Thesis (MTech (Post School Education))--Peninsula Technikon, 1999. / Word processed copy. Summary in English. Includes bibliographical references (leaves 145-153). Also available online.

Thesis (M.B.A.)--University of Hong Kong, 1985.

Thesis (M.B.A.)--University of Hong Kong, 1989. / Also available in print.

published_or_final_version / Business Administration / Master / Master of Business Administration

Engineers have throughout history performed an important role in the technical advancement of mankind. The record of development in the less developed countries of the world, however, has been less than successful. These countries are littered with monuments to failed development programmes that have incurred immense financial, economic and social costs. Among the primary causes of failure are the inadequate attention to the details of the social and political dimensions of development, and a tendency by engineers to presume that their common sense view of the world is sufficient. This situation is exacerbated by the fact that frequently engineers have found themselves to be in the position of sole arbiters of development projects. For most of the latter half of the twentieth century engineers have been constrained by the complexities of their technology to confine themselves to providing technical solutions to the needs of society. In the 1980s however society, at least in the First World, started to become increasingly concerned with environmental degradation and perceptions of diminishing resources. These concerns and the economic and financial costs of failed development, have led to concerted efforts to reexamine the processes of development. Successful development is driven by social and political understanding and commitment combined with innovative and appropriate technology. These require knowledge of the historical context of each society, an understanding of the concept of community, and an ability to recognise the requirement for interdisciplinary relationships. In South Africa in the 1990s there is strong political commitment towards the elimination of poverty and to development in rural areas. This has been translated into action through the Reconstruction and Development Programme. Much of the responsibility for its implementation falls on civil engineers. It is important therefore that engineers gain a better understanding of development theory, and of the complexities and diversity of development action. This study briefly examines development theory and the role of engineers as development practitioners, and considers two examples of rural development. The study concludes that engineers perform a pivotal role, and that a co-ordinated multidisciplinary approach with improved capacity, responsibility and accountability in local government are key ingredients for a successful development programme. / Thesis (M.Soc.Sc.)-University of Natal, Pietermaritzburg, 1998.

Thesis (M.B.A.)--University of Hong Kong, 1985.

Thesis (MTech (Post School Education))--Peninsula Technikon, Cape Town,1999 / The education and training of civil engineering technicians is an integrated and dynamic process. The success of any service delivery process will be dependent on the meaningful interaction of all role players, given their understanding and commitment to desirable educational ideals and endeavours. With the rapid changes in technology and the arrival of democracy in South Africa, an ideal opportunity existed to review current practices and operational procedures, with a view to making some input toward restructuring. A review of service delivery strategies could make a positive contribution to improving the education and training of civil engineering technicians as well as improving the ideals of co-operative education. The purpose of the study was to analyse the service delivery strategies within the National Diploma in Civil Engineering course by examining the relationship between the views and expectations of students, academic staff and industry towards desirable leaming outcomes, against the current status of service delivery strategies. The study then explored success factors that could enhance the development of civil engineering technicians in training, within the co-operative education relationship. The literature study concentrated on the nature and value of co-operative education. It also highlighted the contributions of the respective role players in educational strategies and their added value to the education of technicians in training. An important distinction was established between training and learning where training, as a content-driven concept has been redefined to learning, which implies a more student-centred approach in the search for knowledge and the demonstration of skills. Questionnaires were compiled which attempted to measure views and perceptions on desirable outcomes in relation to current practices prevailing in service delivery strategies by technikons and industry. The survey was completed by a total of 268 respondents consisting of 178 students, 40 academic staff from nine technikons and 50 companies from industry in the Western Cape, Eastern Cape, Kwazulu Natal and Gauteng. A statistical analysis and observations revealed reasonable consistency in the desirable outcomes of student learning and achievement. The survey also revealed that there were significant differences between the three samples when it came to measuring the contributions and involvement of the three parties in service delivery implementation. The conclusions flowing from the literature study and the empirical investigation revealed that the gap between the current status and desirable learning outcomes are being prejudiced by the inefficient application and utilisation of available and resources.

published_or_final_version / Business Administration / Master / Master of Business Administration

Thesis (Ph. D.)--University of Wisconsin--Madison, 1996. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

published_or_final_version / Business Administration / Master / Master of Business Administration