The TAFE (Technical and Further Education) National Centre for Research and Development conducted a survey to determine industry needs for quality training in Australia. Interviews were conducted with managers in manufacturing and tourism/hospitality companies throughout Australia, especially with firms with a high reputation. Interview forms were designed to gather data on background information, quality strategy, current and expected quality profile, and quality training needs. Companies interviewed had fewer than 10 to more than 3,000 employees. The survey found that company goals were most often survival, profit, competitiveness, customer service, and the desire to be the best in its particular industry. "Everyone" was the overwhelming response to questions as to who, within the company, was involved in quality improvement; as to methods, consultants, Australian standards, total quality control, Deming's 14 steps, quality circles, and total quality management formed the basis of quality strategies for the companies surveyed. The tourism/hospitality industry did not appear to have well-defined quality strategies, although quality improvement is important to the industry. Most strategies had been in place since 1986. Training packages of various types are planned by all of the companies surveyed, and TAFE involvement appears to be required. The information obtained from the industry survey will be considered in sample curricula being prepared in the following areas: basic trade apprentice--sheet metal working, associate diploma--mechanical engineering, and short course--hospitality. Three figures give a breakdown of survey responses and four charts compare current quality practices with practices two years hence as perceived by the industries surveyed. (KC)
European archaeologists in the last two decades have worked to integrate a wide range of emerging digital tools to enhance the recording, analysis, and dissemination of archaeological data. These techniques have expanded and altered the data collected by archaeologists as well as their interpretations. At the same time archaeologists have expanded the capabilities of using these data on a large scale, across platforms, regions, and time periods, utilising new and existing digital research infrastructures to enhance the scale of data used for archaeological interpretations. This Element discusses some of the most recent, innovative uses of these techniques in European archaeology at different stages of archaeological work. In addition to providing an overview of some of these techniques, it critically assesses these approaches and outlines the recent challenges to the discipline posed by self-reflexive use of these tools and advocacy for their open use in cultural heritage preservation and public engagement.
This volume, the second of two in the series Creating the 21st-Century Academic Library that deals with the topic of open access in academic libraries, focuses on the implementation of open access in academic libraries. Chapters on the legalities and practicalities of open access in academic libraries address the issues associated with copyright, licensing, and intellectual property and include support for courses that require open access distribution of student work. The topic of library services in support of open access is explored, including the library’s role in providing open educational resources, and as an ally and driver of their adoption, for example, by helping defray author fees that are required for open access articles. A detailed look at open access in the context of undergraduate research is provided and considers how librarians can engage undergraduates in conversations about open access. Chapters consider ways to engage undergraduate students in the use, understanding, evaluation, and creation of open access resources. Issues that are of concern to graduate students are also given some attention and central to these are the development of Electronic Thesis and Dissertation (ETD) programs. A chapter examines the library’s role in balancing greater access to graduate student work with the consequences of openness, such as concerns about book contracts and sales, plagiarism, and changes in scholarly research and production. The book concludes with issues surrounding open data and library services in critical data librarianship, including advocacy, preservation, and instruction. It is hoped that this volume, and the series in general, will be a valuable and exciting addition to the discussions and planning surrounding the future directions, services, and careers in the 21st-century academic library.
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