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Drilling is an important operation in aircraft wing assembly. In order to enhance this operation, automated machines are used. The purpose of this paper is to propose an off‐line programming system to generate NC code effectively and accurately for a five‐axis NC drilling machine applied in aircraft wing flexible assembly.

The NC program is divided into three hierarchical parts to correspond, respectively, to the whole wing, single rib and single hole. The programming procedure for such three‐layer wing structures is detailed, which includes product model modification, NC program generation and post‐processing.

By demonstration, the implemented system is proved to increase the efficiency and correctness of NC programming, and the generated program performed well on a flexible wing drilling system.

The system can only program for automated drilling machine at present, however with further development both automated drilling and riveting machine in aircraft wing assembly can be programmed by this system. Another development might make this system universal for different machineries and other aircraft components.

The paper indicates a new way to program for rapid wing flexible drilling, and the generated NC program is more adaptable and easier to update for various aircraft wing structures.

The aim of this paper is to investigate the effects on implementation and performance of different designs of public programs to promote sustainability goals.

The study selects eight local sustainability programs in Portugal using two different program designs and compares several indicators of performance in terms of program implementation, outputs, and outcomes.

Cities using the top‐down approach to programmatic intervention are more successful in accomplishing sustainability goals than cities engaging in the bottom‐up approach. The second program design produced more visible physical outputs, whereas the first effectively achieved sustainability goals.

The main policy implication of the study is that program design and structure are decisive to achieve sustainability goals. In the case of Programmatic contracts run by general‐purpose local governments, the incentive structure facilitates the appropriation of goals for electoral purposes by local officials. The Programmatic contracts are administered by local government officials who are primarily concerned with economic revitalization and delivering tangible infrastructure. The sustainability label should be removed from these initiatives.

The paper shows that the incentive structure created by program design features influences the achievement of sustainability goals by local communities.

Research examining the multicultural competence of leadership educators across a variety of institutions demonstrated variance based on leadership program structure, program elements, and the ways in which diversity was addressed in the program. The Multicultural Competence in Student Affairs–Preliminary 2 (MCSA-P2) scale was used to measure multicultural competence among student affairs professionals responsible for leadership education and an analysis of results suggests that multicultural competence may be reflected in practice, more specifically the design and structure, of leadership programs.

This paper aims to describe the development and prospects of an Islamic finance professional programme structure (IFPPS).

This paper is conceptual in nature. It begins with a review of issues leading to the development of IFPPS by the Finance Accreditation Agency (FAA). The process of developing the IFPPS is then delineated, followed by discussions on its intended benefits, the challenges encountered, as well as ways the issues and challenges can be addressed.

The benefits of IFPPS to different stakeholders are highlighted, with consideration given to its strategic roles in addressing the issues and challenges put forth.

Because this paper focuses on the conceptual development of IFPPS, its actual application will further reinforce its value. The outcomes will be presented in the form of case studies in a subsequent publication to contribute to theory and practice.

Having a knowledgeable and skilled workforce through continuous learning and development is key to sustaining the growth of the Islamic financial services industry (IFSI). One possible way is through the adoption of a unified structure, such as the IFPPS which links quality learning to competencies of IFSI practitioners. In addition, the IFPPS possess characteristics which could potentially serve to facilitate the development of sectorial-based national qualifications framework for Islamic finance, making harmonisation in terms of the design, development, delivery and assessment of different learning programmes and qualifications possible.

A uniformed structure that guides learning and development of practitioner-based Islamic finance programmes is long overdue. With the rapid growth of the IFSI, coupled with the concomitant need for a competent workforce to meet business requirements, the time has come for the development of the IFPPS for the IFSI. The development of IFPPS represents the first of its kind for the IFSI. Once the professional qualifications standards are fully developed and implemented, it is expected to bring enormous benefits to different stakeholders involved in Islamic finance learning and practice.

This paper aims to focus on Master of Business Administration (MBA) alumni and their ability to provide institution-specific insights into MBA program delivery. Given desired MBA positioning dimensions, a case exemplar is used to reveal gaps between “should have” program emphases and “actual” emphases. Departures from expectations are used to reveal either under- or over-emphases which require repair.

The study develops a gap assessment procedure and the theory of gaps, and it presents insights into the prioritization of gaps for closing through the revelation of gap themes of varying magnitude. It also reveals the benefits and the limitations of emphasis-based gap assessments. Additionally, the study addresses the complexity of creating the dimensional structure for MBA program gap revelation.

This paper reports on the issues of framing dimensions, including the possibility of dimensional omissions, with a particular emphasis on the utilization of an emphasis-based gap model within an a priori identified structure.

The methodological approach provides a blueprint for additional program review, and it produces a strong structural base for MBA program positioning. It is also is particularly important in evaluating newly created one-year MBA programs.

The work reveals the potential for the revelation of both under- and over-emphases in MBA program delivery and the possible issue of sub-optimization in gap closing (i.e. the closing of one gap while opening another).

The software virtual machine (SVM) concept is described as a methodology to reduce the manpower required to implement and maintain finite element software. A SVM provides the engineering programmer with high‐level languages to facilitate the structuring and management of data, to define and interface process modules, and to manage computer resources. A prototype finite element system has been successfully implemented using the SVM approach. Development effort is significantly reduced compared to a conventional all‐FORTRAN approach. The impact on execution efficiency of the SVM is described along with special procedures developed to minimize overhead in compute‐bound modules. Planned extensions of capabilities in the SVM used by the authors are outlined.

The challenge of reducing the development time while increasing the quality of new information systems is becoming more urgent with the growing demands on data processing (DP) services. Structured methodologies for system development provide a means to improve stagnant DP professionals' productivity, overcome communication problems and reduce the risks of systems failure. These methodologies can only be implemented with active management participation and changes in the roles of users and DP professionals. In this article we examine the above issues and suggest methods of how management can facilitate the implementation of these methodologies.

This study provides insight into the nature of peer-mentoring opportunities for teacher candidates, including common challenges and benefits that can be used to inform best practices for implementing peer-mentoring programs by higher education institutions.

Qualitative interviews were conducted to glean insights from program coordinators and researchers regarding programs at higher education institutions in Canada, Australia, and Vietnam.

Common challenges and benefits of peer mentoring for teacher candidate mentors and mentees are identified. The importance of embedding reflective practice in programs is discussed, highlighting strategies for improving reflection and engagement.

This exploratory study has limitations. Due to the small sample size, thematic saturation may not have been reached. There is a lack of prior research on the topic of peer mentoring in an undergraduate, pre-service education context. These factors indicate room for further exploration on this topic. This study reveals areas for further research. Research on best practices for the implementation of peer mentoring experiences for teacher candidates should be continued with larger sample sizes, and mixed methodologies. Differences in best practices in online and in-person peer mentoring programs for teacher candidates could be investigated. The value of mentoring as a reflective tool for professional growth should be further explored. The adequacy of structured and reflective peer mentoring as an adjunct or substitute for traditional mentoring by staff advisors may be of interest to provide more professional growth opportunities to teacher candidates at earlier stages and lower costs for institutions.

To overcome common challenges associated with low engagement from mentees, both the mentor and mentee positions should be framed as active roles in a partnership essential for professional growth. Ideally, facilitators should designate time within the curriculum, such as course or lab time, in which mentors and mentees can meet. To increase mutual engagement, preservice education programs should make both roles mandatory, or offer each role as a credit course with academic incentives for assignments that demonstrate quality self-reflection and engagement.

Rather than viewing themselves as passive recipients of mentoring services, mentees can take ownership through engaging in valued mentee responsibilities, such as identifying needs, and communicating proactively. How mentee and mentor roles are perceived, and enacted, may be influenced by whether programs are presented as supports by mentors for mentees, or reciprocal professional partnerships required for mutual growth.

The research offers insights into how peer-mentoring programs for teacher candidates can be structured to address pitfalls, enhance professional development, and support undergraduate teacher-learners. Practical recommendations for program coordinators and institutions are offered.