DOCSLIB.ORG

Post-Secondary Vocational Education and Training

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Post-Secondary Vocational Education and Training: Pathways Partnerships Higher Education in Regional and City Higher Education in Regional and City Development Development Post-Secondary, Vocational Education and Training: Pathways and Partnerships Post-Secondary Vocational Rapid growth of tertiary education is partly due to the expansion of post-secondary Education and Training: vocational education and training (PSV). A well developed post-secondary PSV system and links between universities and VET institutions improve skills and Pathways and Partnerships employment opportunities. What is post-secondary PSV and how does it relate to other components of the education system? How do the labour market and Edited by Jaana Puukka globalisation trends impact post-secondary PSV? How do OECD countries address the issues of transition, pathways and collaboration in tertiary education? This report is part of the OECD work on Higher Education in Regional and City Development. In the course of the reviews of more than 30 cities and regions, this work identified VET-university linkages as one of the common issues that impact the engagement of tertiary education in socio-economic development across countries. CONTENTS: Part I. Overview of post-secondary vocational education and training; major trends and challenges Chapter 1. Post-secondary vocational education and training Chapter 2. Delivering high level training in a changing world – Post-secondary vocational education and training in context Chapter 3. Differentiation, de-differentiation and collaboration between vocational education and universities Part II. Post-secondary vocational education and training: country case studies Chapter 4. Australia’s dual sector universities and transfer from vocational to higher education Chapter 5. College-university links and impact on participation in higher education in Scotland Chapter 6. Bridging the divide in Norway’s tertiary education: the impacts of the policy mix Chapter 7. Non-university higher education and regional development in Italy Chapter 8. Vocational education and training in Spain ISBN 978-92-64-09755-1 892012061E Higher Education in Regional and City Development Post-Secondary Vocational Education and Training PATHWAYS AND PARTNERSHIPS This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Please cite this publication as: OECD (2012), Post-Secondary Vocational Education and Training: Pathways and Partnerships, Higher Education in Regional and City Development, OECD Publishing. http://dx.doi.org/10.1787/9789264097551-en ISBN 978-92-64-09755-1 (PDF) Series: Higher Education in Regional and City Development ISSN 2218-3140 (online) The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Photo credits: Cover © Francisco Esquer Mares Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda. © OECD 2012 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected] Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. FOREWORD – 3 Foreword Rapid growth of tertiary education is partly due to the expansion of post- secondary vocational education and training (PSV). A well developed PSV system and links between the different components of the tertiary education sector, universities and PSV institutions contribute to a well functioning human capital and skills development system, and improve the training and employment opportunities of the workforce. This report is part of the OECD work on Higher Education in Cities and Regions. In the course of the reviews of more than 30 cities and regions, this work has identified PSV-university linkages or lack of them as one of the common issues that impact the engagement of tertiary education in socio- economic development across countries. This report draws on three OECD reviews: the reviews of vocational education and training at secondary level (mainly “Learning for Jobs”), the review of PSV (“Skills beyond School”) and the reviews of Higher Education in Regional and City Development. This report is structured into three parts: PART I provides an overview of PSV. Chapter 1 explains what is meant by PSV and how PSV relates to other components of the education system. It highlights examples of pathways, transition and collaboration in selected countries. Chapter 2 looks at the labour market context and globalisation trends in relation to PSV. It identifies challenges faced by PSV as a result of the changing labour market requirements and globalisation and discusses ways of addressing them. Chapter 3 provides a critical analysis of the de-differentiation trends in tertiary education, highlighting the collaboration between vocational education and universities (Chapter 3). PART II outlines post-secondary vocational education in Australia, Scotland, Norway, Italy and Spain, and discusses the issues of transition, participation and collaboration in tertiary education. Chapter 4 analyses the impact of Australia’s dual sector universities on transition from vocational to higher education. Chapter 5 highlights the college-university links in Scotland and their impact on participation in higher education, focusing on short cycle higher education. Chapter 6 analyses the divide and integration of the three sub-sectors of the Norwegian tertiary education system, POSTSECONDARY VOCATIONAL EDUCATION AND TRAINING: PATHWAYS AND PARTNERSHIPS© OECD 2012 4 – FOREWORD analysing the effects of changes in the national education policy. Chapter 7 provides an overview of the emerging “non-university higher education” system in Italy which is closely aligned with regional development goals. Chapter 8 highlights vocational education and training in Spain with focus on higher vocational education and training, setting out key statistical education and labour market indicators comparing Spain with other OECD countries. It provides an assessment of the strengths of the Spanish system and identifies policy challenges which need to be addressed in the future. POSTSECONDARY VOCATIONAL EDUCATION AND TRAINING: PATHWAYS AND PARTNERSHIPS © OECD 2012 ACKNOWLEDGEMENTS – 5 Acknowledgements This report was compiled and edited by Jaana PUUKKA (OECD). Key contributors within the OECD were Simon FIELD and Małgorzata KUCZERA, both from the Education Directorate. International experts who contributed to the report were: Jim GALLACHER (Glasgow Caledonian University), Luca DORDIT (IPRASE Trentino), Robert INGRAM (Glasgow Caledonian University), Gavin MOODIE (Royal Melbourne Institute of Technology, RMIT, Australia), Romulo PINHEIRO (Centre for Advanced Studies in Regional Innovation Strategies), Arduino SALATIN (IPRASE Trentino) and Michael YOUNG (University of London). Bonifacio AGAPIN provided assistance in the final editing phase and Louise Binns and Rachel Linden supervised the publication process. The OECD would like to thank the Euskampus Fundazioa whose generous support made this report possible, and the interest and support of the Spanish Ministry of Education and Science. Our thanks go also to the University of the Basque Country that provided generous support in the organisation of an international event “Collaboration between Vocational and University Education: Building Partnerships for Regional Development" in Donostia/San Sebastián in October 2011. Some of the presentations in this seminar, that examined challenges and opportunities of collaboration between vocational tertiary and university education, are highlighted in this report. POSTSECONDARY VOCATIONAL EDUCATION AND TRAINING: PATHWAYS AND PARTNERSHIPS© OECD 2012 TABLE OF CONTENTS – 7 Table of Contents Executive Summary ........................................................................................... 11 Part I. Post-secondary vocational education and training; major trends and challenges ........................................................................................................... 15 Chapter 1. Overview of post-secondary vocational education and training17 What is post-secondary vocational education and training? ........................... 18 Two key roles: initial training or upskilling .................................................... 19 Entry to and graduation from post-secondary vocational education ............... 23 PSV in educational system: position, transition and collaboration ................
Recommended publications
  • Chisholm Institute of Tafe

    Chisholm Institute of Tafe

    2011 ANNUAL REPORT Annual Report 2011 1 OUR VISION Leading the way in education and training to inspire success and transform lives. OUR PURPOSE Chisholm Institute excels in education and training and is respected and valued for enhancing the social and economic futures of individuals, industry and communities. OUR VALUES • Making a difference through learning • Integrity and respect • Excellence • Service and relevance • Diversity • Sustainable practices. Welcome About this Report 4 About Chisholm 5 Board President Welcome 6 CEO Report 8 2011 Highlights 10 Our Organisation Statistical Overview 21 Board 23 Chisholm Directors Group 29 Governance Report 34 Social Responsibility 41 Financial and Compliance Information Financial Overview 44 Chisholm Institute Financial Reports and Performance 50 Statements Caroline Chisholm Education Foundation Report 100 Caroline Chisholm Education Foundation Financial 107 Reports Compulsory Non-Academic Student Fees 118 Activity Table 119 Financial Performance against Budget 121 Chisholm 2011 – 2014 Targets 122 Disclosures Index and Additional Compliance Reports 123 Acronyms 142 Annual Report 2011 3 About this Report In the preparation of this report Chisholm has followed the reporting guidelines issued by Skills Victoria, Department of Education and Early Childhood Development. This report is based on the model annual report issued with these guidelines, in accordance with the Financial Management Act 1994, Australian Accounting Standards, Statement of Accounting concepts, authoritative pronouncements of the Australian Accounting Standards Board and other legislative requirements. This report also includes details of the operations of the Caroline Chisholm Education Foundation and an audited financial report for the foundation. The Caroline Chisholm Education Foundation is a controlled entity of the Chisholm Board.
  • 2019-2020 Undergraduate Catalog Alfred University Undergraduate Catalog 2019-2020 1

    2019-2020 Undergraduate Catalog Alfred University Undergraduate Catalog 2019-2020 1

    2019-2020 Undergraduate Catalog Alfred University Undergraduate Catalog 2019-2020 1 Table of Contents Alfred at a Glance Alfred University Vision, Mission and Values Academic Calendars Campus Map, Location and Directions Admissions Tuition and Fees Financial Aid Policies Student Life Consumer Complaint Procedure Student Rights under the Family Educational Rights and Privacy Act Academics.................................................................................................................................................................2 Academic Regulations Degree Requirements.............................................................................................................................................2 General Education Goals .......................................................................................................................................2 Credits, Grades and Grade Point Average (GPA) ..................................................................................................3 Transfer Credit and Credit by Exam ......................................................................................................................4 Credit by Exam ...........................................................................................................................................5, 12-14 Academic Standing (Scholastic Standards)............................................................................................................6 Academic Honors ..................................................................................................................................................6
  • Job Description

    Job Description

    Employee Name: Job Description Job Title: Transition Specialist Department: Special Education Reports To: Coordinator Salary: Classified salary schedule – Range 13 – 220 calendar days JOB SUMMARY Provides services to prepare secondary students for transition to adulthood. Areas of services include employment, community training, and connecting students and families with community resources and services where appropriate. ESSENTIAL DUTIES AND RESPONSIBILITIES Essential duties of this position include the following. Employees in this position perform some or all of the following tasks. Other related duties may be assigned. 1. Demonstrates proficiency in planning, organizing and coordinating assigned tasks. 2. Coordinates with school districts and Vocational Rehabilitation (VR) Services to identify students for referral to VRS. 3. Provides recommendations about needed supports to help students be successful working on transition-related activities and assists with the development of a transition plan. 4. Sets and manages student schedules for job shadowing, work experience and other transition related learning activities. 5. Develops community contacts for potential work experience sites. 6. Provides appropriate work/transition opportunities based on student needs and skills. 7. Develops students' communication and social interaction skills through specific instruction and intervention using other available staff to assist when necessary. 8. With supervisor input, develops and implements employer feedback forms to provide instruction to students. 9. Maintains appropriate data for on-the-job training feedback to students. 10. Under direction of supervisor, completes interest inventories and other formal and informal vocational assessments. 11. Assists students in selecting appropriate job experiences and post-high school vocational and educational goals. 12. Seeks to maintain close contact and communication with employers using data collected on the job to adjust interventions and strategies that assist students to be successful on-the-job.
  • Further Education in the United States of America

    Further Education in the United States of America

    FURTHER EDUCATION IN THE UNITED STATES OF AMERICA 1. Overview There is no national education system present in the United States. Due to the federal nature of the government, the local and state governments perhaps have a greater deal of control over education. As a result, there is no country-level education system or curriculum. The federal government does not operate public schools. Each state has its own Department of Education. In terms of funding, public schools receive funding from the individual state, and also from local property taxes. Public colleges and universities receive funding from the state in which they reside. Each state's legislative body decides how much funding will be given educational providers within that particular state. Students aged 1-18 do not pay tuition fees, this ends if the student wishes to go to a college or a university where students do pay tuition fees. However, some students receive some sort of funding, either through a scholarship or through a loan. In the United States, education is compulsory for all students until ages sixteen to eighteen depending on the individual state. Most high school students graduate at the age of seventeen or eighteen-years-old. The U.S. Census Bureau reports that 58% of high school graduates enrolled in colleges or universities in 2006. Students have the option of attending a two- year community college (also known as a junior college) before applying to a four-year university. Admission to community college is easier, and class sizes are often smaller than in a university. Community college students can earn an Associate's degree and transfer up to two years of course credits to a university.
  • Exploration on the Construction of Preschool Education Major in Private Higher Vocational Colleges

    Exploration on the Construction of Preschool Education Major in Private Higher Vocational Colleges

    2019 9th International Conference on Management, Education and Information (MEICI 2019) Exploration on the Construction of Preschool Education Major in Private Higher Vocational Colleges Yalun Qin, and Bin Liu Yunnan College of Foreign Affairs and Foreign Language, Kunming, Yunnan 651700 Keywords: Private higher vocational colleges; Preschool education; Professional construction Abstract: Social development has promoted the development of education. At the same time, people pay more and more attention to preschool education, and put forward higher requirements for the ability and quality of preschool education talents. In order to improve the professionalism and professionalism of talents, private higher vocational colleges should start from the needs of social development, effectively innovate and adjust the construction of preschool professional education, and improve the effectiveness and pertinence of teaching. This paper starts with analyzing the weak links in the construction of preschool education in private higher vocational colleges, and puts forward the ways to build preschool education. 1. Introduction Private higher vocational education is an important part of education work and plays an irreplaceable role in cultivating professional and practical talents. In the construction of preschool education, private higher vocational colleges should start from the actual needs of social development and carry out necessary innovations and reforms in professional teaching to ensure the practicability and reliability of personnel training. Due to the influence of many factors, there are still some problems in the construction of pre-school education in private higher vocational colleges. This affects the professional development and hinders the long-term development of talents. Therefore, it is very necessary and important to strengthen professional construction.
  • Contract Prev.Pdf

    Contract Prev.Pdf

    AGREEMENT BY AND BETWEEN THE BOARD OF EDUCATION OF THE ESSEX COUNTY VOCATIONAL SCHOOLS ESSEX COUNTY, NEW JERSEY AND THE ESSEX COUNTY VOCATIONAL EDUCATIONAL ASSOCIATION July 1, 2013 to June 30, 2016 Table of Contents COMMON ELEMENTS 1 PREAMBLE 1 BOARD RIGHTS AND RESPONSIBILITIES 1 ARTICLE ONE-RECOGNITION 1 ARTICLE TWO- NEGOTIATION PROCEDURE 2 ARTICLE THREE- SEPARABILITY AND SAVING 2 ARTICLE FOUR-FULLY- BARGAINED PORVISIONS 3 ARTICLE FIVE- ADMINISTRATION OF AGREEMENT 3 ARTICLE SIX- ASSOCIATION RIGHTS, PRIVILEGES AND 3 RESPONSIBILITIES ARTICLE SEVEN - EMPLOYEES RIGHT 4 ARTICLE EIGHT-GRIEVANCE PROCEDURE 5 ARTICLE NINE-NON- DISCRIMINATION 7 ARTICLE TEN- INSURANCE PROTECTION 7 ARTICLE ELEVEN-REPRESENTATION FEE 8 ARTICLE TWELVE-PAYROLL DEDUCTION OF ASSOCIATION DUES 10 ARTICLE THIRTEEN-DAYS OFF AND TEMPORTY LEAVES OF ABSENCE 10 TEACHER SECTION 12 ARTICLE FOURTEEN- TEACHER EMPLOYMENT 12 ARTICLE FIFTEEN- TEACHER ASSIGNMENT 12 ARTICLE SIXTEEN- TRANSFERS AND REASSIGNMENTS 13 ARTICLE SEVENTEEN- POSTING AND PROMOTIONAL POSITIONS 13 ARTICLE EIGHTEEN- PROFESSIONAL DEVELOPMENT, TUITION 14 REIMBURSEMENT AND EDUCATIONAL IMPROVEMENT ARTICLE NINETEEN- TEACHER EVALUATION 15 ARTICLE TWENTY-SCHOOL CALENDAR 16 ARTICLE TWENTY ONE- TEACHING HOURS 16 ARTICLE TWENTY TWO- CLASS SIZE 19 ARTICLE TWENTY THREE- SUBSTITUTES AND SUBSTITUTIONS 19 ARTICLE TWENTY FOUR- TEACHER FACILITIES 20 ARTICLE TWENTY FIVE-PROTECTION OF TEACHERS, STUDENTS AND 20 PROPERTY ARTICLE TWENTY SIX- SICK LEAVE 21 ARTICLE TWENTY SEVEN- CHILD-REARING LEAVE AND MATERNITY 21 DISABILITY ARTICLE TWENTY
  • The Gordon Annual Report 2018

    The Gordon Annual Report 2018

    The Gordon 2018 Annual Report 2018 Gordon The Geelong City Campus 2 Fenwick St, Geelong Victoria, Australia 3220 East Geelong Campus Boundary Road, East Geelong Victoria, Australia 3219 Werribee Campus 24 Watton St, Werribee Victoria, Australia 3030 Hoppers Crossing Trades Campus 195 Old Geelong Road, Hoppers Crossing Victoria, Australia 3029 Contact Us Ph: (03) 5225 0600 Email: [email protected] 2018 Annual Report Mail: Private Bag 1, Geelong Mail Centre Victoria, Australia 3221 thegordon.edu.au TAFE 3044 • The Annual Report 2018 • © The Gordon 2019 • • Published by: • The Gordon • Private Bag 1 • Geelong Mail Centre • Victoria, Australia 3221 • • ABN: 27 241 053 246 • RTO: 3044 • CRICOS No: 00011G • Annual Report enquiries: • P (03) 5225 0631 • E [email protected] • • The Gordon Annual Reports 2017 and 2016 are available online at thegordon.edu.au • • Printed March 2019 Printed with the support of K.W.Doggett Fine Paper on Impact - 100% recycled, carbon neutral. Contents Board Chair’s Welcome 2 The Organisation Overview 3 Organisational Chart 4 Board and Governance 5 Board Members 6 Executive and Senior Management 9 The Year in Review CEO’s Message 12 2018 – 2021 Strategic Plan: Year One 13 Teaching and Learning Highlights 17 Strengthening Education Pathways 18 Geelong Tech School 19 Industry and Community Engagement 20 Awards for Excellence 21 Skilling the Bay 22 Marketing and Promotion 24 International Operations 25 The Statistics Summary of Operating Results 26 Enrolment Statistics 27 VCE and VCAL Outcomes 28 Workforce and Employment 29 Environmental Performance 32 Occupational Health and Safety 34 Fees and Charges 35 Further Compliance Information 36 Disclosure Index 38 The Financial Report Gordon Institute of TAFE FIN 1 Gotec Limited FIN 64 1 Board Chair’s Welcome The Gordon Annual Report 2018 Dear Minister We are pleased to present The Gordon’s 2018 Annual report.
  • Position Description Values and Behaviours Organisational

    Position Description Values and Behaviours Organisational

    Position Description Position Title: Chief Executive Officer (CEO) Centre: Office of the CEO Reports To: Board Chair Values and Behaviours As a values-based organisation we demonstrate our values through our behaviours. We have identified and adopted a set of trademark behaviours which provides a framework for us to model, reward and challenge behaviour across our organisation. These behaviours guide everything we do: Take responsibility Always positive Show respect Step up and take a risk Underpinning our trademark behaviours is The Gordon Code of Conduct. This is a public statement defining how we behave and interact with clients and colleagues. Organisational Environment – The Role of the Institute The Gordon Institute of TAFE has a long and distinguished history of providing vocational education and training programs. Established in 1887 as an embryonic technical training college, it has, during the course of its history, functioned as a Technical College and an Institute of Technology, out of which were created two technical schools and Deakin University. With the creation of Deakin University in 1978, The Gordon Institute of TAFE reverted to its former name Gordon Technical College and underwent rapid growth as a College of Technical and Further Education and has now adopted the title Gordon Institute of TAFE to distinguish the organisation from secondary colleges. The Gordon is now part of the network of 12 TAFE Institutes providing a range of vocational education and training services to all Victorians. The main focus for The Gordon is the greater Geelong area, impacting broadly on the Barwon South Western region, and acting as a resource for other smaller providers.
  • Vocational Pedagogy What It Is, Why It Matters and What We Can Do About It

    Vocational Pedagogy What It Is, Why It Matters and What We Can Do About It

    Vocational Pedagogy What it is, why it matters and what we can do about it Bill Lucas1 Background Note for UNESCO-UNEVOC e-Forum May 2014 1 Correspondent – Professor Bill Lucas, Director, Centre for Real-World Learning, University of Winchester, [email protected]. This paper draws substantially on work commissioned by City & Guilds and published as: Lucas, B., Spencer, E., and Claxton, G (2012) How to teach vocational education: a theory of vocational pedagogy. London: City & Guilds. We have subsequently explored some of the leadership implications in: Lucas, B. and Claxton, G. (2013) Pedagogic Leadership: Creating cultures and practices for outstanding vocational learning. London: 157 Group Vocational Pedagogy In this short paper I am hoping to stimulate discussion about five questions: 1. Do certain vocational subjects have ‘signature pedagogies’? 2. What are the desired learning outcomes for TVET? 3. Which learning and teaching methods work best in TVET? 4. How can VET teachers become more confident and competent in vocational pedagogy? 5. What are the leadership implications of a sustained focus on vocational pedagogy? When I use the term ‘vocational pedagogy’ I mean ‘the science, art and craft of teaching and learning vocational education’. Or you could say more simply that vocational pedagogy is the sum total of the many decisions which vocational teachers take as they teach, adjusting their approaches to meet the needs of learners and to match the context in which they find themselves. Vocational pedagogy is under-researched and under-theorised, and our work seeks to redress this fact. Indeed Vocational Education and Training (VET) is all too often seen as the ‘poorer cousin’ of academic education.
  • The Impact of Further Education Learning

    The Impact of Further Education Learning

    BIS RESEARCH PAPER NUMBER 104 The Impact of Further Education Learning JANUARY 2013 1 The Impact of Further Education Learning The views expressed in this report are the authors’ and do not necessarily reflect those of the Department for Business, Innovation and Skills. Department for Business, Innovation and Skills 1 Victoria Street London SW1H 0ET www.gov.uk/bis Research paper number 71 January 2013 2 The Impact of Further Education Learning About London Economics London Economics is one of Europe's leading specialist economics and policy consultancies and has its head office in London. We also have offices in Brussels, Dublin, Cardiff and Budapest, and associated offices in Paris and Valletta. We advise clients in both the public and private sectors on economic and financial analysis, policy development and evaluation, business strategy, and regulatory and competition policy. Our consultants are highly-qualified economists with experience in applying a wide variety of analytical techniques to assist our work, including cost-benefit analysis, multi-criteria analysis, policy simulation, scenario building, statistical analysis and mathematical modelling. We are also experienced in using a wide range of data collection techniques including literature reviews, survey questionnaires, interviews and focus groups. Head Office: 71-75 Shelton Street, London, WC2H 9JQ, United Kingdom. w: www.londecon.co.uk e: [email protected] t: +44 (0)20 7866 8185 f: +44 (0)20 7866 8186 The Ipsos MORI Social Research Institute Ipsos MORI's Social Research Institute is the leader in public sector research, helping policy and decision-makers understand what works. We bridge the gap between government and the public, providing robust research and analysis to help clients evaluate what works.
  • Technical Vocational Education Program Reauthorization 2017

    Technical Vocational Education Program Reauthorization 2017

    University of Alaska Technical Vocational Education Program Reauthorization 2017 A report prepared for the Alaska Legislature by the University of Alaska Office of Workforce Programs Contents Letter to Alaska Legislature .......................................................................................................3 Program Overview & Funding Allocations ...............................................................................4 Highlights UAA........................................................................................................................................5 UAF ........................................................................................................................................6 UAS ........................................................................................................................................7 Appendices .................................................................................................................................8 Resolutions Department of Labor & Workforce Development Legislative FY16 TVEP Distributions State of Alaska Tax Flow Chart Fred Villa 202 Butrovich Building Associate Vice President 910 Yukon Drive, Suite 202 Workforce Development PO Box 755010 Phone: (907) 450-8008 Fairbanks, AK 99775-5010 Fax: (907) 450-8002 [email protected] To: Alaska State Legislature From: Fred Villa, AVP in Academic Affairs for Workforce Programs Date: January 9, 2017 Re: TVEP Reauthorization 2017 On behalf of the University of Alaska system, I would like to
  • The Leadership of Entrepreneurialism in Technical and Further Education Colleges

    The Leadership of Entrepreneurialism in Technical and Further Education Colleges

    Graduate School of Business The Leadership of Entrepreneurialism in Technical and Further Education Colleges Peter J Whitley This thesis is presented for the Degree of Doctor of Business Administration of Curtin University of Technology September 2004 Declaration This thesis contains no material, which has been accepted for the award of any other degree or diploma in any university. To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgment has been made. Signature: …………………………………………………………….. Date: …………………………………. Acknowledgement Like many others before me I have found that undertaking extensive research to develop a major thesis requires considerable time and effort and the support of significant other persons. I would like to acknowledge and express my sincere gratitude to my supervisor Dr Rick Ladyshewsky whose guidance, coaching and support enabled the development of this thesis. Rick’s endeavours ensured that a focus was maintained throughout the research and provided opportunities to discuss and debate characteristics and issues as the research progressed. Similarly my gratitude goes to Dr Colleen Liston, my co-supervisor, for her assistance through this process. In every endeavour of this nature family support is both essential and critical and I am extremely grateful for the patience, support and encouragement provided by Alison, Clint and Michael who as a result of demands on my time missed many family weekends during the progress of this work. Finally I am thankful to all my colleagues who work and operate within the TAFE system throughout Australia because it was through their commitment to openly discuss entrepreneurial changes and the processes by which they are achieved within the TAFE environment that culminated in this thesis.