findings 1. Vocational Teacher Conditions 2. Teachers Competency with Balinese Local Wisdom 3. The Criterion Competencies of Vocational Teacher 4. The Importance Competencies of Vocational Teacher 5. The Actual Competency of Vocational Teacher 6. Competency Gaps Analysis using IPA 7. Training Priority Order B. Discussion C. Limitation of Research CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions B. Recommendations REFERENCES

This project details the designing and implementation of an English for Specific Purposes (ESP) Curriculum to prepare English learners to become Certified Nursing Assistants (CNA) at Utah Valley Regional Medical Center (UVRMC) in Provo, Utah. UVRMC, which is owned by Intermountain Health Care (IHC), employs a group of about 40 non-native speakers of English. They work as housekeepers and have interest in learning English and consequently acquiring new skills they could use in better jobs to improve the quality of their lives. UVRMC would like these employees to obtain additional education in order to provide them with better employment opportunities. UVRMC allowed two graduate students at the Department of Linguistics and English Language at Brigham University to design and implement an ESP course to help UVRMC housekeepers improve their language skills in preparation to apply and participate in a Certified Nursing Assistant (CNA) course offered through IHC University. This report covers the linguistic needs analysis of the participants, situational analysis of UVRMC in terms of the support given to the curriculum, the designing of goals and objectives, the syllabus, the teaching of the syllabus, some material development, and the assessment of language learning. It also describes the instruments used to obtain information during each step of the designing of the curriculum and its implementation, analyzes that information, presents results, assesses the curriculum's efficacy, and explains the implications for other ESP curricula in the field of nursing and other scientific fields.

Payments take place every day in exchange for goods and services. There are a large variety of different methods which can be used to make a payment, and multiple scenarios in which payments take place. Recently there has been a significant amount of innovation in the Payment Services sector, however the majority of this innovation has occurred in the Business-to-Consumer (B2C) market, leaving the Business-to-Business (B2B) market relatively devoid of innovations. This raises the question, why are there limited successful innovations in B2B Payment Services? Furthermore, are there areas for innovation in the realm of B2B Payments? To explore this perceived gap in innovation, the payment methods available to small B2B companies were examined to identify key challenges and areas for future innovation in B2B payments. The research contains primary data from semi-structured telephone interviews with five owners or managers in SME (Small or Medium-Sized Enterprise) B2B companies, located in the United Kingdom. It will be concluded that the payment methods available to small businesses are sufficient for their needs, and there were no real ‘pain points’ with the actual payments themselves – and this is posited as one reason why payment services innovation has been limited within B2Bs. However, each business experienced a number of challenges in the bigger-picture payment cycle and business purchasing flow. It is within this space - helping businesses manage payments, not make payments - that opportunities for innovation lie, and a conceptualisation of new business opportunities is discussed. / <p>Master of Entrepeneurship and Innovation Management (TEILM)</p>

The purpose of this qualitative case study was to define and describe the work of external instructional design consultants. Study participants included seven instructional designers with varied educational backgrounds and work experience who work in a variety of contexts supporting clients in the design and delivery of learning experiences. All seven participants completed an initial survey with demographic and background questions. Five participants then took part in semi-structured interviews. Collected data was coded using both deductive and inductive methods with each case considered individually before combining the data for analysis across cases. Study findings support previous research suggesting that the work of instructional designers is dependent on context. Results further indicated that external instructional design consultants regularly engage in project management, communication and collaboration, and the analysis and evaluation components of the instructional design process, all in keeping with existing literature. External instructional designers differed in that they do more sales-related work, and, in the analysis process, focus more on client needs than learner characteristics. Study participants were invested in creating high quality, engaging learning experiences, while also willing to accommodate the unique challenges facing any given client. The study findings suggested that prospective employees' instructional design knowledge is of limited value during hiring interviews; instead, participants reported being more likely to hire former educators and subject-matter experts who can be trained to do instructional design work. Two broad themes emerged from the study's findings: 1) instructional designers can be organized into instructional designer and manager roles with corresponding responsibilities; and 2) the question of how best to prepare instructional designers is a question of what knowledge and skills are needed and where those skills should be developed. These themes formed the basis of five instructional design personas that resulted from this study, as well as a proposed program for preparing instructional design professionals.

This study concerns the identification of the particular competences required by education, training and development practitioners (ETD practitioners) in the South African National Defence Force to develop suitable and appropriate career and training strategies. An applied research approach and a primarily quantitative approach were used. Questionnaires were completed by the commanding officers or the training managers, as well as the ETD practitioners at the education, training and development providers in the South African National Defence Force to determine the actual utilisation of ETD practitioners. Descriptive statistics were used to determine the roles, core competences, levels of competences and clusters of competences required by ETD practitioners in the South African National Defence Force. In addition, the actual utilisation of ETD practitioners was compared with a proposed competence profile that was based on the literature study in order to determine the competence gap that has to be addressed by means of career and training strategies. / Educational Studies / M.Ed.(Didactics)

The Civil Air Navigation Services Organisation, the International Federation of Air Traffic Control Associations, the International Air Transport Association and the Civil Air Navigation Services Organisation agree that professionals in the Air Navigation Services Provider Sector require successful organisational leadership to facilitate and manage transformation within the highly regulated Air Navigation Services Provider Sector. Detailed organisational leadership requirements and associated leadership training and development needs are, however, not specified by the Civil Air Navigation Services Organisation. An opportunity therefore existed to investigate leadership traits and behaviours within a specific context. This research project is contextualised within a safety-conscious, highly regulated and technology-driven industry (the South African Aviation Industry), a safety-critical sector (Air Navigation Services) and specifically the Air Traffic and Navigation Services Company. It was found that little academic research has been done to address the role of followers in the leadership process and to determine what followers expect and require from their leaders. The research problem statement, in response to this research necessity, is: “How can follower experiences and expectations of leadership behaviours in a safety-critical commercial environment be collected, analysed, understood, structured and utilised to aid leadership development?” An ethnographic research case study approach allowed the researcher to investigate the multifarious phenomena that constitute the current views (experiences and expectations) held by followers with regard to leadership behaviour qualities. A mixed methods approach was followed. Data collection was facilitated by means of individual interviews, focus group interviews, field notes and a structured questionnaire. Qualitative data were inductively analysed to identify the recurring patterns and common themes and quantitative data were deductively analysed to assess the nature of existing conditions and relevance. Data and method triangulation was implemented to determine whether multiple sources of data agreed, and to obtain better, cross-checked insights. Findings from this research study provided academic, industry, process and methodology insights into views held by followers regarding leadership and followership constructs. Definitions and perspectives held and reported by followers regarding leaders and leadership, characteristics of preferred and undesired leadership styles, relational and emotional bonds between followers and their leaders acknowledged the presence, value and influence of follower mental models. In this case followers contextualised leadership roles and responsibilities and suggested a transformational leadership style as a desired state. Findings also emphasised a need to appreciate the importance of the social exchange and social contingency theories of leadership in order to create a better understanding of leadership by emphasising the importance of context when studying leaders and leadership from a follower perspective. Obtained follower insights resulted in a structured leadership training and development needs analysis process framed within the specific context. Future research efforts in this regard may be aimed at determining the necessity to educate followers to critically appreciate and evaluate leadership performance and creating a better understanding of how followers’ mental models internally represent complex, dynamic systems and how these representations change over time. / Business Management / DBL

The Civil Air Navigation Services Organisation, the International Federation of Air Traffic Control Associations, the International Air Transport Association and the Civil Air Navigation Services Organisation agree that professionals in the Air Navigation Services Provider Sector require successful organisational leadership to facilitate and manage transformation within the highly regulated Air Navigation Services Provider Sector. Detailed organisational leadership requirements and associated leadership training and development needs are, however, not specified by the Civil Air Navigation Services Organisation. An opportunity therefore existed to investigate leadership traits and behaviours within a specific context. This research project is contextualised within a safety-conscious, highly regulated and technology-driven industry (the South African Aviation Industry), a safety-critical sector (Air Navigation Services) and specifically the Air Traffic and Navigation Services Company. It was found that little academic research has been done to address the role of followers in the leadership process and to determine what followers expect and require from their leaders. The research problem statement, in response to this research necessity, is: “How can follower experiences and expectations of leadership behaviours in a safety-critical commercial environment be collected, analysed, understood, structured and utilised to aid leadership development?” An ethnographic research case study approach allowed the researcher to investigate the multifarious phenomena that constitute the current views (experiences and expectations) held by followers with regard to leadership behaviour qualities. A mixed methods approach was followed. Data collection was facilitated by means of individual interviews, focus group interviews, field notes and a structured questionnaire. Qualitative data were inductively analysed to identify the recurring patterns and common themes and quantitative data were deductively analysed to assess the nature of existing conditions and relevance. Data and method triangulation was implemented to determine whether multiple sources of data agreed, and to obtain better, cross-checked insights. Findings from this research study provided academic, industry, process and methodology insights into views held by followers regarding leadership and followership constructs. Definitions and perspectives held and reported by followers regarding leaders and leadership, characteristics of preferred and undesired leadership styles, relational and emotional bonds between followers and their leaders acknowledged the presence, value and influence of follower mental models. In this case followers contextualised leadership roles and responsibilities and suggested a transformational leadership style as a desired state. Findings also emphasised a need to appreciate the importance of the social exchange and social contingency theories of leadership in order to create a better understanding of leadership by emphasising the importance of context when studying leaders and leadership from a follower perspective. Obtained follower insights resulted in a structured leadership training and development needs analysis process framed within the specific context. Future research efforts in this regard may be aimed at determining the necessity to educate followers to critically appreciate and evaluate leadership performance and creating a better understanding of how followers’ mental models internally represent complex, dynamic systems and how these representations change over time. / Business Management / DBL

The aim of this research is to find out if a Technical and Vocational Education and Training (TVET) college in Mpumalanga, South Africa has any CPD programme for its lecturers and how it is managed. Through personal experience, interaction with fellow lecturers and literature review, I noted the evident lack of college-driven continuous professional development (CPD) of lecturers. I discovered that most TVET college lecturers are holders of teaching qualifications suitable for schools and not the TVET college sector. The research was qualitative. I conducted in-depth interviews with the senior management of the college, a focus group interview with lecturers and finally document analysis. Data analysis was inductive and verbatim quotations from participants were used. I found that although the college did have a CPD programme, there were many shortcomings. Strengths of the programme include funding and a planned CPD committee. Deficiencies relate to non-communication between staff members and management and a laissez-faire attitude of management in the handling of CPD. Based on the findings numerous recommendations are made concerning the way CPD is managed at this college and by the Department of Higher Education. These recommendations may relate to other colleges to make their CPD programme more effective for their academic staff. / Educational Management and Leadership / M. Ed. (Education Management)

本論文目的在於調查大學生修習「商用英語聽力訓練」之動機及需求，並對教師的教學活動及學習者之策略習得進行深入探討。該課程係以專業英語（English for Specific Purposes）之理論為依據，設計為應用於商業場合之課程。本研究以國立政治大學商學院學生為受試者進行個案研究，藉以探討「商用英語聽力訓練」課程現況及可供改進之方向。 受試者修習「商用英語聽力訓練」之動機與需求係由期初、期末兩次問卷填答得知，並經由英語程度不同之學習者反映出其不同之學習需求，可提供授課教師作為規畫課程及選擇教材時之參考重點，藉以提高學習者之學習興趣，達到有效學習的目標。 本論文的另一重點在於「商用英語聽力訓練」中聽力策略之訓練與習得，聽力策略的分類乃依Oxford（1990）提出之理論為根據，探討有助於該課程之聽力策略及技巧為何。本研究藉由二十八小時之課堂觀察，進而分析授課教師如何進行策略訓練；另外，經由問卷、測驗兩方法測知受試者對於該課程中策略訓練的反應及策略習得之實際情況。由此結果歸納出可提高學生學習效果的聽力策略。 由以上的研究結果，本論文針對於學習需求及策略訓練方法歸納出改進「商用英語聽力訓練」課程之具體建議，以期日後對相關課程之學習者及授課教師都能有所助益。 / This thesis aims to explore the current situation of an “English Lab Course for Occupational Purposes” in college and to provide suggestions for further improvement. This study focuses on two aspects：one is the motivations and needs analysis of the students who take this course; the other is the training and acquiring of listening strategies in this course. This course is based on the theory of “English for Specific Purposes” and is designed for Business majors. All the subjects of this research are sophomores and seniors of the College of Commerce at NCCU. The subjects’motivations and needs are investigated through a questionnaire survey at the beginning and the end of the semester. This research reveals the different motivations and needs for efficient and less-efficient learners. The results may provide some helpful perspectives to assist teachers in selecting effective teaching materials and designing appropriate courses. The other emphasis of this study is on the training and acquiring of listening strategies in this course. The definitions and categories of listening strategies are based on Oxford’s theory (1990). The author sits in on the classes for 28 hours to observe and record the actual teaching and learning situations. In addition, both questionnaires and tests (pre-test & post-test) are utilized to examine the actual strategies the subjects employ. With reference to the results of the observation, questionnaires and tests, the author presents the most effective listening strategies of this course. Based on the conclusions of this thesis, some possible applications are proposed for an “English Lab Course for Occupational Purposes”. The author hopes these suggestions can enhance the development of relevant courses in the future.

This study concerns the identification of the particular competences required by education, training and development practitioners (ETD practitioners) in the South African National Defence Force to develop suitable and appropriate career and training strategies. An applied research approach and a primarily quantitative approach were used. Questionnaires were completed by the commanding officers or the training managers, as well as the ETD practitioners at the education, training and development providers in the South African National Defence Force to determine the actual utilisation of ETD practitioners. Descriptive statistics were used to determine the roles, core competences, levels of competences and clusters of competences required by ETD practitioners in the South African National Defence Force. In addition, the actual utilisation of ETD practitioners was compared with a proposed competence profile that was based on the literature study in order to determine the competence gap that has to be addressed by means of career and training strategies. / Educational Studies / M.Ed.(Didactics)