NASA Tech Briefs, February 1996

Topics covered include: Materials; Computer Programs; Mechanics; Machinery/Automation; Manufacturing/Fabrication; Mathematics and Information Sciences; Life Sciences; Books and Reports

NASA Tech Briefs, October 1996

Topics covered include: Sensors; Electronic Components and Circuits; Electronic Systems; Physical Sciences; Materials; Computer Programs; Mechanics; Machinery/Automation; Manufacturing/Fabrication; Mathematics and Information Sciences; Life Sciences; Books and Reports

NASA Tech Briefs, August 1996

Topics covered include: Graphics and Simulation; Electronic Components and Circuits; Electronic Systems; Physical Sciences; Materials; Computer Programs; Mechanics; Machinery/Automation; Manufacturing/Fabrication; Mathematics and Information Sciences; Life Sciences; Books and Report

NASA Tech Briefs, February 1998

Topics: Test Tools; Electronic Components and Circuits; Electronic Systems; Physical Sciences; Materials; Computer Software; Mechanics; Machinery/Automation; Manufacturing/Fabrication; Life Sciences

NASA Tech Briefs, October 1993

Topics include: Sensors; esign and Engineering; Electronic Components and Circuits; Electronic Systems; Physical Sciences; Materials; Computer Programs; Mechanics; Machinery; Fabrication technology; Mathematics and Information Sciences; Life Sciences; Books and Reports

NASA Tech Briefs, March 1994

Topics include: Computer-Aided Design and Engineering; Electronic Components and Circuits; Electronic Systems; Physical Sciences; Materials; Computer Programs; Mechanics; Machinery/Automation; Manufacturing/Fabrication; Mathematics and Information Sciences; Life Sciences; Books and Report

Improving strategy formulation and implementation in Higher Education institutions in Malawi :an empirical study.

As Higher Education Institutions (HEIs) become increasingly accountable for the quality and value for money of their teaching and learning, universities need to ensure efficiency and effectiveness in the way that they operate. Strategic Management is viewed as one of the major sources of sustainable competitive advantage for these institutions. Though strategic management has gained prominence in the private and public sector organisations, evidence suggests gaps in strategy formulation and implementation in HEIs in Malawi that have led to failure to achieve superior performance. This study aims at developing a framework for strategy formulation and implementation in HEIs which can be adapted to any situation. The study takes a systematic approach to investigating strategy formulation and implementation in Higher Education Institutions. Informed by an interpretivist epistemology and ontology, a qualitatitive methodology is employed to inform the researcher’s perspective where in-depth case studies were conducted at four universities, a commercial bank and a multinational telecommunications company, to investigate the process of strategy formulation and implementation. Semi-structured interviews were administered with senior, managers and operational staff who play significant roles in strategic management, and selected operational personnel involved in strategy implementation. A review of the extant literature and a range of internal organisational documents provided a basis for the empirical analysis. An analysis of the findings of the study has led to the identification of Twenty One (21) factors influencing strategy formulation and implementation in HEIs. These factors include leadership, resource allocation, simplicity and undue complexity, organisational culture, organisational structure, communication, human resources management, organisational learning and development, performance management, strategy formulation planning and strategy implementation planning, change management, total quality management, systems and procedures. Consequently, a strategic management framework has been developed by combining the identified SM factors into four dimensions namely: Planning, Organisation, Managerial and Individual (POMI) based on Alashloo’s (2005) framework. The POMI framework integrates the findings of this study with current literature in the SM subject arena. Since strategic management is an important process in organisations, improving formulation and implementation processes contributes to the overall performance of an organisation. The POMI framework will provide HEI Managers in Malawi and other similar sub-Sahara African countries with tools and techniques that will help improve performance through provision of a useful visualization of the key components which they must have to consider in formulating and implementing strategy

2007-2008 Ursinus College Course Catalog

A digitized copy of the 2007-2008 Ursinus College Catalog. It contains details of the curriculum, departmental requirements and courses of instruction as well as lists of faculty, students and administrators. Student life, terms of admission, expenses and financial aid are also included as well as descriptions of the buildings and equipment available to students.https://digitalcommons.ursinus.edu/uccatalog/1060/thumbnail.jp

Managing change through curriculum innovation (building a Network of Learning: beyond the boundary).

It must be conceded that this 'project' represents work in progress as both an intellectual challenge and as an intervention in practice and provision within a higher education institution undergoing a fundamental transition. The term 'project' refers to the full range of activities and developments described and analysed in this project report. The project itself is on-going and not subject to academic /closure'. The term 'explication' when used in the report refers to the narrative and sequence of elements within the project. The explication itself attempts to reach a conclusion in phase 3 where 'outputs and products' are described. Where necessary the explication provides a self-conscious commentary on the project, especially where theoretical issues are involved. It tells a partial story only, but one which it is hoped yields valid lessons and understanding. The real life focus of the project is Westhill College of Higher Education which, in the period dealt with, was faced with major institutional challenges to its academic and financial viability due to its size and recent history. On joining the college in September 1997 both the new Principal and Deputy Principal had believed in the academic and financial viability of the institution as a continuing independent and autonomous entity. Such was the stated position, when both senior staff took up post, and in all fairness to past and present college members the college had never returned a deficit budget on the recurrent accounts. Furthermore, there were (and remain) long term resources invested by the college trustees on behalf of Westhill. However, within a period of three months of the new management team taking office it became clear that the long term prospects for a completely independent and diversified higher education college such as Westhill were pessimistic if it had to continue to rely on public funding bodies for practically all of its income whilst its student numbers were capped at less than 1000 FTEs. By late 1997 the College's funding bodies (HEFCE and TTA) were unable and unwilling to guarantee growth in student numbers for Westhill. Furthermore, it was becoming clear that the quality of student life and experience was suffering in comparison to that available to much larger neighbouring universities. Faced with such prospects the senior management, the Governors and the Trustees of Westhill sought a radical option! (see Appendix 1 - document 1). A twin track of developmental change was proposed involving the generation of new approaches to learning and provision (embodied in the creation of a Centre for Lifelong Learning) and, almost simultaneously, the creation of a strategic alliance. This alliance eventually turned out to be with the University of Birmingham, of which Westhill historically was an accredited and affiliated institution. The narrative of this project is, however, not primarily concerned with the alliance. Rather, the alliance should be viewed as a 'framing' reality and continuing context for the development of learning opportunities which are the main menu detailed here. Curriculum driven institutional change, the development of sites of learning and the evolution of a network of learning are the nodal points of Westhill's developing contribution to the alliance and are the main focus of work developed in this project. This arena of professional work, involving discourse, dialogue, negotiation, innovation and managing institutional change, involved above all what Winter and Maisch (1998) refer to as "authoritative involvement" in testing out new formulations of knowledge and new (for Westhill) methods and opportunities for learning. It is hoped that these concerns find expression in the explication that follows and for which the author carries the major institutional responsibility in the process analysed below