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Caeiro, Anabela Capucho. "Avaliação dos impactos do processo de reconhecimento, validação e certificação de competências (RVCC), na dimensão profissional, nos colaboradores do Município de Reguengos de Monsaraz." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/16330.
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O presente estudo, assumiu a seguinte questão de partida: Que impactos se verificaram, a nível profissional, nos colaboradores do Município de Reguengos de Monsaraz, certificados através do processo de Reconhecimento, Validação e Certificação de Competências (RVCC)?
Recorrendo ao universo de 47 colaboradores daquela autarquia, concretizou-se uma abordagem metodológica mista, através da aplicação de questionários e entrevistas semi-estruturadas, seguindo-se uma triangulação de dados.
Da análise e interpretação dos resultados, concluiu-se que:
i. A dimensão profissional não foi a principal motivação para a procura do Centro;
ii. 15,6% do total dos inquiridos empregados (no início do processo) refere mudanças profissionais, nomeadamente: 57,1% de aumento da remuneração; 28,6% de progressão na carreira e, ainda, alteração das funções, melhoria nos procedimentos, aumento da responsabilidade e confiança;
iii. Para a maioria dos inquiridos, o processo foi determinante para as alterações profissionais ocorridas.
iv. 100% dos inquiridos recomendou o processo, sendo que 30,4% o fez junto de colegas de trabalho; ABSTRACT: Assessment of the impacts of the Process of Recognition, Validation and Certification of Competences (RVCC) within the professional life of the employees of the Municipality of Reguengos de Monsaraz
This study assumed the following initial question: At a professional level what impacts were felt by the employees of the Municipality of Reguengos de Monsaraz, who were certified by the process of Recognition, Validation and Certification of Competences (RVCC)?
By using a group of 47 employees of that municipality, a mixed methodological approach was undertaken, through the application of questionnaires and semi-structured interviews, followed by data triangulation.
Through the analysis and interpretation of the results it was concluded that:
i. The professional life was not the main motivation for seeking the Centre;
ii. 15.6% of the total surveyed employees (at the beginning of the process) mentions professionals changes, namely: 57.1% of compensation increase; 28.6% of career development and also a change in duties, improvement in job procedures, increased accountability and confidence;
iii. For the majority of the respondents, the process has been vital for the professional changes that have occurred;
iv. 100% of the respondents recommended the process, and 30.4% recommended it to coworkers.
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Bergmo-Prvulovic, Ingela. "Social representations of career and career guidance in the changing world of working life." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Livslångt lärande/Encell, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-26292.
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This thesis explores the meaning of career as a phenomenon and its implication for career guidance. In 1996, career as a phenomenon was more or less considered to be an obsolete or even extinct phenomenon. Since then, career guidance has received increased attention along with the increased interest in lifelong learning strategies. This thesis is motivated by the paradoxical message of career as an extinct yet living phenomenon. Career is outlined as a bridging issue that involves several contexts and is characterized by a number of dominating discourses in tension with one another. Two educational fields linked by career are of particular interest: the field of education and training in working life and the educational field of career guidance counselling. This thesis explores the meaning of career among a triad of various interested parties in this time of transition in the world of working life, and it explores the sense in which such understanding(s) of career influence policies and practices of career guidance. The thesis is based upon four separate studies. The first study explores, in order to disclose underlying views on career, how the language of European policy documents on career guidance characterize career and career development. Qualitative content analysis is used as the basic method to approach the subject in the texts, with an inductive development of categories. The analysis then conducts a sender-oriented interpretation, based upon a textual model for analyzing documents. The results revealed that underlying perspective on career in the documents derive from economic perspective, learning perspective and political science perspective, and communicate career as subordinated to market forces. The second study pays attention to the receiving side of the ideational message, disclosed in the first study. The second study extends the analysis of the first study with an exploration of ethical declaration documents for the profession. The exploration focuses on significant key principles, the profession's role and mission, and significant changes between the initial and the revised ethical declaration. Similarities and differences were compared, combined with the first study’s results as an interpretive frame for analyzing what consequences and significance the core meaning of career at structural level will have for career guidance practice. The results revealed an implicit shift of emphasis in the career guidance mission, which creates uncertainty regarding on behalf of whom the guidance counsellor is working. The third study explores common-sense knowledge of career, among a group of people influenced by changing conditions in working life. This study explores what social representations people have about career. The study also explores how people's anchored thoughts reflect scientifically shaped thoughts, and how they relate to thoughts currently dominating on structural level. Results disclose how the group explored has stable social representations of career that are anchored in the past, in previous working life conditions, and that contrasts with perspectives dominating in the structural context. The group also has dynamic representations, which provide space for negotiation of the meaning of career. The fourth study explores guidance counsellors' social representations of their mission and of careertherein. Results generated four social representations expressed in argumentative pairs of opposites. The first pair is concerned with their professional mission and reveal their professional identity. The second is concerned with career. Their view on their mission and their professional identity is in sharp contrast with how they experience others' interpretation of their mission, as being a matching practice on behalf of the business sector. Guidance counsellors reject the general view of career among others' and they regard career in the context of guidance as something other than the common view. At the same time guidance counsellors reveal difficulties in really clarifying the meaning they ascribe to career. The empirical findings of each of the four studies are finally interpreted as a whole in the final section of this thesis. With support from social representations theory, the empirical findings illuminate the sources as bearers of social representations of career, which both meet and clash.
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Ahmed, Hagui Salem Ilham. "Conjuguer technologie de l’information et de communication et management de l’administration publique : le défi d'une formation administrative publique efficiente en République de Djibouti." Thesis, Paris Est, 2011. http://www.theses.fr/2011PEST0006.
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Le thème de cette thèse relève du domaine de la formation tout au long de la vie professionnelle des agents administratifs de l’Etat djiboutien et plus particulièrement de l’usage des TICE. En effet, la place des TICE dans la formation des adultes, est devenue un moyen important de modernisation pédagogique et de mode de transmission de connaissances à des publics plus vastes. On assiste à un phénomène très important de convergence des enseignements présentiel et à distance dans le monde. Beaucoup des Ecoles Nationales de l’Administration (ENA), notamment ceux des pays industrialisés, consacrent aujourd'hui des moyens humains et financiers très importants à l'enseignement numérique. Elles utilisent ce système pour enrichir leur enseignement présentiel et parfois aussi pour offrir des programmes à distance.Il s’agit donc d’étudier l’environnement de ce système dans sa complexité en prenant en compte ses spécifications (pédagogiques et fonctionnelles) mais aussi sa dynamique, sa mise en œuvre et son exploitation. Nous allons étudier en particulier les dimensions technologiques éducatives et la diversification des modes et méthodes pédagogiques en formation d’adultes afin d’en proposer et de l’adapter au contexte djiboutien.Ainsi, il s’agit de trouver des indices et des critères de prise de décision stratégique pour renforcer les compétences de la ressource humaine de l’administration publique djiboutienneThe theme of this thesis within the field of training throughout the working lives of administrative officers of the state of Djibouti and in particular the use of ICT.Indeed, the role of ICT in adult education, has become an important means to modernize teaching and mode of transmission of knowledge to wider audiences. There has been a very important phenomenon of convergence and distance learning worldwide. Many of the National School of Administration (ENA), including those of industrialized countries now devote human and financial resources very important to teach digital. They use this system to enrich their classroom teaching and sometimes also to provide programs remotely.It is therefore to study the environment of this system in its complexity, taking into account its specifications (educational and functional), but also its dynamics, its implementation and operation. We will consider in particular the educational and technological dimensions of alternative teaching methods and training of adults in order to propose and to adapt to the context of Djibouti.Thus, it is to find clues and criteria for strategic decision making to enhance the skills of human resources of the government of Djibouti
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Adjei-Kusi, Kojo. "Lifelong learning among accountants : exploring the links with professional identity." Thesis, Keele University, 2018. http://eprints.keele.ac.uk/5161/.
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This thesis explores links between lifelong learning and professional identity among a group of eighteen accountants working across three countries between 2013 and 2016. The substantive aim of this study was to contribute to existing but limited literature on lifelong learning in accountancy, by exploring ways in which professional identity features in decisions around lifelong learning. Current literature tends to focus primarily on either lifelong learning or professional identity, in which lifelong learning usually relates to CPD. However, the importance of the accountancy profession as a core institution linking state and society (a Durkheimian concept of ‘profession’) makes considerations of its learning and professional aspects important as part of a learning society. Data for this study were collected through six semi-structured interviews and thirteen separate open-ended self-administered questionnaires. The respondent accountants, drawn from UK, Ghana, and Canada had varying levels of experience, worked in different economic sectors, and were all undertaking varied forms of lifelong learning. The data obtained were analysed thematically in the main, but also drawing heavily on Bourdieu’s Theory of Practice to focus on the individual negotiation of constraining institutional structures. I find that, for these accountants, lifelong learning is an inseparable component of their professional identities; hence, they strive to be tactical in managing short-term constraints, assume much responsibility, and adapt to change in their learning practices. Through these strategies, they buy and consolidate their positions in this changing and competitive field. I argue that it is this constant process of capital negotiation that confers ‘professional’ status – that is, part of the group of experts serving as a link between state and citizenry. I hope this research will inform policy makers and inspire future researchers for further exploration.
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Swift, Helen. "The impact of continuing professional development through an MA programme on schools, teachers and pupils." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289467.
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Christoffersson, Jenny, and Irini Ioannidou. "Thai Students’ Expectations on Their Professional Future : With a Lifelong Learning Perspective." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157227.
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Lifelong learning is known and well-studied in the West, but many times the findings of studies conducted in Europe and USA are simplified to universal findings. Although the world is not that simplistic, it is often argued that the East has a more collectivistic culture while the West is leaning more towards an individualistic. Only a few studies have been conducted on the subject in the East and those studies have a macro-perspective with a focus on political and economic values, while the individual perspective is left unexplored. The aim of this study is to gain a better understanding of what Thai students expect from their professional future from a lifelong learning perspective and how culture in terms of individualistic and collectivistic dimensions influences these expectations. This is a qualitative study where our empirical data come from ten semi-structured interviews, with last year’s university students in Bangkok. The findings showed that the students’ expectations are influenced by the collectivistic culture while at the same time being connected with the rapid moving society around them. This could be seen as a divided thinking between old traditions and new possibilities, between individualistic dreams and collectivistic loyalty. The findings suggest that lifelong learning in Thailand is influenced by more than just the collectivistic dimension, as previous research shows. We offer a consideration of the situation above and believe young adults are finding their own way, trying to please both sides of a complex situation.
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Smith, Sue. "Exploring narratives of lifelong learning : a case study of two primary school teacher's professional practice in implementing a lifelong learning project." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/2783/.
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The aim of this research is to explore the everyday narratives for two year 5 teachers in a primary school when asked to implement a lifelong learning project into their classroom. Teachers have few opportunities to pause and reflect on their professional practice, so the two year 5 teachers were highly motivated to engage with the research given that the Effective Lifelong Learning Inventory (ELLI) was being piloted in their classes. With this purpose, I undertook a narrative approach. There was also a strong rationale behind providing the teachers with a space in which to have a reflective conversation to allow their narratives to be told. This came from an underlying concept within ELLI, that students have the opportunity to reflect upon their own learning and yet it is not naturally inbuilt for the teachers. The teacher participants constructed a narrative over time as they explored both the negative and positive aspects of implementing a lifelong learning project. In my analysis I was interested in both the structural element to how the narrative is spoken but also what significant themes are produced across the narratives and the commonalities found. The analysis is a combination of work based on Gee (1991), Mischler (1995) and Riessman (2008) and includes my own part in the co-construction of the narrative. The narratives allow the teachers to explore their pedagogy and belief system into lifelong learning not only for the children but also for themselves. I identified and interpreted the significant themes from the teachers' narratives, reflecting how they link to the literature review and the identified learning dimensions within ELLI. Although the experience is around the lifelong learning project, the narrative that unfolds goes far beyond this and reflects very much the individual belief systems, ethical viewpoints, experience, culture and pedagogy as teachers. Key words: narrative, lifelong learning, reflective conversation, ELLI, teachers, professional practice.
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Major, Rachael Louise. "Nurses' personal and professional experiences of dyslexia in lifelong learning : a narrative approach." Thesis, Open University, 2017. http://oro.open.ac.uk/50404/.
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This study investigated how dyslexia affected qualified nurses’ lifelong learning and how they engaged in professional development; a requirement of registration. It considered the educational and professional experiences of nurses and lecturers who had supported registered nurses with dyslexia. A qualitative, in-depth, narrative lifecourse approach was used with participants across Great Britain. The initial study informed the conduct of the main study and interview questions. The main study involved fourteen registered nurses and nine lecturers recruited purposefully through posters and Twitter. Semi-structured interviews were conducted either face-to-face, by telephone or using Skype. Data were analysed using template analysis and validated by the participants using asynchronous online discussion forums. The analysis of the data identified that dyslexia affected nurses in their professional capacity, as well as affecting their learning. The findings further identified how nurses developed compensatory strategies both personally and in practice seeking to overcome negative learning experiences. Transitions were particularly problematic, either between academic levels or practice areas. Disclosure of dyslexia was dependent on supportive relationships. However, patient safety was seen as paramount. Lecturers recognised that early identification of dyslexia was important to enable appropriate support and reasonable adjustments, but is dependent on recognition of dyslexia. The findings of the nurses’ and lecturers’ data were used to develop a conceptual framework to illustrate how both personal and professional development overlap but are also influenced by psychological and social factors. Recommendations from the study note that professional development is required for lecturers to ensure early recognition and support for nurses with dyslexia, along with early formative assessment of written work at university. However, education beyond initial training also needs to take account of the personal impacts of dyslexia and the effects of transitions should be factored into inclusive assessment strategies and support available.
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Austin, Rebecca Lee. "Motivations for Lifelong Learning in the Life of Mrs. Hendrika Schuster." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1900.
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As we enter the 21st century our population of elderly citizens is growing at a rate never seen before in our history. With the baby boomers retiring, society is realizing the vast potential of untapped resources. These individuals are also seeking opportunities to remain as active and engaged members of their communities.
The purpose of this study was to examine the motivations for lifelong learning in the life of Hendrika "Henny" Schuster, an 81-year-old resident of Abingdon, Virginia. Her life story is presented in a narrative form and in a thematically organized chronological format. Interviews were conducted and recorded. These tapes were transcribed and analyzed to determine themes. Additional information was collected from personal journals, scrapbooks, and newspaper and magazine articles and photographs. The importance of family, formal educational opportunities, the influence of others, selfdirected study, and involvement in community all emerged as motivating themes in her pursuit of lifelong learning opportunities. For Henny, the factors identified as barriers to her quest included the internal stressors of family, gender, culture, and educational opportunities.
Recommendations include the need to not only provide more educational opportunities for adult learners but also ensure that such opportunities are readily accessible. It is suggested that future studies look at the roles of gender and culture in regard to the ever changing populace and the global view of our world. There is a need to continue studies such as this in which older adult learners are provided opportunities to reflect on their experiences. Insight for learners of all ages can be gained from such studies.
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Lim, Dongwook. "A systematic approach to design for lifelong aircraft evolution." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28280.
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Thesis (M. S.)--Aerospace Engineering, Georgia Institute of Technology, 2009.Committee Chair: Mavris, Dimitri; Committee Member: Bishop, Carlee; Committee Member: Costello, Mark; Committee Member: Nam, Taewoo; Committee Member: Schrage, Daniel.
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Eliahoo, Rebecca Elisabeth. "The accidental experts : a study of FE teacher educators, their professional development needs and ways of supporting these." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021749/.
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The aim of the research was to investigate the professional development and support needs of new and experienced teacher educators in the FE system in the South of England. This thesis explored the ways in which teacher educators were recruited, inducted and supported, in order to gain insights into how these aspects of practice could be strengthened or improved in future. The first chapter introduces the purpose and themes of the thesis and subsequent chapters describe the culture, policy and context of the FE system; the identity and role of teacher educators; the methodology used in the research; followed by data analysis and discussion of findings. Ten experienced teacher educators were interviewed and their comments analysed. This was followed by an online survey to 270 teacher educators, 70 of whom responded. A focus group was held with 15 teacher educators in order to elicit further perspectives and to help triangulate the data. A further link between interviews and survey was made when some of the views, which the interviewees held in common, were used as statements in the survey. The survey participants were then asked to what extent they agreed or disagreed with the interviewees’ statements. This thesis argues that teacher educators in FE are a little known group whose professional needs are not considered systematically and for whom there are no substantive professional standards - despite teacher educators’ central role in the education of new teachers. Certain essential characteristics are required in order to become a ‘good’ teacher educator, as well as opportunities for professional development, including scholarship and research. However, the learning cultures and work contexts of the FE system, which shape the identity and role of teacher educators, also make their work more challenging due to the differing - or absent - support that teacher educators receive.
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Osborne, Raine. "Educating for Engagement: The Influence of Physical Therapist Education on Lifelong Learning and Professional Engagement." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/907.
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Healthcare professions educational programs have a responsibility to develop professionally engaged lifelong learners. Knowledge of the factors important to the development of these desirable characteristics may inform educational leaders’ decisions about program and curriculum design. This study aimed to investigate the relation between level of education and an orientation towards lifelong learning and future professional engagement. In addition, the influence of learners’ type of motivation for continued learning, and learning goal orientation on this relation was also assessed.
A cross-sectional survey of learners from a single healthcare profession, physical therapy was conducted to investigate these relations. Physical therapist learners from across the United States at all levels of formal professional and post-professional education were included invited to participate in the anonymous online survey. Path analysis was used to analyze the relations between the included factors.
A total of 251 usable responses were included in the analysis. Results suggest that physical therapist learners increase their orientation toward lifelong learning and future professional engagement as they advance through the physical therapy education continuum. Furthermore, having greater autonomous and less controlled motivation increases this relation. Mastery goal orientation also had a positive direct effect on lifelong learning and professional engagement but this effect was independent of learners’ current level of education. Implications for educational leaders in the physical therapy profession are discussed along with recommendations for future research.
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Brdarski, Sophia A. "IN BETWEEN THE LINES: A PERSONAL LOOK AT LIFELONG READING STRUGGLES." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1176474603.
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Montgomery, Corneil. "Adopting the Lifelong Communities Initiative in the Atlanta Metropolitan Area." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2073.
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The older adult population has been growing since 1950. The quality of life of older Atlanta citizens may be reduced if adopted Lifelong Communities (LLC) initiative principles are executed poorly or not at all. The purpose of this case study was to describe and explore the experiences of local government officials in Atlanta, Georgia who have adopted LLC initiatives. Research questions focused on local government officials' experiences adopting the LLC initiative, their use of the LLC principles, as well as the benefits and challenges encountered when integrating principles within organizations and communities to ensure quality of life for persons served. The theoretical framework for this study was based on Lawton and Nahemow's ecology of aging and ecological change model. Data were collected through face-to-face interviews using semi-structured interview questions from 6 government officials in the Atlanta region. Additional data included relevant publicly available documents related to LLC initiatives. All data were inductively coded and then analyzed using content analysis. The findings of this study indicated that strategic planning and forming collaborative relationships with existing organizations and influential persons were key components of the LLC initiative process. According to LLC leaders, the initiative was beneficial for promoting housing and transportation options and enhancing quality of life. Furthermore, the findings of this study were consistent with the principles of the ecological change model. This study has implications for positive social change by providing information to local government officials and other stakeholders about capacity building, strategic planning, and the needs of the elderly that may lead to improving the implementation of LLCs.
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Betts, Bronwyn Marie. "An investigation into the influence life history has on attitude to lifelong learning." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520195.
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Bernard, Julia M., Amber Seidel, Mary Oglesby, and Colleen Pagnan. "Mothers in HDFS Academic Life: When Your Professional Life and Real Life Intertwine." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5808.
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Parker, Susan Elizabeth. "Golden goose or white elephant? : exploring lifelong learning through the professional group of operating department practitioners." Thesis, Open University, 2014. http://oro.open.ac.uk/54944/.
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General findings indicated practitioners were engaging in a variety of learning as advocated by their regulatory body, and thus meeting their professional and organisational responsibilities. Further investigation presents a tale of contrasts:from the positive experiences of learning which are driven by a commitment to delivering high standards of patient care, to the negative experiences with regards to participation and provision. Participation was hampered by a range of structural and organisational barriers, some of which were identified as being unique to this group. Providing a 'snap-shot' of learning within the NHS at a time of challenge and financial constraints the research questions the underpinning philosophy of lifelong learning policy in promoting inclusivity and prosperity and exposes deficiencies within organisational policy.
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Lindsay, Hilary Frances. "Patterns of learning in the accountancy profession : the roles of continuing professional development and lifelong learning." Thesis, Open University, 2013. http://oro.open.ac.uk/43595/.
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This thesis explores the roles of CPD and lifelong learning for accountants today. Accountants are experiencing more career transitions and learning is an increasingly vital element in the ever changing environment. The research findings will be used to help accountants learn more effectively throughout their careers. Since 2005, member bodies of the International Federation of Accountants (IFAC) have been required to implement mandatory continuing professional development (CPD) schemes and to ‘foster a commitment to lifelong learning’ (IFAC, 2004a, p.1). In this new context this research with members of the Institute of Chartered Accountants in England and Wales (ICAEW) explores the roles of CPD and lifelong learning, so contributing to both the CPD and lifelong learning research agendas. The research looks at how accountants perceive and describe their learning activities and experiences using a mixed methods approach involving an initial large-scale survey, exploring learning in one context, followed by in-depth interviews which look at learning across a career. Two conceptual frameworks, developed during the literature review, underpin the research. These are based on a model developed by Illeris (2009) and incorporate the cognitive, interpersonal and intrapersonal dimensions of learning. Other key concepts referred to throughout the research include identity, agency, engagement, affordance and the metaphors of learning as acquisition, learning as participation and learning as becoming. The patterns of learning varied according to the roles, sectors, career stages and gender of accountants. The need for career adaptability (Bimrose et al., 2011) emerged from the research and was added to professional competence to produce a new learning model, the professional learning iceberg. It is proposed that ‘learning relating to professional competence’ and ‘learning relating to career adaptability’ are more meaningful concepts than ‘CPD’ and ‘lifelong learning’ to describe the learning needed to succeed in the accountancy profession in the twenty-first century.
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Kaoni, Alexandra. "The impact of lifelong learning on the work and life of women in Greece." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/37185.
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The impact of lifelong learning on individuals‘ work and life is often discussed within the framework of a particular ideology. For supranational organizations and governments lifelong learning is emancipatory, democratic, and necessary for prosperity. For some critical theorists lifelong learning is re-skilling of adults in order to fit the neo-liberal interests of the employers; hence, a mechanism for exclusion and control. Despite the fervor this debate has been conducted, few studies have explored the effects of lifelong learning on individuals‘ work and life from their own perspective. Moreover, most discussions have ostensibly ignored women‘s experience. This thesis addresses the gap by examining women‘s understanding of, and motivations for lifelong learning, and its impact on their work and life. The study is based on 23 semi-structured interviews with working women in Greece who have repeatedly participated in learning within the context of higher education. Findings show that women understand lifelong learning as certified, structured and expensive. Personal need, caring and sharing with others, doing their jobs better and enhancing their social status are some of their key motivational factors. Women‘s private returns to lifelong learning are negligible and their career advancement is impeded mainly due to party patronage and patriarchy in the workplace. However, women appreciated the positive effects of lifelong learning on job performance and increased confidence for future career opportunities. Despite the strain associated with their effort to combine work, life and studies, women acknowledged the wider non-monetary benefits for them and their family. The positive role of husbands and family, and the little support from the employer and academia especially for single and/or childless women were highlighted. This thesis questions the validity of the Human Capital Theory in the case of women lifelong learners and suggests that the benefits are not necessarily related to employment and economic competitiveness.
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Arunachallam, Sathasivan. "The development of a model for continuing professional development for professional nurses in South Africa." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/2377.
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Philosophiae Doctor - PhDComparative analysis of the CPD systems internationally and nationally revealed that CPD is mandatory for some whilst for other countries it is compulsory, but not mandatory for licensing purposes. Licensing occurs on a yearly basis, but CPD recognition is accredited over a time period with expiry deadlines and minimum requirements. A portfolio was a common method of recording and proof of evidence for CPD, and a continuous theme was that CPD is needed to ensure competency. The Nursing Act 33 of 2005 makes provision for CPD for nurses but to date the South African Nursing Council has not yet decided on a model of CPD for implementation for SA nurses.
South Africa
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Timbs, David James. "Learning for a Lifetime: Motivations for Lifelong Learning in the Life of Evelyn McQueen Cook." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0324103-163609/unrestricted/TimbsD040203f.pdf.
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Thesis (Ed. D.)--East Tennessee State University, 2003.Title from electronic submission form. ETSU ETD database URN: etd-0324103-163609. Includes bibliographical references. Also available via Internet at the UMI web site.
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Butterfield, Emily J. "The professional life and pedagogy of Clement Barone." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1053633453.
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Titus, Jaime R. "The professional life of Donald E. McGinnis, PhD." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1116444821.
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Harwood, Ann. "Lifelong learning the integration of experiential learning, quality of life work in communities, and higher education /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-05272008-140513/.
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Duarte, Tiago. "An Examination of How a Coach of Disability Sport Learns to Coach from and Through Experience." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26176.
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Despite the steady growth of coaching science over the last two decades, research on coaches of persons with disabilities is scarce. This study examined how an adaptive sailing coach learned through and from experience using a single case study methodology. Jarvis’s (2009) lifelong learning approach and Gilbert and Trudel’s (2001) reflective conversation model framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed to collaborative environments that optimized her learning process. Social interactions with a number of people (e.g., mentors, colleagues, and athletes) possessing different types of expertise made major contributions to Jenny becoming a coach. As time progressed and Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational Para-swimming instructor to developmental adaptive sailing coach. This study informs future research in disability sport coaching.
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Iredale, Alison. "In pursuit of professional knowledge and practice : some experiences of lifelong learning sector trainee teachers in England 2008-10." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/26227/.
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This thesis explores the participation of student teachers during their part time in-service initial teacher education course based on the campus of a higher education institution in the North West of England. It investigates the extent to which initial teacher education prepares teachers as professional practitioners in the lifelong learning sector. The research was conducted in a university campus forming part of a higher education institution, using a qualitative, reflexive methodology. The data is derived from naturally-occurring class discussions, a range of course-related artefacts and semi-structured interviews with participants. The fieldwork took place in during the period 2008-2010. The participation of student teachers is examined within the context of work-based learning (WBL) in the lifelong learning sector (LLS), drawing upon the work of John Dewey and a Bourdieusian concept of habitus. The study broadly contributes to debates about the nature of professional knowledge and practice in work based learning. The literature review presents a picture of a sector struggling to define itself and of initial teacher education (the focus of the research) buffeted by external regulation and control. It concludes that restrictive notions of confidence, a contested notion of what constitutes excellence, and routinised practices restrict and constrain the participation, experiences and development of teachers. The data suggests that participants experienced funnelled and routinised practices, resulting not only from initial teacher education curricula, but also from evidence-based practices and workplace regulation. It argues that time and space are crucial elements of the development of professional knowledge and practice, recommending that both the teacher education curricula and the workplace should work more closely to inculcate the processes and practices of an expansive educational experience for developing teachers.
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Lehman, Mark Ammon. "The life and work of the contemporary professional potter /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11587039.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.Typescript; issued also on microfilm. Sponsor: Justin Schorr. Dissertation Committee: William Mahoney. Includes bibliographical references (leaves 209-215).
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Sirin, Ahmet. "Application of counselling skills in professional and personal life." Thesis, University of Nottingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241898.
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Concatto, Fernanda. "Vanity Fair: How professional life and vanity work together." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/18369.
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Achievements is a common aspiration for individuals, organizations, and societies. Have you ever wondered why is that? Extant literature shows how narcissism impact on performance. Here, however, we examined the influence of vanity on work environment. Accordingly, we conducted 3 studies, with different approaches (survey, field, and experiment). We find a positive relationship between educational level and vanity’ sub-dimension achievement view, and also a positive relation regarding age and self-esteem, for men and women (Study 1). In addition, the data collected from workers of a high performance team, yielded that respondents with higher tenure reported higher scores on achievement sub-dimensions of vanity (Study 2). Finally, results an experiment with 95 women, highlights a peer effect regarding vanity achievement dimensions and supports the positive relationship between age and self-esteem (Study 3). These approaches to the study of vanity and professional life will nurture new empirical work, and encourage interest in exploring a broader set of vanity studies.
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Dickson, Louise Ratcliffe Bailey. "A Legacy of Lifelong Learning: Leadership, Lessons, Love, and Laughter in the Life of Elizabeth Gammon Pendleton." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1909.
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In the postmodern Information Age (digital and wireless) with the expanded globalization of economies worldwide, there has been a vast transformation of workplace and educational systems. Thus, new meanings for educational practices and learning are evolving. Medical and social literature has suggested that learning throughout the lifetime is the key to successful living. The literature proposed that all types of education (formal, informal, and nonformal) may be a factor in the total well-being of the increasingly older adult population. Consequently, there is an increased need to understand the characteristics, traits, beliefs, and attitudes that generate the incentive for individuals to become lifelong learners.
The purpose of this study was to examine the life of Elizabeth Armetta Gammon Pendleton and identify the characteristics, personality traits, beliefs, and attitudes that distinguish her as a lifelong learner. From an interpretivist perspective, this study assumed that all reality is internal. The rationale of this educational biography was to explore the phenomenon of lifelong learning while also celebrating the unique life of Elizabeth Pendleton. This study employed a detailed narrative description of her life and interviews with people who knew her to construct and develop a theory grounded in oral and traditional history under the framework of lifelong learning.
As a native of a small rural community in the Appalachian Mountains, Pendleton lived a healthy and optimistic life as a student, teacher, leader, and role model for her family, friends, coworkers, and community members. She experienced formal, informal, and nonformal learning for 95 years. Although she never used the phrase "lifelong learner," she certainly had an inclination toward lifelong learning.
The value of this study of Pendleton's life journey emerges in the form of naturalistic and user (reader) generalizations within the framework of lifelong learning. The study of Elizabeth Pendleton's life journey yielded valuable insights that provide an understanding of the phenomenon of lifelong learning and the challenges that researchers, educators, employers, and individuals face as new meanings for educational practices and learning evolve.
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Leung, Yau-chi Franklin, and 梁友智. "The University of Hong Kong, School of Professional and Continuing Education (SPACE): branch building : a lifelong learning center in Central." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985312.
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Nyström, Sofia. "Becoming a professional : A longitudinal study of graduates' professional trajectories from higher education to working life." Doctoral thesis, Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-16940.
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Syftet med avhandlingen är att beskriva akademikers bana mot att bli professionella då de kommer ut i arbetslivet med en magisterexamen i psykologi eller statsvetenskap. The study has a longitudinal design where Political Science and Psychology graduates’ have been interviewed on three consecutive occasions; the last semester before graduation, the first year and then, in the third year of professional work. The theoretical frame of reference comprises a situated and social learning theory and a gender perspective. These theories were chosen since they elaborate on concepts such as identity, practice, participation and learning. The results indicate that becoming a professional is not an isolated phenomenon merely learned and nurtured in higher education and/or in working life. It is emphasised as a dynamic learning process between a reflective individual, the interaction with a professional practice as well as a relationship between other spheres of life, e.g. the personal and the private. The graduates’ professional trajectories can be characterised by a movement from appropriating new knowledge to a need to change direction, e.g. new work tasks or professional fields. This is also a process of professional identity formation. The graduates’ professional identity is emphasised as being both closely related to a gender identity and influenced by the individuals’ belonging to and participation in other practices. The results thus indicate that professional identity formation is an interplay between different spheres of life that changes over time. By using a longitudinal design, it can be claimed that becoming a professional requires balancing one’s whole life situation.Syftet med avhandlingen är att beskriva akademikers bana mot att bli professionella då de kommer ut i arbetslivet med en magisterexamen i psykologi eller statsvetenskap. Avhandlingen baserar sig på en longitudinell studie där statsvetare och psykologer har blivit intervjuade vid tre olika tillfällen; sista terminen innan examen samt efter första och tredje året i arbetslivet. Den teoretiska referensramen utgörs av begrepp från situerat och social lärteori samt från ett genusperspektiv. Dessa teorier valdes då de fokuserar på begreppen identitet, praktik, deltagande och lärande.Resultaten visar att utvecklingen mot att bli professionell inte är ett isolerat fenomen förvärvat och underhållet i högre utbildning och/eller arbetslivet. Det uttrycks snarare som en dynamisk lärprocess mellan en reflekterande individ, interaktion med en professionell praktik samt med olika sfärer i livet, den professionella, den personliga och den privata. Akademikernas professionella bana kan karakteriseras som en rörelse mellan att utveckla ny kunskap och göra den till sin, till ett behov av förändring i form av nya arbetsuppgifter eller byte av professionellt fält. Att bli professionell innebär även en utveckling av en professionell identitet. Statsvetarnas och psykologernas professionella identitet skapas i relation till en genusidentitet och är influerad av individernas tillhörighet och medverkan i olika praktiker. Resultatet visar därför utveckling av professionell identitet som ett samspel mellan olika sfärer i livet som är föränderligt över tid. Utifrån den utförda longitudinella studien är det möjligt att hävda att utvecklingen mot att bli professionell är ett sätt att skapa ett samspel och balans i individens livssituation.
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Nyström, Sofia. "Becoming a professional : a longitudinal study of graduates' professional trajectories from higher education to working life /." Linköping : Department of Behavioural Sciences and Learning, Linköping University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-16940.
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Titus, Jaime Rene. "The professional life and pedagogy of Donald E. McGinnis, PhD." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116444821.
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Thesis (D.M.A.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xv, 336 p.; also includes graphics (some col.) Includes bibliographical references (p. 327-336). Available online via OhioLINK's ETD Center
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Jones, Bethany. "Enhancing Personal and Professional Performance within Boundaryless Work-Life Contexts." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843052.
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This study examined strategies that seven corporate leaders use to enhance their performance within boundaryless work contexts. Participants described their best and worst days as examples of interrole facilitation and conflict. The behaviors, values, and beliefs underlying interrole facilitation strategies were then deduced. Experiences of interrole facilitation were characterized by wellbeing, efficacy, and connection. Interrole conflict was experienced as the absence of these, combined with stress, pressure, feeling out of control, and having a sense of defeat. Various planning and executing behaviors as well as internal and external conditions were believed to impact interrole facilitation. Participants? values and beliefs emphasized the importance of connection with others, self-care, contribution, and active management of themselves and their schedule. Further research should examine the intrapersonal and interpersonal conditions that act on interrole facilitation behaviors and identify recovery strategies to help individuals shift from interrole conflict to interrole facilitation.
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Kidd, Warren Edmund. "Troubled craft and novice teachers : an ethnographic account of emerging professional identities of novice teachers in the English lifelong learning sector." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5892/.
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In adopting a qualitative, ethnographically informed approach this thesis explores the identity formation of novice teachers in the lifelong learning sector in England. The research is concerned with four areas for inquiry: how novice teachers perceive the relationship between their professional practices, experiences and emerging teacher identities; the usefulness of the concept of 'craft' in sociological writings to theorise the identities of novice teachers; the appropriateness of a digital ethnographic methodological approach enabling effective research into teachers lives in this sector; and, the applicability of online asynchronous blogging practices to support the development of the professional practices by novice teachers in the lifelong learning sector in England. The identity and pedagogic practices of these novice teachers are contextualised by the ‘turbulent times’ for both the workplace of this sector and the teacher education that supports entrants into this sector. The fieldwork for the research follows two cohorts of new entrants into first-time employment across an 18-month period. In developing an understanding of craft identities, blogging practices are developed as a methodological tool within a digital ethnographic approach, exploring the potential for this revised ethnography. The use of reflective practices through online tools to generate data is conceived herein as an ‘epistemology of doing’: a research practice that in turn supports in an ethical way the lives and social practices of those who participate. The findings of the thesis suggest (contrary to use of the term craft by neo-liberalism) that novice teachers’ craft practice and craft identity are a potentially stable basis for sustained practice in the otherwise turbulent lifelong learning sector. However, this ‘stable basis’ also provides contradictions, uneasy relations, compromises and insurmountable challenges when buttressed against the performativity cultures of the sector.
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Rigaki, Anastasia. "Teachers of Greek Model Experimental High : Schools and Lifelong Learning: a mixed methods approach." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-113294.
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Lifelong Learning is a key concept in modern ‘knowledge-based’ society and it is viewed as a commodity, a personal drive or a social necessity. This thesis aims to unravel its many dimensions and the values that are ascribed to it by the teachers of Greek Model Experimental High Schools. A Model Experimental High School is a relatively new type of state school in Greece, which is highly differentiated from other schools in terms of curriculum, inter-school activities, staff and students and emerged in the Greek education system in 2011. For this reason, research on the effects of this differentiation in the aspects of Lifelong Learning is scarce. The mixed methods strategy was used in order to form a complete picture of the Lifelong Learning dimensions and the research was conducted in two parts. The first part was quantitative and aimed to categorize the elements that constitute Lifelong Learning for the teachers, the factors that encourage or discourage it and its positive and negative dimensions on a macro level as, through a questionnaire, and as a result responses were collected from the thirty-six Model Experimental High Schools in urban and semi-urban areas of Greece. The second part was qualitative and through semi-structured interviews, it explored more in-depth the issue of Lifelong Learning and the concept of vocational vitality which is related both to Lifelong Learning and a teacher’s professional life. Following the propositions of the Theory of Work Adjustment, the research revealed that through the various non-formal and informal activities that the demanding context of Model Experimental High Schools promotes, Lifelong Learning acts as a reinforcer and a means of sustaining the balance between the school and the teachers by increasing their satisfaction. Moreover, both the quantitative and the qualitative methods revealed that teachers consider Lifelong Learning firstly as a means of personal development and secondly as continuous professional development. Lifelong Learning as investment in the human capital was not found as important as the previous two. Furthermore, the vocational vitality of teachers was found to be thriving due to the importance that Lifelong Learning plays in their life a and despite the difficulties which arise from the work demands or the difficult socioeconomic context in Greece due to the economic crisis of the recent years.
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Walker, Melanie. "Managing boundaries : paternal and professional caring of children with chronic, life threatening or life limiting illness." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3262/.
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It is recognised that research in paediatric palliative and complex care is in the early stages. Chapter One examines the available literature of fathering a child with a chronic, life threatening or life limiting illness. The research reviewed supports the notion that fathers are under-represented in paediatric palliative and complex care. The findings highlight that men express their vulnerability in gender specific ways, which has implications for support and service provision. Particular gaps in the research on fathers are highlighted, in relation to the long term impact of fathering a child with life limiting, life threatening, or chronic condition, fathers’ needs in the marital dyad, and studies on the efficacy of father focused interventions. Chapter Two explores health professionals’ experiences of managing boundaries, in the context of paediatric complex and palliative care in the community. The findings indicate that there are a number of issues relating to boundaries that require balancing and which have an impact on service provision and professional wellbeing. Chapter Three is a reflection on the research journey, particularly developing the boundary discussion with regard to ethics. This includes reflections on research in paediatric palliative care, the boundaries of this research, overlaps with clinical practice, and personal and professional learning.
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Ricks, Joi Elizabeth. "Living outside the box: sustaining the lifelong community through universal design." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/34732.
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We all want to live in a healthy community. Each of us has his or her own image of what such a community should look like. That image is shaped, in part, by our reaction to the communities in which we now live or used to live. However we often take for granted the elements of communities that enable and sometimes disable many of us to remain active in a community for a lifetime. For older residents, a lifelong community would include elements that help them to maintain independence and quality of life. The physical characteristics of a community often play a major role in facilitating our personal independence. In order to combat the growing challenges and health concerns facing the American lifestyle this research proposes a set of design guidelines that promote sustainable lifelong communities that are universally designed for people of all ages and levels of physical ability.
The purpose of developing a set of universal design guidelines for lifelong communities is to alleviate many of the physical barriers and challenges that prevent some Americans from active involvement in the community. The methods employed to develop these guidelines were based on literature review and analysis. This research was incorporated into a new body of practical standards that was tested against a real life community in Decatur, Georgia. These standards were edited and revised to appropriately accommodate the necessary adaptations that were discovered during the evaluation phase. The resultant guidelines are presented with the intention of becoming a usable guide for planning agencies such as the Atlanta Regional Commission and other local and national community design facilitators.
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Waites, Carol Katherine Education Faculty of Arts & Social Sciences UNSW. "The professional life-cycles and professional development of adult teachers of English to speakers of other languages (TESOL)." Awarded by:University of New South Wales. School of Education, 1999. http://handle.unsw.edu.au/1959.4/17832.
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THE PROFESSIONAL LIFE-CYCLES AND PROFESSIONAL DEVELOPMENT OF ADULT TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) This thesis focuses on the findings of a research study conducted in Geneva and Sydney to examine the career cycles of TESOLs. It explores many of the issues investigated in Huberman???s study of 160 secondary school teachers in Geneva (1989, 1993). Seventy-three in-depth interviews were conducted with teachers and trainers / administrators in adult TESOL, and professional development issues were examined in greater detail than in the Huberman study. The central purpose of the study was to test the universality of the Huberman model of career phases. TESOLs were found to have far more variations during their career cycles than school teachers, who were in a more stable and predictable situation. The study focused on particular moments in the career cycle, exploring TESOLs??? levels of satisfaction. TESOLs in the present study were found to have similar intrinsic satisfactions and concerns about working conditions as the findings of other TESOL studies. Although the occupation was reportedly becoming increasingly more professional, its unpredictable nature made it stimulating and rewarding. In spite of the instability of the TESOL career, TESOLs appeared to have more positive career experiences overall than many school teachers with more stable career paths. The study also examined professional development issues by comparing the perceptions of TESOLs and their trainers / administrators. They had many divergent opinions as to the professional development requirements of TESOLs. While there was no conclusive evidence that professional development could be linked to stages, TESOLs in a phase of diversification were found to have different professional development requirements from other phases. Personal, professional and environmental factors also affect the professional development requirements of TESOLs at any stage. In summary, it appears that the traditional career phase model is inappropriate when applied to TESOLs, and perhaps for other similarly unstable careers. With the recent changes in people???s professional lives, requiring increasing mobility and adaptability in the changing job market, other career path models to guide counselling, professional development and other staff management programs will need to be explored.
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Rice, Kirsten L. "Professional quality of life: Compassion fatigue, compassion satisfaction and professional burnout in lay trauma counsellors in Cape Town." University of Western Cape, 2020. http://hdl.handle.net/11394/7844.
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Magister Psychologiae - MPsychThis study explored Professional Quality of Life (ProQOL) among lay trauma counsellors in Cape Town, South Africa, with a secondary focus on the implications for task shifting. The study supplemented a broader project, which sought to determine correlates between age, gender, and the constructs of ProQOL, using a triangulation design to combine nomothetic and idiographic methods. The current study acted to supplement the primary study with qualitative data, but can be treated as a stand-alone qualitative study.
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Drury, Colleen A. "An exploration of the influences of supervisors of midwives in the context of the lifelong learning (continuing professional development) of practising midwives." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/14320/.
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This study aimed to explore the influences of Supervisors of Midwives in the context of Lifelong Learning (continuing professional development) (CPO) of practising midwives. This study was designed using a mixed method approach incorporating both qualitative and quantitative approaches to data collection to enable validation of results and to gain a variety of information to illuminate the experiences of participants in this area of study. Questionnaires and focus groups were utilised in order to obtain the data. The participants in this study comprised: • the total population of midwives and Supervisors of Midwives in three NHS Trusts • the total population of LSA Midwifery Officers in England • the total population of Lead Midwives for Education in England. This study has provided a variety of evidence specifically on the developmental role of the Supervisor of Midwives which has not been explored previously. There is an increasing emphasis on informal learning to meet CPO and these need to be given a higher priority for achievement within the work environment and supervisory framework. Collaboration between supervisors, managers and educationalists requires review to ensure midwives are afforded the opportunities to meet their needs. The process of education contracting between NHS service providers and education providers is not understood by supervisors unless they hold the dual role of manager and this needs addressing if midwives are to have equal opportunity In accessing resources. The dual role of manager and supervisor also needs further research as an emergence of the 'policing' role has been raised by some midwives in this study. Conclusions - Supervisors of Midwives are in a unique position to influence midwives CPO but the lack of a coherent approach with managers and educationalists prevents this being effective. Supervisors of Midwives need to have more influence in enabling midwives to access the available resources to achieve their CPO needs. Informal learning opportunities need to be valued and developed to facilitate midwives lifelong learning to improve practice and good outcomes for women and their families.
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Baron, Robert. "The recognition of the ethical in the context of professional life." Thesis, University of Wolverhampton, 1999. http://hdl.handle.net/2436/132454.
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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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CAVALCANTE, FABIANE LUCENA. "(RE)CONSTRUCTION OF SECRETARIES PROFESSIONAL IDENTITY: A STUDY OF LIFE STORIES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16474@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta dissertação discute o impacto das relações interpessoais e das atividades desempenhadas no trabalho na (re)construção de identidades profissionais, tendo como foco narrativas de estória de vida de Secretárias Executivas. Para tanto, foram realizadas entrevistas individuais com seis secretárias de Presidência e Vice-Presidência de empresas de grande e pequeno porte, públicas e privadas, na cidade do Rio de Janeiro. A partir de uma perspectiva interacional e à luz da teoria da narrativa proposta por Linde (1993), este estudo investiga o modo como avaliações, crônicas e explicações são utilizadas como recursos lingüísticos capazes de conferir coerência às trajetórias profissionais dessas secretárias. Os resultados apontam para a importância de aspectos como gênero, idade e aparência física na composição do perfil da secretária, bem como para a relevância da discussão de questões como: obrigatoriedade de formação acadêmica para atuação na área de secretariado, autonomia, status, poder e prestígio social dessa profissão.
This dissertation discusses the impact of interpersonal relationships and activities performed at work in the (re)construction of professional identities, focusing on life story narratives of of Executive Assistants. Therefore, individual interviews were conducted with six secretaries of the Presidency and Vice Presidency of large, small, public and private companies, in the city of Rio de Janeiro. Under an interactional perspective and the narrative theory proposed by Linde (1993), this study investigates how evaluations, chronicles and explanations are used as linguistic features that convey coherence to these Executive Assistants’ career paths. The results indicate the importance of issues such as gender, age and physical appearance for the composition of a secretarial profile, as well as they highlight the discussion of issues such as mandatory academic training for insertion in the secretarial work, autonomy, status, power and social prestige of this profession.
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NASCIMENTO, MARIA DAS GRACAS DE ARRUDA. "LIFE S TRAJECTORIES OF FORMER TEACHERS: THE CONSTITUTION OF PROFESSIONAL HABITUS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9656@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROUNIVERSIDADE ESTACIO DE SÁ
Analisar as trajetórias de formadores de professores para as séries iniciais do ensino fundamental, que atuam no curso de Pedagogia em Universidades do Rio de Janeiro, constitui o objetivo dessa pesquisa. Através de relatos orais, foram trabalhadas as histórias de vinte professores formadores, tendo como interlocutor privilegiado, Pierre Bourdieu. A análise desses relatos teve como finalidade compreender como se deu nesses formadores a construção das disposições para a docência e para a atuação na formação de professores das séries iniciais em cursos de Pedagogia. Partindo da questão central sobre como cada um dos entrevistados se tornou professor, o roteiro das entrevistas abordou aspectos relacionados à socialização familiar, à trajetória escolar, à escolha da profissão e à trajetória profissional desses professores, com o objetivo de buscar vestígios dos processos de socialização nas disposições que orientam suas atuações como formadores. Com relação à questão central, o que apareceu foi a diversidade de trajetórias e das razões que os levaram a optar pela profissão e pela formação de professores para as séries iniciais. Destaca-se aí a multiplicidade de fatores que se interpenetraram favorecendo uma opção ora interpretada como vocação, ora como uma escolha do necessário ou como uma opção feita em função das oportunidades concretas que foram se colocando. Quanto aos vestígios dos processos de socialização pré-profissionais, emergiram a força dos investimentos de suas famílias na escolarização e das imagens modelares, sobretudo para a escolha profissional, confirmando-se a perspectiva de que as estruturas de um habitus anterior comandam o processo de estruturação de novos habitus a serem produzidos por novas agências socializadoras. No que se refere à socialização profissional evidenciou-se a importância das entradas na profissão e das primeiras experiências profissionais para a construção de suas identidades profissionais e das representações sobre o Curso de Pedagogia, sobre a formação de professores e sobre o campo em que exercem sua profissão. O que apareceu foi um grupo profissional marcado por diferenças relativas aos volumes de capital econômico, cultural e social, à formação recebida, às disposições em relação aos estudantes, às identidades profissionais, às estratégias acionadas para movimentarem-se no campo em que atuam. Afastando-se ou recuperando histórias vividas ao longo de suas trajetórias, esses professores constroem suas próprias práticas pelas quais reagem às condições sociais nas quais estão inseridos.
The aim of this research is to analyse the trajectories of former teachers for the first levels of basic education, that work in the course of Pedagogy in Universities of Rio de Janeiro. Through oral reports, I could work on the histories of twenty former teachers, having as principal interlocutor, Pierre Bourdieu. The analyse of those reports had as main finality to understand how the construction of the inclinations to work as a teacher in courses of Pedagogy and to work for the formation of other teachers of the first levels of basic education was born within those teachers. Starting from the central question about how each one of those who took part in the research became a teacher, the schedule of the interviews approach aspects related to familiar socialization, to scholar trajectory, to profession s choice and to the professional trajectory of those teachers, in order to search for traces of socialization process concerning to the dispositions that drive their work as former teachers. In relation of the central question, what came out was the diversity of trajectories and reasons that brought them to choose that profession and the formation of other teachers for basic education. I could point there the multiplicity of aspects that helped each other provoking the option understood in one hand as vocation, in the other hand as a necessary choice or as an option chosen in face of concrete opportunities that were put on the way. About the traces of the socialization process pre-professionals, I could note the strength of the investment of their families concerning to schoolarization and the strength of the model images, specially for the profession s choice, confirming the perspective that the structures of the previous habitus command the process of construction of new habitus to be produced by new socializing agencies. In relation to the professional socialization, it s clear the importance of the entrances in the profession and the first professional experiences for the construction of their professional identities and the representations about the course of Pedagogy, about the formation of teachers and about the field where they exercise theirs profession. What came into view was a professional group marked by differences related to the volume of economic, cultural and social capital, to the received formation, to disposition applied to students, to professional identities, to strategies to work in the field where they work. Moving away or recovering histories lived on the way of their trajectories, those teachers build their own practice where they react to the social conditions where they are put in.
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Meyer, Leigh Anne. "Professional Quality of Life Indicators and Turnover Intention in Forensic Nurses." Otterbein University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1622051900393966.
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Weidensaul, Amy. "Exploring Lifelong Influence of Participating in the Junior Audubon Club During Childhood." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1544808352448322.
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Guest, Y. "A psychosocial exploration of the lifelong impact of being in care as a child and resilience over a life span." Thesis, University of the West of England, Bristol, 2015. http://eprints.uwe.ac.uk/24515/.
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Background Care experienced adults (adults who were in foster care, kinship care, residential care or were adopted) are assumed to be more vulnerable than the general population across numerous domains: educational underachievement, unemployment, poverty, substance abuse, difficulties with parenting and homelessness. The current, dominant conception of resilience defines resilience as positive adaptation to adversity and a dynamic interaction between the individual and the environment. Research aims 1. To understand the lived experience of having been in care and the impact of this experience over the life span. 2. To explore the way in which care experienced adults construct their resilience, in other words, how they talk about their vulnerabilities and strengths. 3. A further aim was to contribute to the task of developing an adequate theory of resilience and resilient processes. Methods A life span approach was adopted to explore the lived pre-care, in-care and post-care experience. A grounded theory approach grounded the participants’ own constructions of their resilience into the data. A psycho-social approach was employed to address such deficits as perceiving the environment and the individual as largely separate spheres. To move beyond this separation and to look at the ways in which the inside and the outside constantly affect each other. Psychoanalytic theory around trauma was employed in the analysis to offer a deeper understanding of how individuals manage traumatic experience. Findings 1. The experience of being in care had the potential to be emotionally toxic and overwhelming or containing and supportive, and its effect typically lasted throughout the life span. 2. Participants thought about their resilience first, in terms of periods in their life when the struggle for stability and emotional or physical survival dominated and periods in their life when there was greater stability and fewer struggles. Second, for the participants in my research the ability to negotiate a path through such struggles for survival or maintain a position beyond survival was the result of the dynamic interaction between inner and outer world resources and threats. 3. My findings offer new possibilities for conceptualising resilience, grounded in the participants’ own constructions and integrated with a robust theoretical discipline - psychoanalytic thinking around concepts such as cumulative trauma, the management of traumatic experience, unconscious methods for structuring experience and learnt strategies that are employed as defence mechanisms.
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Råsbrant, Tika. "Employees’ experiences of work-life balance." Thesis, Södertörns högskola, Sociologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30983.
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In recent years, the interest in work-life balance within organizations has increased to a great extent due to the high technology development such as smartphones, laptops, tablets etc. The existing high technology work equipment has generated a possibility for employees to be more available and work more if needed and expected by the employer. The extended availability has caused a lot of employees to increase their working time, which in turn has induced increased stress and pressure (Yarnall, 2008, 121). The consequences have led to that the dichotomy work-life and private life adopts more blurred borders and often develops into a situation like the ”role-overload” (Allvin et al., 2013, 107) and a conflict between these two life spheres becomes a fact. Nowadays, several Swedish organizations have work-life balance practices for their employees. Some of these practices are regulated under Swedish legislation, for instance parental leave and the possibility for parents with small children to work part-time. This study investigates the employees’ actual experiences of work-life balance practices and how these practices affect the employees and indirectly the employer. There is a general assumption that organizations that offer different work-life balance practices do so to attract and keep employees, which is the reason why such practices are being viewed as a positive measure (Doherty, 2004, 447). This study investigates if and in what way there are positive and/or negative experiences or consequences of work-life balance practices for the employees, which in turn also could be affecting the employers. The study is qualitative and empirical. Eight Swedish officials employed in different Swedish organizations (one informant works for an American organization) have been interviewed. The theoretical models that have been used to specify and define the research method are “The Career Active System Triad, CAST” (Baruch, 2004, 100) and “The pros and cons of alternative work arrangements” (B.H. Gottlieb, E.K. Kelloway and E. Barham 1998) and to explain the result “The role expansion theory” (Nordenmark, 2004, 47). This study reveals the informants’ reality and experiences, which shows how society through companies and organizations (mezzo level) forms and guides the individuals (micro level) to act in certain ways. This phenomenon illustrates how society generates a “collective conscience” (Durkheim in Andersen & Kaspersen, 2007, 64). This study shows that organizations and societies implicitly through legislation, rules, practices and policies generate “value rational social action” (Weber in Andersen & Kaspersen, 2007, 74-75) among the individuals, which make them act in a certain way in accordance with the value rational social action, whether or not it fits in their individual life at the moment. Nevertheless, the result also demonstrates the positive attitudes towards the work-life balance practices offered by organizations and society through legislation. These practices allow employees regardless of gender to make choices that enables them to have several roles in life, which has been verified in previous research to be beneficial for well-being and health in general.