Relevant bibliographies by topics / Career development – Zimbabwe – Case studies

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Academic literature on the topic 'Career development – Zimbabwe – Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Career development – Zimbabwe – Case studies"

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Mutanana, Ngonidzashe. "Open and Distance Learning in Rural Communities of Zimbabwe: Exploring Challenges Faced by Zimbabwe Open University Students in Kadoma District, Zimbabwe." Asian Journal of Humanity, Art and Literature 6, no. 1 (June 30, 2019): 49–58. http://dx.doi.org/10.18034/ajhal.v6i1.349.

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This study sought to explore challenges faced by Open and Distance Learning (ODL) students in rural communities using Kadoma District as a case study. The specific objectives of this study were to (i) identify challenges faced by ODL students in rural communities in achieving their educational goals and (ii) establish effects of these challenges in accomplishing/finalizing their programmes. The research employed a mixed research approach to triangulate the results. The study used a case study research design to solicit information. The target population was undergraduate students who were currently pursuing the following programmes; Commerce, Education, Applied Sciences, and Agriculture. A sample of 30 postgraduate students and five key informants were used to collect data. The sampling techniques employed were convenience and purposive samplings respectively. Findings revealed that students in rural communities are facing some challenges during their academic career. These challenges include inadequate access to tutor support and physical resources, inflexible practices and access to ICT, poor or no electricity to operate ICT appliances, financial, cultural, community and employment responsibilities. These challenges have some effects which include but not limited to late submission of assignments, poor quality results and university dropouts. Basing on these conclusions, the study recommends the university to recruit more tutors who should be available for students at district offices. The university should ensure technological development at the district centers, and within the student’s locations. The study also recommends the university to provide students in the rural communities with study skills, time management skills, as well as guidance and counseling required to manage their studies. The study finally recommends further studies on strategies to encounter challenges faced by ODL students in rural communities.
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Orido, Charles. "Attracting and retaining female chefs." Hospitality Insights 1, no. 1 (October 20, 2017): 9–10. http://dx.doi.org/10.24135/hi.v1i1.8.

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The chef profession is considered a challenging career, with female chefs seeming to be most affected. As such, it is rare to find female chefs occupying the coveted executive chef positions. The aim of this research was to establish if female chefs in Kenya encounter similar challenges to those experienced by female chefs elsewhere. Previous research shows that female chefs encounter career challenges in hospitality organisations and hence they struggle to make it as chefs; for example, studies by Druckman [1] and Harris and Giuffre [2,3] in the United States, Murray-Gibbons and Gibbons [4] in the United Kingdom, as well as Zengeni et al. [5] in Zimbabwe. This article poses the important question: how can these challenges be overcome? The study sought to make sense of the lived work experiences of Kenyan female chefs. Baum [6] recommends contextualised research methodologies to explore hospitality issues in non-Western countries. Moreover, Adelowo [7] asserts that lived experiences are better expressed through stories. Therefore, a qualitative approach was employed in this study where 15 chefs working in the Kenyan hospitality industry were interviewed [8]. Ten female chefs told stories of their workplace experiences while five male executive chefs recounted their experiences of working with female chefs. Despite the different geographical, socio-cultural and economic factors between Kenya and other countries previously studied, female chefs expressed common challenges such as sexual harassment, gender discrimination, unsupportive attitudes towards pregnancy and an unhealthy work environment, as well as hierarchical kitchen structures that they believed discriminated against them. There was an indication of engrained patriarchal attitudes that limit the professional success of potential female chefs. Unfortunately, hospitality employers appeared to support the status quo; that is, a gendering of the chef’s profession that privileges men and penalises women. These findings suggest a trend that must worry hospitality employers. The highly competitive career structures and the male domination that discourages women from making a long-term career in the kitchen [2], coupled with stiff competition for scarce hospitality human resources, support the need to retain female chefs. Christensen and Rog [9] stress that employee retention strategies will only work if human resource managers are fully committed to creating a positive workplace culture that treats all employees equally, regardless of their gender or any other dimension of diversity. In his study, Orido [8] suggests that the following measures may help to attract and retain female chefs. Firstly, employers should introduce personalised career development plans. For instance, a female chef who has attained postgraduate qualifications ought to be promoted and remunerated accordingly. This will not only retain female chefs but also enable them to further their career aspirations within the hospitality industry. Secondly, female chefs should be given the opportunity to fully participate at all levels of the kitchen hierarchy, thereby acquiring the necessary skills for promotion in the future to executive chef’s positions. Additionally, it will encourage a clear career progression path within the kitchen hierarchy. Hospitality employers must ensure that employment opportunities as well as employment terms and career progression are not dependant on a chef’s gender, but on their qualifications and competencies. By investing in female chefs and, most importantly, keeping them safe from bullying at work, the hospitality industry will not only attract, but retain, these talented professionals in satisfying culinary careers. If you would like to read the PhD thesis this research is based on you can access it here: http://hdl.handle.net/10292/10626 Corresponding author Charles is a chef and lecturer at Kenya Utalii College, Nairobi, Kenya. His research interests include inhospitable hospitality, culinary arts, human behaviour in the hospitality industry, and indigenous research. He holds a Certificate in Food Production (currently Culinary Arts) from Kenya Utalii College, a BA degree in Hospitality Management from the University of Nairobi, Kenya, and a Master of International Hospitality Management (MIHM) from Auckland University of Technology, New Zealand. Charles Orido can be contacted at: chaloridoh@gmail.com or corido@utalii.ac.ke References (1) Druckman, C. Why Are There No Great Women Chefs? Gastronomica 2010, 10, 24–31. https://doi.org/10.1525/gfc.2010.10.1.24 (2) Harris, D. A.; Giuffre, P. “The Price You Pay”: How Female Professional Chefs Negotiate Work and Family. Gender Issues 2010, 27, 27–52. (3) Harris, D. A.; Giuffre, P. Taking the Heat: Women Chefs and Gender Inequality in the Professional Kitchen; Rutgers University Press: New Brunswick, NJ, 2015. https://books.google.co.nz/books?id=qTaACgAAQBAJ (4) Murray-Gibbons, R.; Gibbons, C. Occupational Stress in the Chef Profession. International Journal of Contemporary Hospitality Management 2007, 19, 32–42. https://doi.org/10.1108/09596110710724143 (5) Zengeni, D. M. F.; Tendani, E.; Zengeni, N. The Absence of Females in Executive Chef Position in Zimbabwean Hotels: Case of Rainbow Tourism Group (RTG). Australian Journal of Business and Management Research 2013, 3, 1–18. (6) Baum, T. Human Resources in Tourism: Still Waiting for Change? – A 2015 Reprise. Tourism Management 2015, 50, 204–212. (7) Adelowo, A. The Adjustment of African Women Living in New Zealand: A Narrative Study; Ph.D. Thesis, Auckland University of Technology, 2012. http://aut.researchgateway.ac.nz/handle/10292/4601 (8) Orido, C. O. Challenges Faced by Female Chefs in the Kenyan Hospitality Industry: A Study through an African Oral Tradition of Storytelling; Ph.D. Thesis, Auckland University of Technology, 2017. http://hdl.handle.net/10292/10626 (9) Christensen, J.; Rog, E. Talent Management: A Strategy for Improving Employee Recruitment, Retention and Engagement within Hospitality Organizations. International Journal of Contemporary Hospitality Management 2008, 20, 743–757.
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Chung, Y. Barry, Monica L. Baskin, and Andrew B. Case. "Career Development of Black Males: Case Studies." Journal of Career Development 25, no. 3 (January 1999): 161–71. http://dx.doi.org/10.1177/089484539902500301.

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Lindstrom, Lauren E., and Michael R. Benz. "Phases of Career Development: Case Studies of Young Women with Learning Disabilities." Exceptional Children 69, no. 1 (October 2002): 67–83. http://dx.doi.org/10.1177/001440290206900105.

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This study investigates the career development process for young women with learning disabilities. Case study methodology was utilized to understand the key elements influencing career choices for young women with learning disabilities who had graduated from high school and entered the workforce. Case study findings revealed three distinct phases of career development that were labeled (a) unsettled, (b) exploratory, and (c) focused. Phases of career development varied along two dimensions—stability of employment and clarity of career goals. Key elements that seemed to influence the phases of career development included individual motivation and personal determination, family support and advocacy, opportunities for career exploration, on-the-job or postsecondary vocational training, and supportive work environments.
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HEENAN, BRIAN. "Career Migration as Personal Biography: New Zealand Case Studies." New Zealand Geographer 55, no. 1 (April 1999): 12–24. http://dx.doi.org/10.1111/j.1745-7939.1999.tb01551.x.

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Xu, Xiaomeng, Margaret Schneider, Alexandra L. DeSorbo-Quinn, Abby C. King, John P. Allegrante, and Claudio R. Nigg. "Distance mentoring of health researchers: Three case studies across the career-development trajectory." Health Psychology Open 4, no. 2 (July 2017): 205510291773438. http://dx.doi.org/10.1177/2055102917734388.

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López‐Andreu, Martí, and Joan Miquel Verd. "Employer strategies, capabilities and career development: two case studies of Spanish service firms." International Journal of Manpower 34, no. 4 (July 5, 2013): 345–61. http://dx.doi.org/10.1108/ijm-05-2013-0094.

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Magidimisha, Hangwelani Hope, and Lovemore Chipungu. "Unconventional housing provision: reflections on health aspects: a case study of Zimbabwe." Journal of Housing and the Built Environment 26, no. 4 (July 1, 2011): 469–85. http://dx.doi.org/10.1007/s10901-011-9234-9.

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Petroni, Alberto. "Strategic career development for R&D staff: a field research." Team Performance Management: An International Journal 6, no. 3/4 (June 1, 2000): 52–62. http://dx.doi.org/10.1108/13527590010731970.

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Explores the evolution of career management systems for industrial researchers. Based on case studies of experimental career development systems for industrial researchers, combined with a survey of 151 researchers and engineers employed at a large public research institution, alternative approaches toward managing professional careers are discussed. The results indicate that the researchers’ personal career orientations, as measured by Schein’s Career Anchors Inventory, may serve as a useful predictor of their career preferences. In addition, the research enables an evaluation of alternative modes of career development for industrial R&D to be developed.
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Togarasei, Lovemore. "Modern Pentecostalism as an Urban Phenomenon: The Case of the Family of God Church in Zimbabwe." Exchange 34, no. 4 (2005): 349–75. http://dx.doi.org/10.1163/157254305774851484.

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AbstractThe past twenty to thirty years in the history of Zimbabwean Christianity have witnessed the emergence of a new breed of Pentecostalism that tends to attract the middle and upper classes urban residents. This paper presentsfindings from a case study of one such movement, the Family of God church. It describes and analyses the origins, growth and development of this church as an urban modern Pentecostal movement. Thefirst section of the paper discusses the origins and development of the church focusing on the life of the founder. The second section focuses on the teaching and practices of the church. The church's doctrines and practices are here analysed tofind out the extent to which these have been influenced by the socio-political and economic challenges in the urban areas. The paper concludes that the modern Pentecostal movement is meant to address urban needs.
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Dissertations / Theses on the topic "Career development – Zimbabwe – Case studies"

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Dzinavatonga, Naison. "Community participation and project sustainability in rural Zimbabwe: the case of Sangwe communal lands." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/130.

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Development thinkers and practitioners have been pondering over community participation for the last decades. Some even called the 1980s a decade of participation in development discourse while others also view the current decade of social movements, Non-Governmental Organizations, and Community-Based Organizations as a manifestation of organized community participation. The Sangwe Communal Lands is one such area that researchers in the last decades have been pondering over the role of community participation in project sustainability. Likewise this study evaluates the effectiveness of community participation in Sangwe where it has been hypothesized that the current participation discourse has not lived up to its billing of ensuring sustainable projects. The research therefore explores some of the politics surrounding community participation in Sangwe and Zimbabwe at large. From one angle to the other, the research overviews some of the different theoretical orientations, goals, processes and practices that are commonly used but not always recognized to constitute genuine community participation. The research is intended to clarify some of the differences that emerge when projects are designed, and to stimulate discussion about community participation more generally. This study shows that the local communities who in this case are the reason for being of NGOs and their programmes are quite critical in development projects undertaken in their own areas. This to a larger extent determines the success of development initiatives at all levels. Such a scenario calls for a proper sustainable and pro-rural community legal and policy framework as a pre-requisite for sustainable projects. The study further highlights the need for development workers and agents to change their attitude towards communities and their indigenous knowledge systems. They need to co-opt community indigenous knowledge as a system that has a unique contribution to sustainable development. Above all, attitude change is the pillar for the New World System and 21st century development paradigm that respects local values, concerns, culture, and aspirations and that these should be taken on board in the management of development programmes.
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Larsson, Lidén Lisbeth. "Democracy grassroots movements and rural development : case studies from Zimbabwe, Zambia and Kerala /." Uppsala : Swedish Univ. of Agricultural Sciences (Sveriges lantbruksuniv.), 2000. http://epsilon.slu.se/avh/2000/91-576-5770-X.pdf.

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Taruvinga, Amon. "Economics of wetland cultivation in Zimbabwe: case study of Mashonaland East Province." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/d1001002.

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Wetlands are stocks of natural resources limited in supply, in the middle of unlimited human wants with multiple uses to society, presenting an economic problem in as far as their rational and sustainable use is concerned. To that end, conflicting recommendations have been forwarded regarding wetland cultivation as a possible land use across the globe and from within the same regions. On one extreme, wetland cultivation has been linked to degradation of wetlands with pure wetland conservation as the prescribed viable and sustainable land use option to society. Closer to reality, partial wetland conversion to crop land has been found compatible with wetland bio-diversity; implying that partial wetland cultivation is the prescribed wetland use option viable and sustainable to societies, a dictum mainly claimed by rural communities. With that conflicting background and based on the “Safe Minimum Standard” approach, a ban on wetland cultivation was maintained in several early environmental policies in Zimbabwe as a basis for legislative protection of wetlands, a position that is still legally binding in current statutes. Contrary to that, rural communities have responded by invading wetlands as a coping strategy in pursuit of the claimed values of wetland cultivation, further conflicting with standing policies. This scenario has managed to “lock” and is currently locking the claimed 1,28 million hectares of wetlands in Zimbabwe in a “legal-operational impasse”, at a cost to the entire nation since no meaningful investment is possible in wetlands when there is a legal conflict.
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Nyathi, Daina. "Evaluation of poverty alleviation strategies implemented by non-governmental organisations (NGOs) in Zimbabwe: a case of Binga rural district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/507.

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The problem this research seeks to address is about the ineffectiveness of NGOs’ strategies implemented in the rural areas of Binga District in Zimbabwe. The research has been basically influenced by personal concerns which I believe have influenced the selection of the research problem. My main concern is the deepening of poverty in Binga District. Lack of infrastructure like roads, shortage of schools leading to high illiteracy levels, shortage of clinics and hospitals, lack of clean water, high unemployment levels are the indicators of poverty in Binga. Country wide, the district is regarded as one of the poorest districts. The purpose of this study was to evaluate the effectiveness of the poverty alleviation strategies implemented by NGOs in the rural areas of Zimbabwe specifically in Binga. Today there are more than fifteen NGOs that operate in Binga and they specialise in different areas ranging from food distribution, education, agriculture, conservation and advocacy. What matters most is that despite the number of NGOs operating in Binga, poverty is still intensifying and widening. Through the research, it was found that most NGOs’ strategies in Binga focus on relief than developmental aid. Also when addressing poverty, NGOs use the trickle down approach than the bottom up approach. Moreover, the strategies implemented in Binga do not address the needs of the poor. The political instability in Zimbabwe is also believed to be a serious stumbling block to the operation of NGOs in Binga and the rest of the country. Finally, the research recommends NGOs to use the participatory approach as well as the sustainable livelihoods approach in dealing with poverty. Again, NGOs need to monitor and evaluate their projects because most of their projects are not monitored and evaluated properly. Above all the NGOs’ strategies for alleviating poverty need to be reviewed.
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Mundau, Mulwayini. "The impact of donor-funded community empowerment projects on poverty alleviation: a case of selected projects in Chiredzi district of Zimbabwe." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1005637.

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The aim of the study was to carry out an investigation into the impact of donor-funded community empowerment projects on poverty alleviation. The data for this study were from the use of triangulation method of data collection which enhanced the assessment of the impact of donor funded community empowerment projects on poverty alleviation with specific focus on selected projects in the Chiredzi district of Zimbabwe. The findings of the study show the need for adoption of empowerment inclined practices by the local NGOs. There is need for community involvement in decision making, project ownership, and clear lines of communication with the NGOs, among others. However the findings also show the strength in linking project members with relevant institutions, and training, in order to ensure sustainability of community projects in ensuring community empowerment towards poverty eradication.
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Mukwambo, Robson. "Social learning in community based natural resource management project (CBNRM) : a case study of Chipembere gardening project in Zimbabwe." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1016363.

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This investigation of social learning processes in the Chipembere gardening project was conducted in Rockvale village one in Sebakwe communal area in the Midlands province of Zimbabwe. In essence, the study sought to explore how the Chipembere gardening project as a community-based natural resource management initiative (CBNRM), was reflecting and supporting social learning processes of change. It also sought to enrich and deepen an organizational understanding of social learning and to generate ideas and draw recommendations that could be used to strengthen learning in other CBNRM projects. The research was undertaken as a qualitative case study with data generated through semi-structured interviews with individuals and groups. It also included an analysis of project documents and an extended period of participant observation on site and in the gardening activities. Data were indexed and coded for generating analytical memos that were used to extract and represent the scope of social learning interations within the developing project. The study found that within the Chipembere gardening project a wide range of learning interactions were significant in shaping the developing project. Furthermore, these interactions were earmarked as the major drivers of social learning processes within the project. The study concluded that the social learning interactions amongst the gardeners in the Chipembere community garden were instrumental in fostering change that enhanced community livelinhoods and wellbeing.
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Joyal, Donna Marie. "Case studies of the recruitment, selection, retention and career development of women in the Navy." Thesis, Monterey, California. Naval Postgraduate School, 1993. http://hdl.handle.net/10945/25726.

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This thesis provides professors and Navy facilitators curricula to be used in personnel and human resource management courses. The study presents four cases that follow a female naval recruit through several phases of her career development. Material in the case studies relates to recruitment, selection, training, retention, and career development of women in the Navy. Teaching notes are provided for each case to assist and guide facilitators in conducting classroom discussion. An overall analysis discusses the cases in relation to current Navy policy and career development theory
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Van, Ongevalle J. "The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003651.

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This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate environmental education across the curriculum of secondary teacher education. The study first develops a theoretical framework drawing on systems thinking. In particular it uses the holistic and constructivist perspectives embedded in systems thinking to describe a number of analytic frameworks that are used as a guide to investigate participation, capacity development and project sustainability in the St²eep case study. The research methodology comprises a qualitative case study approach, which contains elements of an instrumental, evaluative and critical case study. Data-collection methods include document analysis, focus group discussions, focus group interviews, semi-structured face-to-face interviews and participant observation. Data analysis follows the constant comparative method of coding and categorising data as outlined by Strauss and Corbin (1998). The outcomes of this research show that participation processes in St²eep evolve around the interactions between a political dimension and a learning dimension. The political dimension relates to giving the project stakeholders a critical voice, allowing them to shape the project and involving them in the decision-making process. This approach has fostered an ongoing learning process in a small team of committed stakeholders based on the principles of collaborative learning, team learning and action research. Participation was shown to enhance capacity-development processes at individual and institutional level by the provision of support through learning teams, and by the renegotiation of responsibilities and power relations between lecturers involved in St²eep, donor representatives and college administrations. The strong operational role of the donor organisation was seen as a serious threat towards individual and institutional capacity development since it creates a functional but artificial and independent project system within the college system and takes over any local institutional support structure that it might seek to develop. Fostering continuous learning and capacity development, St²eep’s participatory approach was shown to contribute to a better understanding of the interconnectedness of factors that influence future sustainability of the project and the implementation of environmental education. This has assisted in the development of different scenarios on the sustainability of the project. The research shows that the project-ustainability planning process draws directly from St²eep’s ongoing learning process, with individual and institutional capacity development featuring strongly in the different scenarios, and with the external context such as the economic situation and the low priority of environmental education being recognised as important factors that need to be considered. Drawing on the findings from the case study, this study makes a tentative recommendation that donor organisations should focus more on capacity-development initiatives and avoid taking on a strong operational role in project activities. The research also recommends that there is need for a deliberate focus on both the political and learning dimensions of the participation process in order to foster local ownership. Making the learning aspect much more central in St²eep is presented as a possible strategy for motivating a larger number of college lecturers to become involved in the project and the implementation of environmental education. The study also urges St²eep to combine the different scenarios that have emerged during the project sustainability planning process and to focus on the benefits that stakeholders want to see sustained.
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Brown, David 1951. "A case study of the structures and processes involved in the socialization and development of middle management personnel in the private sector /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61127.

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The purpose of this study was to determine how one organization from the private sector managed the socialization and development of its middle management personnel at the growth career life cycle stages of its managers: recruitment and hiring, entry-level, mid-career, and the retirement stage. The organization studied was a Quebec based retail chain composed of twenty stores located in Quebec and Ontario.
The findings indicated that there was a discrepancy between what the organization stated it was doing and what its middle management perceived was actually occurring. In three out of the five career life cycle stages, as described in the review of literature, the necessary formal structures and processes required to accomplish the socialization and development of the organization's middle management personnel were nonexistent. In only two of the career life cycle stages did the organization have in place a formal structure and set of processes relating to the specific socialization and development stages of its employees. (Abstract shortened by UMI.)
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Mak, Yau-kay Winnie, and 麥幼姬. "The roles and training needs of staff in the Hong Kong Polytechnic: perceptions and implications for staffdevelopment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31955861.

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Books on the topic "Career development – Zimbabwe – Case studies"

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JoAnn, Harris-Bowlsbey, ed. Career development interventions in the 21st century. 4th ed. Boston: Pearson, 2013.

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Pedersen, Poul O. Clothing rural Zimbabwe: Sectoral strategies and local development. Copenhagen, Denmark: Centre for Development Research, 1993.

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European Centre for the Development of Vocational Training. Career development at work: A review of career guidance to support people in employment. Luxembourg: Office for Official Publications of the European Communities, 2008.

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Swanson, Jane Laurel. Career theory and practice: Learning through case studies. 2nd ed. Thousand Oaks: Sage Publications, 2009.

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JoAnn, Harris-Bowlsbey, ed. Career development interventions in the 21st century. 3rd ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2009.

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Niles, Spencer G. Career development interventions in the 21st century. 2nd ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2005.

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Bradley, John D. Switching tracks: Advancing through five crucial phases of your career. Grand Rapids, Michigan: Fleming H. Revell Co., 1994.

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Cusulos, Anastasia. The case of Vanessa. Yarmouth, Me: Intercultural Press, 1999.

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Pedersen, Poul O. The development of small and medium-sized enterprises in developing countries: The case of Zimbabwe. Copenhagen, Denmark: Centre for Development Research, 1998.

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Munch, Janet Butler. Librarians as college faculty members: Case studies in professional staff development. Ann Arbor, Mich: University Microfilms International, 1993.

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Book chapters on the topic "Career development – Zimbabwe – Case studies"

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Prior, Julian, Thaw Ni Ni Zaw, Jemal Yousuf Hassen, and Estella Toperesi. "Social Capital, Adaptation and Resilience: Case Studies of Rural Communities in Ethiopia, Zimbabwe and Myanmar." In Population, Development, and the Environment, 87–112. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2101-6_7.

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Halsnaes, Kirsten, Anil Markandya, and Tim Taylor. "Case Studies for Zimbabwe, Botswana, Mauritius and Thailand." In Climate Change and Sustainable Development, 202–46. Routledge, 2021. http://dx.doi.org/10.4324/9781003210795-7.

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Miller, Banks, and Brett Curry. "Three Case Studies in Political Control." In U.S. Attorneys, Political Control, and Career Ambition, 21–42. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190928247.003.0002.

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This chapter explores three periods in the development of the relationship between U.S. Attorneys (USAs) and the Department of Justice. The first case study considers the executive branch’s use of USAs in attempts to rein in racial violence during Reconstruction. The second case study centers on the savings and loan crisis of the late 1980s and highlights the efforts of national principals to focus federal prosecutors on politically salient crimes. The final case study examines the USA firing scandal of 2006, an ultimately failed attempt by the George W. Bush administration to control USAs. Throughout, we emphasize the ways in which centralized control of the USAs has evolved over time.
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Güdük, Tanju, and Selda Uca. "Career Development in Tourism Industry." In Advances in Human Resources Management and Organizational Development, 130–56. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5760-9.ch006.

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Career development opportunities are important for the success of tourism enterprises and staff. Therefore, the current situation, future expectations, opportunities, and case studies related to career development are taken into consideration in this study.
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Thonje, Admire. "Moving against the Current." In African Studies, 640–60. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3019-1.ch034.

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International student migration in the southern African context is a scantily researched area. While research abounds on aspects of migration such as human rights, remittances, development efficacy of migration and transnationalism, the concerns, experiences and encounters of student migrants remains neglected. While in South Africa some migrants are exposed to xenophobic sentiments, little is known about experiences in places such as Zimbabwe. Employing Zimbabwe as a case, the author discusses context, experiences and the policy framework around international students from within the southern African region. It reveals the causes for migration, socio-economic experiences as well as exposure to life in Zimbabwe predominantly during the difficult decade at the turn of the millennium in 2000. In bringing up experiences and challenges, it highlights transformation in the enrollment patterns as well as areas for policy improvement.
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Ndlovu, Reginah. "Gender Mainstream." In Advances in Religious and Cultural Studies, 41–62. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2815-0.ch003.

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The study examines the extent to which gender has been mainstreamed in resource allocation, income opportunities, decision-making processes, policy development, planning, implementation, and monitoring of programmes in Africa. Zimbabwe is used as a case study. The study was prompted by the need for Africa to mainstream gender parity in order to respond to the global call of mainstreaming gender. International legal frameworks on gender are articulated in this chapter in order to bring about an understanding of the foundations upon which this global call is premised.
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Yongo, Cyd W. Nzyoka. "Barriers and Enablers of Immigrant Career Experiences and Outcomes." In Examining the Career Development Practices and Experiences of Immigrants, 1–25. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5811-9.ch001.

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Perspectives surrounding the barriers and enablers of immigrant career experiences and outcomes have been a long time coming. Discussions on these are more crucial than ever before, considering the multitudinous numbers of immigrants spread out globally today, as compared to 20-30 years ago. Several global case studies and divergent examples, drawn from true life trajectories are showcased, to shed pertinent insights into this discourse. Concurrently, the chapter aims to substantiate the barriers immigrants face, hence deterring their career success, due to reasons that include illegal immigration status, criminal offenses, cultural and language barriers, mental illness, poorly orchestrated plans, discrimination, diversity and homophilic concerns, among others. Conversely, enablers immigrants face leading to successful careers include education, networks, government policies, appropriate immigration status, family support, and support agencies, among others. Knowledge of these should enhance empowered future decision making and an elevator for immigrants to excel.
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Comer, Unoma B., and Suki Stone. "Defective Decision Making." In Advances in Psychology, Mental Health, and Behavioral Studies, 234–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7582-5.ch013.

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Teacher burnout as the result of poor career choice and decision making plagues new teachers in the field of education, as well as special education. This chapter introduces theories of moral development and self-efficacy that explain the thought processes of teachers whose expectations in the field do not match the reality of teacher practice. Therefore, their decision making to enter the field contributes to early teacher burnout. Three case studies are described as examples to understand how the psychology of choice determines the factors that result in burnout. The chapter describes how the teachers' decisions relate to the psychology of moral development theory and self-efficacy theory for their career choice. Their behavior and attitude as a teacher relates to their catastrophic choices. The chapter presents suggestions that teachers can implement to make better decisions for their career choice.
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Zahner, Doris, Zachary Kornhauser, Roger W. Benjamin, Raffaela Wolf, and Jeffrey T. Steedle. "Using the Collegiate Learning Assessment to Address the College-to-Career Space." In Handbook of Research on Technology Tools for Real-World Skill Development, 230–60. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9441-5.ch009.

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Issues in higher education, such as the rising cost of education, career readiness, and increases in the achievement gap have led to a movement toward accountability in higher education. This chapter addresses the issues related to career readiness by highlighting an assessment tool, the Collegiate Learning Assessment (CLA), through two case studies. The first examines the college-to-career space by comparing different alternatives for predicting college success as measured by college GPA. The second addresses an identified market failure of highly qualified college graduates being overlooked for employment due to a matching problem. The chapter concludes with a proposal for a solution to this problem, namely a matching system.
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Lewellen, Chelesea, Jeremy W. Bohonos, Eboni W. Henderson, and Gliset Colón. "Re-Complicating Intersectionality Considering Differences in Language and Personality Type When Considering Strategies for African American Women's Career Development." In Implementation Strategies for Improving Diversity in Organizations, 167–92. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4745-8.ch006.

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The purpose of this chapter is to use mini case studies as a method to explore how diversity in race and gender can affect the work-lives and career trajectories of African American women, and to suggest individual and organizational strategies to facilitate career growth of individuals whose identities intersect with multiple forms of diversity. This chapter will begin with a discussion of Black feminist thought and then proceed to discussions of research regarding African American women in the American workforce, personality type differences and linguistic diversity, and then proceed to a mini case study-based discussion of how these various forms of difference can dynamically interact to form highly nuanced sets of obstacles for African America women and other protected class categories whose identities intersect with one or more intersectional identities. Finally, the authors conclude with a discussion of coping and resistance strategies to improve the career trajectories of African American women.
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Conference papers on the topic "Career development – Zimbabwe – Case studies"

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Fu, Liping, and Lizhen WANG. "Case Studies on the Development of Pre-career Teachers' Information Technology Application Ability." In 2015 1st International Conference on Information Technologies in Education and Learning (ICMII 2015). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icitel-15.2016.4.

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Kask, Klaara, and Anne Laius. "THREE CASE STUDIES ABOUT SCIENCE TEACHERS’ SELF-DIRECTED PROFESSIONAL DEVELOPMENT TO IMPROVE STUDENTS’ CAREER AWARENESS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1008.

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Allan Johnston, Kevin, and Susan Benvenuti. "News You Can Use." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3241.

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It is widely accepted that assessment determines learning: what is learnt, how the learning takes place, the extent to which the learning is retained, and the extent to which that learning can be further developed or applied (Biggs, 2003; Boud, Cohen, & Sampson, 1999; Entwistle & Entwistle, 1997; Rowntree, 1992). This paper examines an assessment intervention undertaken independently by two South African Universities in their first year Information Systems Courses, aimed at improving both the learning of content and the development of academic and career skills, within the constraints of curriculum, large classes and under-preparedness of students. Departing from a similar concept, the two universities designed and implemented the assessment tasks independently, with each experiencing different successes and challenges. Representing a first cycle in an Action Research study, the underlying rationale behind the interventions is presented, together with a detailed analysis of the two case studies and their shared lessons learned from the experience.
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Cieslinski, Benjamin, Mohamed Gharib, Brady Creel, and Tala Katbeh. "A Model Science-Based Learning STEM Program." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10352.

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Abstract In this paper, a model STEM program called Engineering Heroes: Qatar Special Investigators (QSI), aimed to familiarize young students with science and engineering in real life applications, is presented. The program theme is about forensic science and technology, which included science and engineering activities with hands-on projects to challenge students’ science and critical thinking skills. Throughout the program, students learned about forensic science as an application of science, engineering and technology to collect, preserve, and analyze evidence to be used in the course of a legal investigation. Participants learned the history of forensic analysis and how it evolved into today’s specialized career field. Forensic specialists include backgrounds in chemistry, physics, biology, toxicology, chemical and electrical engineering. Topics included in the program were a study of toxicology and chemical analysis, assays to determine drug contents, fingerprint development, environmental contamination, chromatography in forgery, presumptive vs. confirmatory testing, scanning electron microscopy, infrared analysis, and evidence handling techniques. The details of the program are presented, including the contents, preparation, materials used, case studies, and final crime scene investigation, which featured the learning outcomes.
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Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.

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Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.
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Reports on the topic "Career development – Zimbabwe – Case studies"

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Dorr, Andrea, Eva Heckl, and Joachim Kaufmann. Evaluierung des Förderschwerpunkts Talente. KMU Forschung Austria, December 2020. http://dx.doi.org/10.22163/fteval.2020.495.

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With the funding programme Talents, the Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) supports people in applied research throughout their entire career. The overarching goal is to increase the utilisation of human potential in the application-oriented, scientific and technical RTI sector. The programme objectives are 1) to inspire young people for research and development, 2) to connect researchers with the economic sector, 3)to guarantee equal opportunities for all. Within the framework of three fields of intervention, there are various programme lines: 1) Intervention field Young Talents with the programme lines Internships for Students and Talents Regional, 2) Intervention field Female Talents with the programme lines FEMtech Internships for Female Students, FEMtech Career and FEMtech Career Check for SMEs (2015 and 2016), as well as FEMtech Research Projects; and 3) Intervention field Professional Talents with the programme lines The Austrian Job Exchange for Research, Development and Innovation as well as Career Grants for Interviews, Relocation and Dual Careers in Applied Research. After an interim evaluation in 2014, a final evaluation took place at the end of the programme period (end of 2020). The programme was analysed with regard to its conception, implementation, achievement of objectives and impact. Furthermore, conclusions and recommendations for the further development of the Talents programme have been drawn. The methodological basis of the evaluation is a document analysis, secondary data analysis (FFG monitoring data), interviews with experts, online surveys of funding recipients (FEMtech Career / FEMtech Career Check for SMEs and Career Grants), case studies (FEMtech Career projects) and workshops.
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