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Loggert, Josefin, and Mairon Åhlin. "Managing and adapting organizational identity : A qualitative case study using a strategy-as-practice perspective to investigate an IT consultant organization." Thesis, Umeå universitet, Institutionen för informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-119492.
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Evolution of IT has resulted in fundamental changes in society, changes that have affected the IT consultant industry and introduced challenges in how IT consultant organizations should adapt to a new, turbulent market. In order to investigate these challenges this study set out to understand the organizational identity of IT consultant organizations, aiming to address the following research question: How do IT consultant organizations manage and adapt their organizational identity? To answer this question a qualitative single case study has been conducted using Whittington’s integrated framework for strategy-as-practice as a theoretical framework. The results show that the case organization of this study manages and adapts their organizational identity by adjusting its work procedures to the new market as well as their role in the relationship with customers. The results also indicate that the case organization manages and adapts their organizational identity by balancing the identity established by headquarter and the identity set by themselves in regard to their local context. These results demonstrate the possibilities of multiple organizational identities within an organization.
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Palmqvist, Monica. "Shaping the Identity of the International Business School : -Accreditation as the Road to Success?" Thesis, Umeå University, Umeå School of Business, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-26783.
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<p>Internationalization is an important strategic issue for survival for most business schools of today. Following this, various international accreditation bodies have in recent years been very successful in promoting accreditation as a means of gaining status and prove high quality. These business school accreditation schemes clearly state their targets against top quality international schools and programs. Internationalization of the business school operations can thus be stated to be of vital importance for schools aiming for one or more of these accreditations. The intention of this study is to turn the issue around and explore to which extent, and with what kind of impact, the accreditation processes in turn have on the area of internationalization within the business school organization.</p><p> </p><p>The theoretical framework consists of three main areas: ’The Business School Environment’, ‘Strategy as Practice’ and ‘Institutional Theory’. The first part aims to reach an understanding for the environment and situation that business schools of today are facing. It also highlights major challenges for the future. In the second part, Strategy as Practice research theories are used to gain understanding for strategy behaviour and strategy creation within pluralistic organizations, such as the higher education institution. The third part deals with issues on Quality Frameworks with the aim to reach understanding for the impact such processes can have on the organization. Sensemaking Theory is further used to illustrate the rational behind decision making of business school leaders and the concluding part connects theories on quality frameworks to Identity Creation, linking together identity with culture and image.</p><p> </p><p>The research approach for this qualitative study is the abductive one and the empirical data is collected through a number of semi-structured interviews with business school representatives at various levels working in the area of international relations.</p><p> </p><p>Main findings are presented within the framework of a time structured (past, present, future) model connected to the study’s five objectives: The development of internationalization within the school; the view on internationalization among organizational members; the characteristics of decision making and implementation processes; the main impact factors of accreditation and the expectations of major future challenges.</p><p> </p><p>The results indicate that although accreditation has shown to have had a substantial impact on the success of business school operations in an international perspective, it is to a much lesser extent a concrete tool for change and improvement within the area of internationalization as such. Accreditation has shown to be strongly connected to previous development and view on internationalization within the organizations. Also, a strong belief in, and commitment to, internationalization among influential organizational members has proved to be vital for the accreditation processes. Furthermore, a number of unique characteristics connected to the identities’ of the organizations studied, showed to have notable impact on the success of the schools’ international operations, so also the accreditation processes. This includes organizational culture and tradition; working methods; dissemination of information; strong social connections; knowledge, dedication and commitment by individuals and management’s ability to provide organizational members with trust, respect, autonomy and encouragement.</p>
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Haugøy, Grethe. "Sharing learning across diversity: Immigrant employees’ inclusion in communities of practice." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-113816.
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In Norway research on immigrants and the labour market has to a large degree focused on immigrants’ shortcomings, be it their lacking knowledge, competence and skills (KCS) or their failures in being recruited to available jobs. This study seeks to refocus current academic interest and investigates the potential benefits of recruiting immigrant employees. It explores highly skilled immigrants and how their KCS is valued, shared and used in a Norwegian workplace. In this study seven immigrant employees in a State organisation (the Directorate) are interviewed about their experiences with having their KCS validated, shared and used. In addition they reflect on the Directorate’s framework conditions for sharing learning, and whether the organisation is able to expand the organisational culture to embrace immigrants’ values, opinions and practices. The study adopts a socio-cultural view on learning and operationalises this approach through the use of Lave and Wenger’s concept of communities of practice (CoPs). Employees in the Directorate are thus seen as members of CoPs and new immigrant employees as novices going through a participative process to gain access to the CoPs’ repertoire of accepted practices. Findings indicate that the negotiation of meaning taking place when new, immigrant KCS enters CoPs is a contested process in which both new employees and veteran members go through a process of identity formation. Findings also indicate that although an organisation may have an inclusive work environment regarding surface-level diversity, the inclusion of foreign values, opinions and practices and the development of a diverse learning environment is dependent on a conscious strategy on harvesting foreign KCS.
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Cherkasov, Stanislav. "Framework integration in practice." Thesis, Linnéuniversitetet, Institutionen för datavetenskap (DV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39782.
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Development of modern software is a challenging task that requires software developers to leverageexisting functionality by means of reusable code structures, libraries, frameworks and middleware. This allows shortening development time and lowering costs, while keeping resulting software competitive, reliable and maintainable.However, developing software based on reuse of existing libraries and frameworks has its own challenges and requires programmers to be aware of the issuesthey might face.This paper discusses common difficultiesfaced by software developers while developing complex software systems based on reusable libraries and frameworks.The issuesare described along with possible solutions and exemplified by a custom UI framework named AxeZ. AxeZ is designed for customized UI development for Android phones and is built on top of OpenGL and Bullet Physics engine.As a result, AxeZ can be consideredan instanceof successfully designed framework, which implements solutions forthe challenges discussed in this paper. It provides an example of reusable framework targeted for wide area of application in UI programming
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Sharp, Matthew R. "Organizational Identity-Power in Practice: The Rhetorics of University Identity." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50977.
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This dissertation explores how various versions of a university\'s identity"including the leadership-sponsored brand as well as alternate rhetorics of organizational identity"shape the policies and practices of the university itself through the lenses of rhetoric and power. While the concept of organizational identity has been studied from a variety of disciplinary perspectives, including marketing, organizational communication, graphic design, and organizational behavior, they all seem to have a common goal: maintaining the status-quo of management\'s control over all perceptions of the organization\'s identity. Most organizations however, do not have a single monolithic identity, especially large, decentralized organizations like universities. Alternate rhetorics of identity exist, but these management-centered approaches do not allow for their role in shaping organizational identity or practice. The rhetorically-grounded approach that guides this dissertation, however, which is based on identity-formation through identification as well as the role of rhetoric as a method of determining the most appropriate and effective ways of moving people to action, acknowledges the role of these alternate identity-rhetorics in organizational life and recognizes their potential impact on organizational activity. <br />Through three cases of organizational decision making and policy creation at Virginia Tech, this dissertation explores the ways that the various rhetorics of identity within the university (including the official, leadership-sponsored brand and other versions of organizational identity held by university members) contradict, reflect, and co-construct each other and organizational practice. Through ethnographic interviews with members of the Virginia Tech community, participant-observation of a brand training program, and analysis of <br />various visual, verbal, and multimodal texts related to each case study, this project explores these many rhetorics of organizational identity as they struggle for the power to shape the institution. This dissertation encourages researchers, teachers, and practitioners of professional and technical communication to recognize alternative organizational identity-rhetorics because of their potential power to shape the organization. Specifically within educational institutions, this project suggests that branding initiatives be critiqued as potentially hegemonic forces that repress these alternative identity perspectives, which may provide necessary incentives or conduits for organizational growth.<br>Ph. D.
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Murdock, Jason E. "Fluid identity: History & Practice of Dynamic Visual Identity Design." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1480096180818074.
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Hanna, Paul. "Consuming sustainable tourism : ethics, identity, practice." Thesis, University of Brighton, 2011. https://research.brighton.ac.uk/en/studentTheses/e7073b3d-9105-4872-93e3-f4e9faedf906.
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In recent years, contemporary western society has played witness to a growth in the production, promotion, and consumption of ostensibly ‘ethical’ products such as Fair Trade goods. Such commodities are characterised by an emphasis on rebalancing inequalities that ‘mass’ production/consumption are said to create. This thesis takes sustainable tourism as a novel example of such concerns. With recent inroads in psychology and the social sciences suggesting that the practice of consumption represents a prominent ‘mode’ for ‘identity work’ (including class identities), the consumption of ‘ethical’ products may arguably signify the manifestation of ‘ethical identity/identities’. However, ‘ethics’ and ‘identity’ are ambiguous words with significant concerns surrounding the ‘ethics’ of ‘ethical’ products, and the extent to which individuals exhibit ‘ethical identity/identities’ through the consumption of such goods. Building on Michael Foucault’s ‘technologies of self’ and ‘ethics’, this thesis seeks to contribute to our understanding of ‘ethics’, ‘identity’, and ‘practice’ in relation to sustainable tourism.
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Crowley-, Henry Marian. "Bounded transnationals : An identity and career framework." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536066.
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Berger, Ronen. "Nature therapy developing a framework for practice /." [s.l.] : [s.n.], 2008. http://primage.tau.ac.il/libraries/brender/booksf/2196719.pdf.
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Lehrman, Ela-Joy. "A theoretical framework for nurse-midwifery practice." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184546.
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The purpose of this research was to test the predicted relationships among a component of nurse-midwifery care, psychosocial health outcomes and other maternal psychosocial variables. The theoretical framework for the research was the Intrapartum Care Level of the Nurse-Midwifery Practice Model, a middle range theory. Previous nurse-midwifery research had been based on theories and models not specific to nurse-midwifery practice. A nonexperimental, correlational design was used, with measures in the last trimester of pregnancy and the first month following birth. The psychosocial variables measured were prenatal care satisfaction, personable environment, positive presence, labor support, transcendence, labor satisfaction and enhanced self-concept. Purposive sampling was used at a birth center in a Southwestern city where women received nurse-midwifery care for pregnancy, labor and birth. The sample of 89 women consisted of 35 primiparas and 54 multiparas, with a mean age of 29 years; 46.1% gave birth at the birth center and 53.9% gave birth at a local hospital. The primary instruments for the research included the Prenatal Satisfaction Questionnaire, the Attitude Toward Issues in Choice of Childbirth Scale, the Positive Presence Index, the Labor and Birth Support Inventory, the Coping in Labor and Delivery Scale, the Labor and Delivery Satisfaction Questionnaire, and the Self-Confidence Scale of the Adjective Check List. The secondary instruments, used for the evaluation of construct validity, included the Positive Presence Index - Alternate Format, the Labor and Birth Coping Index, the Labor and Birth Satisfaction Index, and the Self-Concept Index - Alternate Format. Acceptable levels of reliability and validity were obtained for the instruments. The predicted relationships from the Model were tested with causal analysis using multiple regression and residual analysis. The empirical rather than the theoretical model was supported by the data. Prenatal care satisfaction, personable environment, positive presence and transcendence explained 66% of the variance in labor satisfaction, with an additional 2% explained variance with the addition of the situational variable of consultation. Positive presence had the greatest direct effect (B =.70) and also explained 5% of the variance in enhanced self-concept. The empirically significant relationships were clinically relevant.
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Berger, Ronen. "Nature therapy : developing a framework for practice." Thesis, University of Abertay Dundee, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.650287.
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The relationship between human beings and nature has played an important role throughout history, as part of traditional medicine and curative rituals. The Shaman, the healing man, incorporated nature into rituals aiming to help both the individual and the community heal from misfortunes and make the transition from one life phase to another. However, the development of industry and urbanization put a distance between human beings and nature. The new healing methods that were constructed in the 20th century largely overlooked the relationship with nature, working mainly through cognition and verbal communication, relating to the relationship between people as the core element. In the last decade, along with the development of post-modernism, new therapeutic approaches emerged. Some of them, like the expressive-at1 therapies, seek to expand cognitive and verbal techniques to non-verbal and creative modes of working, emphasizing people's creativity and imagination abilities. Other approaches seek to expand the process by relating to 'the larger then self', inviting transpersonal and spiritual work to widen the person-to-person discourse. Ecopsychology invites people to expand their relationships beyond the 'person-to-person' relationship into one which will include nature. Despite its nature-oriented philosophy, however, Ecopsychology has not yet atticulated into a therapeutic form, that specifies practical methods for therapeutic work. The present study aims to develop a therapeutic approach taking place in nature, using non-verbal and creative methods to extend common therapeutic practices in ways that can include a dialogue with nature. Using a reflexive Action Research strategy, the study examines the experience of both practitioners who used Nature Therapy in practice and who took pat1 in training courses, and uses these data as a basis for the conceptualization and development of an innovative therapy theory. The implications of the study, for theory, research and practice in psychotherapy, are discussed.
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Ferguson, Debbie Elizabeth. "White racial identity and social work practice." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=78182.
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A most deafening silence is the effect created by the omission of Whiteness from racial discourses. Those within the social work profession, who seek to eradicate racism have for the most part, restricted their analyses to dissecting and defining the racial "Other". This has perhaps unwittingly implied an acceptance of "Whiteness" as an all-powerful, unnamed normality, exempted from the requirement of definition. This examination of White racial identity is an attempt to engage in a discussion of a different sort---exploring racism at its source. Those actively involved in the practice and/or study of Social Work in Montreal (Quebec) were asked to contemplate the meaning of "Whiteness" in society and in their own lives. Their interpretations were aligned with social and cultural interpretations, as well as my own interpretations. This study illustrates that, in spite of its elusive nature, Whiteness does indeed have very powerful meanings for those who have access to this racial category, those excluded, and the society in which we live.
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Lanman, Sarah Ann. "Counselor Educators: Clinical Practice and Professional Identity." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313686817.
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Reichelt, Bianca Cindy. "A destination identity framework for Nelson Mandela Bay." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/5565.
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Place branding has grown in popularity since the late 1990s. In this regard, place branding is an endeavour to not only construct an image or message of a place but also to communicate and manage it. Place branding can be viewed from a functionalist point of view as a strategic instrument to be managed in a similar manner as a product or corporate brand in order to enhance competitiveness. The focus of place branding has overwhelmingly been on the customers who are mainly tourists. However, there have been recent calls to take into account the perspectives of others stakeholders, in particular internal residents, in the place branding process. It has been noted that place branding is effective through its ability to authentically represent the setting of its constituents and through it to reveal a compelling narrative of the place. This authentic setting is represented by the place identity, which can be discovered from the perspectives of the place‟s internal residents. The current study was anchored in stakeholder theory and set out to propose a simple exploratory model for understanding place identity through the perspectives of internal residents. The study explored various frameworks and models proposed in the literature up to date to understand place identity. The overarching variables were filtered out from the different frameworks and an exploratory place identity framework was proposed. A non-experimental study was carried out in the city of Nelson Mandela Bay. The study was exploratory and its variables had not been previously tested in the city. A questionnaire, which was partly self-administered and partly administered through face-to-face interviews, was distributed electronically and manually. The framework proposed variables were city role, cognitive evaluations, envisioned future as well as affective evaluations and they were operationalised from the literature. The relationship between the variables was confirmed through correlation analysis. The hypotheses in the study were tested through descriptive statistics, correlation analysis, ANOVA, t-tests and Chi-squared tests. A destination identity framework for Nelson Mandela Bay.
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Pengelly, Jon. "Environmentally sensitive printmaking : a framework for safe practice." Thesis, Robert Gordon University, 1997. http://hdl.handle.net/10059/605.
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This research is concerned with establishing a rationale which will link safe printmaking practices with artists' individual and sustainable creative practices, by investigating the preconception that printmaking practices may be limited by adopting such an environmentally sensitive approach. This has been investigated through a practice-led approach, which implicitly involves the researchers' professional practice as a visual artist printmaker. The cross disciplinary nature of this practice-led research has established that diverse and non-text based sources be included in the literature review. The resulting contextual review established the evolutionary nature of printmaking practices, the role played by individual artists perceptions of risk, and the limited ability of available literature to adequately link evolving and didactic creative practices to emergent boundaries established by environmental and occupational health and safety legislative criteria. There was evidently no theoretical framework for linking these apparently divergent criteria. The multi-disciplinary and practice-led context i. e. the research was generated by practice and carried out through practice, determined the range of methods employed: questionnaire, quantitative tests of materials; participation in, and initiation of collaborative case studies; documenting workshop practice and visual development of printed art works; and exhibition for peer review. These multiple methods and their complex interrelationships were visualised as a system of consequential actions, in order to externalise possible alternative actions and choices made by the researcher in response to this research. Analysis of these methods revealed that: the collaborative case studies and the researcher's own visual and practical response, established that a systematic revaluation of practice could link the idiosyncratic and individual creative practices to the use and selection of nonhazardous practices, which did respond to objective occupational health and safety rationale. This revealed the extent to which a systematic re-evaluation of 'established practices' may be synthesised into the working practice of the researcher and lead to the diversification of that practice - visually and practically. This process has resulted in the generation of a body of printed art works which implicitly embodied the hypothesis developed in this research; the development of a electronic database or 'morphological framework', which initiates a sequential examination of process at a structural level, collating, comparing and promoting previously un-considered alternatives based on a heterarchical model of risk. This process has offered tangible means of visualising the generative processes involved in making prints. The 'morphological framework' has implicitly linked the researcher's printmaking to a sustainable and environmentally sensitive creative practice, which is methodologically transparent and procedurally transferable.
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Ghecevici, Alexandra Cristina. "Learning from and about artists : identity, place, practice." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/24247.
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Learning From and About Artists: Identity, Place, Practice is an inter-personal exploration of thought-processes and activities involved in teaching and artistic practices. As an a/r/tographical living inquiry, the work investigates, disrupts, interprets, and re-creates understandings about how these practices relate to each other and how the three artists participating in the research negotiate their identities within/in-between teaching and making art.
The general understanding of who artists are, how/why they produce art, and what/how/why they teach, is problematic if not vague. This investigation helps understand the relation among these questions and the conceptual connections brought forward by and manifested within theory as practice. Starting with the artistic process as shaped by the artists’ educational background, by the artist-teacher identity, and by the studio environment, the inciting question of the research is the following: how do artists understand their artistic practice in relation to their teaching practice?
The participants in this study are three practicing artists who are or have been involved with teaching art. Conversations with artists Scott Plear and Thomas Anfield and visits to their studios offered the opportunity to interrogate and explore reflectively and reflexively through conversation, art making and writing. Thinking, values, and ideas transgress and transform with the visuals and texts and the dissolved researcher - researched binary opposition is carried through by a circulation in-between conventional positionings as well as by an autobiographical dimension of the research.
This work is significant in its acquired understandings. Art and teaching practices are interconnected and informing each other. Identity, place, practice reflect a processual being-knowing-doing strongly related to a context of perpetual change. A cyclical re-affirmation, with the emphasis on the co-relational slash, draws on a multifaceted artist/teacher identity, thus meeting the conditions of a/r/tography. Vulnerability and Repetition emerge as active concepts and constitute a meaningful commitment to a learning-to-learn performance. The possibilities and experiences of this a/r/t inquiry should inspire teachers, regardless of their practice, to undertake such relational process.
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Kubiak, Christopher David. "Understanding support worker learning : practice, participation and identity." Thesis, Open University, 2012. http://oro.open.ac.uk/54691/.
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A better understanding of support worker learning is needed. Role extension, an increasing awareness of the sophistication of caring practice and the need to develop the esteem of the sector have all made the professional development of support workers a priority for the health and social care sector. Drawing on situated and sociocultural leaming theories, this research investigated the way in which workplace participatory opportunities, affordances and individual identification shape support worker learning. Ethnographic and grounded theory methods were used. Fourteen support workers from both health and social care participated in repeated interviews over a number of months. Seven were observed in practice. Workplace manager's were also interviewed. It was found that participants established a sense of value and esteem by emphasising the significance of their work. They considered their capability as resting upon three foundations - practical experience, natural ability and knowledge of the service user. Thee domains of practice were described - development and well being-focused activities, relationship work and building an understanding of service users. Practice was a subjective and situational reconstruction. Practice-based learning was a multimodal process arising out of workplace participatory opportunities. These participatory opportunities interact to structure, support or provoke learning activities.
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Domeij, Tina. "An exploration of cultural identity in creative practice." Thesis, Konstfack, Ädellab, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7230.
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My work is about the feeling of standing in between two worlds of my cultural heritage. To feel connected but at the same time not connected to them. The feeling of missing out in one of my cultural heritage because of the language that I do not fully speak. I use a traditional craft from that side to build a bridge to fill the gap. It is about combining my heritages and the connection/disconnection and fuse them together into one as I am a person of two cultures. By not putting myself in a box that the society wants me to fit in to, I challenge that norm also in my work. I transformed the traditional craft placed in a room of a house to become jewelry. The wearer is allowed to choose what kind of jewelery it is and it can be placed on many different ways. My work is about investigate the meeting of craft on a body, and body in a craft. Its about to invite the Thai practice to my Swedish practice and vice versa and fuse them together.
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Kuo, Ya-Hui. "The Retailer Brand Personality - Behavioral Outcomes Framework: Applications to Identity and Social Identity Theories." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613397.
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This research aims to examine a framework to test the relationships between consumers' perceptions of a retailer's brand personality and outcome variables (i.e., positive word-of-mouth about and patronage intention toward the retailer) by applying identity and social identity theories to reveal possible factors influencing these relationships in both department and discount retailer image formats. This research hypothesized that retailer brand personality should influence consumers' behavioral outcomes through private and public forms of self-congruity. The more positive the perception of a retailer's brand personality, the higher the private and public self-congruities with the brand personality. In addition, considering the unique, tangible nature of a store's environment, this research suggested that retailer brand identity (RBI), a consumer's perception of oneness with a retailer brand, should play an important role in the retailer brand personality-behavioral outcomes framework by mediating the influences of both private and public self-congruities on various behavioral outcomes. Moreover, the relationships among two forms of self-congruity and perceived RBI should be moderated by the shopping conspicuousness situation (i.e., whether co-shopping with important others or alone and whether shopping in an environment in which one is visible to important others or is relatively secluded) and consumer shopping involvement (i.e., whether consumers see shopping as an important and self-relevant activity). To test the study's hypotheses, data were collected from a sample of 616 general consumers via a self-administered questionnaire provided through the website of an online survey research firm. This research used a 2 (retailer image format) X 2 (shopping situation conspicuousness) between-subjects quasi-experimental design in which subjects were randomly assigned to one of the four treatment groups who read a scenario that provided a description of a retailer image format of either a hypothetical department (n = 311) or discount store (n = 305) and a description that manipulated the shopping situation as being either high (n = 303) or low (n = 313) in shopping conspicuousness. Results revealed that the retailer brand personality scale, adapted from BPS, a brand personality scale developed by Aaker (1997) and other scales specifically used to measure retailer brand personality (Dardin & Babin, 1994; d'Astous & Lévesque, 2003; Helgeson & Supphellen, 2004) comprised two positive dimensions (i.e., Modish and Genuine) and one negative dimension (Inactive). Each dimension influenced the behavioral outcomes of Word-of-Mouth and Patronage Intention differently. Perceived Genuineness was the most influential dimension among the three, exerting direct and indirect influences through increasing Private and Public Self-congruities and overall RBI on both WOM and Patronage Intention. However, Modish had only a direct negative effect on Patronage Intentions whereas Inactive had indirect effects on both behavioral outcomes through a combined (direct and indirect) negative effect on overall RBI. This research also revealed that overall RBI, driven by its affective and evaluative dimensions, fully mediated the influences of Private and Public Self-congruities on behavioral outcomes, suggesting overall RBI as an important factor in the retailer brand personality-behavioral outcomes framework. Moreover, the relationship between Public Self-congruity and overall RBI was found to be stronger in the high Shopping Conspicuousness Situation whereas the relationship between Private Self-congruity and overall RBI was found to be stronger in the department store image format. The moderating role of Consumer Shopping Involvement on the relationships among self-congruities and overall RBI was not significant. Theoretical and managerial implications of these findings and limitations of the study are provided.
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Moodley, Kimera. "Mobile learning : a professional teacher technical identity development framework." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/67413.
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This study explored Professional Teacher Technical Identity Development through the use of Mobile Technology. A sample of fifteen teachers was conveniently selected from one school in an urban setting. An action research was designed consisting of three phases. Each phase formed the basis of the next phase to identify the development of professional teacher technical identity. Data was collected using a written questionnaire, two reflective journals, an online questionnaire, focus group discussions, lesson reflections, and interviews. Each instrument was designed using the literature to identify factors that impact on the implementation of mobile technology in classrooms and teachers’ acceptance towards mobile technology. The results were interpreted using three existing models to create a framework: The Technology, Pedagogy and Content Knowledge model, Technology Acceptance Model and Substitution, Augmentation, Modification and Redefinition Model.
It was found that there are six factors that affect the perceived usefulness and perceived ease of use of technology. These are attitude, anxiety, ability, subjective norm, facilitating conditions and voluntariness. The perceived ease of use and perceived usefulness determine the level at which technology is implemented in classrooms. The level of integration determines whether or not successful teaching in terms of the three elements of TPCK is being used. During the process whereby teachers attempt to implement technology in their classrooms, it is possible to identify changes in their professional teacher technical identity development. These changes are interpreted and a new framework for Professional Teacher Technical Identity Development is created. It is proposed that this framework can be used to explain the implementation process and behaviour of teachers during the process as their teacher identity is altered.<br>Thesis (PhD)--University of Pretoria, 2017.<br>Science, Mathematics and Technology Education<br>PhD<br>Unrestricted
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Chu, Wanjun. "StickyDesignSpace: Incorporating the Attachment Framework into Product Design Practice." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-262268.
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Creating and encouraging longer-lasting relationship between designed products and its users is one of the goals that researchers in Sustainable HCI trying to achieve. The attachment framework is proposed by previous study that aims to provide knowledge and insight for designers to create longer-lasting relationship between products and users. As arguments have been made that there is a gap between Sustainable HCI theory and design practice. The attachment framework is one of the well established theoretical frameworks that need effective knowledge transformation from theory to practice. The aim of the study is to design, develop and evaluate a web-based interactive tool -- StickyDesignSpace, which helps product designers to embed the attachment framework into their design background research process. The study employs a research through design approach which focuses on the creation of innovative artifacts to solve practical problems. A web-based tool was designed and developed through the grounding, ideation and iteration process. And a high-fidelity prototype was evaluated by four design participants. The results indicated that the web tool StickyDesignSpace fostered the participated designers' attachment-related thinking by providing attachment design principles and generic design properties in a two dimensional space for organizing design background research data. Furthermore, the tool promoted the participated designers' attachment design knowledge transformation from background research process to design ideation process. According to participants' design objectives and background research goals, the tool also showed flexibility to be applied in other design process such as design idea formation and design evaluation process. The study shed light on the possibility of creating interactive tools to communicate sustainable HCI design frameworks to design practitioners, and offer the insights of how design practitioners integrate the attachment framework into their design thinking and process.
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au, synmul@iinet net, and Gae Synnott. "Values and identity in public relations practice in Malaysia." Murdoch University, 2001. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071003.94825.
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This is a study of values and identity within the public relations profession in Malaysia.
Although the study has a national focus, its implications are global, because its context
is created by the intersection of three current areas of debate and examination: I) the
renewed focus on Asian values which seeks to articulate Asian values as a way of
supporting Asia's pathway to modernisation; 2) the open challenge to assumptions
about the transferability of theory between countries around the world, about whether
theory can be universal or whether different theories or different versions of theories
are needed to help explain practice in different parts of the world; and 3) the reemerging
focus on values underwriting the public relations profession.
Malaysia's growing public relations profession is playing a crucial communication role
in support of the country's move towards industrialisation. In Malaysia, issues of
culture, modernisation, Westernisation, and globalisation are both real and topical.
Through the values framework, the study aims to contribute in three ways: 1) To
develop and test an alternative, but equally useful, framework and method for
comparing public relations practice between countries; 2) to investigate the influence
of specific cultural and professional variables on public relations practice in Malaysia,
to hrther understand specific variables which might lead public relations practice to
differ between countries; and 3) to contribute to the definition of Asian values by
defining one component, that is, the personal and professional values of a sample of
public relations practitioners in Malaysia.
The research was undertaken in two parts. The first, using a survey and structured
interviews, examined the influence of two cultural variables (ethnicity and gender) and
two professional variables (years of experience and work environment) on values held.
Ethnicity and years of experience led to significant differences in the values held, with
each variable influencing different value dimensions. Gender and work environment
had some influence but generally in combination with ethnicity and years of experience
respectively. The study found a distinctive U-shaped curve related to years of
experience, which means that practitioners' value priorities change as they gain more
experience in the profession. All four of the variables studied could be significant in
accounting for difference in professional practice in other countries.
The second part, using repertory grid methodology, examined values and identity. It
identified core values central to public relations practice in Malaysia, and interpreted
these core values as statements of self-identity. The nature of identity as a public
relations practitioner may also account for differences in public relations practice
between countries.
Combining both parts, the study has revealed values that underwrite public relations
practice in Malaysia, the aspects of self-identity important to the profession, and the
way in which those values and identity have been influenced by cultural and
professional factors. It therefore leads towards the development of a theoretical
foundation for "culture-specific" public relations in Malaysia.
This exploratory study has generated findings which challenge the expectations of
Schwartz and Bilsky's values theory, on which the values analysis was based.
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Clarke, Maree, and mareec@koorieheritagetrust com. "Maree Clarke: reflections on creative practice, place and identity." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091118.114516.
Full textAbstract:
I am connected to the Yorta Yorta, Wamba Wamba, Mutti Mutti and Boonurong people through my heritage. My connection to these four language groups provides the framework for my arts practice research project. Totems are an important component of my work. Totems govern life in Koori tribal language groups. For example, they dictate who you can talk to and marry, and govern rights for making art, including men's business and women's business. This translates as 'Lore' in Koori culture. Lore is a Koori term meaning a way of being that encompasses kinship systems, responsibilities, and beliefs, as they interconnect with a particular area of country. In the past, when the Museum acquired Aboriginal artefacts, they sometimes did not record all the details. This meant there was then a break in the knowledge. Aboriginal people have our own collection of artefacts in various cultural institutions, but we do not have that layer of information about what the designs were about. The totems are not necessarily in the designs on the shields and artefacts. They are generally designs relating to those different areas. Gunnai/Kurnai can be quite different to Latje Latje, for example. Some of the designs on the banners may represent the totems. This can reflect an artist's interpretation of the meanings within such designs. My work incorporates a re-interpretation of a range of different totems connected to the language groups I have a blood connection to.
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Synnott, Gae. "Values and identity in public relations practice in Malaysia." Synnott, Gae (2001) Values and identity in public relations practice in Malaysia. PhD thesis, Murdoch University, 2001. http://researchrepository.murdoch.edu.au/329/.
Full textAbstract:
This is a study of values and identity within the public relations profession in Malaysia. Although the study has a national focus, its implications are global, because its context is created by the intersection of three current areas of debate and examination: I) the renewed focus on Asian values which seeks to articulate Asian values as a way of supporting Asia's pathway to modernisation; 2) the open challenge to assumptions about the transferability of theory between countries around the world, about whether theory can be universal or whether different theories or different versions of theories are needed to help explain practice in different parts of the world; and 3) the reemerging focus on values underwriting the public relations profession.
Malaysia's growing public relations profession is playing a crucial communication role in support of the country's move towards industrialisation. In Malaysia, issues of culture, modernisation, Westernisation, and globalisation are both real and topical.
Through the values framework, the study aims to contribute in three ways: 1) To develop and test an alternative, but equally useful, framework and method for comparing public relations practice between countries; 2) to investigate the influence of specific cultural and professional variables on public relations practice in Malaysia, to hrther understand specific variables which might lead public relations practice to differ between countries; and 3) to contribute to the definition of Asian values by defining one component, that is, the personal and professional values of a sample of public relations practitioners in Malaysia.
The research was undertaken in two parts. The first, using a survey and structured interviews, examined the influence of two cultural variables (ethnicity and gender) and two professional variables (years of experience and work environment) on values held. Ethnicity and years of experience led to significant differences in the values held, with each variable influencing different value dimensions. Gender and work environment had some influence but generally in combination with ethnicity and years of experience respectively. The study found a distinctive U-shaped curve related to years of experience, which means that practitioners' value priorities change as they gain more experience in the profession. All four of the variables studied could be significant in accounting for difference in professional practice in other countries.
The second part, using repertory grid methodology, examined values and identity. It identified core values central to public relations practice in Malaysia, and interpreted these core values as statements of self-identity. The nature of identity as a public relations practitioner may also account for differences in public relations practice between countries.
Combining both parts, the study has revealed values that underwrite public relations practice in Malaysia, the aspects of self-identity important to the profession, and the way in which those values and identity have been influenced by cultural and professional factors. It therefore leads towards the development of a theoretical foundation for culture-specific public relations in Malaysia.
This exploratory study has generated findings which challenge the expectations of Schwartz and Bilsky's values theory, on which the values analysis was based.
25
O'Hagan, L. "Learning mentors : a study of identity, policy and practice." Thesis, University of the West of England, Bristol, 2013. http://eprints.uwe.ac.uk/23969/.
Full textAbstract:
This study has investigated the role of learning mentoring within one secondary school with a focus on developing an understanding of practice, professional identity and policy enactment at an institutional level. Learning mentors were first introduced in schools through the Excellence in Cities initiative in 1999, guided by the principle of helping pupils overcome barriers to learning. However, from the published literature little is known about the role of learning mentors in schools, especially in the period following the cessation of the Excellence in Cities programme in 2006. This practitioner based research was therefore devised to enhance current knowledge of learning mentors activity.
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Bauer, Daniel Eric. "Negotiating development : identity and economic practice in coastal Ecuador /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1564017971&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph. D.)--Southern Illinois University Carbondale, 2008.<br>"Department of Anthropology." Keywords: Economic practice, Development, Identity, Eco-tourism, Ecuador Includes bibliographical references (p.240-262). Also available online.
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Harper, Eleanor R. "Restoring Subjectivity and Brazilian Identity: Lygia Clark's Therapeutic Practice." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275622355.
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Andrzejewski, Carey Ellen. "A Holistic Investigation of Teacher Identity, Knowledge, and Practice." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454.
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Marney, Julie. "Performing subjectivities : feminism, postmodernism and the practice of identity." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/22454.
Full textAbstract:
This thesis analyses contemporary understandings of identity formation as investigated by discursive and artistic practices. In order to develop an awareness of how performance and language construct identity, the thesis explores theories of performativity. Identity is shaped in accordance with ideas about the body, as the body is the means by which we achieve material existence. In masculinist discourse the body is constructed as a bound entity, and this contains identity in a singular and fixed space. This limits identity to unified and centred understandings. The contemporary feminist works explored in this thesis critique this masculinist approach to the body, and seek to assert a feminist identity based on fragmentation and multiplicity. The creative works researched in this thesis operate performatively, revealing that performative enactment is not only linked to drama but also engages different genres. As such, this thesis focuses on performativity in both performance art and works of literature, in an attempt to study the performative act in both language and performance. The work of the performance artist Orlan literally enacts ideological interpellation, exploring the ritualistic exchange of the body for a cathartic experience of identity, as do works by Karen Finley, Annie Sprinkle and Franko B. Similarly, Fools, by Pat Cadigan and Borderlands/La Frontera, by Gloria Anzaldüa question ideology and control by presenting fragmentation performatively. Through considering catharsis and technology such authors and performers attempt to construct and redefine ritual in a way which investigates the social relationship with the body and attempts to establish feminist agency in identity fragmentation. For this reason feminist practitioners often locate subversion in the examination of the boundaries between subjectivity and objectivity. As the body of the artist as object becomes increasingly central, inquiry into objectification and voyeurism may, indeed, empower female subjectivities. The use of catharsis to ground a materiality of ritualistic exchange thus becomes the means through which the processes of identity are transformed. In challenging ideological inscription many contemporary artists align themselves with a tradition of artistic `madness', thus contemplating issues around rationality and control. In fragmenting the body, the last refuge of a whole space outside of fragmentation, these textual enactments release this fragmentary `madness'. Positioned as the wild, untameable and threatening body, the `hysterical' body, women have challenged the construction of the `natural', using the ideology of technology to `reterritorialise' the female body. As the gendered female body takes control of the `hysterical', so contemporary artists enact female empowerment in response to a perceived crisis in identity formation. The assertive language and performance styles used by the discursive and artistic practices focused on in this thesis reveal a commonality which refuses gender stereotyping and negotiates new ways forward for feminist agency
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au, W. Martino@murdoch edu, and Wayne Martino. "Interrogating masculinities : regimes of practice." Murdoch University, 1998. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070831.135338.
Full textAbstract:
This thesis draws on post-Foucauldian theories of governmental power and technologies
of the self to critically examine the deployment of post-structuralist, psychoanalytic,
sociological and cultural studies' paradigms for theorising and researching masculinities.
It is argued that a particular dialectical mode of rationality and a project of cultural
completion inform these approaches which are based on a requirement to reconcile
oppositional categories such as freedom and determination, subject-determining state and
self-determining subject, social structure and social actor. The limits are outlined of
theorising subjectivity in terms of the restoration of consciousness to the individual and as
the means by which 'culture' is mediated via repressive andlor ideological mechanisms.
An alternative theorisation of subjectivity, conceiving of masculinities as enacted within
regimes of historically contingent nomalising practices, is applied to an investigation of
how specific groups of boys learn to relate as gendered subjects in a particular school.
Surveys, observational methods and semi-structured interviews are used to trace the
specific effects of practices implicated in the formation of masculinities for the boys.
Attention is also drawn to the relationship of specific models of masculinity to the boys'
literacy practices.
On the basis of this research, important implications for practice at policy and pedagogical
levels are identified.
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Green, Paul. "A framework for the consideration of narrative in creative arts practice." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11160.
Full textAbstract:
This research project is aimed at creative practitioners in art and design who choose to engage in postgraduate research and who recognise narrative to be an important aspect of their work. While the goal of narratology has been explicitly declared as an interest in understanding narrative in all its forms, this project responded to a perceived absence of art and design centred perspectives in the general literature on narrative. A general attitude has developed throughout the course of the twentieth century resulting in a view that narrative has become a dead issue for contemporary practitioners. Findings from the investigations conducted as part of this project demonstrate a contrary view and show that definitions of narrative tend to be weak unless anchored in specific practices or disciplines. The lack of scholarship to support contemporary art and design research practitioners produces a problem by giving the false impression that narrative is largely irrelevant to practice. It also inhibits new scholarship when what currently exists is poorly categorised. The research question asks how it is possible to support the creative practitioner doing postgraduate research to better articulate their position on narrative in a way that contributes to scholarship in the arts and consequently to knowledge about narrative in general. The thesis argues that approaches to narrative traditionally associated with the discussion of art continue to be relevant today but only account for practice in a marginalised way. It posits that theorisation of narrative in the social sciences provides additional opportunities for creative arts practitioners. In psychology, sociology and anthropology the focus has tended towards localised or personal narrative in accordance with the disciplinary interests in those fields. If small stories, in contrast to the great narratives of history or literary art, can be regarded as the prototype of narrative, then artists can draw on other academic resources which better reflect their own disciplinary interests. Having established narrative to be more relevant than it might otherwise appear in the existing traditional scholarship, the thesis proceeds to make use of my practice as a case demonstrating narrative possibilities to be considered in relation to the work of practicing artists. Since my work operates across fields of art and design it was necessary to use a mix of methods to reveal the understanding of narrative in the different cases. Finally, the thesis proposes a narrative framework which categorises narrative in creative practice in five classes which incorporate the work, its reception, and the social space in which it is experienced. In addition, the practitioner's perspective is a distinct class. The purpose of the framework is not to describe narrative in all the forms that could ever be imagined by creative practitioners. Instead it offers a way of thinking about narrative that is derived from practice and structured relative to theories traditionally used to discuss narrative and art.
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Hayward, Sophie. "Group reminiscence, memory, and well-being : a social identity framework." Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/37872.
Full textAbstract:
Objective: Previous research into reminiscence as a psychosocial intervention in dementia has shown an improvement in cognition performance in the context of improving well-being. Social Identity Theory (SIT) offers a novel theoretical perspective in arguing that the improvements in well-being arise from increased identification formed by sharing memories from the personal past with others. Method: In the present study, 59 participants with cognitive impairment and dementia were recruited from residential homes; 34 took part in group reminiscence and 25 took part in individual reminiscence. The intervention took place over a six week period, with cognitive screening, mood, well-being, and social identity measures administered before and after the intervention. Key findings: Results showed an improvement in memory performance for those in group reminiscence only. Analysis showed that there was little difference between group and individual reminiscence on measures of mood, quality of life, and social identity. Conclusions: The results add to the literature on reminiscence therapy with older people with and without dementia, including improved understanding of the impact upon memory in the absence of changes in well-being. The findings are discussed in relation to improved interventions and implications for future research. Key words: older people, dementia, depression, quality of life, reminiscence therapy, psychosocial interventions.
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Gane, Brian Douglas. "A framework for demonstrating practice schedule effects in skill acquisition." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42924.
Full textAbstract:
I outline a framework for researching the effects of practice schedule on skill acquisition, based upon stage theories of information processing and stage theories of skill acquisition. Skilled performance requires stimulus identification, response selection, and response execution. I hypothesize that practice schedule affects learning in two types of information processing stages: stimulus-oriented and response-oriented stages. The loci of these effects differ based on the stage. In stimulus-oriented stages, practice schedule affects concept and categorization learning via contiguity of exemplars and feature saliency. In response-oriented stages, practice schedule affects the efficiency with which individuals produce a response by affecting response preparation. I evaluated this framework and theory with 4 experiments that manipulated practice schedule and amount of practice, in 2 domains with different information processing demands. Experiments~1~and~2 focused on response-oriented stages via a task that required participants to execute a multisegment movement according to a target time. Experiments~3~and~4 focused on stimulus-oriented stages via a task that required participants to categorize football play diagrams. Within the 2 task domains the amount of acquisition practice was manipulated to test whether different durations of acquisition training changed how practice schedules affected retention and transfer performance. The practice schedule manipulation had reliable effects on performance and learning when task performance involved either response preparation or induction of categorization rules. Practice schedule did not affect performance or learning when task performance involved categorization decisions, after the rules had been learned. Additionally, I report a novel method for quantifying amount of practice that allows comparisons across task domains.
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Fulton, David. "Theory and practice of system development methodologies : a conceptual framework." Thesis, University College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300023.
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Bin, Fryan Latefa. "Good practice framework for virtual learning environment in higher education." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/13812.
Full textAbstract:
Many higher education institutions (HEIs) around the world are investing in the implementation of different Virtual Learning Environments (VLEs) to support the teaching and learning process. However, there is a lack of detailed guidelines or a practical framework for the VLE system implementation without which an effective VLE system implementation framework, many of the full potential of VLE system cannot be realised objectives and benefits remain underachieved. A small number of frameworks specific for VLE system implementation are reported in the literature; however, these are not comprehensive in terms of covering the entire end-to-end implementation, do not consider all the key elements of a VLE system implementation and are far from integrated. Moreover, a practice-based framework that considers various organisational, pedagogical, and technological aspects and covers the entire end-to-end implementation, is not available in the current literature, and there is no complete set of guidelines to be used by HEIs to support and manage an effective VLE system implementation. Therefore, further research is needed for investigating various key elements and for identifying aspects of a good-practice framework for the implementation of VLE systems in HEIs. Particularly, an integrated good-practice framework that is comprehensive and integrates elements from existing literature and current practices or case studies would be a significant and useful contribution to this field, which highlights the importance of this study. Hence, research into investigating a good-practice VLE system implementation framework is important, and this thesis builds and presents a good-practice-in-context framework for the implementation and use of VLE systems in HEIs. This is done through identifying and exploring the key elements that build-up such a comprehensive practice-based framework for VLE system implementation through literature and good practices by considering various pedagogical, technical, and organisational aspects. These key elements include stages, processes, critical success factors (CSFs) considered, challenges (CLG) faced, associated risks, stakeholders (SHs) involved, and various tools, technologies, and methods, integrated with the VLE system. The key elements provide a deeper understanding of the fundamental issues and success factors underlying the successful implementation and sustainability of a VLE system. Initially, a conceptual framework was developed encapsulating various key elements of a VLE system implementation framework based on an extensive literature review and an analysis of existing frameworks and models, encapsulating various key elements of a VLE system implementation framework, where the elements were integrated and mapped with each other highlighting and depicting interrelations and interactions among them. The conceptual framework was validated by empirical data from the two case studies (of HEIs, at local and national level) to propose a refined, novel, and practice-based framework for VLE system implementation in HEIs, which also contains mappings to Technology Enhance Learning (TEL) strategy components. Thus, the proposed good-practice-in-context framework can be used as a tool to assist or guide HEIs to implement VLE system successfully. Finally, the proposed framework could lead to a successful VLE system implementation and it could also serve as an effective approach that not only facilitates enhancement in the learning and teaching experience, but also fosters end-user engagement and supports flexibility and customization according to the end-user needs of HEIs.
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Hassan, Padzil F. "A best practice framework for training UK construction site managers." Thesis, Sheffield Hallam University, 2005. http://shura.shu.ac.uk/19769/.
Full textAbstract:
Training has long been recognised as one of the fundamental processes to assist the UK construction industry meet the increasing the demand for adequately trained and qualified construction site managers. However, inadequate commitment by organisations to training, coupled with the recognised fragmentation of the industry perpetuates major hurdles to achieving this objective. Whilst the site manager's role has evolved over the years through changes within the industry, their training at the industry level continue to be provided along the established mode offered by the Chartered Institute of Building's Certificate and Diploma Site Management training (CIOB C/DSM) and the National/Scottish Vocational Qualifications Site Supervision and Site Management (NVQ/SVQ SS/SM) training schemes. This have led critics to argue that the difficulties of meeting the industry's need for trained site managers are associated with inadequacies within the training provisions offered by these schemes. This research was undertaken in recognition for the need for a critical appraisal of their training provisions with a view for improvements. It was developed on the concepts of training best practice which advocates improving the training provisions concurrent with change through the process of re-learning the whole training process. The effectiveness of the training provisions offered by the training schemes and the impact of variables on the site managers' training needs were critically investigated. 'Gaps' within the training provisions were identified, approaches to bridge these 'gaps' were investigated and proposed for improvement. The substantial contribution of the research is the expansion of the knowledge of the factors that impinge on the effective provisions for training site managers. The research findings propounds the conviction that the current training provisions needs to be expanded to be more effective and this can be achieved with the best practice framework for training site managers identified by the research.
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Trevithick, Pamela. "Integrating theory and practice in social work : the development of a knowledge and skills practice framework." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559709.
Full textAbstract:
This commentary describes my intellectual project which has been to make a substantial and original contribution that promotes the integration of theory and practice in social work and within this task, to identify the specific knowledge and skills needed to engage with the social work task. The methodological approach adopted is focused on theory development and involved examining existing conceptualisations of knowledge and skills, defining key skills and interventions and identifying the theory base that underpinned their use within practice contexts. This work has led to the development of a Practice Framework that integrates knowledge and skills in ways that inform analysis, synthesis, assessment, decision making and action. Section I gives an account of the methodological approach that I have used in my research and writing. Section 11 looks at the policy context in which social work is located and analyses the coverage of theory and practice, or knowledge and skills, in key government policy documents, focusing particularly on children's services. Section III examines the field of social work education and training, with particular reference to the introduction of the new degree in social work. Section IV focuses more specifically on my contribution to theory development in relation to the conceptualisation of key terms in social work, with particular reference to their application in practice. Section V builds on this work and looks at the Know/edge and Skills Practice Framework I have developed and how knowledge and skills are integrated within this Framework. A sixth section compares my Framework with other relevant classifications and a final section of this commentary - Section VII - summarises the substantial and original contribution I have made in the area of theory development. This is evident in the Practice Framework I have developed, which links theory and practice - and integrates knowledge, skills and interventions - in ways that make this framework relevant in a range of practice contexts.
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Hunt, Lesley M. "Compliance at work: protecting identity and science practice under corporatisation." Lincoln University, 2003. http://hdl.handle.net/10182/1029.
Full textAbstract:
When the New Zealand Government restructured the system of the public funding of research (1990-1992) it created Crown Research Institutes (CRIs) as companies operating in a global, market-led economy. One CRI, AgResearch, responded to this environment by corporatisation and instituted a normative system of control of workers which, through strategic plans, vision and mission statements, and performance appraisal processes, encouraged workers to adhere to company goals. This thesis, reporting on an ethnographic study of this CRI, shows how most scientific workers (technical workers and scientists alike) experienced insecurity through estrangement because the contributions they wished to make were less valued both in society and in their work organisation. They were excluded from participation in both organisational and Government policy-making, and felt they did not ‘belong’ anymore. Scientists in particular were also experiencing alienation (in the Marxist sense), as they were losing autonomy over the production of their work and its end use. Scientific workers developed tactics of compliance in order to resist these experiences and ostensibly comply with organisational goals while maintaining and protecting their self-identities, and making their work meaningful. Meanwhile, to outward appearances, the work of the CRI continued. This thesis adds to the sociology of work literature by extending the understanding of the concepts of compliance and resistance in white-collar work, particularly under normative control, by developing two models of resistance. It adds to the stories of the impact on public sector workers of the restructuring of this sector in New Zealand’s recent history, and develops implications for science policy and practice.
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Wilson, Teresa. "Conversations with First Nations educators, weaving identity into pedagogical practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/MQ52811.pdf.
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Chen, Wen-Hsi. "On edge : an exploration of cultural identity through ceramic practice." Thesis, Bath Spa University, 2018. http://researchspace.bathspa.ac.uk/11561/.
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My project investigates the concept of ‘in-betweenness’ and uses a range of research methods including fieldwork and oral history interviews in Taiwan and practice-led work in ceramics. Living away from my homeland gives me a clearer perspective of the culture in which I grew up, as well as an outsider’s perspective of British culture. The cross-cultural experience provides a platform from which I can address the questions of who I am and how I might express and communicate my experience of in-betweenness as a place where I can survive - where I can draw breath to help me cope with the challenges of living in two cultures. My research aims are: to explore the impact that living in a state of ‘inbetweenness’ can have on perceptions of self; to develop a visual language to communicate this experience; and to explore my own expression of cultural identity in relation to theory in the field. My theoretical framework derives from Gayatari Spivak’s work on colonialism and post-colonialism. Taiwan is a much-colonized culture and so Spivak’s focus on everyday experience prompted me undertake a field trip to Taiwan in 2013 to gather supporting data. I interviewed 22 Taiwanese female ceramicists: 5 indigenous women living in rural eastern Taiwan and 17 women living in urban areas. The field trip revealed a significant difference between the urban and the rural women’s ceramics (context, process and product) which, along with a growing awareness of Taiwanese social rituals, influenced my clay work. I could then create a bridge to a better understanding of cultural identity in my own research and practice. My ceramic practice was developed in three main locations: Bath Spa School of Art and Design and during two artist-residencies in Denmark and Taiwan. I have exhibited my main ceramic works (Sculptural Spoons, 8 Hours, Fingerprints, Bananas, Traditional Chinese Characters ) in different cultural environments and have been able to evaluate my work in response to visitor feedback. This project develops the idea of practice as a form of research, combining field work, creative practice and documentation. It widens awareness and proposes new ways for other artists to explore the experience of being ‘in-between’. My principle research questions are: How is my Taiwanese cultural identity expressed through making? How might ceramic practice be used to develop a visual language to communicate a personal experience of ‘in-betweenness’?
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Memarzia, Mitra. "Contemporary Iranian women artists : a practice based analysis of identity." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/20054/.
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This research has been concerned with the overall notion of the crisis of identity in Iran. More specifically, this research involved 20 contemporary Iranian women artists; 10 living in Iran and 10 living in exile and examines the position of women and the ways the notion of identity is reflected in their artworks, and viewpoints. The researcher's position as a contemporary Iranian woman artist living and working in the UK has been integral to the enquiry. As a member of the group being explored this position has allowed personal experience to be used in order to achieve a deeper understanding of the issues involved. Due to the lack of material on issues relating to the subject, the researcher made numerous visits to Iran in order to interview the artists and collect relevant data. This allowed the research to be conducted from the two viewpoints of the "East" and the "West". Due to the central role of the researcher in this practice-based study, a process of reflection in the spirit of the reflective practitioner was adopted as part of the overall methodology. Through a multimethod approach this investigation has used various forms of enquiry in order to integrate different elements in the research, such as the analysis of documentary sources and visual interpretation of artefacts. This has provided the research with a wide range of material that has enhanced the study's aims and outcomes. This investigation has also explored the historical changes that have affected Iranians, in particular the artists and the researcher. The prominent recent changes have been identified as the Islamic Revolution (1979), the Iran-Iraq war (1980-1988), and Western influences. These changes amongst others have been analysed from the perspective of literary and cultural theory. Theories of identity were studied and examined in relation to the artists in order to clarify their particular positions. This research has identified the complexities of the issues surrounding Iranian women's identities. The two groups of artists have shown similarities and differences due to similar underlying issues of being Iranian women and differences due to their audiences and positioning inside and outside Iran. Both groups have shown concerns with the notion of displacement expressed in interviews and illustrated in their artefacts. This research is a timely exploration of Iranian women's identities; a group of women that are still under-examined. With the current climate of political suspicion between Muslim countries such as Iran and the West, in particular the USA, this research is a valuable insight into understanding Iranian women's issues, and more generally Iranian identity.
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Davis, Laura. "Formulating dissociative identity disorder in clinical practice : a Q-study." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/400975/.
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Dissociative Identity Disorder (DID) is a complex and often poorly understood dissociative disorder, characterised by disruption of identity with the presence of two or more distinct personality states (APA, 2013). Several theoretical models have been proposed to provide a framework within which to understand this client group. However little i known about the conceptualisation of this presentation by therapists working clinically with this population. The current study aimed to explore the subjective options of therapists regarding the conceptualisation of DID in clinical practice. Q-methodology was used in order to operationalise and analyse these subjective beliefs. A Q set of 54 statements was created from previously reported interview data (Stokoe, 2014) with clinicians who had significant experience in working with clients with DID. The Q set was then administered to 18 therapist participants, who were asked to Q sort the statements in relation to how essential the items were conceptualising or ‘formulating’ DID. Factor analysis identified three factors, suggesting the presence of three differing perspectives regarding the ‘essential’ features of the formulation of DID. Factor A focused on “Trauma, attachment and the internal system”, whilst Factor B, “The conscious experience of DID” prioritised the everyday experience of DID and Factor C emphasised the “Helpful aspects of DID Compartmentalising emotions to enable functioning”. There was consensus across all three factors regarding the ‘least essential’ items to include in their formulations. However, the identification of three statistically distinct factors indicates the existence of differing viewpoints amongst the therapist participants.
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Nepomuceno, Kara Elena. "Moving Honestly - pangalay performance, national identity, and practice-as-research." Oberlin College Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1596226975559043.
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Rooney, Erin. "Teachers' Work in Trying Times: Policy, Practice, and Professional Identity." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/325659.
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Urban Education<br>Ph.D.<br>This study examined organizational routines and teachers' experiences in two urban public elementary schools. The study advances the scholarship on teachers' work through a nuanced examination of instructional routines in order to illuminate teachers' experiences with accountability based-reforms. Using neoinstitutional theory, this study employed ethnographic methods to examine instructional routines in two schools of varying AYP-status: one high-performing school and one low-performing school. Observations and interviews were conducted with a total of 17 teachers over the course of two school years. Findings indicated that routines were a recoupling mechanism, used to more closely align teachers' tasks with the goals of accountability policy. The implementation and performance of routines was both similar and distinct between the two schools. There were distinct differences in the intensity and the pervasiveness of mandated instructional routines between schools. However, regardless of AYP-status, routines served to rationalize teachers' instructional tasks by reducing variation in the form and content of classroom instruction. Accordingly, the process of recoupling and the resulting rationalization of teachers' tasks resulted in teachers experiencing reduced professional discretion, depleted intrinsic rewards, and compromised relationships with students and with each other. Under these circumstances, accountability policy moved teaching away from professionalization and undermined efforts to sustain teachers over time.<br>Temple University--Theses
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Adams, Jon. "Unconventional therapies in general practice : boundary construction, identity and authentication." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/22532.
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Taylor, Carolyn Patricia. "Trafficking in facts : talk, text and identity in professional practice." Thesis, University of Salford, 2007. http://usir.salford.ac.uk/26936/.
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In this thesis by published work nine works are presented, prefaced by a Critical Summary and Review which discusses the genesis of the work and its theoretical presuppositions, and evaluates their contribution to knowledge. The work includes both sole-authored and collaborative writing. This published work adopts a social constructionist approach to knowledge in health and welfare. The first work explores critical approaches to child development and their relevance to professional practice. Subsequent work adopts a post-Wittgensteinian approach to language as practical activity, exploring how practitioners such as social workers and nurses do 'case work1 , making knowledge about people, events and situations in their talk and writing and, in doing so, enact the institutional order. An exploration of the ways in which practitioners construct their practice in reflective writing is a significant focus within several pieces of work. Attention is paid to what social actors (patients/service users and professionals) do in their interactions and communicative practices. Thus, talk and text are not treated as simple vehicles for conveying literal, factual descriptions but as the means by which moral adequacy is portrayed and authentic versions of events are established. These analyses draw inspiration from a variety of sources including micro sociology, discursive psychology and narrative analysis, emphasizing the practical-moral aspects of health and welfare practice in which the production of identity, for example as a caring practitioner, plays a key part. The published work has a strong practice orientation and the implications for professional education are highlighted throughout. 'Reflexive awareness' is promoted as a means by which health and welfare VIprofessionals may challenges tendencies to take practice for granted. By engaging in the processes of making the familiar strange, it is argued that better understandings of practice can be achieved and a stance of 'respectful uncertainty' deployed.
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Johnston, Jennifer. "The road to general practice : constructing identity in GP training." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695378.
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In this thesis I explore the development of professional identity in general practice (GP) training from a number of complimentary angles. The first of three studies is a scoping review of the literature on professional identity in postgraduate medical training. The second is an analysis of cross-sectional interviews with GP trainees shortly after beginning GP training. The third is a longitudinal case study of a single GP trainee over a two year period. The second and third studies use experience centred narrative analysis with a sociocultural framework, with a strong orientation towards lived experience. GP trainees navigate a rocky road through a shifting cultural landscape. They are positioned as outsiders within hospital, and construct an alternative community of practice outside the boundaries of their daily work. GP training offers a special case within medical training. Educators should support GP trainees during time spent training in hospital, ensuring they follow a curriculum orientated towards the community.
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Farquhar, Jean Clare. "Lesbian sexual health : deconstructing research and practice." Thesis, London South Bank University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298022.
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Martino, Wayne. "Interrogating masculinities : regimes of practice /." Martino, Wayne (1998) Interrogating masculinities: regimes of practice. PhD thesis, Murdoch University, 1998. http://researchrepository.murdoch.edu.au/185/.
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This thesis draws on post-Foucauldian theories of governmental power and technologies of the self to critically examine the deployment of post-structuralist, psychoanalytic, sociological and cultural studies' paradigms for theorising and researching masculinities. It is argued that a particular dialectical mode of rationality and a project of cultural completion inform these approaches which are based on a requirement to reconcile oppositional categories such as freedom and determination, subject-determining state and self-determining subject, social structure and social actor. The limits are outlined of theorising subjectivity in terms of the restoration of consciousness to the individual and as the means by which 'culture' is mediated via repressive andlor ideological mechanisms.
An alternative theorisation of subjectivity, conceiving of masculinities as enacted within regimes of historically contingent nomalising practices, is applied to an investigation of how specific groups of boys learn to relate as gendered subjects in a particular school. Surveys, observational methods and semi-structured interviews are used to trace the specific effects of practices implicated in the formation of masculinities for the boys. Attention is also drawn to the relationship of specific models of masculinity to the boys' literacy practices.
On the basis of this research, important implications for practice at policy and pedagogical levels are identified.
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Bardien, Mariam. "Knowledge in Accounting: Using a threshold concept lens to identify knowledge of financial instruments in an Accounting course, as experienced by students at a South African university." Master's thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/32200.
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This qualitative research aims to identify the threshold concepts in financial instruments using Meyer and Land's Threshold Concept Framework (2005) and applies the dimension of Semantics and Legitimation Code Theory (Maton, 2014) to analyse whether semantic gravity and semantic density are stronger or weaker in the threshold concepts. The analysis points to five threshold concepts in the financial instruments module. It further aims to explore whether African, Coloured and Indian students' exposure to these threshold concepts results in troublesome knowledge and/or transformation in understanding and thinking in a second-year Accounting course at a South African university. Triangulation is used to confirm the authenticity and consistency of the data emerging from the identification of the threshold concepts. Using Semantics, this research illustrates that the five threshold concepts possess weaker semantic gravity due to the abstract nature of the threshold concepts and stronger semantic density is present due to the complex and dense terminology inherent in financial instruments. Evidence from a general survey, interviews and summative assessments conducted with students registered for an Accounting course shows that exposure to the threshold concepts resulted in troublesome knowledge and/or transformed understanding. Identifying the threshold concepts could make specialised Accounting knowledge more explicit to students and exploring the knowledge experienced as troublesome and the transformed understanding experienced provides room for debate around pedagogy and curriculum reform.