Submitted in fulfillment of the requirement for the degree of Masters of Technology: Quality,Durban University of Technology, Durban, South Africa, 2012. / This study examined the quality, employability and the competencies of graduates from the Department of Operations and Quality Management at Durban University of Technology (DUT). The objectives of the study included determining the relevance of the curriculum to the workplace; evaluating the views of graduates regarding employability; and assessing the views of organisations regarding graduate performance in the workplace. The study also proposes that with the knowledge and skills acquired in the field of Operations Management, graduates should be able to reach their full personal and professional potential. However, these graduates still experience difficulties in adjusting and coping with the realities of the labour market. Combinations of qualitative and quantitative research methods were used. The study was exploratory in nature. The study made use of questionnaires to obtain the respondent’s view. The pilot study composed a sample of ten graduates. For the main study, forty of the sixty graduates and employers completed and returned the questionnaires that were administered. The response rate was 67%. The Cronbach’s Alpha Reliability Analysis was used to measure the reliability of the questionnaires. Face validity was verified by the statistician for pre-administering of questionnaires. The results revealed that obtaining a qualification in operations management at DUT increases the employability of graduates. The study also showed that employers are content with the way in which these graduates are able to translate their theoretical knowledge into practice, and to identify and solve problems within organisations. However, the study shows that some employers did not provide adequate support and guidance in relation to their development. / M

The field of nonprofit management education is nascent and little of the research has extended into the area of leadership as a requisite competency for nonprofit leaders. Likewise, the research on leadership has not been widely extended to the nonprofit sector. Prior research suggests a broad range of competencies are necessary to lead in the dynamic, complex environment of nonprofits, the exercise of which differs from that in the for-profit sector. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 179-181). / Also available by subscription via World Wide Web / 181 leaves, bound 29 cm

Com a concorrência das instituições privadas de ensino superior e a busca por atrair estudantes a se matricularem em seus cursos de hotelaria, um laboratório de ensino como um hotel-escola seria um atrativo para os estudantes, influenciaria na competitividade dos cursos de hotelaria do Brasil? Assim, buscou-se analisar a utilização dos hotéis-escola pelas instituições privadas de ensino superior que oferecem cursos de hotelaria no Brasil como ferramenta para aumentar sua competitividade. Desta forma descobriu-se todas as instituições de ensino superior de hotelaria no Brasil e foram analisados os cursos privados de hotelaria bacharelados e tecnológicos existentes no país, os que possuem hotel-escola e os que não possuem e a competitividade dos mesmos. Para isso foram utilizados indicadores como a avaliação pelo Conceito Institucional realizada pelo MEC para avaliar as instituições e a avaliação por estrelas realizada pelo Guia do Estudante para avaliar os cursos. O método de pesquisa que se optou-se por utilizar é o exploratório de cunho quantitativo e como instrumento de coleta de dados secundários utilizou-se pesquisa bibliográfica e documental. Assim, obteve-se como resultado dessa pesquisa que entre as instituições melhores avaliadas pelo Conceito Institucional está a Universidade Nove de Julho – Uninove em São Paulo com nota máxima cinco, que não possui hotel-escola, seguido com nota quatro apresenta-se a Faculdade de tecnologia SENAC Minas onde existe hotel-escola. Já pelo Guia do Estudante os cursos de hotelaria pontuados com cinco estrelas são o SENAC (SP) com dois hotéis-escola, a Castelli (RS) e a Anhembi Morumbi (SP). Conclui-se que pela pontuação desses dois indicadores, os cursos que se destacaram e apresentam hotéis-escola podem ter assim uma ferramenta crítica de sucesso e serem competitivos no mercado do ensino. Porém, nem todos que apresentam hotel-escola estavam nos mais pontuados, com isso observou-se que para essas avaliações não faz muita diferença ter ou não um hotel-escola, pois o hotel-escola não tem um peso alto na contagem de pontos. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-10-21T11:49:46Z No. of bitstreams: 1 Dissertacao Michele Vasconcellos Chiattone.pdf: 1447126 bytes, checksum: aca16fbe887f16d4fcbc8591d1dd3071 (MD5) / Made available in DSpace on 2015-10-21T11:49:46Z (GMT). No. of bitstreams: 1 Dissertacao Michele Vasconcellos Chiattone.pdf: 1447126 bytes, checksum: aca16fbe887f16d4fcbc8591d1dd3071 (MD5) / With competition from private institutions of higher education and the pursuit of attracting students to enroll in their hospitality courses, a teaching laboratory as a hotel- school would be an attraction for students, influence on the competitiveness of hospitality courses in Brazil? Thus, it sought to analyze the use of the hotels - school by private higher education institutions offering hospitality courses in Brazil as a tool to enhance their competitiveness. Thus it turned out all hospitality higher education institutions in Brazil and analyzed the private courses of bachelor hospitality and existing technology in the country, those with school -hotel and those without and the competitiveness of the above. For this they used indicators such as the assessment by the Institutional Concept made by MEC to evaluate the institutions and evaluation Star performed by Student's Guide to review the courses. The research method that we chose to use is the exploratory quantitative nature and as secondary data collection instrument was used bibliographical and documentary research. Thus was obtained as a result of this research among the best institutions assessed by the Institutional Concept is the University Nove - Uninove in Sao Paulo with maximum grade five , which has no hotel school , followed with four note presents the Faculty of SENAC Minas technology where there is hotel- school. Already the students guide the hospitality courses punctuated with five stars are the SENAC (SP) with two hotels - school, Castelli (RS) and the Anhembi Morumbi (SP) . We conclude that the scores of these two indicators, the courses that stood out and have school - hotels may have thus a critical tool for success and be competitive in the education market. However , not all of which feature hotel-school were the highest scorers with it was observed that for these ratings do not make much difference whether or not a hotel - school as the hotel - school does not have a high weight in the point spread.

Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003 / Peace Education strives to provide for the promotion and building of a peaceful society. A Peer Mediation Programme is one of the strategies designed to promote Peace Education in that it provides the skills for the resolution of conflict. The main objective of this evaluation research was to evaluate the conceptualisation, the design, the implementation and the impact of a Peer Mediation Programme that is being implemented at a primary school. The literature review was an in-depth study of the existing literature relating to conflict resolution and peer mediation. The main aspects covered by the literature were the nature of conflict and how it evolved and created meaning for itself. It also examined discipline and behaviour in the context of schools and the move towards alternative behavioural programmes at schools. It defined Peace Education and outlined the use of peer mediation as an alternative behavioural strategy, which could instil positive values and skills. It finally reviewed the benefits of alternative mediation programmes and the positive effects that it would have on the stakeholders involved in the programme. The research design used was Mouton's Logical model. The research was conducted. by using qualitative and quantitative methods. The qualitative methods included five focus group interviews and two individual interviews with all the relevant stakeholders who were associated with the programme. All the relevant documentation relating to the programme was examined and analysed. The quantitative method consisted of a questionnaire which all the mediators completed. The analyses of the data led to interesting findings. The Peer Mediation Programme was well conceptualised by the different stakeholders. There was the problem of 'dual roles' for mediators that impacted on the stakeholders' conceptualisation of the programme. The school had developed a unique design which was adapted to the culture of the school. The programme was well implemented and impacted positively on the school, the mediators, the parents and the community. Community involvement, however, was lacking. While the evaluation research revealed that the programme was successfully implemented, with positive results, it was recommended that the conceptualisation of the programme be expanded on and developed in order to improve the overall understanding of the programme. It was also recommended that the design should include all grades in an adapted programme. Parents also needed to become more involved in the programme.

Com a concorrência das instituições privadas de ensino superior e a busca por atrair estudantes a se matricularem em seus cursos de hotelaria, um laboratório de ensino como um hotel-escola seria um atrativo para os estudantes, influenciaria na competitividade dos cursos de hotelaria do Brasil? Assim, buscou-se analisar a utilização dos hotéis-escola pelas instituições privadas de ensino superior que oferecem cursos de hotelaria no Brasil como ferramenta para aumentar sua competitividade. Desta forma descobriu-se todas as instituições de ensino superior de hotelaria no Brasil e foram analisados os cursos privados de hotelaria bacharelados e tecnológicos existentes no país, os que possuem hotel-escola e os que não possuem e a competitividade dos mesmos. Para isso foram utilizados indicadores como a avaliação pelo Conceito Institucional realizada pelo MEC para avaliar as instituições e a avaliação por estrelas realizada pelo Guia do Estudante para avaliar os cursos. O método de pesquisa que se optou-se por utilizar é o exploratório de cunho quantitativo e como instrumento de coleta de dados secundários utilizou-se pesquisa bibliográfica e documental. Assim, obteve-se como resultado dessa pesquisa que entre as instituições melhores avaliadas pelo Conceito Institucional está a Universidade Nove de Julho – Uninove em São Paulo com nota máxima cinco, que não possui hotel-escola, seguido com nota quatro apresenta-se a Faculdade de tecnologia SENAC Minas onde existe hotel-escola. Já pelo Guia do Estudante os cursos de hotelaria pontuados com cinco estrelas são o SENAC (SP) com dois hotéis-escola, a Castelli (RS) e a Anhembi Morumbi (SP). Conclui-se que pela pontuação desses dois indicadores, os cursos que se destacaram e apresentam hotéis-escola podem ter assim uma ferramenta crítica de sucesso e serem competitivos no mercado do ensino. Porém, nem todos que apresentam hotel-escola estavam nos mais pontuados, com isso observou-se que para essas avaliações não faz muita diferença ter ou não um hotel-escola, pois o hotel-escola não tem um peso alto na contagem de pontos. / With competition from private institutions of higher education and the pursuit of attracting students to enroll in their hospitality courses, a teaching laboratory as a hotel- school would be an attraction for students, influence on the competitiveness of hospitality courses in Brazil? Thus, it sought to analyze the use of the hotels - school by private higher education institutions offering hospitality courses in Brazil as a tool to enhance their competitiveness. Thus it turned out all hospitality higher education institutions in Brazil and analyzed the private courses of bachelor hospitality and existing technology in the country, those with school -hotel and those without and the competitiveness of the above. For this they used indicators such as the assessment by the Institutional Concept made by MEC to evaluate the institutions and evaluation Star performed by Student's Guide to review the courses. The research method that we chose to use is the exploratory quantitative nature and as secondary data collection instrument was used bibliographical and documentary research. Thus was obtained as a result of this research among the best institutions assessed by the Institutional Concept is the University Nove - Uninove in Sao Paulo with maximum grade five , which has no hotel school , followed with four note presents the Faculty of SENAC Minas technology where there is hotel- school. Already the students guide the hospitality courses punctuated with five stars are the SENAC (SP) with two hotels - school, Castelli (RS) and the Anhembi Morumbi (SP) . We conclude that the scores of these two indicators, the courses that stood out and have school - hotels may have thus a critical tool for success and be competitive in the education market. However , not all of which feature hotel-school were the highest scorers with it was observed that for these ratings do not make much difference whether or not a hotel - school as the hotel - school does not have a high weight in the point spread.

No description available.

This case study investigated the potential of a place-based watershed curriculum, using STEM principles, to increase watershed literacy and knowledge of human impacts on stormwater in the environment. A secondary goal was to examine whether the place-based connection and increased exposure to issues within their local watershed impacted the students' environmental attitudes and sense of place. Over 500 sixth graders participated in this localized curriculum, where they learned the science behind watershed issues on their own school campuses. They focused on ways humans can monitor and mitigate their impacts on stormwater, through engineering investigations. The mixed-method research study investigated the effectiveness of the OLWEDU curriculum, to address these key questions: 1) To what degree did the OLWEDU increase the students' combined watershed literacy? 2) To what extent did the OLWEDU affect their environmental attitudes? 3) How did using a STEM oriented and place-based curriculum make the learning more relevant? In order to provide a solid triangulation of data, this study used a quasi-experimental design format with multiple measures: a) A Pre-Posttest (PPT), was given to all of the students to gather quantitative changes in knowledge of watershed concepts, stormwater issues related to human impacts on the environment, and engineering techniques; b) A constructed-knowledge questionnaire (CKQ) was used with forty four of the participants, to gather additional quantitative data on the students' local watershed knowledge; c) an environmental attitudes survey (EAS) was included in this sub-sample group; d) interviews were conducted with ten of the students to examine their opinions on the STEM aspects of the curriculum in addition to the place-based connections between the unit and their community. The statistically significant results showed increases in overall watershed literacy, knowledge of human impacts on stormwater, engineering principles, and environmental attitudes. These findings will be used to improve the current curriculum, and have broader implications concerning the benefits of using a formalized middle-school 21st century standards-based curriculum to teach watershed literacy and promote pro-environmental attitudes by using a combination of Science, Technology, Engineering, and Math in a local, place-based context.

There is a great need for qualified MBL and MBA graduates in South Africa to support and maintain the current growth rate that the economy is experiencing. Diligent effort is required to ensure that the locally acquired MBA/MBL qualifications remain on par with international qualifications. As an initial step to ensure high standards, the Council for Higher Education (CHE) did accreditation evaluations and only 18 MBA courses are now accredited. Admission criteria for the MBA/MBL is one of the minimum standards being assessed as part of the accreditation process conducted by the CHE. / Department of Industrial & Organisational Psychology / M.B.L.

Industrial and Organisational Psychology / (D.Litt. et Phil. (Industrial Psychology))