Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (Ph.D.) - University of Glasgow, 2008. / Ph.D. thesis submitted to the Faculty of Education, Centre for the Support for Learning, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin, 1966. / Extension Repository Collection. Typescript (photocopy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [135-137]).

Thesis (doctoral)--Universität, Göttingen, 2004. / Includes bibliographical references (p. 221-229).

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.

The central object of this research is interdisciplinary professional development in Environmental Sciences and its influence on the field of work of graduates of the Graduate Program in Environment and Development, Federal University of Sergipe (1995-2010). This is the analysis of the changes between the period of interdisciplinary training and professional entry into the labor market as the difficulties they face in professional practice on interdisciplinary practice. It is recurrence approaches (auto) biographical, Sociology of Work, the biography educational and interdisciplinary theoretical and methodological elements as relevant to the understanding and development of the study. The research methodology is of mixed nature: qualitative, quantitative and interdisciplinary. The data collection instruments used were closed questionnaire, structured interviews, documentary sources, autobiographical accounts and electronic forms obtained in Lattes. The results demonstrate the importance of interdisciplinary training in Environmental Sciences, in their different fields of work, with its social and providing scientific discussions about the importance of stories of lives and professional careers in interdisciplinary professional development and, above all, the difficulties faced in exercise of interdisciplinary practice and contribute to the definition of public policies for interdisciplinary training and insertion in the labor market. / O objeto central dessa pesquisa é o desenvolvimento profissional interdisciplinar em Ciências Ambientais e suas influências no campo de trabalho de egressos do Programa de Pós-Graduação em Desenvolvimento e Meio Ambiente da Universidade Federal de Sergipe (1995-2010). Trata-se da análise sobre as mudanças ocorridas entre o período de formação interdisciplinar e o ingresso profissional no mercado de trabalho quanto às dificuldades que enfrentam no exercício profissional relativo à prática interdisciplinar. Faz-se recorrência às abordagens (auto) biográficas, à Sociologia do Trabalho, à biografia educativa e à interdisciplinaridade como elementos teórico-metodológicos relevantes para a compreensão e desenvolvimento do estudo. A metodologia da pesquisa é de natureza mista: qualitativa, quantitativa e interdisciplinar. Os instrumentos de coleta de dados utilizados foram questionário fechado, entrevistas semiestruturadas, fontes documentais, relatos autobiográficos e formulários eletrônicos obtidos na Plataforma Lattes. Os resultados demonstram a relevância da formação interdisciplinar em Ciências Ambientais, nos seus diferentes campos de trabalho, com suas implicações sociais e científicas propiciando discussões sobre a importância das histórias de vidas e das trajetórias profissionais no desenvolvimento profissional interdisciplinar e, sobretudo, as dificuldades enfrentadas no exercício da prática interdisciplinar bem como, contribuir com a definição de políticas públicas de formação interdisciplinar e inserção no mercado de trabalho.

The central object of study of this research are the senses, discursive practices and tensions experienced by students, the Graduate Program in Environment and Development, Federal University of Sergipe, on the interdisciplinary training in Environmental Sciences. Included in those who are part of MINTER UFS / UPE. It is the study of verbal interactions, face to face, in order to understand the manifestations of the spectacle of these students as interdisciplinary training of the senses and their expressions as language (non-verbal, symbolic, representational and spectacular) observed through social behaviors of actors in contexts and / or specific scenarios its manifestation. Among the major theoretical present, we focus on the contributions of Erving Goffman and his social drama. This survey was conducted between September 2011 and February 2013. Regarding methodological aspects is formed through the paradigm of etnopesquisa critical and multifaceted, with a phenomenological approach. It is a qualitative and ethnographic method was used etnocenológica base. The methodological tools used are: the systematic observation and active participant observation, intensive interviews, the autobiographical account, semidirigido questionnaire, a semistructured interview and focus group or nominal. The results of this research point to the importance of interdisciplinary training is as indispensable contribution in the professional and personal lives of the actors investigated. Also out - if the dialogues undertaken, productions and workshops as enriching this training process. However, we see that we still need an immersion in interdisciplinary, so to expand further discussions and providing an intense experience of the actors / O objeto central de estudo dessa pesquisa são os sentidos, práticas discursivas e tensões vivenciadas pelos estudantes, do Programa de Pós-graduação em Desenvolvimento e Meio Ambiente da Universidade Federal de Sergipe, quanto à formação interdisciplinar em Ciências Ambientais. Incluídos nestes os que fazem parte do MINTER UFS/UPE. Trata-se do estudo das interações verbais, face a face, no sentido de apreender as manifestações da espetacularidade destes estudantes quanto aos sentidos da formação interdisciplinar e suas expressões como linguagem (não verbais, simbólicas, representacionais e espetaculares) observadas através de condutas sociais de atores em contextos e/ou cenários específicos a sua manifestação. Dentre os principais referenciais teóricos presentes, enfocamos as contribuições de Erving Goffman e sua dramaturgia social. Essa pesquisa foi realizada entre setembro de 2011 e fevereiro de 2013. Com relação aos aspectos metodológicos se configura através do paradigma da etnopesquisa crítica e multirreferencial, com uma abordagem fenomenológica. É de natureza qualitativa e foi utilizado o método etnográfico de base etnocenológica. Os instrumentos metodológicos utilizados são: a observação sistemática e a observação participante ativa, a entrevista intensiva, o relato autobiográfico, questionário semidirigido, a entrevista semidirigida e o grupo nominal ou focal. Os resultados dessa pesquisa apontam para a importância que a formação interdisciplinar tem como contributo imprescindível na vida profissional e pessoal dos atores investigados. Também destacam-se os diálogos empreendidos, as produções e seminários realizados como enriquecedores neste processo de formação. Porém, vê-se que ainda é preciso uma imersão no interdisciplinar, para assim ampliar-se ainda mais as discussões e possibilitar uma vivência intensa dos atores.

D.Ed. / The research has been done under the leadership of the Rand Afrikaans University with the co-operation of the National Training Board. Apprentice training in South Africa developed from the traditional journeyman route to a more advanced competent modular based training system. The existing competent modular based training for apprentices consists of on the job training, institutional training, offered by an accredited training centre and theoretical training away from the work environment, offered at a Technical College. The existing apprentice training scheme is controlled by legislation (Act No 56 of 1981). The research has been undertaken to determine whether the existing apprentice training scheme complies with the developing needs of the industry and the individual learner. A literature study about the development of the apprentice training system in South Africa is compiled. The study includes an examination of vocational education and training systems of eight different countries. The literature study is compiled to create an holistic picture concerning vocational education and training, focusing on the training of apprentices. Other countries' vocational education and training models are also evaluated to see what South Africa can learn from other countries and to incorporate the transferable strengths to the alternative routes for artisan training developed by this research. With the aid of scientifically designed questionnaires and interviews, the existing apprentice training scheme is examined. The existing training scheme is evaluated against the following criteria: an integrated approach to education and training; effective human resources development according to the technological and manpower, as well as the individual needs; access to artisan training and flexibility of training scheme; recognition of prior learning; career guidance of learners; mobility between industries, employers and institutions, that the training scheme provide; The results of the questionnaires and interviews have shown that the existing apprentice training scheme is outdated and needs to adapt to comply with new challenges for developing competent tradesmen and -women in South Africa. This study addresses the problem surrounding the existing artisan training scheme by developing alternative routes for artisan training. As the results of artisan training should be outcome based. The first step of designing the alternative routes is to formulate the skills and knowledge needed to be a competent artisan. The alternative routes for artisan training is then designed to develop and enhance the skills as formulated.