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1
Epps, Susan Bramlett. "The Work Life of the Professional Academic Advisor: A Qualitative Study." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0403102-082112/unrestricted/epps041502.pdf.
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Epps, Susan Bramlett, and Steve Robinson. "Legal Self-Defense for the Academic Advisor." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2574.
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Epps, Susan Bramlett. "The Nature of the Beast: The Worklife of the Professional Advisor." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2577.
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Dean, Joan. "A study of effective advisory work in local education authorities." Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/843820/.
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Criteria of effectiveness were developed by asking advisers, advisory teachers, administrators, headteachers and teachers for examples of advisory work which they considered to be effective and their views of the reasons for this. These were then used to develop questionnaires for advisers, advisory teachers, headteachers and teachers in 4 local authorities, asking for their priorities and their views of 9 areas connected with advisory work - inspection, advice and support, teacher development, philosophy and approaches, knowledge, skill and experience, relationships, climate of the advisory team, organisation and management of the advisory team and the training of advisers. Three of these, inspection, advice and support and teacher development were regarded as key areas. Significant relationships were found between knowledge, skill and experience and the key areas and also between relationships and these areas. There was a also a significant relationship between climate and teacher development. Relationships with other areas were not significant. Individual interviews were held with chief advisers in all 4 authorities, also group interviews with advisers, advisory teachers, headteachers of primary and secondary schools and headteachers and staffs in 12 schools which had been inspected by the local authority advisory team. In addition, a national survey was undertaken which gave details of the changes in advisory teams between 1992 and 1993. Findings included the fact that there would be a decrease of 18% in the numbers of advisers by September 1993 and 38% in the number of advisory teachers. Headteachers gave their highest priority to inspection and teachers to in-service education. Headteachers valued advisers more than advisory teachers and teachers valued advisory teachers more than advisers. Separating advice and inspection, as was the practice in one of the authorities, did not appear to improve either and follow up was less effective than in authorities where these activities were not separated. The involvement of lay people in 3 of the 4 authorities did not give rise to concern on the part of teachers or headteachers. Primary headteachers and teachers were concerned about the credibility of advisers coming from a secondary background. There is likely to be a considerable decrease in the amount of advice and support available to schools as advisory teams become involved in the national privatized inspection scheme and also in the appraisal of headteachers. In some authorities advice and support will be available for sale, but some schools may not be able to afford to buy it. The findings of this study have considerable relevance for the advisory service of the future. The information about priorities should be valuable in planning advisory work. Team management and team climate will be even more important in the new situation if the demands of schools are to be met. The continued existence of advisory services will depend, in many places, upon schools buying them and this in turn will depend upon how effective they are.
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Epps, Susan Bramlett. "Advising as Theatre and You're the Set Deisgner!" Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2575.
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Epps, Susan Bramlett. "Legal Issues in Advising." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2581.
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Antunes, Margarete Hirdes. "A CONTRIBUIÇÃO DO ORIENTADOR EDUCACIONAL NA POLÍTICA DA EDUCAÇÃO UM ESTUDO NA REDE MUNICIPAL DE ENSINO DE PELOTAS - RS." Universidade Catolica de Pelotas, 2009. http://tede.ucpel.edu.br:8080/jspui/handle/tede/128.
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Previous issue date: 2009-11-18<br>The study showed up the conceptions of Education conteined in the
professional practice of the Education Advisors in the schools of the municipal public
net of Pelotas/RS and it rescues some of the professional actions developed for them
in the teach-learning process for recognition of the contributions of these workers in
education and presents the characteristics of the padagogues with qualification in
educational guidance that act in the schools of the municipal public net of Pelotas in
2008/2009. The methodology to colect informations had consist from the qualitative
broach using two instruments for data collection: a questionnaire with closed and
open questions and focus group. The research were the Education Advisors of the
municipal public net being that in it has 90 schools. Data analysis revealed that the
E.A. that had participated of the research are women with ages between 23 to 64
years old working in the country and urbane zone, women pedagogues with
qualification in educational guidance, 77% had conquered studies of graduation
recently and the time what they work varies from 25 years to 2 months 90% of the
E.A. work at least 40h per week and also they add its work the attendance of 20h in
the state net. In the municipal public net they work with early childhood education
and in basic education with the initial, final series adult and youth education and
secondary education working in the three turns. Most of them take care at least two
schools and an Education Advisor attends schools that have 297 to 3000 students.
The subjects investigated in the most understand the education as a process of
preparation for life able to change the society and the school as a space of learning,
sociability, production and social inclusion. Among many peculiar tasks to the
function had been cited: planning, attendance and analysis of the pedagogical
actions as well execution of projects and activities with the directive team. The
relation of the Education Advisors with the school community where they work is very
good and the actions that provide more pleasure to the advisors are those that show
up that the intervention of the professional had resulted in resolution of the trouble
faced in the school, they suggest to improve the work investments of the municipal
authorities in the strengthening of social protection for children, adolescents and
adults who go to the school, the assignment of only a school for the Education
Advisor, reduction of day's work, permanent professional qualification increase of the
number of workers in the educational net and systematization of the meetings with
the advisors of the municipal public net. With regard to the pedagogical political
project of the school, understand most of the professional of educational guidance
the research participants that the document causes reflection, continuous
implementation and has reflected the desire of the educators to constantly uncover
the reality that surrounds the communities were they act<br>O estudo evidencia as concepções de Educação contidas na prática
profissional dos Orientadores (as) Educacionais - OE nas Escolas da Rede Pública
Municipal de Pelotas/RS, resgata algumas das ações profissionais por eles (as)
desenvolvidas no processo ensino-aprendizagem para reconhecimento das
contribuições destes trabalhadores em Educação e apresenta as características dos
Pedagogos (as) com Habilitação em Orientação Educacional que atuam nas escolas
da rede pública municipal de Pelotas em 2008/2009. A metodologia para coleta de
informações constou de uma abordagem qualitativa, através de dois instrumentos de
coleta de dados: um questionário com perguntas fechadas e abertas e grupo focal.
Os 23 sujeitos da pesquisa foram os Orientadores (as) Educacionais da Rede
Pública Municipal, sendo que a rede municipal de ensino conta com 90 escolas. A
análise dos dados revelou que os O.E que participaram da pesquisa são mulheres
com idades entre 23 a 64 anos, atuam na zona rural e urbana, Pedagogas com
Habilitação em Orientação Educacional, 77% conquistaram estudos de Pós
Graduação em nível de especialização recentemente e o tempo que atuam varia de
25 anos a 2 meses, 90% dos O.E trabalham no mínimo 40h semanais e também
agregam ao seu trabalho o atendimento de 20h na rede estadual. Na rede pública
municipal trabalham com a educação infantil e no ensino fundamental com as séries
iniciais, finais, Educação de Jovens e Adultos e Ensino Médio, atuando nos três
turnos. A maioria atende no mínimo duas escolas e um Orientador Educacional
atende escolas que possuem de 297 a 3000 alunos. Os sujeitos pesquisados em
sua maioria entendem a Educação como um dos processos de preparo para a vida
capaz de transformar a sociedade e a escola como espaço de aprendizagens, de
convivência, de criação e inclusão social. Dentre as inúmeras atribuições peculiares
á função foram citadas: planejamento, acompanhamento e avaliação das ações
pedagógicas, bem como, execução de projetos e atuação junto à equipe diretiva. A
relação dos Orientadores Educacionais com a Comunidade escolar onde trabalham
é muito boa e boa, e as ações que proporcionam mais prazer aos Orientadores são
aquelas que evidenciam que a intervenção do profissional resultou em resolução das
dificuldades enfrentadas na escola. Sugerem para melhorar o trabalho,
investimentos do poder público municipal no fortalecimento da rede de proteção
social às crianças, adolescentes e adultos que buscam a escola, a designação de
apenas uma escola para o Orientador Educacional, redução da jornada de trabalho,
qualificação profissional permanente, aumento do número de profissionais na rede e
sistematização das reuniões com os Orientadores da Rede Municipal. Com relação
ao Projeto Político Pedagógico da escola, entendem a maioria dos profissionais da
Orientação Educacional, participantes da pesquisa que o documento suscita
reflexão, constante implementação e tem refletido o desejo dos educadores em
desvendar constantemente a realidade que circunda as comunidades onde atuam
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Shelton, Kiesha R. "Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?" Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500023/.
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There were two main purposes of this quantitative study. The first purpose was to identify characteristics associated with the selected sample of academic advisors that comprise study. Secondly, the study sought to determine how well work related activities of a selected population of academic advisors correlate with professional characteristics constructs and professional standards constructs of academic advising as a profession. The study used Habley’s (1986) characteristics of a profession to derive the studies professional characteristic construct, education activities, research activities, and professional development activities as it relates to a selected group of academic advisors work related activities. The studies professional standards construct was derived from five Council for the Advancement of Standards (CAS) professional standards for academic as it relates to a selected group of academic advisors work related activities. The study of 78 out of 210 identified full-time academic advisors at two-and four-year public colleges and universities in the North Texas Region utilized a multidimensional researcher-developed Web survey instrument designed to measure professional standards and characteristic within the field of academic advising. Study results reinforced current criticism of research and education activities within the field of academic advising showing that the lack of scholarly research and education activities among academic advisors decreases significantly their efforts towards professionalization. Also, professional standards construct results suggest that the utilization of CAS standards for academic advising as an evaluation tool may enhance an academic advisor’s knowledge of professional standards within the field.
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Focquenoy, Christine. "L’ombre de Monsieur Viot... : du surveillant général au conseiller principal d’éducation, l’évolution d’une fonction éducative (1847-1970)." Thesis, Artois, 2015. http://www.theses.fr/2015ARTO0002.
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La recherche se focalise sur le surveillant général qui faisait régner l’ordre dans les établissements secondaires français des XIXe et XXe siècles. Cet acteur scolaire a marqué l’imaginaire collectif en laissant une image de « surgé », implacable et répulsif, craint par les élèves. Le « surgé », symbole d’une discipline scolaire honnie, cristallise la critique plus large du « bagne universitaire » (Vallès). L’étude dégage les invariants des représentations littéraires, cinématographiques et iconographiques des surveillants généraux dont M. Viot de Daudet est le parangon. Le mythe du « surgé » survit à la disparition de ce fonctionnaire et à son remplacement, en 1970, par le conseiller principal d’éducation (CPE). Paradoxalement, le surveillant général, au regard des archives de l’Instruction publique, demeure un soldat inconnu de « l’Empire du milieu ». La deuxième partie de l’étude cerne le profil historique des surveillants généraux de l’académie de Lille (1847-1970). L’analyse, quantitative et qualitative, de 137 dossiers de carrière, versés aux archives nationales et départementales du Nord, permet d’identifier les attentes institutionnelles, d’approcher le quotidien du métier et la relation aux élèves Ce travail de prosopographie est complété par des entretiens avec d’anciens surveillants généraux et par l’étude de leur presse professionnelle. Enfin, d’autres sources (représentations du CPE, questionnaire auprès de CPE, rapports de stages, mémoires de concours, témoignages etc.) sont mobilisées pour déterminer si le changement d’appellation (CPE) recouvre une nouvelle professionnalité et percevoir en quoi le mythe du «surgé » fragilise l’identité professionnelle de cet éducateur et altère la division du travail éducatif dans les lycées et collèges<br>The subject of the research is the supervisor general, who played the role of disciplinarian in French secondary schools in the 19th and 20th centuries. This eminent figure in school life stamped on the collective mind the image of the heartless, loathsome “surgé”, much feared by students. As the symbol of a despised school disciplinary regime, the “surge” crystallizes the broader criticism of Vallès’ “academic sweatshop”. The study identifies the invariant features of the supervisor general as portrayed in literature, film and iconography, and as epitomized by Daudet’s Monsieur Viot. The myth of the “surgé” was to outlive the disappearance of the function and its replacement in 1970 by the position of chief advisor for education (CPE). Oddly enough, for the National Education archives, the supervisor general remains an unknown soldier of the “Middle Kingdom.”The second part of the paper focuses on the historical profile of the supervisors general of the Académie (educational authority) of Lille from 1847 to 1970. Quantitative and qualitative analysis of 137 career files, stored in the national archives and those of northern France, sheds light on institutional expectations, and offers insights into the job, day to day, and the relationship with students. This prosopographical section is supported by interviews with former supervisors general and by analysis of extracts from the profession’s press. Finally, other sources (perceptions of the CPE, questionnaires completed by CPEs, course reports, competitive exam reports, testimonies etc.) are examined in order to establish whether the new title (CPE) has given rise to a new professionalism, and to determine to what degree the myth of the “surgé” has weakened this educator’s sense of his own professional identity, thereby detracting from an efficient division of educational work in junior high schools and high schools
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Nobles, Kathryn Gilbert Juan E. "Academic Virtual Advisor." Auburn, Ala., 2007. http://hdl.handle.net/10415/1364.
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Pallow, Richard Brian. "Graduate Advisor System." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2917.
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The purpose of this project is to update the architecture and design of the California State University San Bernardino Graduate Advisor System. This system allows potential students into the Master of Science degree program in Computer Science to complete their application online.
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Mayo, Melody. "Online and Hybrid Graduate Student and Advisor Preferences." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6062.
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The focus of this study was the advising style preference of graduate-level students and advisors in online and hybrid programs at a university in rural Arkansas. Students and advisors will benefit from the results because the advisors will have a greater understanding of expectations during an advising session. The problem stems from the fact that graduate level advising is not considered important by administrators at the study institution. The purpose of this study was to determine how graduate level advisors can better serve students and to use the results as a tool for advisor training. The study was guided by Crookston's developmental advising style, in which the advisor and student work together to ensure student success. The key research questions for the study were the preferred advising style of graduate-level students in online and hybrid programs and the advising style preferred by graduate-level advisors. A mixed method with an explanatory sequential design was used, and the Academic Advising Inventory was administered to the population of graduate students and their advisors using a web-based survey. After completing each section of the inventory, respondents had an opportunity for open responses to clarify their selections. Student responses to the inventory indicated their preferred advising style, the advising style they had received, and their satisfaction with the advising they had received. Advisor responses detailed the form of advising they practice. Data were collected from students (n = 224) and advisors (n = 9). Responses were analyzed by following the Academic Advising Inventory Manual and using SPSS for calculations. The responses were recoded to separate the prescriptive and developmental responses. Next, the items were calculated to determine if each respondent was advised prescriptively or developmentally. Finally, the advising satisfaction level for students was calculated to determine student satisfaction with each form of advising received. The results indicate that graduate-level students in both online and hybrid programs prefer developmental advising over prescriptive advising. Students enrolled in hybrid programs indicated greater satisfaction with the advising they received than students enrolled in online programs. Overall students who received developmental advising reported higher satisfaction rates than those who received prescriptive advising. Results of this study will serve as the basis for graduate advisor training and the creation of a training manual.
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Searle, Ruth Lesley. "The supervisor’s tale: postgraduate supervisors’ experiences in a changing Higher Education environment." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019952.
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The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.
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Sadouskas, Andrew Patrick. "Resident Advisor Selection: Is a Broad Measure of Personality a Good Predictor of Resident Advisor Performance?" Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1320283024.
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Bennett, Cynthia D. Baker Paul J. "A case study of a high school advisor/mentoring program." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416859.
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Thesis (Ed. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 28, 2006. Dissertation Committee: Paul J. Baker (chair), Ronald L. Laymon, Richard L. Berg, Anita Curtis, George Padavil. Includes bibliographical references (leaves 134-136) and abstract. Also available in print.
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Artiles-Fonseca, Mayra Sharlenne. "Choice in the Advisor Selection Processes of Doctoral Engineering Programs." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/102659.
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Research on doctoral student attrition has shown that one of the main reasons for which students do not persist in the Ph.D. is because of a poor relationship with their doctoral advisor. The importance of the advising relationship is especially true in science, math, and engineering degrees because of the science model of advising as the student is the advisor's employee, close collaborator, and apprentice. While much attention has been given to understanding the dynamics of the advising relationship, little attention has been given to on how these relationships commence or the context in which they begin. This study ultimately contributes to understanding the context of the inception of advisor- advisee relationships and how it ultimately relates to both faculty and doctoral student satisfaction. The following overarching research questions guide this dissertation: What are the processes for doctoral students to find advisors in engineering, science, and math? How is this process experienced by faculty and students? To address these questions, I conducted three studies. Through these studies, this dissertation: 1) Identified and described the types of advisor-advisee selection processes that exist in engineering, science, and math and examined trends and patterns across disciplines; 2) compared how two Chemical Engineering programs practice the advisor selection process and examined how faculty and graduate program directors negotiate agency in the process and 3) explored how students experience satisfaction of their basic needs in the advisor selection process of one Chemical Engineering program and examined which student attributes influence this satisfaction of needs. The results showed that there are multiple ways through which a student can find an advisor in science, math, and engineering doctoral program, but these vary widely by both discipline and field of study. The results also showed both students and faculty value the ability to select whom they will work with. However, both groups may also need support in making this decision regarding with whom they will work. Overall, the results of this dissertation highlight the importance of developing practices that balance an individual's need for support and autonomy to improve their satisfaction.<br>Doctor of Philosophy
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Kemp, Michael William. "From classroom tutor to hypermedia advisor : a case study in medical education." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326377.
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Kruger, Yolanda. "The Lived Experience of Having a Trusted Advisor for Female Corporate Executives." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10640512.
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<p> This study addressed the lived experience of corporate executive women who have had a trusted advisor. The relayed impact and significance of trusted advisors for their career development was portrayed. Traditionally, women lagged behind men in numbers in key corporate positions. Due to increased international efforts to level the playing field over the last decade, more women were present at the executive level in corporations. Understanding the experience of these women is crucial for psychology practitioners in the workplace to strategically support and enhance working conditions in the corporate environment. In this study, the phenomenon of what it is like for corporate executive women to have had a trusted advisor was explored through the descriptions of their perceptions and experiences. A qualitative, phenomenological research design was utilized to collect, analyze, and describe data and synthesize the description of the experience and process of having or having had a trusted advisor. The experience of nine executive women was recorded and transcribed through open-ended, conversational, face-to face interviews. Over 400 meaning units were scrutinized to arrive at individual, and eventually, composite textural and structural descriptions of the phenomenon. The essence of the experience of the executive women was portrayed and the findings presented. This portrayal of the “what and the how” of the trusted advisor experience revealed a complex process of human connectedness, sense of self, and the importance of trust for these nine women. Seven themes were common to all the participants; unconditional support, communication/interaction, trust, feelings associated with the trusted advisor relationship, personal and professional integrity, pathway to career and growth, and advice and decision making. The essence of the experience of having a trusted advisor was clearly set in the relational world of human experience and was best represented as the give and take of a shared dyadic relationship.</p><p>
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Mellen, Jason. "The Research, Design And Development Of An Education Game For Training Resident Advisor Staff." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237764256.
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Morgan, John Pharo III. "Advisor Perspectives on the Relationship between Professional Values and the Practice of Academic Advising." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6732.
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Professional academic advisors play an important role in higher education—especially at large, research institutions where their use is more prevalent. This study explored professional advisor perspectives about the impact of the NACADA Statement of Core Values (SCV) on the practice of academic advising. This study explores advisor perceptions about the impact of the SCV on advising practice.
An in-depth, qualitative interview conducted via e-mail was used to discover advisor perceptions about the SCV in relation to advising practice. The interviews addressed advisor perceptions about the impact of the SCV in regard to (a) academic advising in general, (b) their own day-to-day practice of advising, and (c) specific functions commonly associated with academic advising.
Ten professional academic advisors at a large research institution within the Florida State University System took part. The results demonstrate that the NACADA Statement of Core Values (SCV) is important to advising practice—especially those values relating to the fundamental relationship between advisors and the students they serve. The participating academic advisors expressed strong support for the SCV overall while also indicating limited prior knowledge or training. Several themes were apparent in the interview responses, including: the provision of accurate information, the students’ responsibility in the advising interaction, the importance of lifelong learning, and advising as a form of teaching.
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Victor, Jeffrey R. "The Development of Student Organization Advisor Workforces through the Expansion of Strategic Talent Management Practices." Thesis, University of Maryland University College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424162.
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<p> The purpose of this study is to provide managers in both educational institutions and student organizations with empirically-based recommendations for how to best manage student organization workforces to achieve engagement and retention. The research questions ask (a) how educational institutions and student organizations strategically manage advisor talent to attract, engage, and retain advisors in their roles and (b) what talent management strategies can be applied to sustain a competent, satisfied, and engaged student organization advisor workforce. Through a systematic review methodology with an evidence-based management perspective to configure the best available evidence for synthesis, this dissertation incorporates organizational citizenship theory, the functional theory of volunteerism, and strategic talent management theory to reach the conclusions. Study findings confirm that student organization advisor service is linked to all elements of the functional theory of volunteerism but is primarily motivated by the values function first and then the career functions. Furthermore, student organization advisor service is a form of organizational citizenship behavior, and the values function of volunteerism is the antecedent to service as an advisor. Finally, it was determined that strategic talent management practices can be applied to student organization advisors, but such practices are not being implemented by key stakeholders. A theoretical model of advisor involvement and suggestions for implementation are presented to address this gap in practice. As a result of these findings, a model for practice that incorporates key strategic talent management practices to address fundamental advisor needs has been developed with an evidence-based blueprint for implementation.</p><p>
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Mitra, Shreya. "An Exploration of the Relationship between International Students and Their Advisors in U.S. Higher Education Institution." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/76742.
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International students in U.S. academic settings are facing barriers in the path of their academic accomplishments. In higher educational institutions, students work very closely with their academic advisors to solve a definite problem. Dependence on the academic advisor is much more when the advisee is international. Keeping these points in mind, one of the factors that might impact academic environment for an international student is the bonding that they share with their advisor. This research study determines the factors that encourage or discourage the relationship between the advisor and international advisee. More specifically, what factors, cultural or cognitive are more salient in defining the advising relationship, and how are coping behaviors being employed and by whom when differences between the working pair exists? Full-time international graduate students having at least one year of graduate school experience in U.S. academic settings and faculty advisors who had experience in advising international graduate students participated in this study. A total of 20 international students participated. All the participants completed the Kirton Adaption-Innovation Inventory (KAI) as a measure of problem-solving style. Of the 20 that completed the inventory, 14 participants from 10 different countries agreed to participate in a semi-structure interview. Additionally, five faculty advisors completed the KAI inventory and three faculty advisors participated in an interview. Findings of the study are: 1) a link exists between participants' problem-solving styles and their expectations for the advising relationship; 2) cultural difference outside academia had no impact on academic progress of international students; 3) acculturation into American academic culture seemed essential for academic success of international students in U.S academic settings; 4) international students wanted their home country culture to be acknowledged in a multicultural settings; 5) success of advising relationship seemed to be dependent upon how much the advisor and the advisee exhibited coping behavior; 6) acknowledging the differences and accepting a person in a holistic manner as a separate identity worked best in a multicultural settings; and 7) developing a human connect between the advisor and advisee seemed to be vital for a successful and academically productive advising relationship.<br>Master of Science in Life Sciences
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Lentell, Helen M. "Distance education as work : making distance education work in campus universities." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43124.
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This thesis is about distance education as work in campus universities. It seeks to understand how distance education arose and has been sustained in campus universities. The research uncovers that critical to the development and sustainability of distance education are the workers (academic and administrative) who believe and are committed to this form of provision for those who are otherwise unable to study. The literature on distance education rarely addresses the role of the distance education workers. Rather it suggests that distance education is very unlikely to develop, let alone be sustained, if the appropriate infra structure is not in place to support it. More recently a contrasting approach, ignoring policies and organisational structures, suggests that the wide scale adoption of learning technologies will mainstream distance education into conventional university provision. There will be little or no difference between the two methods of course delivery. My professional observation was that neither accounts could explain the vibrant and successful distance education that had grown bottom up within departments in campus universities in the UK. This provision, whilst successful, remained marginal to mainstream university teaching and learning. The research for this thesis took place between 2012 and 2015. It utilises an iterative ethnographically informed interview process and was in two stages. The first stage was concerned with ascertaining what ten internationally well known and successful leaders of distance education provision considered to be the critical factors for successful distance education provision. Called the leader/experts in the research, I had anticipated that they would stress leadership and management - and they did. However what emerged from these first stage conversations was that above all else it was the people who worked in distance education who made it take off and thrive. Thus whilst infra structure and technology were important, they were second order considerations for success. These leader/experts pointed to the team working and shared values of distance education workers and their role, as leaders in distance education, was to provide an enabling environment for distance education workers. The second and substantive stage of the research explores how 27 distance education workers in 6 departments in three UK campus universities, describe their work and why it is important to them. The analysis of the research data suggests that distance education workers, in all research sites, saw themselves as working in non hierarchical teams where all, regardless of grade or role, supported each other, worked cooperatively and learned together. This is described as the distance education community of practice and is seen by the distance education workers as very different to the typical (individualistic and competitive) ways of working in academic departments. In addition the interviewees all stressed their involvement and engagement with their distance education students, and emphasised that in all aspects of their work they were student centred. Interviewees also stressed their belief in the benefit of distance education, in particular emphasising the values of access. These core ideas and dispositions are described in the thesis as the distance education habitus. The distance education community of practice and distance education habitus give the distance education workers a sense of identity separate to their campus colleagues and explains their tireless efforts to 'work around' the systems and processes of the campus university, which are not designed to ensure the flexibility distance education students require for successful study. However all the interviewees, but most particularly in two of the universities (A and C), also reported that these ways of working were being eroded and stifled by changing managerial practices that promoted what were described as more 'efficient' ways of running the university. These managerial practices included technology led systems approaches to the management of all students, and changing requirements demanded of academic staff. The thesis concludes by drawing analogies with other public sector provision and noting the contradictions that whilst higher education policy makers are addressing the need for flexibility the operational management of universities are making this harder to achieve.
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Long, Tony W. "Perceived Roles of Academic Advisors in Pursuing Internationalization at Public State and Community Colleges in Florida." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7543.
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This research study investigated the perceptions of academic advisors in the Florida College System (FCS) concerning globalization, internationalization, and their role in the process of internationalizing their colleges. Participants in the study included 54 academic advisors from 15 of the 28 colleges in the FCS. The sample was comprised primarily of female advisors with master’s degrees, who had been working in higher education for less than 13 years. This was a nonexperimental, quantitative study and analyses included descriptive statistics, ordinary least squares regression, and Pearson’s product moment correlations.
The results revealed that the responding advisors believe that globalization is inevitable and good, and that colleges must prepare to face any challenges that result from it. They also indicated that the advisors thought colleges should engage in several strategies that could lead to progress in internationalization, including international exchanges of faculty and staff, study abroad opportunities for students, and the development of collaborative relationships between their college and foreign institutions. Advisors also indicated relatively strong support for the assertions that globalization and internationalization were important, and would continue to increase in importance going forward. They also generally agreed with the concept that academic advisors should be involved in the process of internationalization at their colleges, but their agreement in this instance was not as strong as it was when discussing globalization and internationalization more generally.
In contrast, advisors did not as readily agree that students should take additional courses in foreign language, or that colleges should actively recruit foreign students. The majority of advisors also rejected the idea that the college should adopt a broad, international/global definition of diversity that includes language, customs, and ethnicity. They did not as readily envision the role of academic advisors in the process of internationalization to be as important or necessary as the overall concept of progress in the areas of internationalization and globalization. That is, advisors indicated more agreement with the theory, but not as much agreement with the practice, of internationalization as it relates to their job responsibilities.
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Kozlowski, Gina Marie. "Students' perceptions of themselves as leaders in the context of the resident advisor position." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211311475.
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Sheehy, Brittany N. "Support Received from the Dissertation Advisor and the Graduate Student Success of Doctoral Students Majoring in the Sciences." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7937.
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This quantitative study utilized surveys to explore how science doctoral students receive support from their dissertation advisors and its relationship to graduate student success outcomes. The survey was distributed to active doctoral students majoring in the sciences at one large, public, Southeastern University. Within examining how the support science doctoral students receives relates to graduate student success outcomes, the study also examined additional factors that could influence graduate student success such as the participant size of the laboratory group, experience with undergraduate research, and time in program.
Findings revealed that on average science doctoral students report receiving more psychosocial support than career support. Students who reported higher levels of satisfaction with their laboratory group and those who had female advisors, were more likely to report receiving higher levels of psychosocial support. Also, students who reported higher levels of satisfaction with their laboratory group and having a female advisor, were more likely to report receiving higher levels of career support. Those students who had been the program longer, reported receiving less career support. This was also true for identification. The longer students were in the program, the less likely they would report identifying or wanting to emulate their advisor.
There was a statistically significant relationship between overall level of satisfaction with the advisor relationship and receiving career and psychosocial support. There was also a significant relationship between reporting high levels of satisfaction with the advisor relationship and reporting high levels of satisfaction with the laboratory group. Lastly, there was significance found between students reporting identifying with the advisor and expressing high levels of satisfaction with the advisor relationship. No statistically significant relationship was found between the levels of support received and number of academic benchmarks or scholarly works. There was also no statistically significant relationship found between levels of support or graduate student success outcomes with the number of participants in a laboratory group.
The study results indicated science doctoral students who have been the most successful at meeting graduate student success outcomes receive more psychosocial support from their advisors than career support. However, the more science students felt that their advisor was assisting them with career support, the more satisfaction they experienced with the overall advisor relationship. Advisors from other disciplines can look to increase the amounts of career support they provide to their students. Time in program was the only significant predictor of number of academic benchmarks met for science doctoral students. This needs to be explored in other disciplines given that most students in the sciences are only in the program for five to six years. The variable, scholarly works, was found to have two significant predictors, which were experience with undergraduate research and having had started the dissertation project. Undergraduate advisors and program directors from all disciplines should look to encourage their students who are interested in pursuing doctoral education to engage in undergraduate research as it will help them to progress more successfully through a graduate program. Doctoral advisors and program directors from all disciplines should look to create a curriculum that encourages students to start their research project as early as possible.
The level of satisfaction with the laboratory group was a significant predictor to the satisfaction with the advisor relationship, to receiving more career and psychosocial support, and to identifying the advisor more. Therefore, more research is needed regarding the influence of the laboratory group and graduate student success outcomes in the sciences. Overall, the results of the study provide insight as to how other disciplines and programs may improve their student success outcome rates by understanding some mechanisms that are contributing to the success of science doctoral students.
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Fairbanks, Amanda Jo. "Relationship factors influencing doctoral student retention and success: a study of faculty advisor and doctoral student perceptions." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32501.
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Doctor of Philosophy<br>Department of Special Education, Counseling and Student Affairs<br>Linda P. Thurston<br>Navigation and completion of a doctoral degree presents numerous challenges, including managing and understanding the faculty advisor/advisee relationship. Research shows faculty advisors are a critical aspect of the doctoral student experience; however faculty advisors and doctoral students do not always have the same perceptions of the advisor/advisee relationship. This study focused on measuring perceptions of faculty advisors and doctoral students in STEM and social science disciplines on various aspects of the advisor/advisee relationship. Likert-style survey items were used to measure perceptions of six constructs, advisor attributes and characteristics, roles and functions, relationship behaviors, and the faculty advisor role in student academic success, professional socialization, and engagement. Surveys were completed by 137 faculty advisors and 131 doctoral students. Analysis of data was conducted using various methods, including comparison of descriptive statistics, independent samples t-tests, and a factorial analysis of variance. Results of the data analysis revealed some significant differences between the perceptions of faculty advisors and doctoral students on several constructs. The discussion of results focuses on connections to current literature, as well as implications for future research and practice.
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Gould, Nicholas G. "Contributions to social work education, social work and social theory." Thesis, University of Bath, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387209.
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Jönsson, Emma, and Nicole Tholén. "Regulation – For better or for worse? : En kvantitativ studie om amorteringskravens påverkan på bolånerådgivare." Thesis, Högskolan Kristianstad, Fakulteten för ekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20811.
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Bostad är för de flesta den största investeringen en person gör och finansieras med hjälp av bolån. Bolån medför makroekonomiska risker, till följd av höga skuldkvoter och minskad konsumtion. För att minska dessa infördes år 2016 samt år 2018 amorteringskrav. Amorteringskraven kan ses som mindre reglering hos bankerna men är av många ansedd som ett komplext införande. Rådgivare på svenska banker är de som ansvarar för utlåning till privatpersoner och de har behövt anpassa sig efter de nya regelverken. Syftet med studien är att undersöka hur amorteringskraven påverkat bolånerådgivare i form av stress, standardiserad arbetsprocess och inlärning. Detta för att undersöka om det upplevdes som stressande att behöva anpassa sig till amorteringskraven. Vidare undersöktes vilka konsekvenser amorteringskravens införande fått för bolånerådgivares arbete, huruvida det i takt med ett ökande antal regleringar blivit mer standardiserat. Slutligen studerades om amorteringskraven upplevdes som svåra att lära sig eller implementera i det dagliga arbetet. Genom en kvantitativ forskningsmetod, har rådgivare svarat på en enkät baserad på studiens syfte. Tidigare studier har i större utsträckning fokuserat på amorteringskravens ekonomiska konsekvenser samt hur de påverkat bostadsmarknaden. Syftet med studien är därmed intressant att undersöka utifrån ett yrkesprofessionellt perspektiv. Resultatet av studien visade ett samband mellan amorteringskravens införande och en ökad stressnivå hos rådgivarna. Resultatet stödjer även tidigare forskning vad gäller att rådgivarna upplevt att amorteringskraven bidragit till en mer standardiserad arbetsprocess. Däremot fanns det inget stöd för att amorteringskraven varit svåra att lära sig eller att implementera i arbetet med bolånerådgivning.<br>For most people, housing is the biggest investment in life, and it is financed by mortgages. However, this entails macroeconomic risks as a result of high debt ratios and reduced consumption. To reduce these risks, amortization requirements were introduced in 2016 and 2018. The amortization requirements can be seen as a minor regulation for the banks, but it is considered by many to be a complex regulation. Advisors in Swedish banks are the ones responsible for lending to private individuals and have therefore had to adapt to the new rules. The purpose of the study is to investigate how the amortization requirements has affected mortgage advisors in terms of stress, standardized work process and learning. This is with the reason to examine investigate whether it was considered stressful to have to adapt to the amortization requirements. Furthermore, the consequences of the introduction of the amortization requirements for the work of mortgage counselors were examined, whether, as a growing number of regulations became more standardized. Finally, it was studied whether the amortization requirements were perceived as difficult to learn or implement in the mortgage advisors daily work. Through a quantitative research, advisors have responded to a survey based on the purpose of the study. Previous studies have focused to a greater extent on the financial consequences of the amortization requirements and how they have affected the housing market. The purpose of the study is thus interesting to investigate from a professional perspective. The results of the study showed a link between the introduction of the amortization requirements and an increased stress level of the advisers. The result also supports previous research in that the advisers considered that the amortization requirements contributed to a more standardized work process. However, there was no support for the fact that the repayment requirements were difficult to learn or implement in the work of mortgage counseling.
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Chen, Ming-Yao. "Physical education and special educational needs with special reference to individuals with physical disabilities : a comparative study of policy implementation in Taiwan and England." Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/14574.
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Physical education (PE) for pupils with special educational needs (SEN) is an important contemporary issue for primary teachers and other practitioners. In particular, how they are to include pupils with SEN in their classroom activity is a processing concern. This study is concerned essentially with how policy influences the ability of teachers to deal with SEN' pupils in PE. It explores the relationships between education policy on SEN and its implementation within PE when SEN pupils are placed in mainstream school settings. The main aims of this thesis are to explore how 'equality' and 'inclusion' are expressed in legislation, for example the National Curriculum in England and the Grade 1- 9 Curriculum Guidelines in Taiwan, and how teachers, local education authority (LEA) Advisors, pupils with physical disability and their parents interpret policy and engage in practice for SEN. The findings of the study are intended to provide guidance on education policy needed to promote 'inclusion' and connect SEN policy and its implementation within PE. This thesis develops and utilizes a theoretical model to illustrate the 'flow' of policy from government to schools. This framework has followed Bernstein's (1990) assertion that knowledge is produced and reproduced at different sites of practice and that 'discourses' are recontextualized in each. Qualitative research methods were used to explore these relationships. The research fields were located in the Midlands in England and in the North of Taiwan and investigate LEAs and primary schools. The research employed interviews, documentary analysis and observation to explore policy and its implementation for SEN pupils from not only a 'macro' but also a 'micro' perspective. Accordingly, this thesis has explored the relationships between teachers, the learning support assistants (LSA), pupils with physical disability and their activities in PE classrooms in order to throw light on processes of inclusion within PE and the difficulties associated with policy implementation for pupils with physical disability. The findings suggest that the implementation of SEN policy within PE was driven by ideals of inclusion and attempted to achieve equality. However, SEN policy and its implementation was rendered difficult by the production and reproduction of particular understandings of inclusion, and inadequate provision (training and resource) for teachers to deal with SEN pupils in PE. Compared with teachers in England, PE teachers in Taiwan seemed to be more 'able' to include SEN pupils in PE as they were less regulated by National Curriculum texts.
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Young, Nancy E. "Guiding the 21st century foreign student advisor : a compendium to the Handbook of Foreign Student Advising." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/720.
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The field of Foreign Student Advising has undergone significant change over the last 25 years, outpacing the seminal guidance in the field provided in The Handbook of Foreign Student Advising by Gary Althen, first published in 1983 and revised in 1995. Foreign Student Advisors (FSAs) are professionals employed at institutions of higher education or nonprofit organizations, who work with nonimmigrant students (primarily those in F and J nonimmigrant status). Their essential function is to ensure the student's legal status and help promote adaptation to and academic success in the U.S. The field of Foreign Student Advising is inherently complex and intercultural, more so today due to the ever-present and increasing federal government parameters following 9/11/01.
This thesis addresses these changes by providing a compendium to supplement The Handbook. The steps taken prior to writing the compendium include: consultation with Althen, a critical analysis of what does and does not work in The Handbook for today's FSA. a survey of a select group of international education leaders to determine what topics should be included in the compendium, and a review of the literature and research about FSAs with a focus on what has been written since 1995.
In order to secure the most meaningful feedback on the major developments in the field, a survey was conducted with fifteen past presidents of NAFSA: Association of International Educators, who had a Foreign Student Advising background and were still active in the field. This information, in combination with the current literature from the field, reflections from my twenty-plus years of FSA experience, and guidance from Althen was used to prepare a compendium to The Handbook. The Compendium provides updated guidance, addressing some of the major changes in the field of Foreign Student Advising.
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Evanshen, Pamela, and L. Phillips. "Environments That Work!" Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4395.
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Gantidou, Evangelia. "'Our voices are valuable' : the perceptions of Greek primary English teachers and the advisor of their in-service education provision." Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407279.
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Payne, John Herbert. "Adult education, work, leisure and culture." Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338969.
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Rai, Lucy. "Student writing in social work education." Thesis, Open University, 2008. http://oro.open.ac.uk/25820/.
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This thesis explores the experiences of a group of social work students undertaking assessed academic writing as part of their professional training through distance learning in the UK in 2001. Drawing upon the concept of 'academic literacies' and informed by a psychosocial approach, this thesis explores the nature of students' writing within the context of the experiences of students and tutors. Writing in social work requires students to include reflections on personal experience and values. Due to this personal aspect of writing in social work, I have taken a particular interest in the relationship between identity and writing. In doing so I draw upon current research based upon sociological perspectives on writer identity but also critically examine the potential contribution of concepts from what I will generally be referring to as a 'psychosocial' approach, which incorporates elements of psychology and psychoanalysis alongside a sociological world view. In particular I explore the ways in which a psychosocial approach to writer identity can inform our understanding of writing practices surrounding the creation of student texts in higher education. My central argument is that academic writing in social work poses a particular challenge to student writers and their tutors due to its lack of transparency and the degree of self-disclosure required of authors. This thesis shows that, in common with higher education more generally writing conventions in social work are frequently implicit and contradictory. Additionally, the integration of personal experiences and values with theoretical discussion poses significant difficulties for students and tutors. Such 'self-disclosure' has implications which become evident when applying a psychosocial perspective to writer identity. I draw together these implications in relation to three features of writing practices, namely emotion, circularity, and human interaction. Emotion in this context refers to the emotion both experienced by students whilst writing texts and responding to feedback on them. This involves a circular process based upon not only the students� actions but also their interaction with others, primarily the tutor. I conclude by offering some pedagogical implications and suggesting some future research arising from this thesis.
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Spence, Janet G. "The relationship between cooperative education student work values and work site manager's referent power." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1047503508.
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Thesis (Ph. D)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 127 p.: ill. Includes abstract and vita. Advisor: David S. Stein, School of Physical Activity and Educational Services. Includes bibliographical references (p. 120-127).
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Casten, Jill Nicole. "Resident Advisors' Attitudes and Beliefs About the Process of Identifying and Reporting Threatening Behaviors." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/37603.
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Threatening behavior is a cause for concern on college campuses. Even though solutions presented cannot completely prevent crime and violence, steps must be taken towards continuous improvement of violence prevention efforts. The purpose of this case study was to examine resident advisorsâ attitudes and beliefs about the process of identifying and choosing to report threatening behaviors. Thirteen participants from Residence Life at a major Land Grant University served as the case study group. A qualitative approach guided the inquiry of the study and was represented through observations, document analysis, and participant interviews.
Analysis of the research questions supported the studyâ s findings. Overall, studentsâ exposure to violence prevention on campus is often through educational programs and resources, while Resident Advisors are also instrumental resources in sharing information with students. They suggest making more efforts in sharing violence prevention education with students. Because a wide range of issues face todayâ s college students, they seek assistance from Resident Advisors, as well as peers, friends, and family. Building community through the residence halls provides a proactive approach in efforts to develop and provide students opportunities for growth, responsibility, and accountability to their communities. Finally, despite reporting systems in place and resources available, barriers still remain for students. The inconsistency between the views and perceptions of violence prevention education and barriers to reporting between Resident Advisors and administration in Residence Life indicates need for further
engagement between students and Institutions of Higher Education based upon policies, educational efforts, and reporting structures. Institutions have an obligation to engage students in the prevention of violence through sustained community-building measures and working with targeted peer groups, such as Resident Advisors.
Conclusions from this study were explained through the individual, information, and social background factors of The Reasoned Action Approach and guided the recommendations for practice and further research. Addressing the disconnect between the administration and Resident Advisorsâ perceptions is crucial in reducing barriers to reporting. A need remains for further engagement with peers, friends, family, RAs, and other influential groups to help shape studentsâ understanding, awareness, and continued involvement in the identification and reporting of threatening behaviors.<br>Ph. D.
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Alnufaishan, Sara. "Peace Education Reconstructed: How Peace Education Can Work in Kuwait." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1520615392239737.
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Disque, J. Graham. "Trauma Work." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2841.
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Lignugaris/Kraft, Benjamin. "The Effects of Reprimands and Work Observation with Pay Loss on the Maintenance and Generalization of High-Quality Work by Developmentally Disabled Adults in Community Work Settings." DigitalCommons@USU, 1987. https://digitalcommons.usu.edu/etd/4984.
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The purpose of these studies was to examine the effects of reprimands, a mild disciplinary procedure, and work observation and pay loss, a severe disciplinary procedure on the maintenance of high-quality work among mild developmentally disabled individuals employed as housekeepers. In general, participants were more responsive to reprimands after work observation and pay loss was applied. In addition, the increased sensitivity to reprimands appeared to generalize to other work settings for one participant. While participants' work quality varied across conditions, their work rate was relatively stable. These results are discussed in terms of other research that examined the use of reprimands in work settings.
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Maidment, Jane M. "Social work field education in New Zealand." Thesis, University of Canterbury. Social Work, 2000. http://hdl.handle.net/10092/4633.
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The focus of this research dissertation is social work field education in New Zealand. The purpose of conducting the study was to ascertain how both students and field educators experienced teaching and learning in the field. Results indicate that while teaching and learning thinking and theory have evolved in recent years to include a critical reflective dimension, the practice of field education is still largely based on an apprenticeship model. Practice experience and theoretical input relating to areas of societal inequality as well as the political context in which field education is delivered explain the continued use of the apprenticeship model.
Students and field educators do, however, share a vision for how field education should be delivered. They agree on the attributes of an effective field educator, and on the methods needed to enhance practice teaching and learning. The research has, nevertheless, identified a discrepancy between this shared vision for field education and the reality that students experience in the field.
Field educators are clearly marginalised in their role. Their work as educators is not sanctioned or recognised by employing agencies, and workload pressure frequently militates against social workers being able to accommodate students on placement. In this climate a minimalist approach to field education is adopted, resulting in unqualified social work staff and people who are not social workers acting as field educators. Without radical shifts in the recognition, resourcing and organisation of field education, student learning in the field will continue to be compromised.
The theoretical framework used in this research was derived from existing learning theory, which was then reconceptualised and developed in light of the research outcomes to formulate a contemporary theory for practicum learning.
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Roman, Diogenes Anthony III. "SOCIAL WORK STUDENT EDUCATION ON TEEN PREGNACY." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/903.
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Social work has seen tremendous growth since its beginnings more than a century ago. An issue that continues to draw attention in child welfare is teen pregnancy. While the issue of teen pregnancy is not new to social work, having education on the issues that pregnant teenagers go through, and having these vulnerable clients served with competent social workers has not kept pace with progress made in other areas of social work. The purpose of this study is to understand and improve the issues that pregnant and parenting teens face and bring attention to teen pregnancy in an attempt to develop curriculum in the classroom to educate future social workers on teen pregnancy. The research utilized a quantitative questionnaire, once collected the data will be entered through SPSS to obtain statistical analysis for teen pregnancy. The participants were be undergraduates and graduate social work students at University X. The results of the research and data will be used to illustrate areas where curriculum can be developed to assist social work students in the improving education and resources for teenage pregnancy
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Frost, A. J. "Teaching work design : the analysis of a behavioural simulation of work organisation." Thesis, Cranfield University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305794.
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Hamilton, Ruth. "Work-based learning routes in social work education : an exploration of student experiences." Thesis, Open University, 2017. http://oro.open.ac.uk/50414/.
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This thesis is based upon a study involving 20 work-based learners undertaking social work degrees at two UK universities, one local face-to-face university and one national distance learning university. The aim of this thesis is to offer insights into the experience of work-based learners as they journey from unqualified to qualified practitioner. The thesis is underpinned by a structural symbolic interactionist approach to human behaviour, in particular the work of Stryker on identity theory, where the importance attached to identity and role in ‘identity change processes’ (2008:21) is central to understanding the meanings attributed by work-based learners to their journeys into and through higher education. In order to understand the meanings attributed by work based learners to their experience, narrative inquiry is used as the overarching methodological orientation; narratives of work-based learners’ journeys into and through higher education were collected via focus groups (3) and semi structured interviews (35) and analysed using Braun and Clark’s method of thematic analysis (2006). The data in this thesis highlight how identity impacts upon the educational journey of work-based learners making visible the challenges and opportunities that higher education presents to this group of students. The data also reveal how multiplicity of identity for work-based learners contributes to the complexity of both becoming and being a student. The dual concepts of salience and transition are applied to provide ways of understanding ‘identity change processes’ that occur as work-based learners accommodate multiple roles and corresponding identities within educational, occupational and domestic domains. In the rapidly changing landscape of social work education and a resurgence of work-based learning, this thesis provides an exploration of work-based learning provision within universities based on student experience. The implications of the findings from this study are considered for a range of stakeholders in social work education.
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Scholar, H. F. "Qualifying social work education and the collective identity of social work in England." Thesis, University of Salford, 2017. http://usir.salford.ac.uk/44661/.
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This critical review examines seven peer-reviewed papers reporting research related to aspects of social work education in England, carried out against the backdrop of reforms following the work of the Social Work Task Force. The review takes a reflexive approach to the task of demonstrating the doctoral qualities and credentials of the portfolio, that is, the papers and commentary together, drawing on ideas from critical realism to support this process. It discusses the papers individually, considering their limitations; their originality and impact at the time they were produced; and the contribution they make as a body of work. Acknowledging the challenges of retrospectively connecting the papers, the review identifies links between them in their relevance to professional identity. It suggests that attention should be given to the notion of collective professional identity, conceived of as a shared occupational social identity, but including the capacity for action in the face of threats or challenges, and in contributing to the development of the profession. The review argues that qualifying social work education in England located in the universities but connecting with practice via placements, provides an important space for the shaping, maintenance and articulation of a collective identity for social work.
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Malcolm, Janice. "Academic work, learning and identity." Thesis, University of Brighton, 2011. https://research.brighton.ac.uk/en/studentTheses/6afa946f-b0e1-4afc-852e-d07a85841466.
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This thesis comprises a set of linked texts, published over a lo-year period, principally as book chapters and journal articles. The texts offer a series of analyses of the literature of higher education teaching and learninq: the nature of academic work and the ways in which it is constructed for different purposes: the ways in which teaching, research and discipline can be understood as elements of academic practice: discipline as the academic workplace and the nature of 'workplace learning' in this context: and the contribution of selected theoretical perspectives on learning and work to new understandings of academic practice. Taken together, these texts have made a significant contribution to the development of academic practice as a focus of educational research. They draw upon • An initial review of the literature of learning and teaching in higher education: • An empirical study of the construction of pedagogic and academic identity, involving extended interviews with 20 academics, • The development of successive conceptualisations of pedagogic and academic practice and identity: • The incorporation of new theoretical perspectives into the study of academic work and the cross-fertilisation of the field from different disciplinary perspectives. The published texts are arranged thematically and located both within the research field and within the development of the author's academic career. The publications are critically appraised in terms of their contribution to the development of academic practice as a focus of research into higher education, and to the emergent disciplinary field of 'work and learning'.
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Wright, Linda. "Alcohol and youth work." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/5056/.
Full textAbstract:
This thesis is an analysis of a curriculum development process used to train youth workers to raise and respond to alcohol issues. Within an interpretivist framework, a seven-stage model of curriculum planning was developed. Stage 1 involved examination of the literature on youth work and alcohol and youth work training, an empirical needs assessment study (via a national survey and in-depth consultation in one youth service) and examination of the results in relation to the literature on young people and alcohol. Stage 2 used the stage 1 data to define the rationale, which in turn informed stages 3-5, formulation of aims and learning outcomes, learning activities and teaching resources. Stage 6, delivery, involved pilot courses in in- service and initial-training contexts. Illuminative evaluation was used to assess the training process (Stage 7) and its impact on youth worker practice. The staged model was found to be a practical curriculum development framework, particularly combined with an action-research approach. The study confirmed the importance of thorough training needs assessment, including the needs of service users. Youth workers were found to typically adopt a reactive approach to alcohol issues, which focused on individual young drinkers rather than structural determinants of alcohol-related harm. The pilot courses were successful in stimulating planned alcohol education initiatives. Features of training that enabled youth workers to tackle alcohol issues included: a clear rationale based on youth work principles, harm-reduction goals, understanding the place and meaning of alcohol in young people's lives, a practice focus and managerial support. The study discusses the implications of the findings for youth work training and informal education practice and suggests a strategy for fixture development of the alcohol training materials.
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Mompati, Tlamelo Odirile. "The dissonance between social work education and social work practice : the case of Botswana." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23426.pdf.
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Whitman, Robert Leader. "Literacy, new capitalism, and new work orders: Case studies from school-to-work education." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280663.
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This dissertation examines literacy practices in settings that have been transformed by changes in capitalism of the last forty years. These settings are characterized by increased technologization, accrediting processes, team-building, and a requirement for independent critical thinking on the part of workers. The two school-to-work programs included in the dissertation are biotechnology and nursing. Both were sited in a two-year urban community college and both had the characteristics mentioned above. However they also provided a contrast it two ways. First, nursing is a traditional practice that has recently been transformed by changes in capitalism while biotechnology is a completely new field that didn't exist forty years ago. Second, students in these school-to-work programs were pointed towards different class positions within their work settings; biotechnology students toward elite positions, and nurses toward a more traditional and less elite position. The dissertation examines how apprentice workers in these settings learn new practices of a changed capitalism through literacy and other discursive processes as they move back and forth between school and work settings. It also examines students as they learn other aspects of capitalism through the grammars of their respective fields. These include gendered work identities, highly prescriptive critical thinking processes that bear the footprints of a sociohistorical past, and new processes of thinking and acting that are characteristic of a new moment in capitalism.
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Radian, Elizabeth. "Social action and social work education in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ54806.pdf.
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