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Civil aviation provides for large scale, rapid, safe and reliable transport over long distances. In the last half of the 20th century, the reliability of air transport has increased, safety has improved and costs have reduced: the volume of civil aviation has greatly increased and demand continues to rise. The social and economic benefits arising from aviation are substantial while its environmental costs are significant and increasing: with current technologies aviation is considered to be essentially unsustainable. Sustainable development as a concept, arose in the latter part of the 20th century. It may be regarded as a journey of changes through time, a journey navigating a wide range of changes in technology and behaviour thought to be needed to move towards a better level of sustainability. There is a need to apply the principles of sustainable development to the practice of the civil aviation industry. The research on which this thesis is based draws on sustainable development literature, general systems theory and quality principles to derive a holistic and systemic sustainable development model, and a methodology for deriving indicators of sustainable development. These are then applied to the civil aviation system, to select and construct indicators of sustainable development in civil aviation. The indicator selection process is participative, and seeks the views of stakeholders of UK civil aviation. Stakeholders are asked, via a Delphi study, to give their views on the meaning of sustainable aviation, and on the most important aspects of sustainable development in civil aviation. The research proposes a set of 29 indicators for sustainable development in civil aviation, including institutional and regulatory indicators. The research findings suggest that, amongst UK civil aviation stakeholders, there is some consensus on the important sustainability issues facing civil aviation, and on their choice of indicators. There is little understanding of the meaning of sustainable aviation, and disagreement on policies to adopt in favour of sustainable development in aviation. Amongst stakeholders from civil aviation organisations, there is strong opposition to regulatory or economic policies in favour of sustainable development. While the safety of civil aviation is institutionalised, there is evidence to suggest that opposition to other aspects of sustainable development is embedded in the regulatory and operational organisations of civil aviation in the UK.

Esta pesquisa tem como enfoque a preparação do professor para atuação na educação a distância (EaD). Para tratar essa questão foram identificadas, baseado em um referencial teórico, as competências consideradas básicas ao professor para sua adequada atuação nessa modalidade de ensino. A partir da compreensão de que a aquisição de tais competências pode contribuir para uma melhor preparação docente foi criado um modelo de referência que fornece diretrizes para sistematizar o processo de capacitação para o ensino a distância. Essas diretrizes indicam o que deve ser feito para que as competências identificadas sejam tratadas, de forma sistemática, em um processo de capacitação. Para o desenvolvimento do modelo de referência foi utilizada como fonte orientadora a Soft Systems Methodology - SSM de Checkland, a qual deu sustentação e confiabilidade a esse processo. A concepção do modelo também considerou alguns aspectos referentes às abordagens analítica e sistêmica, conceitos relacionados à sinergia, eficácia e eficiência, além de uma inspiração obtida a partir dos processos de certificação/orientação da ABET - Accreditation Board for Engineering and Technology. Como resultado da verificação do comportamento do modelo na prática e de suas possíveis contribuições a uma situação real, foram indicadas melhorias ao processo de capacitação docente de uma determinada instituição de ensino. A indicação das melhorias demonstra a viabilidade e utilidade do modelo, tendo em vista o propósito ao qual foi criado. A identificação das competências e a concepção do modelo de referência para a sistematização do processo de capacitação docente para a educação a distância, bem como sua flexibilidade de utilização, são algumas das contribuições deste trabalho. / This research focuses on improving teacher skills for distance education (DE). To treat this issue teacher\'s basic competences have been identified for his/her suitable performance in this relative new teaching modality. Once we accept that it is always possible to improve teacher\'s teaching capacity, a framework has been created to systematize the qualification process for distance teaching. This framework provides guidelines that indicate what must be done so that the identified competences could be treated in a systematic way. Checkland\'s Soft Systems Methodology - SSM has been used as a reference model providing reliability and support for the process of the framework creation. The conception of the framework also considered some concepts related to analytic and systemic approaches, as well as synergy, efficacy and efficiency. In addition, the conceptualized model has been inspired on ABET (Accreditation Board for Engineering and Technology) certification/orientation process. As a result of the model application to a real situation, improvements have been indicated to teacher\'s qualification process of a college. These improvements demonstrate the feasibility and utility of the created framework. The contributions of this thesis are related to the desirable skills and competences that warranty mastery to the teachers involved in DE and to the flexibility of the framework which could be used in different situations.

Esta pesquisa tem como enfoque a preparação do professor para atuação na educação a distância (EaD). Para tratar essa questão foram identificadas, baseado em um referencial teórico, as competências consideradas básicas ao professor para sua adequada atuação nessa modalidade de ensino. A partir da compreensão de que a aquisição de tais competências pode contribuir para uma melhor preparação docente foi criado um modelo de referência que fornece diretrizes para sistematizar o processo de capacitação para o ensino a distância. Essas diretrizes indicam o que deve ser feito para que as competências identificadas sejam tratadas, de forma sistemática, em um processo de capacitação. Para o desenvolvimento do modelo de referência foi utilizada como fonte orientadora a Soft Systems Methodology - SSM de Checkland, a qual deu sustentação e confiabilidade a esse processo. A concepção do modelo também considerou alguns aspectos referentes às abordagens analítica e sistêmica, conceitos relacionados à sinergia, eficácia e eficiência, além de uma inspiração obtida a partir dos processos de certificação/orientação da ABET - Accreditation Board for Engineering and Technology. Como resultado da verificação do comportamento do modelo na prática e de suas possíveis contribuições a uma situação real, foram indicadas melhorias ao processo de capacitação docente de uma determinada instituição de ensino. A indicação das melhorias demonstra a viabilidade e utilidade do modelo, tendo em vista o propósito ao qual foi criado. A identificação das competências e a concepção do modelo de referência para a sistematização do processo de capacitação docente para a educação a distância, bem como sua flexibilidade de utilização, são algumas das contribuições deste trabalho. / This research focuses on improving teacher skills for distance education (DE). To treat this issue teacher\'s basic competences have been identified for his/her suitable performance in this relative new teaching modality. Once we accept that it is always possible to improve teacher\'s teaching capacity, a framework has been created to systematize the qualification process for distance teaching. This framework provides guidelines that indicate what must be done so that the identified competences could be treated in a systematic way. Checkland\'s Soft Systems Methodology - SSM has been used as a reference model providing reliability and support for the process of the framework creation. The conception of the framework also considered some concepts related to analytic and systemic approaches, as well as synergy, efficacy and efficiency. In addition, the conceptualized model has been inspired on ABET (Accreditation Board for Engineering and Technology) certification/orientation process. As a result of the model application to a real situation, improvements have been indicated to teacher\'s qualification process of a college. These improvements demonstrate the feasibility and utility of the created framework. The contributions of this thesis are related to the desirable skills and competences that warranty mastery to the teachers involved in DE and to the flexibility of the framework which could be used in different situations.

Since the late 1980s there has been a greater awareness of the need to manage organisational knowledge resources, which are seen as vital to the value proposition of any organisation. This has resulted in the development of a multiplicity of Organisational Knowledge Management (OKM) approaches, systems and processes. OKM as a concept is however experiencing a prolonged period of practitioner and academic dissatisfaction, which is impacting its credibility. Commentators claim that this emanates from the fact that a general model, as a diagnostic mechanism for the field, has not yet emerged, an indicator of immaturity in the field and a destabilising influence on practitioner confidence. This research sets out to explore OKM, with the aim of understanding and attempting to help address this dissatisfaction. The literature review focuses on environmental drivers of OKM as a concept from both practitioner and academic perspectives. This highlights a need for (1) an agreed definition of purpose for OKM systems and (2) a general diagnostic model or framework for those systems that identifies common constructs across sectors or geographic locations. In turn, these require appropriate research evidence. The research reported on in this thesis utilises Soft Systems Methodology as a framework for enquiry. By means of a meta-analysis of literature, the enquiry progresses to a descriptive survey, with findings being illustrated and analysed through fractal analysis. The data is then compared against a sample of models from the field before being translated into a new OKM diagnostic model and supporting toolkit, using logic modelling and a Participatory Integrated Assessment Tool. The application of these to a case study, carried out within in a large multinational organisation, is reported on and evaluated. Findings are that 'self-similarity' exists across existing views of OKM; that the need for knowledge to be used as an organisational resource is a persistent one; that a methodology can be developed that reacts to the needs of academics and practitioners in responding to the challenges from the field; that a proposition for a general organisation diagnostic model is possible; that a robust evidence-based definition for the concept, as well as a general diagnostic model for the coordination of organisational knowledge resources is needed and are provided; and that such a general diagnostic tool, such as has been developed in the research on which this thesis is based, can be applied within an organisation to identify gaps in systems designed to coordinate organisational knowledge resources.

Problem solving methodologies in IS are numerous, varied in objectives and scope, and commonly suffer consequences of deviation and rejection. This research investigates the essence of methodologies in order to understand and to address these consequences. In this thesis, methodologies are treated in a broad sense in order to arrive at a generalisable solution. An integrated research framework was constructed to pursue the solution. The framework is based on my adopted ontological, epistemological and methodological assumptions. The research is considered as an interpretivist single case study using qualitative research methods. A holistic Information Security Methodology was selected for in-depth study. Data were collected from various sources, but primarily from focus groups using 18 participants representing 11 organisations. Data were also collected from the developer of the methodology and two other organisations who were implementing it. Data analysis was based on a grounded approach to arrive at a substantive theory representing a conception of an ideal methodology as perceived by these practitioners. The use of the Hermeneutic circle and the purposely constructed Interrogative Framework were the essential tools for analysis. This conception is believed to hold some of the key factors for reducing the common problems of deviation and rejection of methodologies. The proposed theory is the main contribution of this research, which can be used as a foundation theory to construct and evaluate methodologies. The theory also has been used to propose extensions to existing theories. The core theory consists of basic elements and attributes. Other constructs were also developed to be used as contexts to the theory. In totality these findings provide a rich sphere to examine and understand methodologies.

This thesis is about exploring possibilities for improving the situation of a rural community in the Philippines. The philosophy. theories and assumptions underlying are discussed. This research which fulfilled its primary intent of fostering change through action also served as a verification of the value and usefulness of a Participatory Systemic Action Research. The role of participation in an emancipatory process is highlighted. The research process, following the methodological framework of Soft Systems Methodology, is described. Based upon the experience of a participative research, a critique of the Soft Systems Methodology is forwarded. The emergent outcomes of the research are also discussed / University of Western Sydney

University of Technology, Sydney. Faculty of Education. / This thesis examines the construction processes of language, culture and identities in relation to both the macro level of society and culture, as well as the micro-individual level. It argues that there is a need to understand these constructions beyond discrete notions of language, identities and culture. The thesis mobilises performativity theory to explore how exposure to a variety of practices during the life trajectory has an impact on the construction and performance of language, identities and culture. It shows how a theory of performativity can provide a comprehensive account of the complex process of, and the relationships between, hybridisation (engagement in a range of cultural practices) and monolithication (nostalgic attachments to familiar practices). The thesis also suggests that the deployment of performativity theory with a focus on individual biography as well as larger social-cultural factors may fill a gap left in some other modes of analysis such as Critical Discourse Analysis (CDA) and Conversation Analysis (CA). Analysing data from four workplaces in Australia, the study focuses on trans-institutional talk, namely casual conversation in which people from a variety of linguistic and cultural backgrounds work together. Following the suggestion (Pennycook 2003; Luke 2002) that there is a need to shift away from the understanding that a particular language is attached to a particular nation, territory and ethnicity, the thesis shows how discrete ethnic and linguistic labels such as ‘Japanese’ and ‘English’ as well as notions of ‘code-switching’ and ‘bi-lingualism’ become problematic in the attempt to grasp the complexity of contemporary transcultural workplaces. The thesis also explores the potential agency of subjects at the convergence of various discourses through iterative linguistic and cultural performances. In summary, the thesis provides deeper insight into transcultural performances to show the links between idiosyncratic individual performances and the construction of transcultural linguistic, cultural phenomena within globalisation.

Successfulwater management implies tackling multi-level governance and improvingintegration between sectors. Sound information and related processes will berequired to support water management decision-making at these various levels.Additionally, considering Principle 10 of the UN’s Agenda 21, actors shouldhave access to information to enable their involvement in shaping watermanagement outcomes. This thesis draws on the results of two separate caseswhere information systems support action: (i) rural water supply in Uganda;and, (ii) water management according to the Water Framework Directive in Sweden.A research approach was formed based on: (a) a model conceptualising how informationsystems support organisational processes which lead to action; and, (b) asystems-thinking methodology. The results reveal that there are numerous,similar challenges to achieving information support for action in both theUgandan and Swedish cases. In both cases, information quantity and quality islimited; consequentially, the use of information to support action is inhibited.Furthermore, not all actors are involved in information system processes; in particular,local-level actors. Overall, there is limited support of strategic decision-makingand weak support of operational, or local, decision-making. The results suggestthat it might be possible to tailor strategic-level information processes tolocal needs, hopefully encouraging active involvement of local actors. Improvedinvolvement, together with a suitable systems approach, could be used to furtherdevelop information systems, improving integration between multiple levels ofgovernance and across sectors – suiting not just the needs ofstrategic decision-making but also the needs of operational, or local,decision-making. / QC 20120822