Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 360-370).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--University of Wisconsin-Madison. / Vita. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1980. -- 22 cm. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 266-275).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (MPhil)--University of Stellenbosch, 2005. / On title page: Master of Philosophy (Information and Knowledge Management). Bibliography. Also available via the Internet.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

M.Ed. / The Technical Colleges are important links between the community and industry since it is eminently responsible for the academic training of mid-level manpower, namely artisans and apprentices. The responsibility of Technical Colleges is to make post-school education available. This post-school training is offer with a view to the practice of a career and is geared towards any school leaver, who requires practical-orientated career training. Technical Colleges offer training on a continual basis where the differentiated secondary school system ceases to prepare students to be able to practice a career, trade-or professional skill in commerce and industry. The technical college focuses on career training aimed towards the practice, which is market orientated and set towards job opportunities. With reference to the aforementioned mission of the Technical Colleges, it becomes essential that theory becomes reconciled with practice in order to apply practice-orientated career training. III This study is aimed at compiling a syllabus for Fitting and Machining Theory (N 1N3) at Technical Colleges on a scientific basis, which will comply with the demands and needs of the community and industry. The study has been carried out on the ground that a need has been established during an ATC (Association of Technical Colleges (now Committee of Technical College Principals CTCP) seminar for the curriculum development of the subject Fitting and Machining (N1-N3) at Technical Colleges. The researcher, as chairman of the CTCP sub-subject committee for Fitting and Machining (N1-N3) as well as Tool, Jig and Die Maker's Theory (N2 and N3) undertook this study with the approval and support of the CTCP under the direction of the University of Pretoria. The dissertation was eventually finalised and completed at the Rand Afrikaans University. A literary study has been undertaken in order to be able to choose a curriculum model based on the opinions of a number of curriculum experts. This should be useful in setting a direction according to which the present Fitting and Machining Theory syllabi (N1-N3) at Technical Colleges can be developed. The research includes the distribution of scientifically based questionnaire, which were sent to selected respondents, as well as with structured interviews. This was done to pinpoint the similarities between and the differences in the Fitting and Machining syllabus at Technical Colleges and the training schedules in the Metal Industries. The purpose with this information which has been computerised and processed by the Department of Information Management, Section: Research and Training Support, at the University of Pretoria is to compile well-founded syllabi for Fitting and Machining (N1-N3). It is nonetheless imperative that the curriculum development of Engineering Studies syllabi at Technical Colleges be developed on a regular basis and in co- IV operation with the industry with cognisance of technological development in order to offer career training in the real sense of the word.

Cybernation is a term used in a new context to identify a new era. It is a term that is associated with technical development and productivity. The implications that cybernation bring with it are twofold for the discipline of education. The first task that falls to education is the development of understanding and the identification of values that will enable mankind to benefit from his surroundings. Secondly, men must be trained to work the new machines. It is in connection with the second task of education that this thesis addresses itself. In Alberta, government-directed institutions of training have developed over the years in order to train apprentices, technicians and to provide other vocational training programmes. An outline of the development of each of these levels of training is presented including a tabulation of the number of people who participated in the different levels of training. The summary that is made herein of the number of people trained is in response to the question: What number of people are being trained and what is the per capita cost? The question is not unique to Alberta. It is suspected, however, that answers are not readily available and a review of the literature bears this out. Technical and vocational training has a history of nearly fifty years in Alberta. The gradual development of facilities through periods of economic crisis, pressures from enrolment, and Federal financial assistance is outlined before the detailed examination of enrolments and costs is presented for the decade commencing in 1956. The number of apprentices in training in 1956 was 2,195. By the year 1965 the number had increased to 4,572. In relative terms the increase was from 1.9 per one thousand population to 3.1. A similar increase was evident in the training of technicians. In 1956 the Southern Alberta Institute of Technology trained 303 technicians. By 1965 the number of technicians in training had increased to 1,701. Of this number, 950 were trained at the new Northern Alberta Institute of Technology. The relative change as measured per one thousand population was from 0.26 to 1.1. The number of persons in other vocational training and non-technical training programmes also increased. The enrolment of 2,379 in 1956 increased to 4,976 in 1965. The relative numbers in training increased from 2.1 per one thousand population to 3.4. An examination of the financing of apprenticeship, technical, and vocational training reveals that an expenditure by the Province in 1956 of $241.35 was required to train each apprentice. However, the net cost to the Province after reimbursements and adjustments, was $148.63 for each apprentice. In 1965 these figures had increased to $328.39 and $191.88 respectively. The expenditure and cost of training each technician in 1956 was $903.71 and $721.43 increasing to $1,464.25 and $750.75 by 1965. In 1965 the expenditure on each technician at the Northern Alberta Institute of Technology was $1,989.13 and the cost $1,062.70. For other vocational trainees the expenditure made by the Province in 1956 amounted to $143.18 and the cost amounted to $98.35. This had changed by 1965 to a Provincial expenditure of $388.72 and a net cost of $116.82. The capital expenditure in the form of site, construction, furnishings and equipment for students at all levels of training, over the ten-year period 1956 to 1965, was $241.01. The capital cost was $93.06. The completion of this study for Alberta creates the need for comparisons. The reference points for enrolments and for costs have been established herein, but these must mark the beginning and not the end. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

M.Phil. (Engineering Management) / This dissertation provides an investigation on the level of technical knowledge which project managers have to carry to deliver technical projects. It has now become a standard to many organizations to run their deliverables in projects to reach their objectives and every project is set to be unique. Project management can be thought as the application of knowledge, skills, tools and techniques to meet project requirements or coordination of human, financial and material resources to achieve beneficial change defined by quantitative and qualitative objectives. At the heart of project management is the project manager a project director and driver. Project manager is a professional tasked with leading a project from inception to completion [27]. It is not clear as to which level of technicality must project managers be to delivering projects in time, on budget and in an acceptable quality, thus the duties and qualities of a technical inclined project manager are covered in this study. Project manager leads a project team from the start of a project life cycle to finish, accomplishing the project objectives on time and within budget. Facing obstacles, budget and time-constraints, project manager is a key to planning and executing projects that produce the desired deliverable or result [4]. Developing the literature around the project management industry outlines the duties and responsibilities of a project manager which then defines the skills needed for project managers. It is safe enough to have a project manager with all the required skills stretching from technical through to managerial. Organizations delivering large scale projects have developed a role of an engineering manager who takes control of all technical aspects of the project. A project with an engineering manager allows the project manager to administrate the project and in that case the level of technicality for project managers is not important. A great athlete does not always make a great coach. Some of the best coaches in the world were not the best athletes, but have a firm understanding of the game. As suggested in [28] by Richard Fanelli, an architect and project manager guru that “a complete project manager must be an expert technically and knowing how things are done, as well as being detail oriented”. The one person the place can't function without. Everyone, the boss, supervisors, assistants comes to you for help. But where do you as a project manager go when you need help? As a project manager one is part bookkeeper, part administrator, part leader, part human resource pro, part technical guru, and part many other parts without parting ways with your sanity. Findings to the research topic are drawn to support the final conclusions discussed in the later part of the report. The project manager must also have technical competence in some aspects of the work being performed on the project. It appears however that there is considerable disagreement between researchers on the issue of how much technical knowledge is required. The more technically aware one is, the better they will be able to understand risks, potential roadblocks, and impacts of delays to the schedule. Project manager requires skills in three primary areas, namely interpersonal, technical and administration to deliver project successfully.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract