Call number: LD2668 .T4 1964 B87 / Master of Science

Thesis (M.Ed. (Education Management and Policy Studies))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

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This thesis started as an initiative from one of the co-authors that previously worked at SAAB AB during summer 2018. During the summer she worked with the design process of In-process part Definition (IPPD) and an interest emerged for making it more efficient. The design process of IPPD (DPOI) is where a design article, designed in CATIA, become manufacturable and adapted for assembly. The DPOI can be seen as the interface between the department of Airframe development and Production at SAAB AB. The first step was to investigate the current DPOI and conduct a pre-study to find time-consuming activities.  The pre-study consisted of five interviews, an observational study and a time study were the aims was to collect employees' own opinions, approve a pre-defined workflow divided into twelve elements and find problem areas. Element 1.0-11.0 is tasks within the DPOI and element 12.0 is the first step in the review process called Checker. Element 4.0 and 8.0 were divided further into parallel activities where the operators in the time study performs either, e.g., E4.0 (macro) or E4.1 (manually). To find time-consuming activities a time study was performed. The authors of this thesis acted observers and clocked each element while three operators denoted A-C designed 24 IPPDs. The results from the time study showed that elements 1.0, 3.0, 4.1 and 7.0 were time-consuming and E4.1 had potential to become automated. The selection of 2-3 problems was carried out through two Weighted Sum Models (WSM) where criteria was defined and solutions was listed. Each solution was weighted to each criterion and got a total grade. The selected problems, based on the total grade, were: Documents and Combined macro. Documents and manuals for scenario 5, 6 and the entire design process of IPPD was developed to make new employees learning process more efficient. A draft macro for scenario 5 and new complete macros for scenario 1 and 6 was developed and used in the comparative study. The comparative study was conducted like the previous time study but instead the new developed macros was used to make E4.0 more efficient and eliminate E4.1. In the comparative study only E4.0 was clocked for all 24 IPPDs in the time study. The result showed that E4.0 has become average 60% more efficient for all IPPDs and the total time with the new developed macros for E4.0 vs E4.1 has become 14,3% more efficient. Problems and time-consuming activities has been found and improved. The performed comparative study shows that the DPOI can be minimized further in terms of time; there are possibilities to make more elements from the DPOI automated.

The unifying theme of this dissertation is the empirical analysis of the determinants of educational success. The first essay asks whether high school time use affects the probability that a high school graduate attends college. These effects may be due to acceptance decisions by colleges or because different time uses actually change the amount of educational attainment an individual desires. Three types of high school time use are considered: doing homework outside school, participating in extracurricular activities, and working for pay. The data used for this essay, as well as for the other two essays, are from the National Education Longitudinal Survey of 1988 (NELS:88). Instrumental variables analysis suggests that the time spent on homework outside school may be the most important type of time use, and it may have a very large positive effect on four-year college attendance. The second essay identifies how high school time use affects college GPA for individuals attending their first year at four-year colleges, using the same three types of high school time use as in the previous essay. College time use is imputed using the American Time Use Survey (ATUS) since this information is not available in the NELS:88. The results indicate that high school time use is important in determining GPA during the first year of college, where part of this effect is due to the fact that spending more time on homework during high school increases an individual’s ability level, which later increases college GPA. The purpose of the third essay is to analyze whether living at home with one’s parents will affect a college student’s gradepoint average. For students from higher income families, college GPA’s will be significantly higher if they live away from home. However, living at home during college does not negatively affect GPA for those from lower income families. / text

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Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.