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The impact of 1.8 MeV proton irradiation on metalorganic chemical vapor deposition grown (010) β -Ga2O3 Schottky diodes is presented. It is found that after a 10.8 × 10 13 cm − 2 proton fluence the Schottky barrier height of (1.40 ± 0.05 eV) and the ideality factor of (1.05 ± 0.05) are unaffected. Capacitance–voltage extracted net ionized doping curves indicate a carrier removal rate of 268 ± 10 cm − 1 . The defect states responsible for the observed carrier removal are studied through a combination of deep level transient and optical spectroscopies (DLTS/DLOS) as well as lighted capacitance–voltage (LCV) measurements. The dominating effect on the defect spectrum is due to the EC - 2.0 eV defect state observed in DLOS and LCV. This state accounts for ∼ 75 % of the total trap introduction rate and is the primary source of carrier removal from proton irradiation. Of the DLTS detected states, the EC - 0.72 eV state dominated but had a comparably smaller contribution to the trap introduction. These two traps have previously been correlated with acceptor-like gallium vacancy-related defects. Several other trap states at E C -0.36, E C -0.63, and E C -1.09 eV were newly detected after proton irradiation, and two pre-existing states at E C -1.2 and E C -4.4 eV showed a slight increase in concentration after irradiation, together accounting for the remainder of trap introduction. However, a pre-existing trap at EC - 0.40 eV was found to be insensitive to proton irradiation and, therefore, is likely of extrinsic origin. The comprehensive defect characterization of 1.8 MeV proton irradiation damage can aid the modeling and design for a range of radiation tolerant devices. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to provide a conceptual viewpoint which proposes the use of the post graduate Knowledge Transfer Partnership (KTP) approach to learning in undergraduate education and practice-based training. Design/methodology/approach: This is an examination of the KTP approach and how this could be used effectively in undergraduate education and training to encourage and increase practice-based learning and employer engagement. The methodology consists of a literature review, and a case study of the KTP approach. The literature reviewed examines the KTP approach, employer engagement in education and strategic government approaches to stimulate investment in knowledge and skills for workforce development, and the development of practice-based learning in the UK. The KTP provides a case study to illustrate a successful model of employer engagement, which benefits all parties to it, and assists with the strategic development required by successive governments. Findings: The suggestions are based on the authors' investigation and their understanding and experience of: the KTP approach; practice-based learning; undergraduate education; and learning and teaching approaches. The paper suggests that the KTP approach (normally a post-graduate model) could be extended to undergraduate education to provide sustainable practice-based learning that fits well with the strategies and ideologies of government, employers and academia. Practical implications: Barriers to employer and academic engagement, such as that linked to the confused terminology used to describe practice-based learning, and competing political ideologies, should be researched further to gain a better understanding of how to mitigate these in order to make the KTP approach in undergraduate education successful. The implications are that synergistic development of the KTP approach in an increased range of academic and workplace partnerships needs to be done before a fully tested model could be agreed. Originality/value: The originality is the idea of utilising a well acknowledged post-graduate model of learning within an undergraduate environment. The value is to increase the awareness of the benefits of the KTP and how the approach could be adapted for use in undergraduate environments for the eventual benefit of students, academics, employers and policy makers.

This article reports the findings of data drawn from doctoral research on the extent to which recent changes in vocational training have addressed a perceived skills gap between the needs of private sector employers and potential workers in Saudi Arabia. While the Saudi government has made efforts to enhance the quality of vocational education, and has an ongoing policy of Saudisation to try to encourage employment of Saudi workers rather than expatriates, this study presents evidence that suggests a skills gap still exists. The findings highlight a perception among private sector employers that technical education fails to offer Saudi students sufficient vocational training to teach them the level of skills and attitudes to work that the employers require. The perceived skills gap centres on three factors: work ethics, specialised knowledge and generic skills.

The importance of knowledge to the effective development of economic growth in the twenty-first century has led to a number of initiatives such as lifelong learning, skills development and knowledge transfer. Of these, knowledge transfer has predominantly been concerned with the commercial exploitation of research knowledge. This article suggests that such a narrow focus on research-led development is really only practical for larger organisations and misses many opportunities for knowledge transfer related to improving organisational knowledge and business effectiveness through supported workplace learning appropriate to small to medium-sized organisations. Two models of supported workplace learning, one involving a programme of study developed to reflect the strategic objectives of the organisation, and one developed to reflect business-led development, are described through case studies. Both illustrate the effectiveness of knowledge transfer that, although not research-led, had a significant impact on the competitive advantage of the respective organisations. In one case the students gained postgraduate awards, while in the other the students gained considerable business experience, again illustrating the flexibility that supported workplace learning can offer for individual development. Finally, the article concludes that effective knowledge transfer into the workplace may legitimately be structured around objectives that do not depend on research. In this mode, supported workplace learning offers an approach that is effective for the organisation and flexible in supporting individual development. It is also noted that one aspect of the process that became evident in both case studies was the need to manage the change process that injection of new knowledge created. (Contains 4 tables.)