The student of English technical education, reviewing the history of its development over the past hundred years, is tempted to conjecture how English education, particularly techincal education, would have developed if the Prince Consort had lived to exert the same unobtrusive influence during the later as he did during the earlier Victorian period. [...]

The purpose of the study was to develop a model for articulating selected courses between a two year vocational technical college and a four year academic university. More specifically, the study tested the feasibility of the use of locally developed competency instruments as a vehicle for administrative decisions about inter-institutional course articulation.One instructor in the electricity/electronics departments at Ball State University (BSU) and one at Indiana Vocational Technical College - Region 6 (IVTC) were asked to construct a competency based examination. Subject matter for the examination was identified as material taught at both institutions in an introductory course. An examination was developed using the format of domain-referenced instrument construction. A competency test was developed by defining tasks, and cognitive and psychomotor variables that a student must demcnstrate to perform the stated tasks.Students enrolled in the introductory electricity/ electronics course at each institution during spring quarter 1978 were asked to take the written examination. Thirty-eight students from Ball State University and forty-three from Indiana Vocational Technical College volunteered to participate. Six of the volunteers from each institution agreed to take the practical portion of the examination. The examinations were administered by the respective instructor. Answer sheets and rating sheets were coded to insure student anonymity.Tables were developed to show rank-order and frequency distribution of scores as well as the mean scores of all students by each institution. An item analysis was conducted and Kuder-Richardson Formula 20 was used to measure reliability. Scores were analyzed by: 1) cognitive and psychomotor competency on each task, 2) cognitive competency on each task, 3) psychomotor competency on each task, 4) cognitive competency on all tasks, 5) psychomotor competency on all tasks, and 6) cognitive and psychomotor competencies on all tasks.Reliability of the 92 item written examination was 0.9234 using Kuder-Richardson Formula 20. Approximately 70 percent of the students from IVTC scored higher than all students from BSU on the written examination. The mean score on the written examination for students from IVTC was 66.0, or 22.1 points higher than the mean score of 43.9 for students willing to participate in the practical as well as the written examination. The sum of the mean scores for students from IVTC was 78.5 as compared to 55.2 for students from BSU.Data were analyzed and the fo1lowing three conclusions were drawn:The data provided by the Kuder-Richardson estimate of reliability indicated that instructors from a separate college and university can jointly develop reliable competency measurement instruments.Locally developed reliable competency measurement instruments provide administrators with data regarding compatibility and incompatibility of selected courses with which administrators can feasibly make objective decisions about inter-institutional course articulation.Data from reliable competency measurement instruments provide administrators more quantifiable information than presently exists in college catalog descriptions, course objectives and oral descriptions of courses for making a more specific decision on course articulation.

Thesis (MEd) -- University of South Australia, 1994

This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a ‘vertical slice’ of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives. This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead. Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE ‘experience’ at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.

Thesis (Ph.D.)--Murdoch University, 2006. / Thesis submitted to the Division of Arts. Bibliography: p. 269-287.

Thesis (Ed.D.)--University of Tulsa, 1972. / Bibliography: leaves 84-89.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.81-90).

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 218-228). Also available on the World Wide Web.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.