Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 114-123).

Thesis (M.S.)--School of Advanced Air and Space Studies, 2008. / "June 2008." Vita. Includes bibliographical references (p. 75-77). Also available via the Internet.

Thesis (M.Accy.-Res.)--University of Wollongong, 2008. / Typescript. Includes bibliographical references: leaf 97-102.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 135-145). Also available on the Internet.

Thesis (M.S.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 125-136).

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 135-145). Also available on the Internet.

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 9, 2007) Vita. Includes bibliographical references.

Made available in DSpace on 2014-06-11T19:26:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-02-04Bitstream added on 2014-06-13T19:13:27Z : No. of bitstreams: 1 000753362.pdf: 7729519 bytes, checksum: 291883c7a21a4269ae4808d90b0de655 (MD5) / A aprovação das diretrizes curriculares nacionais para os cursos de Engenharia já completou mais de dez anos. Uma de suas novidades foi propor o direcionamento dos esforços na formação dos futuros engenheiros não apenas nos conhecimentos previstos nas grades curriculares. A formação, segundo as diretrizes, deve privilegiar o desenvolvimento de habilidades, competências e atitudes, as quais são tão ou mais importantes que os conteúdos ministrados para a ulterior atuação do profissional na sociedade. O objetivo deste estudo foi verificar a percepção de alunos, de egressos e de docentes quanto à maior ou menor valorização das competências propostas nas diretrizes curriculares para formação dos engenheiros de produção. Para atingir este objetivo geral foram realizados diversos levantamentos tipo survey. O primeiro teve como respondentes alunos formandos de cursos de uma universidade pública e de uma universidade privada, que avaliaram a valorização das diversas competências no ambiente universitário e no ambiente profissional. No segundo, o público alvo foram os docentes dos mesmos dois cursos que avaliaram o quanto são valorizadas as competências propostas nas diretrizes na realidade concreta das universidades e num quadro em que os respondentes considerariam ideal de ser atingido. No terceiro levantamento, com egressos do curso da universidade pública, os respondentes fizeram avaliação de quanto cada uma das competências foi valorizada e desenvolvida em sua formação universitária e o quanto elas têm sido importantes na sua atuação profissional. Como resultado tem-se um mosaico de percepções, em grande parte bastante divergentes, que aponta que a formação acadêmica continua privilegiando os conteúdos e não o desenvolvimento mais integral de competências e habilidades / The adoption of national curriculum guidelines for courses in Engineering has completed more than ten years. One of his innovations was to propose the targeting of efforts in training future engineers not only on the information covered in the curricula. The training, according to the guidelines, should focus on developing skills, competencies and attitudes, which are equally or more important than the content taught to further the professional practice in society. The aim of this study was to investigate the perception of students, graduates and teachers of as the greater or lesser use of skills in the proposed curriculum guidelines for training of production engineers. To achieve this overall objective type survey several surveys were conducted. The first respondent had the senior students of courses at a public university and a private university that assessed valuation of the various skills in the university environment and professional environment. In the second, the audience were teachers of the same two courses that assessed how skills are valued in the guidelines proposed in the concrete reality of universities and a framework in which respondents would consider ideal to be achieved. In the third survey, with students who graduated from public universities, respondents did review how each of the competencies was developed and valued in their university education and how they have been important in their professional practice. As a result, there is a mosaic of perceptions, mostly quite divergent, pointing that education continues focusing on the content and not the full development of skills and abilities

Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2017. / Leadership and how it impacts on the performance of human beings remains to wide and to generic to define in a one stop shop. The inability of the research community to have one definition of this well researched topic, complicates the process of identifying those critical factors that lead to effective leadership. Sometimes, incorrectly so, leadership and management are interchangeably used when they do not always mean the same thing. Whilst both can be found in an individual, they are different with leadership relating to personality as compared to management which relates to formal position. Because leadership resides in the person of the individual, it lands itself into different styles as they pertain to the knowledge, understanding, education, culture and experience of the leader. Project management or leadership, is unique because of the unique nature of the project and the environment in which projects are executed. A special type of leadership is presumed to be able to provide effective leadership in the presence of the matrix structure leading to the authority gap, the temporary nature of the project leading to labour instability, and the square root parameters against which the success of the project are measured. The findings clearly indicate that there are certain behavioural patterns necessary to provide effective project execution in the risky and unpredictable project terrain.