Dissertations / Theses on the topic 'Professional Skills and Competencies'

Public health organisations of today are increasingly subject to the same market forces and competition as are private enterprises, and will inevitably have to go through the same transition towards a more professional leadership as they did a couple of decades ago. The purpose of this thesis is to investigate the importance of the development of leadership competencies for leaders in professional bureaucracies, more specifically public health care organisations, and to find out if their members are prepared for the organisational change that is forcing its way to make these organisations more leadership efficient. An increasingly popular view is that there is a lot to be gained by encouraging leaders to either participate in a local leadership education program or to take a university course in leadership and administration. If clinician-leaders are to take an active part in forming their future, they will have to take leadership seriously and come to terms with the idea that leadership education is necessary in addition to academic merits.

Government and higher education see the employability of graduates as a priority. Anecdotal and empirical evidence from the researchers own fully accredited institution suggests there is little structure to the delivery of Personal Development Planning (PDP); it is not related to the world of work and of limited relevance to the learning that takes place. A critical review of published literature has revealed that an understanding of the links between PDP and work-based learning (WBL) could provide routes to improving professional membership. The thesis resolves this gap in knowledge enabling HE practitioners to enhance the development of skills and competencies. The research is mainly set in a positivistic paradigm with mixed methods research following a survey based methodological approach. Data collected through questionnaires, structured interviews and focus groups, are used to analyse the opinions and beliefs of staff and students in HE and experienced professionals working at the cutting edge of the construction industry. The work identifies the skills and competencies needed for academic study and employability, with PDP seen as an essential element of an academic course. Reflective practice is key to learning new knowledge and skills in the workplace and empirical investigation suggests experience plays a significant part in the learning process. All students should have an opportunity to see the application of theory with practice through WBL. The research has contributed to the body of knowledge by challenging the inadequacies in existing practice. The thesis identifies the key components and linkages in a theoretically informed model that proposes the use of a Graduate Skills Framework for Construction Management. This new-found understanding and toolkit promotes the teaching of employability skills alongside PDP in a structured programme of WBL. Research participants agree that this is expected to support the development of professional competencies and enhanced capability for the benefit of students, professionals and the construction industry.

The willingness to work and a high school diploma were once all that was needed to start one's career. The problem is that on the twentieth anniversary of the reports by the Secretary's Commission on Achieving Necessary Skills (SCANS), high school graduates may still lack what business and education leaders require for success in entry-level employment or post-secondary studies. The research question included understanding how prepared graduates from at-risk high schools are for post-secondary work or study. The study used a Likert-scaled survey to assess participant work readiness in 36 skill or competency areas. The sample consisted of recent graduates from three at-risk high schools in one school district. Graduate responses to the survey indicated that 64% were not work ready. Statistically, results were consistent with the SCANS report that indicated that 51% of all American high school graduates were underprepared. Pearson correlations were detected between the graduates' level of academic study (i.e., special education, tech-prep, college-prep, or honors) and work-readiness, and between pre-graduation work-experience and work-readiness. Implications for positive social change include improved graduate work readiness.

The determination of the elements that lead to project success is currently a major topic among the project management community. The role of the project manager and the influence it has on the overall results of the project has become a focus point for researchers, practitioners, and academics. The attempts that have been made to identify the characteristics and competencies of effective project managers has led to the acknowledgment that there is a need for a different set of competencies than those purely technical. The human and leadership skills of a project manager play an important role in the outcome of projects; therefore, it is important for these competencies to be taught and developed as part of project management education. Thus, this study aims to contribute to the understanding of the human competencies needed by effective project managers today and the extent to which project management bodies of knowledge, as well as formal education programs encourage the development and practice of such competencies. The research was carried out using a mix-method approach. Primary data was collected through semi-structured interviews with professors teaching different subjects within project management education programs. Secondary data was obtained from a thorough review of the main project management bodies of knowledge and project management postgraduate programs offered by accredited universities in the UK. The findings of this thesis suggest that there is a clear need for the development of the human side of project management, and that although there is no definite set of competencies for effective project managers, there are some key skills essential to those in the pursuit of success. Project management associations have shown an important change in their BOKs regarding the inclusion of topics on the human aspect of the practice from one edition to another. Moreover, as universities recognize the need to promote the development of human and leadership skills there is an opportunity to narrow the gap between the human topics covered within the programs and the methods used to teach them. However, the current role of both the BOKs and education providers is still only to create awareness on the topic rather than show and explain the use and techniques for different human skills in particular situations. Among the most suitable and effective methods for developing such competencies is the encouragement of team work, soft skills trainings, coaching and self-reflection exercises. Ultimately, it is the combined effort of the project management associations, universities, researches and practitioners themselves that will enhance the development and practice of human and leadership competencies within the project manager’s role nowadays.

Thesis (Ph.D.)--Antioch University, 2008
Title from PDF t.p. (viewed Oct. 24, 2008). Advisor: Jon Wergin, Ph.D.. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy September, 2008."--from the title page. Includes bibliographical references (p.129-137).

Surgical processes are a complex function of a number of inter-related factors that include individual skills, team working and operating theatre environment. Individual skills can be divided to technical and non-technical skills. This distinction between technical and non-technical skills is rather recent in the healthcare literature. There are studies made about assessing non-technical skills performed in the operating theatre but studies made to assess theatre nurses‘ technical skills have been lacking until recently. The aim of this study is to evaluate clinical applicability of a newly developed observation tool in different contexts and through observing describe similarities or differences between theatre nursing. The observations in the present study are structured with a newly developed observational tool that is developed to assess technical skills of a theatre nurse. The two authors of this study performed the data collection simultaneously at different operation departments. The present study makes evident that the technical skills required of a theatre nurse are considerably different in two different countries. Therefore, it is difficult to use an observational tool without modifying it according to local routines.
Kirurgiska processer består av ett antal komplext inbördes relaterade faktorer som inkluderar individuella färdigheter, teamarbete och miljön i operationssalen. Individuella färdigheter kan delas till tekniska och icke-tekniska färdigheter. Denna åtskillnad mellan tekniska och icke-tekniska färdigheter är ganska ny i omvårdnadslitteraturen. Det har genomförts studier där man har bedömt icke-tekniska färdigheter som utförs i operationssalen men studier för att bedöma operationssjuksköterskans tekniska färdigheter har saknats fram till nyligen. Syftet med denna studie är att utvärdera den kliniska tillämpligheten av ett nyutvecklat observationsverktyg i olika kontext och genom att observera kunna beskriva likheter eller skillnader mellan tekniska färdigheter. Observationerna i den aktuella studien är strukturerade med ett nyutvecklat observationsverktyg som är utvecklad för att bedöma en operationssjuksköterskas tekniska färdigheter. De två författarna till denna studie genomförde datainsamlingen samtidigt på olika operationsavdelningar. Den aktuella studiens resultat visar att de tekniska färdigheterna som krävs av en operationssjuksköterska är betydligt olika i två olika länder. Därför är det svårt att använda ett observationsverktyg utan att anpassa det enligt de lokala rutinerna.

The researcher utilized the 2007 American College Personnel Association (ACPA) Steering Committee on Professional Competencies report, Professional Competencies, to determine the importance of a set of competencies for work in entry-level student affairs positions. The researcher also studied whether there were any differences in importance of these competencies based on functional area (e.g., residence life/housing, student activities) and institutional type (i.e., four-year public and four-year private). Via an online questionnaire, the researcher sent the list of competencies to a sample of 970 members of ACPA who were self-selected as entry-level members and received 224 usable responses. Of the 75 individual competency items studied, 66 were found to be, minimally,  important for entry-level positions overall, thus reinforcing the fact that entry-level practitioners need a wide array of competencies to perform the responsibilities within their positions. Competencies related to advising and helping others, including students and colleagues, were rated the highest, while those related to the legal foundations of the field were rated the lowest, yet still at least  somewhat important. Several significant differences were found between groups within the studied demographic variables and the degree of importance of the competencies. Specifically, there were very few significant differences in the degree of importance of competencies based on respondent institutional type. Compared to other demographic items, functional area by far indicated the most significant differences between groups.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

Este estudio investiga el modelo de las competencias profesionales del catedrático a través de sus cuatro dimensiones (aptitud, empatía, sapiencia y seguridad) adaptado al contexto peruano, específicamente a la ciudad de Lima, haciendo uso del análisis factorial confirmatorio de segundo orden, como un caso particular de un modelo de estructuras de covarianza (SEM). El modelo fue usado para probar la hipótesis de investigación de este estudio que se realizó en una universidad pública de Lima, en la Facultad de Ciencias Administrativas, con una muestra de 195 participantes seleccionados en forma aleatoria. Los resultados apoyan la idea de que las competencias profesionales del catedrático tienen una relación directa con su aptitud, empatía, sapiencia y seguridad con coeficientes de 0,86; 0,86; 0,84 y 0,78 respectivamente; con una significación del 1%. Además, el modelo propuesto en la presente investigación cumple con las propiedades psicométricas, es decir posee consistencia interna de 0,79 y cumple con la evidencia de la validez de constructo con un índice GFI de 0,93 y RMSEA de 0,054; que son los índices adecuados. Por tanto, este estudio proporciona un modelo para los catedráticos que buscan mejorar día a día en su desenvolvimiento como tales.
Revisión por pares

The goal of this research was to examine the relationship between the Graduate Record Examination (GRE) and undergraduate grade point average (UGPA) admissions criteria and the prediction of future counseling competencies in four domain areas; knowledge, counseling skills, professional dispositions, and professional behaviors. The Counselor Preparation Comprehensive Examination (CPCE) provided the measure for knowledge, paired with the Counseling Competencies Scale (CCS), measuring counseling skills, professional dispositions, and professional behaviors. Three types of correlational analyses (Multiple-linear Regression, Pearson Product Moment, and Canonical) were used to test the relationships between the variables and subscales. Overall, significant models were produced in areas consistent with past research: GRE and UGPA scores show a relationship to CPCE scores but not the CCS skills assessment. The author concluded that counselor educators should review their admissions criteria and ensure that the value that they place on the GRE and UGPA criteria is backed by research. Recommendations for future research should focus on the use of alternate admissions criteria which assess applicants for personal characteristics and other qualities considered necessary for a counselor to be successful.
ID: 031001449; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: W. Bryce Hagedorn.; Title from PDF title page (viewed June 27, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 151-163).
Ph.D.
Doctorate
Education and Human Performance
Education; Counselor Education

Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 16, 2006. Dissertation Committee: James C. Palmer (chair), Victor J. Boschini, Patricia H. Klass, James J. Johnson. Includes bibliographical references (leaves 86-92) and abstract. Also available in print.

There are various factors that accounting educators should consider when involved in accounting education. These include: A continuous changing business environment; A new generation of learners studying at universities; A lack of skills among learners; Accounting educators resisting changes in accounting education; and The requirements for continuing professional education. From the literature it seems that much research has been done in the field of accounting education, but that it did not find practical application in the classroom. It is therefore necessary to think creatively in order to find practical solutions for the challenges facing both lecturers and facilitators. In the study the following elements of the teaching-learning environment were identified: Learners; The lecturer/facilitator; The milieu; The subject content (including technical content and competencies); and the Teaching methodology. Each of these elements were investigated during the research in order to identify factors from literature that could be included in an improved teaching plan. As part of the plan (methodology) a board game "Commercium™" was developed to meet the requirements of the teaching-learning environment. The board game was evaluated by first year learners at the Potchefstroom Campus of the North-West University. The evaluation proved to be very positive. The learners indicated that technical skills, understanding of the roles of the accountant, soft skills as well as knowledge of the subject content improved as a result. What should especially be noted is their positive reaction due to the fact that the game simulated the business environment and linked theory to practice. They also enjoyed the social and group work aspects of the assignment. The learners further had a general positive attitude towards the game. The highest evaluated positive experiences were described as good, exciting and fresh. On the negative side words such as unhappy, uncomfortable and tensed were recorded. The learners were thus required to move outside their comfort zones. Learners were also required to summarise the project in one word. Two thirds of the remarks were positive, with the number one remark being the word "interesting". The largest negative comment was that the project was confusing at the start. This could, however, be addressed in future projects. In conclusion it can thus be said the Commercium™ game meets the requirements of an effective teaching-learning environment by providing an effective teaching methodology. Lecturers now have an empirically proven effective teaching tool for introductory accounting, based on research of the requirements of the teaching-learning environment.
Thesis (Ph.D. (Accounting))--North-West University, Potchefstroom Campus, 2007.

A virada do século foi profundamente marcada pelas mudanças significativas de várias ordens que resulta num processo de reestruturação organizacional e produtiva. O conhecimento passou a ser um factor determinante na demarcação da estratégia competitiva das organizações, a educação elevou a sua importância neste contexto aumentando a responsabilidade e desafios da escola, de não se preocupar somente com o ensino e formação em geral, mas também, com a formação especializada e tecnológica. Assim, o presente estudo analisa, no primeiro momento, as necessidades de formação sentidas e desejadas pelos professores do ensino secundário na Guiné-Bissau, dentro do contexto da actual precariedade socioeducativa do Pais. Num segundo momento, o estudo procura, com base na teoria, desenvolver a temática das competências profissional dos professores, especificamente no domínio de saberes (saber-fazer, saber-ser e saber-estar), no contexto educativo. Por fim, com base na análise do diagnóstico feito no terreno, procura-se dar alguns contributos para um modelo estratégico de formação dos professores, baseado na realidade educacional existente, privilegiando o desenvolvimento de competências profissionais dos docentes, capazes de influenciar, no futuro, uma boa qualidade educacional, centrado no desenvolvimento qualitativo dos recursos humanos da Guiné-Bissau; ABSTRACT: The turn of the century was profoundly marked by several significant changes, resulting particularly in a productive organizational restructuring process. Knowledge has come to play a key role in defining the competitive strategy of organizations. Education reinforces its importance in this context increasing the school responsibility and challenges concerned not only with education and general training but also with specialized and technological training. Thus, the present study analyses at first the training needs felt and desired by secondary school teachers in Guinea-Bissau in the context of this country current social and educational precarious situation. Secondly, based on the theory, this study seeks to develop the theme of teacher competencies and professional skills specifically in the field of knowledge (know-how, know-be and know-being) in educational context. Finally, based on the diagnostic analysis done on the ground, are given some contributions to a strategic model of teacher training based on the existing educational reality favouring the development of teacher professional skills that can influence a good quality education focused on the qualitative development of human resources in Guinea-Bissau in the future.

In recent years the terms diversity and inclusion have become major buzzwords across industries and fields of study. Within the field of education broadly, and higher education in particular, a shifting student demographic can be seen across the country. Issues of equity and inclusion have become central complexities for present day educational strategists, and organizations committed to cultivating a culture of inclusion must do so with intentionality. In the context of higher education, this often requires the intentional development of professionals within a particular college or university. There has been a great deal of research concerning the development of cultural competence in traditional aged college students, but far fewer studies address development in higher education professionals. This project seeks to fill that gap. This study explores how higher education professionals develop and demonstrate cultural competence in their professional roles. Through a mixed methods case-study approach (Jupp, 2006), the current study generally addresses how perceived levels of cultural competence in higher education professionals is shaped by participation in an extended diversity training program. Additionally, this study addressed implications for individual career trajectories as a result of program completion and implementation of new learning. In-depth interviews were conducted to explore how participants of an extended diversity training program at a large urban institution conceive of their development of cultural competence. The objective of the program was to prepare participants to facilitate diversity education workshops across campus for their peers. One-on-one interviews explored ways in which participants’ individual development and application of cultural competence skills fits into the context of Social Cognitive Career Theory (Creswell, 2007; Lent, Brown, & Hackett, 2002). Additionally, secondary data analysis was conducted to assess participants’ perceived levels of cultural competence throughout the training experience. Study findings indicate that participants anticipate lasting effects from the training experience. The training introduced and ignited a reconfiguration of what it means to engage and work in spaces where institutional and organizational commitments are aligned with personal commitments. Following training, all participants expressed deep commitment to intentionally and actively cultivating a sense of belonging and inclusion in the workplace through shared language, shifts in policy, and more thoughtful interpersonal interactions with colleagues and peers.

A presente investigação insere-se no âmbito do Mestrado em Sociologia, área de especialização em Recursos Humanos e Desenvolvimento Sustentável, tem por objetivo conhecer as dinâmicas de acesso ao mercado de emprego, por parte daqueles que frequentaram Cursos de Educação e Formação de Adultos. Todo o trabalho está baseado na análise feita a ex-formandos dos Cursos de Educação e Formação de Adultos, e recai no seu percurso escolar, formativo, percurso profissional, bem como, nas estratégias adotadas para a inserção no mercado de emprego e perspetivas futuras em termos profissionais. Trata-se de um estudo de caso, para o qual se aplicaram entrevistas, tendo em vista a obtenção de dados para conhecimento da realidade. O presente estudo, é revestido de um carater qualitativo. Resume: The present investigation is inserted under the master of sociologic, area of specialization in human resources and sustainable development, the objective is to know the dynamics of access to the labor market for those who had attended courses on education and training adults. The whole work is based on the analysis made to ex-students of education and training adults courses, it falls within their academic, training and professional precursors, as well as the strategies adopted for inclusion in the labor market and their future professional perspectives. On this study were applied interviews in order to obtain data knowledge of reality. The present study was focused on qualitative analysis.

This doctoral thesis develops its research based in the analysis of the graduate profile skills and their relationship with the professional performances that the novice professionals graduated from the Early Childhood Teacher Program of Universidad de Playa Ancha performed at their workplace in contexts of social vulnerability. A type of mixed methodology was used, with a descriptiveinterpretive design with the application of a questionnaire and a focus group, to later use data triangulation. The results show that the professional performance of the graduates is influenced by their study plan, indicating motivations regarding job stability in educational spaces that receive contributions from the state, associating it with a social commitment of the teaching profession, as well as the social recognition of belonging to an educational community and ultimately a favorable economic income
La presente tesis doctoral desarrolla su investigación en el análisis de las competencias de egreso de las profesionales noveles de la carrera de educación parvularia de la Universidad de Playa Ancha y su relación con los desempeños profesionales en el ámbito laboral de las egresadas en contextos de vulnerabilidad social. Se utilizó un tipo de metodología mixta, con un diseño descriptivo-interpretativo con la aplicación de un cuestionario y realización de focus group, para luego utilizar la triangulación de datos. Los resultados demuestran que el desempeño profesional de las egresadas esta influenciado por su plan de estudios, indicando motivaciones respecto a la estabilidad laboral en espacios educativos que reciben aportes del estado, asociándolo a un compromiso social de la profesión docente, así como al reconocimiento social de pertenecer a una comunidad educativa y en última instancia un ingreso económico favorable
Programa de Doctorat en Educació

Abstract Purpose: The primary goal of this thesis is to provide a deeper understanding of how big data affect professional judgment, audit efficiency, and perceived audit quality. It also aims to explore the effect of Big Data Analytics (BDA) on the skills and competence required by auditors to perform an audit in a big data environment. Theoretical perspectives: Theoretical concepts base on previous research and publications by practitioners and regulators on BDA, professional judgment, audit efficiency, and audit quality. Literature was used to derive the research gap and research questions. Methodology: A qualitative method base exploratory approach. A literature review was conducted to uncover areas of interest that require more research. The effect of data analytics on the audit was identified as a potential area for research; a focus on audit quality was chosen, including key factors that contribute to overall audit quality. The research is based on semi-structured interviews with auditors from big four audit firms in Sweden. Empirical foundation: Empirical evidence was generated through an interview with seven auditors at different levels of the professional hierarchy. Empirical data was analyzed using a thematic data analysis approach. Conclusions: The findings of this research show that using BDA in the audit methodology affect the required skills and competence by auditors to carry out audit engagement activities. More IT related skills and knowledge gaining prominent in the audit field. Implementing data analytics will not be efficient in the early stage but will save time as auditors become more familiar with the tools. Data analytics improve audit quality. Auditors use analytics to gain more insight into the client’s business and communicate such insights to clients. It was found that data analytics generate fact-based audit evidence. The visualization ability enables auditors to visualize and analyze audit evidence to guide their professional judgment and decision making. Key words: Big data, Data analytics, Auditors skills and competence, Audit process, Audit efficiency, Audit quality and Professional judgment.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
This study deals with cognitive competences and abilities that are relevant to selection and education regarding Information Technology (IT). These competences relate to problem solving, decision making, and practical intelligence that regard scholar and extracurricular knowledge mobilization. The research aimed to contribute for the improvement of a selection instrument, consisting of five arrays of skills (dealing with objectives and prospection), as well as the development and comprehension of those skills that are involved in IT education. This is done by means of an analysis on the selection instrument used in the first selective process that occurred at Metropole Digital an Institute at the Federal University of Rio Grande do Norte in Brazil. This was evaluated aiming to acknowledge IT education (with basic training and emphasis on Web programming and electronics). The methodology used was of quantitative method involving performance scores relating education delivery. An Anova analysis of variance was done along with descriptive analysis involving socioeconomic data that was not observed in the meaningful relations between parental instruction and student performance in the graduate course. These analyses were able to point out the importance and need of the policies for vacancy reservation on behalf of public school students. A Spearman correlation analysis was done considering the instrument selection performance in the training course. The instrument is presented as a predictor that is significantly moderate and presents a good performance in the course as a whole. A Cluster and Regression analysis was also realized in the process. The first analysis allowed finding performance groups (Clusters) that ranged from medium and inferior. The regression analysis was able to point out association amongst criterion variables and the (average performance in basic and advanced modules) and explanatory (five matrixes). Regression analysis indicated that matrix 1 and matrix 3 were pointed out as being the strongest ones. In all the above analysis, the correlation between the instrument and the course was considered moderate. Thus this can be related in some of the aspects present in the course such as emphasis on evaluation itself as well as in technical contents and practical skills (educational ones) and competences and selection skills. It is known that the mediation of technological artifact in cultural context can foster the development of skills and abilities relevant to IT training. This study provides subsidies to reflect on the adoption of selection instrument and IT training in the Institute. Thus the research offers means to achieve a interdisciplinary discussion and enriching of areas such as Psychology and Information Technology; all of which regarding competencies and skills relevant in IT training
Este estudo volta-se para as compet?ncias e habilidades cognitivas relevantes para a sele??o e forma??o em Tecnologias da Informa??o (TI). Essas se caracterizam pela resolu??o de problemas, tomadas de decis?es e por uma intelig?ncia pr?tica, que se configura na capacidade de mobilizar conhecimentos escolares e extraescolares. Objetivou-se contribuir para o aperfei?oamento do instrumento de sele??o, composto por cinco matrizes de compet?ncias (com o objetivo de prospec??o), e desenvolvimento da compreens?o daquelas matrizes envolvidas na forma??o em TI, por meio da an?lise do instrumento de sele??o proposto e usado para o primeiro processo seletivo do projeto Metr?pole Digital (MD) e sua rela??o com o curso de forma??o em TI (forma??o b?sica, com ?nfases em programa??o Web e Eletr?nica). Utilizou-se o m?todo quantitativo, envolvendo os escores de desempenho de prospec??o e forma??o. Fez-se uma an?lise de vari?ncia (Anova) e an?lises descritivas envolvendo os dados socioecon?micos, nas quais n?o foram observadas rela??es significativas entre o n?vel de instru??o dos pais e o desempenho dos alunos no curso. As an?lises apontaram tamb?m a relev?ncia da pol?tica de reserva de vagas para alunos da rede p?blica de ensino. Ao considerar os desempenhos no instrumento de sele??o e no curso de forma??o, realizou-se uma an?lise de correla??o de Spearman, da qual pode-se concluir que o instrumento se apresentou como um preditor significativamente moderado de bom desempenho no curso. Tamb?m foram realizadas an?lises de Cluster e de Regress?o. A primeira an?lise permitiu encontrar dois grupos de desempenho: m?dio e inferior; a segunda evidenciou associa??o entre as vari?veis de crit?rio (m?dia do desempenho nos m?dulos b?sico e avan?ado) e explicativas (as cinco matrizes). A an?lise de regress?o indicou que a Matriz 1 e a Matriz 3 foram as mais fortes. Em todas as an?lises, a correla??o se mostrou moderada entre o instrumento e o curso como um todo, o que pode estar relacionado ? ?nfase das avalia??es em conte?dos t?cnicos e habilidades pr?ticas (forma??o) e em compet?ncias e habilidades (sele??o). Sabendo-se que a media??o do artefato tecnol?gico em contexto cultural pode fomentar o desenvolvimento de compet?ncias e habilidades relevantes para a forma??o em TI, este estudo fornece subs?dios para refletir o instrumento de sele??o e a forma??o em TI no IMD. Nessa dire??o, este estudo fornece subs?dios para uma discuss?o interdisciplinar e enriquecedora para ambas as ?reas: Psicologia e TI, sobre as compet?ncias e habilidades relevantes para a forma??o em TI

The need to provide currency in education in terms of the qualities and skills of graduates is a continuous requirement of higher education institutions. Industry expects that graduates from courses of study at universities have the necessary skills and attributes to be able to work in the modern work environment. The generic attribute agenda permeates all areas and sectors of education. Some of the areas of the generic attribute agenda include teaching, learning, assessment and the development of the generic attributes in students. This thesis specifically deals with a singular discipline, Information Systems, and the identification of the generic attributes applicable to this discipline. It does not attempt to enter the debate on the broader issues of how generic attributes are taught, assessed and developed in the educational sphere. The areas of teaching, learning, assessment and development of generic attributes in higher education are outside the scope of this thesis. This thesis presents an investigation of the extent of coverage of the identified generic attributes within the unit objectives. The generic attributes required from the Information Systems (IS) industry for graduates from IS courses of study were identified and validated using an extensive three round Delphi questionnaire of academics and industry representatives. Academic participants were from several Australian universities that offer IS undergraduate courses of study. Industry representatives were from the Australian Computer Society (ACS) and the Australian Information Industry Association (AIIA) and local Australian IS industry employers that employ the graduates from the participating universities also took part in the survey. The validation process involved two surveys, one in Queensland and a second involving the other Australian states. The significant finding from this survey was that the attribute of working as part of a team in a productive and cooperative manner was rated as the most important. Other significant findings included the high correlation between the Queensland study and the national study in terms of the relative importance of the attributes. Another important finding is that the attribute relating to discipline knowledge was rated as relatively unimportant being ranked 13th out of 29 attributes. The extent of treatment of the attributes within a course of study was identified by means of mapping each of the unit objectives within a course of study against the generic attributes and then plotting this data on a Kiviat chart. The universities used in this study included Queensland University of Technology (QUT), Southern Cross University (SCU), Bond University and Royal Melbourne Institute of Technology(RMIT). A similar mapping was performed for the major curriculum documents IS'97 Model Curriculum and Guidelines for Undergraduate Degree Courses in Information Systems (IS'97), Information Systems-Centric Curriculum (ISCC'99) and the Australian Computer Society Core Body of Knowledge. Comparisons were then made between the curriculum documents and the courses of study in terms of the extent of treatment of the generic attributes. Statistical analysis of the combined data from both the Queensland and Australian studies identified eight underlying factors. These included Team Communications, Information Use, Individual Competencies, IS Knowledge, Professionalism, Project Management, Professional Development and Diversity. Team Communications are associated with the attributes of working as part of a team, oral communications, written communications, interpersonal skills, time management and define problems. Information Use is associated with the attributes of: retrieval, evaluation and use of information, and sensitivity to gender customs and cultures. Individual Competencies are associated with the attributes of: self-motivation, ability to learn independently, reflection on strengths and weaknesses and work independently. IS Knowledge is associated with the attributes of: programming language ability, IS knowledge, reference discipline knowledge and technical competence. Professionalism is associated with the attributes of: ethics, curiosity about technology, continuous learning and intellectual development, embracing change, and professional development. Project Management is associated with the attributes of: analyse and evaluate solutions, understand the profit motive of business, knowledge of business operations and its orientation, quality of solutions and project management skills. Professional Development is associated with the attributes of: research skills and related discipline knowledge. Diversity is associated with the attribute of operate in a diverse environment. An important finding from the mapping processes were that all the documents displayed a similar coverage of the generic attributes. All the graphs showed a strong treatment of IS discipline knowledge. IS'97 showed the strongest coverage of written and oral communications as compared to the other curriculum documents or the courses of study examined. A number of limitations were identified during the study. Some of the more important ones are: * This study identified a significant shortfall in the manner in which the objectives of the units of study that comprise IS courses of study at the tertiary level are written. The study found that the curriculum documents from the USA were often written with a specific number of objectives that often related to the length of the course or the number of times class was held during a week. In Australia the traditional unit has approximately 6-8 objectives. The objectives are often related to the content of the unit rather than what the student should be able to do at the end of the unit, in terms of the attributes identified by the university as being obtained by the students when they complete the course of study. * The lack of direct access to the large mailing list of the industry representative body. * The currency of the unit outline. * The fact that many course unit outlines are written when a course of study is accredited. This means that by the time the course of study is due for re-accreditation, that a long period of time has elapsed. This time period is often five years or more. In the IS discipline this is an extremely long period for any course of study to be accredited; * The emerging and constantly changing employer and IS professional desired attributes of graduates. This is a reflection of the changing nature of the IS environment. The fact that employers and IS professionals judge the quality of a university course based on what the graduates can actually do in the workplace; * There is a large difference between the percentage coverage of the model curriculum documents within the courses offered in the USA where they constitute approximately 30 percent of the total course content. In the Australian context the model curriculum coverage represents approximately 83 percent of the course content; * The study used curriculum documentation and there was no validation from a student perspective of what they learnt or what generic attributes were developed in units they studied; and, * The courses of study used in this research are restricted to the tertiary sector and the current educational offerings of universities in the states of Queensland, New South Wales and Victoria, in Australia. While this may represent the views of the eastern part of the country, they may not be totally representative of the offerings for the country as a whole. One of the most important outputs from this research has been the development of a replicable methodology for determining the extent of coverage of the generic attributes within units and courses in other disciplines. The process would be to identify the relevant curriculum documents for the discipline and the Core Body of Knowledge from the associated professional association. The generic attributes that may have a specific context within the discipline need to be validated using a similar method such as the Delphi technique. Mapping of the generic attributes would then be done and a set of similar graphs produced. This research process meets the third research objective of producing a replicable methodology for mapping the unit objectives against the generic attributes. This study is unique in that it sought the views of both industry and academics of the required generic attribute of graduates from IS courses of study. The study then mapped the generic attributes against the unit objectives to give an indication of the extent of treatment or development during a student's course. In an attempt to increase the response rate to the Delphi study email was used as a medium for data collection. This provided the necessary data for the identification and validation of the importance of the generic attributes in a relatively short period of time as compared to the time that a traditional Delphi study would have taken. The email medium also allowed for the easy follow up of any questions raised during the course of the questionnaires. Delphi studies may now be conducted in a relatively short time frame. This will give the researchers the ability to publish their findings more quickly than other methods of conducting studies using the Delphi method. Individually addressed email, where this was possible, enhanced the response rate and provided the researcher with added anecdotal evidence from comments made in the reply to the survey instrument. The generic attributes need to be developed within the courses of study at the institutions examined in this study. Specifically the wording of objectives needs to reflect not only the content of the material to be covered but also the process through which the student gains that knowledge or competency. The elicitation of the generic attributes is required as part of the unit outline and should clearly demonstrate to students what skills they will be developing within a particular unit. This information is then able to form part of the accreditation submission for institutions seeking accreditation from professional bodies such as the ACS. From the process of gathering information for this study it became clear that the writers of the unit outlines need to have professional development in the writing of the unit objectives to address the inclusion of the generic attributes. The identification of generic attributes needs to be continually reviewed and a follow-up study is suggested to identify any longitudinal trends that may be evolving since this study commenced in 1998. This follow-up is needed because of significant changes in society may suggest that there are new and additional attributes that are now considered to be generic skills. The relationship between the generic attributes identified in this study and the multi-literacies (Millard Sheets Library, 2003. -http://www.otis.edu/library/infolit.htm, Accessed 12 January, 2004) that are now the focus of educators will provide the platform for a follow-up study of the generic attributes agenda.

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O estudo retomou proposta de 2005, de avaliação da formação do bibliotecário, tomando como referencial a aplicação dos parâmetros de competência, institucionalizados pelas Diretrizes Curriculares Nacionais (DCN) e aprovados pela Resolução 19/2002, do Conselho Nacional de Educação/Câmara de Ensino Superior do Ministério de Educação (CNE/CES/ MEC). O objetivo geral consistiu em averiguar as mudanças ocorridas no exercício profissional do bibliotecário, apontadas nos estudos e pesquisas da área, pós-promulgação da Lei de Diretrizes e Bases da Educação Nacional, de 1986, voltados a identificar as competências profissionais demandadas pela sociedade e pelo mercado de trabalho, bem como o desempenho das instituições de ensino para a formação deste profissional; a pesquisa é de cunho documental, com abordagem qualitativa e o método aplicado consistiu no cotejamento de dados nas fontes documentais entre 2002 e 2013, a fim de extrair as competências sugeridas pelos autores para a formação do bibliotecário. Posteriormente, as competências elencadas a partir da pesquisa documental foram contrastadas com o ranking de competências propostas pelas Diretrizes Curriculares Nacionais para os cursos de Biblioteconomia. E, por fim, fez-se uma investigação, tipo survey, usando como fonte os resultados do Exame Nacional de Desempenho do Estudante (Enade) do curso de Biblioteconomia, com a expectativa de buscar indicadores sobre o desempenho dos cursos e das respectivas instituições de ensino e a interferência deste este status quo na formação do profissional. Conclui-se apontando o ranking de funções e habilidades necessárias ao bibliotecário para desempenhar, com proficiência e autonomia, sua função na sociedade e no mercado produtivo contemporâneos, enquanto que, do ponto de vista de formação do profissional, por questões conceituais e estruturais dos cursos e das instituições de ensino superiores que os ministram, há um desalinhamento entre o que propõe a literatura, ou seja, o discurso dos especialistas e a realidade.
ABSTRACT The study updates a 2005 proposal which deals with the evaluation of the librarian training, taking as reference the application of competence parameters, institutionalized by the National Curriculum Guidelines and approved by the Resolution 19/2002 of the National Education Council/Board of Higher Education of the Ministry of Education (CNE/CES/MEC). The overall goal was to investigate the changes in the librarian's professional practice identified in studies and researches, post-promulgation of the National Education Guidelines and Framework Act dated of 1986, that aimed to identify the professional skills demanded by society and the labor market, as well as the performance of the educational institutions responsible for the formation of this kind of professional. This research is based on documentary evidence with a qualitative approach and the methodology applied consisted of the data read-back on documentary sources between 2002 and 2013, in order to extract those competences suggested by the authors for the formation of the librarian. Subsequently, the listed skills from the research were contrasted with the ranking of competences proposed by the National Curriculum Guidelines for Library courses. And, finally, we have applied a survey type investigation, using as source the results of the test named National Examination of Student Performance (Enade), expecting to get indicators on the performance of the courses and their educational institutions. It concludes by pointing the ranking of functions and skills needed by librarian to perform, with proficiency and autonomy, its function in society and the contemporary productive market labor while the professional training point of view, for conceptual and structural issues of the course of and higher education institutions that offer them, there is a misalignment between what proposes the literature, that is, the discourse of experts and the reality.

The aim of this study is to analyse the factors underlying successful reading and writing education and the educational conditions promoting reflective didactic skills, focusing on the students’ develop­ment of reading and writing abilities. Large international surveys indicate that the consensus concerning read­ing and writing education achieved by science during the past decade has had limit­ed impact on class­room activities. Thus, an underlying question is how research results can be implement­ed in every­day schoolwork. This study uses a praxis-oriented approach by working with classroom observations and reflective communication with teachers about learning processes and pedagogical methodology. The importance of the teachers having a solid theoretical background is underlined since it enables them to identify the students’ developmental stage, to adapt the instruction accordingly and to instant­ly grasp pedagogical opportunities to interpret and utilize the diagnostic signals. Another conclusion is that successful reading and writing education must be viewed in a context of language develop­ment as a whole, involving both its oral and its written aspects. This study also demonstrates that re­search results are perceived by teachers to be more accessible and relevant when the focus is on applied peda­gogics, allowing theory and practical applications to interact. The teachers’ professional development is shown to be an on-going, interactive, social process in which organisation, time and communicative meetings play an important part. Abduction proves to be an effective learn­ing strategy in the development of professional competence whereby academic know­ledge and on-the-spot know-how are allowed to coalesce in practically useful know­ledge. The study’s praxis-oriented approach has made it possible to define the teachers’ experience-based know­ledge at the same time as the theoretical knowledge in the field has developed. This opens up possibilities for scientific theories to establish themselves in practical school work.

En bearbetad version av Catharina Tjernbergs avhandling, med titeln "Framgångsrik läs- och skrivundervisning: en bro mellan teori och praktik", ISBN 9789127137387, finns utgiven på förlaget Natur och kultur 2013.

En este estudio se caracteriza el constructo: aprender a formar en ciudadanía a través de las matemáticas, como competencia profesional transversal de los futuros profesores de Matemáticas de Educación Secundaria. Se muestran indicadores de desarrollo de esta competencia, en base a cuatro ejes: Apropiación política, activa y crítica de saberes; participación constructiva y responsable y uso de herramientas sociales; apropiación de una perspectiva crítica a través de lo matemático; práctica de la convivencia, democracia y la responsabilidad. Se formulan las bases para reconocer este sistema de categorías en el desarrollo profesional en cuanto a los aspectos: matemático/epistémico, didáctico y actitud profesional, en cuanto prácticas profesionales. El posicionamiento metodológico se enmarca en una corriente cualitativa interpretativa. Para el análisis de la práctica escolar, utilizamos como metodología específica los estudios de caso de un docente, y la idea de experimento de enseñanza en el proceso de formación profesional, considerando al profesor, a los alumnos y a las prácticas matemáticas que se desarrollan en el entorno de aula. Como resultados importantes del estudio, reconocemos la presencia de prácticas democráticas que promueven la ciudadanía en un grupo de futuros docentes de matemáticas de secundaria, y específicamente en un profesor con experiencia. Interpretamos la idea de debate democrático que desarrolla dicho profesor, y constatamos nueve tipos de prácticas en su quehacer cotidiano. Se especifica un estudio sobre los posicionamientos iniciales de futuros profesores frente al papel que debe otorgarse a las tareas matemáticas para la construcción de ciudadanía. Se diseña, implementa y analiza un ciclo formativo sobre aprender a formar en ciudadanía a través de las matemáticas y se analiza una trayectoria específica sobre contextualización. El estudio permite identificar relaciones entre la competencia de análisis didáctico del enfoque ontosemiótico y las competencias transversales profesionales como la de formar para la ciudadanía.
In this study we characterized the construct: learning to teach citizenship through mathematics, as a transversal future teacher’s professional competency of Secondary School Mathematics. Development Indicators for this competence had been shown, based on four axes: political, active and critical appropriation of knowledge, constructive and responsible use of social tools; appropriation of a critical perspective through mathematics; practice of living together, democracy and responsibility. Bases to recognize this system of categories in the professional development are formulated regarding the following aspects: mathematical/epistemic, educational and professional attitude as professional practices. An interpretive and qualitative research methodology is used along the thesis. A case study of a teacher is used to analyze the school practice. A teaching experiment is used to analyze the training process, considering the teacher, students and the mathematical practices that are developed in the training environment. As important results from the study, it’s recognized the presence of democratic practices that promote citizenship in a group of future teachers of high School Math, and specifically observing an experienced teacher. We interpret the idea of democratic debate which teacher develops, by describing nine types of practices in his daily work. A study about the initial positioning of future teachers towards the role to be given to mathematical tasks for the construction of citizenship has been delighted. A training cycle of learning to teach citizenship through mathematics, had been designed, implemented and analyzed. A specific contextualization trajectory has been described. The study identifies relations between didactic analysis competency using onto-semiotic perspective and transversal professional competencies as learning to teach citizenship.

Building on a previous 1994 study, this descriptive study reflects on the ever-shifting sands of the nurse manager role. This national survey is based on the Katz (1955) conceptual framework of interrelated technical, human and conceptual competencies. An instrument developed by the investigator for determining important nurse manager competencies was validated using an expert panel of AONE nurse manager Fellows. The research used a web-based survey to collect information from hospital nurse managers via a self-administered competency instrument. Eighty one completed the online survey with complete data for a response rate of thirteen percent. Findings suggest the highest self-reported nurse manager competency ratings included effective communication, retention strategies, effective discipline and decision-making. In contrast, the lowest self-reported nurse manager competencies included nursing theory, case management and the research process. The associations of nurse manager competencies with individual and organizational variables were studied. The impact of organizational variables of hospital size and span of control had a medium effect. Magnet status impact was unremarkable. Individual variables of gender, age, education, tenure as an RN, and tenure in current position also did not significantly impact competency ratings. A large and medium effect was noted between tenure in the management role on all the competency ratings within the five constructs. The Chase Nurse Manager Competency Instrument underwent psychometric testing as none had been done since the original 1994 study. The 1994 and the 2010 study data was used to determine reliability and validity assessments with positive results. A crosswalk was also completed between the Chase Instrument and the 2005 AONE Nurse Manager Leadership Collaborative Framework and due to the similarities in the five categories the Chase Instrument was revised to reflect the parallel similar headings support the consistencies between the models. Study findings reveal Nurse managers have to deal with finance and budgeting, patient safety, quality improvement, staff retention, and many other tough topics. They are expected to achieve a blend of clinical and business management with little to no training. Based on the findings the following ten recommendations are provided and include, Provide realistic expectations of the role; Provide a skill assessment and form a plan based on competency development; Provide a structured orientation and development program which includes 30/60/90 day checkpoints; Establish long term mentorship building on the key ingredients of inspiration and role modeling; CNO involvement is critical; Teach Influence; Teach implementation strategies; Create the culture; Invest in Nurse Manager support for Development of Staffing, Financial Acumen and Compliance; Enhance communication skills at every level. Among nursing leadership, the nurse manager role has been identified as critical in the provision of high-performing, effective and efficient care in the patient care delivery setting. This individual is the unit-based CEO responsible for quality, safety, satisfaction and financial performance in alignment with regulatory and accrediting body requirements. Excellence in horizontal and vertical communication is required as this role represents the voice of the direct care nurse at the leadership table as well as the voice of the board of trustees at the unit level.

Whilst Remuneration Committees are facing increasing pressure to make well-informed decisions that are justifiable to all stakeholders. Very little research, if any, provides information on the skills and competencies of Remuneration Committee members. The rationale for this study emanates from the researcher's desire to look at Remuneration Committees beyond executive pay and the link to company performance, and instead focus on reviewing skills and competencies of its members. The primary data collection method was semi-structured interviews. The sample consisted of 16 Remuneration Committee members and Remuneration Consultants. Data was analysed using the Atlas ti. system. Empirical evidence shows that corporate governance, objectivity, business acumen and knowledge of human resources are must have skills and competencies of Remuneration Committee members. Consequently, a framework that provides a composition of an ideal effective RemCo member is included. Secondly, the study found that the usefulness of Remuneration Consultants varies. Lastly, the study found that the use of Remuneration Committee assessments, as a measurement tool to measure effectiveness were questionable. Additional research on the role of Remuneration Consultants, as well as empirical research into the most effective way of measuring committee/board performance, is required.
Mini Dissertation (MBA)--University of Pretoria, 2017.
vn2017
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted

Abstract The aim of this study is to describe the development of nursing students' decision-making as a part of their professional skills during their nursing education. The population consisted of 32 college nursing students who had started their education in January 1987 or 1988 and 23 polytechnic nursing students who had started their education in 1996. The college students' process of learning decision - making was studied during 1988-1991 by taping clinical lessons about planning patient care (terms IV-VI) and by collecting essays prodeced by the students during the clinical periods (terms III, V and VII). Essays produced by the polytechnic students (terms III and IV) during 1997-1998 were also collected. The data were analyzed by using both quantitatively and qualitatively content analysis (deductive and inductive analysis). The results show that rational decision-making was emphasized both in college and in polytechnic. The care plans made by the students were consistent with the phases of the nursing process. Of the different phases of the nursing process the implementation and the evaluation of nursing care were most important. At the beginning of their practical training college students emphazised nursing methods, while polytechnic students focused on medical methods. In all data sets, most uttrances pertained to the physical aspects in the implementation of nursing, in the definition of nursing problems and in the evaluation of nursing. As learning proceeded from one term to the next no changes were seen. The only exception were the clinical lessons at the beginning of the education and the essays and clinical lessons during the last phases of education in which psychic support and the need to evaluate the patient's psychic condition were emphazised. At the beginning of practical training polytechnic students gave more attention to physic support of the patient than college students. Plenty of knowledge was collected about a patient for purposes of decision-making, but it was only partly utilized as the planning of care proceeded. All data sets clearly reflected the mechanical decision-making model. At the beginning of practical training the next largest category in the college students' data was the patient-centered model which was only rarely seen in the polytechnic data. In all data sets the objectives of nursing were defined in a patient-centered manner. The college data included a small number of features of the model-oriented and creative decision-making model which were not found in the polytechnic data at the beginning of practical training at all. The following features of the creative decision-making model were found setting priorities, giving reasons for choosing the nursing model, nursing problems and methods and producing alternative nursing solutions. In both data sets the students' learning level appeared to be quite low. The findings reflected superficial mechanical learning without reflection and critical thinking.

The primary purpose of this study was to craft and validate a set of core competencies necessary for an e-Helper to possess. A review of the literature guided the creation of the initial competencies. Following expert review, the competencies were revised and formatted into an online survey which was sent to respondents in four target groups: (a) school administrators who had adopted telepractice as a service delivery model; (b) SLPs experienced in telepractice within a school setting; (c) current e-Helpers, and (d) scholars experienced in telepractice. Sixty percent (21 out of 35) of the competencies were rated as “important” by 76-100% of respondents. The remaining competencies could be more or less important dependent on workplace requirements.

Approved for public release; distribution is unlimited
Operational contracting support provided by the Army Mission and Installation Contracting Command to the warfighter includes everything from acquiring the necessary equipment, supplies, and services vital to the mission to the overall well-being of the Army Soldiers and their families. The Army faces issues and challenges throughout the acquisition process, particularly in the contracting career field. Assessing any contracting knowledge gap can be a challenge because of the sheer magnitude of the required knowledge involved in Department of Defense contract management. To capture the data needed to measure and analyze tacit knowledge and explicit knowledge, a knowledge assessment tool was used. Following the distribution of the assessment tool, an analysis of the knowledge gap was performed on multiple demographic categories. This information enables organizations to develop an on the job training task management guide that will not only train contracting personnel in all of the contracting phases but also focus in on the knowledge gaps identified within the research. Furthermore, there will be an increased visibility for supervisors and contracting officers to provide the feedback necessary through supplemental training to ensure the readiness of the contracting specialists within the 1102 career field.

Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1992 and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Civil Engineering, 1992.
Includes bibliographical references (leaf 62).
by Joseph Gioioso.
M.S.

The purpose of this study was to identify counseling competencies considered important for audiologists to possess to provide effective counseling in practice.To achieve this, researchers and clinicians with expertise in audiologic counseling, were recruited to participate in a three-round consensus survey. These experts were asked to generate and rate a list of counseling competency items they believed were important for audiologists to possess. In the final round of the study, final consensus was met on 64 counseling competency items (16 knowledge, 35 skills, and 13 attitudinal items) deemed important for audiologists to possess. The results of this study revealed that current practice guidelines in the field lack the clarity and detail necessary for audiologists to provide effective counseling in practice. Items that met consensus can inform counseling competencies students can acquire during pre-professional training. Future research is proposed to explore what is needed to move these competencies forward into training/practice and to help improve audiologic patient/family outcomes.

Many researchers in engineering education have studied the engineering curriculum, employability, industrial training, generic skills and gender issues. From a wide spectrum of study, there is a gap around issues of interpersonal skills and enterprise skills in engineering education that has not been studied. Previous study has shown that there is unemployment amongst graduate engineers in Malaysia. This study aimed to assess whether the suggested lack of interpersonal and enterprise skills competencies cause unemployment amongst engineering graduates in Malaysia. This study also intended to appraise whether engineering undergraduates have received a quality work placement appropriate to their learning, knowledge and employability skills and also to create awareness about interpersonal and enterprise skills competencies amongst engineering undergraduates, higher education educators and employers in Malaysia. This study intended to create awareness about the importance of interpersonal and enterprise skills amongst engineers. A mixed method of questionnaire survey and interview was used to access data from final year engineering students and employers in Malaysia. Results from the study have provided evidence that interpersonal and enterprise skills are not a major contributor to unemployment of engineering graduates in Malaysia. This study has created new awareness of the subject that will allow the enhancement of the engineering education curriculum. This study has demonstrated that when interviewing companies for the purposes of research into curriculum it is necessary to have full awareness of their culture and ways of working.

Els canvis en el perfil dels professionals i en el de les empreses, així com el contacte entre tots dos, empeny, en l’actualitat, a traçar línies i fer valoracions del que presenta el futur, tant en l’àmbit formatiu com en el professional. S’afegeix a aquesta circumstància, que la immersió en l’Espai Europeu d’Educació Superior demana una avaluació de la qualitat educativa i un major ajust de les titulacions a les demandes del mercat laboral. Fer visibles els canvis entre l’àmbit professional i l’acadèmic, en aquest cas dins un marc molt concret dels estudis universitaris de Grau en Disseny, en la menció de Gràfic, és l’eix vertebrador de la recerca. En aquest context, la present investigació s’articula mitjançant un estudi de cas a EINA, Centre Universitari de Disseny i Art de Barcelona, que es formalitza en la construcció d’un sistema de diagnosi que es pugui aplicar en diferents moments i de manera periòdica, l’objectiu del qual és identificar el nivell d’encaix entre les competències acadèmiques impartides en el centre formatiu i les competències professionals requerides en l’àmbit laboral del disseny gràfic. Vol ser, doncs, una eina que ajudi a conèixer les demandes de l’àmbit professional del sector, així com a actualitzar les competències del Grau de Disseny. Es tracta d’una recerca avaluativa de la transferència dels aprenentatges al lloc de treball, que recorre a una proposta metodològica mixta, on les investigacions quantitativa i qualitativa s’han aplicat de manera correlativa per obtenir diferents tipus de resultats d’interès, entenent-les com a dues visions complementàries. La triangulació de resultats, tant de dades, com metodològica i instrumental, se segueix com a principi bàsic de reforç de la fiabilitat i validesa, aportant rigorositat i credibilitat científica a la recerca. En la mateixa línia, l’ús d’una metodologia sistemàtica, reproduïble i raonada, mitjançant el mètode Delphi, aporta una visió col·lectiva de diferents grups d’experts mitjançant un consens intersubjectiu, que aporta una informació bàsica per arribar a assolir els objectius de recerca. S’arriba, així, a una visió panoràmica de l’encaix entre les competències acadèmiques i les professionals en l’àmbit del disseny gràfic en l’actualitat, i a una previsió del perfil de dissenyador gràfic del futur, aportant informació valuosa per preveure les necessitats de l’àmbit professional i poder proposar canvis, tant curriculars com metodològics, en el pla docent del Grau de Disseny.
Los cambios en el perfil de los profesionales y en el de las empresas, así como el contacto entre ambos, empuja, en la actualidad, a trazar líneas y hacer valoraciones de lo que presenta el futuro, tanto en el ámbito formativo como en el profesional. Se añade a esta circunstancia, que la inmersión en el Espacio Europeo de Educación Superior pide una evaluación de la calidad educativa y un mayor ajuste de las titulaciones a las demandas del mercado laboral. Hacer visibles los cambios entre el ámbito profesional y el académico, en este caso dentro de un marco muy concreto de los estudios universitarios de Grado en Diseño, en la mención de Gráfico, es el eje vertebrador de la investigación. En este contexto, la presente investigación se articula mediante un estudio de caso en EINA, Centro Universitario de Diseño y Arte de Barcelona, que se formaliza en la construcción de un sistema de diagnóstico que se pueda aplicar en diferentes momentos y de manera periódica , cuyo objetivo es identificar el nivel de encaje entre las competencias académicas impartidas en el centro formativo y las competencias profesionales requeridas en el ámbito laboral del diseño gráfico. Quiere ser, pues, una herramienta que ayude a conocer las demandas del ámbito profesional del sector, así como a actualizar las competencias del Grado de Diseño. Se trata de una investigación evaluativa de la transferencia de los aprendizajes en el lugar de trabajo, que recurre a una propuesta metodológica mixta, donde las investigaciones cuantitativa y cualitativa se han aplicado de manera correlativa para obtener diferentes tipos de resultados de interés, entendiéndose como dos visiones complementarias. La triangulación de resultados, tanto de datos, como metodológica e instrumental, se sigue como principio básico de refuerzo de la fiabilidad y validez, aportando rigurosidad y credibilidad científica a la investigación. En la misma línea, el uso de una metodología sistemática, reproducible y razonada, mediante el método Delphi, aporta una visión colectiva de diferentes grupos de expertos mediante un consenso intersubjetivo, que aporta una información básica para llegar a alcanzar los objetivos de investigación. Se llega, así, a una visión panorámica del encaje entre las competencias académicas y las profesionales en el ámbito del diseño gráfico en la actualidad, y una previsión del perfil de diseñador gráfico del futuro, aportando información valiosa para prever las necesidades del ámbito profesional y poder proponer cambios, tanto curriculares como metodológicos, en el plan docente del Grado de Diseño.
Changes in the profiles of professionals and of businesses, and the contact between the two, now calls for the need to mark out lines and offer evaluations of what the future holds, both in terms of education and professionally. Added to this circumstance is the fact that immersion in the European Higher Education Area requires an assessment of educational quality and a greater match between qualifications and the demands of the job market. The cornerstone of this research is to make visible the changes between the professional and academic spheres, in this case within the very specific framework of the Bachelor’s Degree in Design university course, in the Graphics mention. In this context, this research is represented through a case study at EINA, University School of Design and Art of Barcelona, which is formalised in the construction of a diagnostics system that can be applied at different times and periodically, the aim of which is to identify the level of the match between the academic skills taught at the school and the professional skills required in the professional sphere of graphic design. It aims, therefore, to be a tool to help discover the demands of the professional sphere in the sector and to update the skills of the Bachelor’s Degree in Design. It is evaluative research of the transfer of learning to the workplace, which uses a mixed methodological proposal, where quantitative and qualitative research have been applied consecutively to obtain different types of results of interest, seeing them as two complementary visions. The triangulation of the results, both of data and methodologically and instrumentally, is used as the main principle for reinforcing reliability and validity, offering meticulousness and scientific credibility to the research. In the same vein, the use of a systematic, reproducible and reasoned methodology, through the Delphi method, offers a collective vision of different groups of experts through an inter-subjective consensus, which provides basic information for attaining the research aims. This way, it reaches an overview of the match between the academic and professional skills in the area of graphic design today, and a preview of the profile of the graphic designer of the future, offering valuable information to predict the needs of the professional sphere and be able to propose both curricular and methodological changes in the syllabus of the Bachelor’s Degree in Design.

En farledsrestriktion innebär att vissa krav eller begänsningar sätts på fartygs manöverförmåga, antal assisterande bogserbåtar, största djupgående och liknande egenskaper för att få färdas i en specifik farled. Innan 2009 låg uppgiften att ta fram dessa restriktioner på Sjöfartsverket och det tillhörande Sjöfartsinspektionen. År 2009 bildades Transportstyrelsen och övertog då vissa delar av processen. Detta arbete handlar om vad denna omorganisation har fått för effekter på arbetsprocessen och dess resultat utifrån vad de som idag jobbar med den upplever. En kvalitativ intervjustudie med semistrukturerade intervjuer genomfördes med ett antal individer som dagligen arbetar med denna process. Resultatet målar upp bilden av en arbetsprocess som genomgått mindre förändringar men som på många sätt fortfarande är sig lik. De tillfrågade beskriver små skillnader i det praktiska, dagliga arbetet och den kommunikation som detta arbete kräver, men beskriver också en situation där förändringsarbetet fortfarande upplevs pågå och där vanor kring arbetsrutiner på många sätt lever kvar.
When entering a fairway in Swedish waters, vessels are affected by various restrictions. These restrictions are related to the draught of the vessel, its maneuvering capabilities and other factors which affect its capability to be conducted in a safe manner when inside the fairway. Prior to 2009, these restrictions were implemented by Sjöfartsverket (the Swedish Maritime Agency). In 2009, Transportstyrelsen (the Swedish Transport Agency) was created and took on the responsibility for some parts of the process behind developing these restrictions. In this study the focus is on the effects of this reorganization on the process itself from the viewpoint of those who are working with it. A qualitative study using interviews was conducted with people who are in daily contact with this work. The result shows a process that has undergone minor changes but is also in many ways still similar. The participants in this study describe smaller differences in the practical, daily work and the communication that this work requires, but they also paint a picture of a situation where the change is still happening and where old routines and habits still influence their work.

Emmarcada en un moment molt dinàmic i canviant de reflexió al voltant del procés de creació d'un Espai Europeu de l'Educació Superior (EEES) i en la revisió constant del sentit i orientació de l'Educació Física, l'objecte d'estudi d'aquesta tesi es localitza en l'anàlisi de les competències professionals del professor d'Educació Física de Secundària a Catalunya i de les repercussions que se'n deriven de cara a la seva formació.

Quan es fa referència a les repercussions i implicacions, es pretén dir, en termes ideològics i funcionals, que es troba en la conceptualització i identificació de les competències professionals un referent vàlid per fer aquesta reflexió i conseqüent revisió dels estudis de grau en base a les competències.

En aquest sentit, es realitza una anàlisi en profunditat del concepte de competència professional, així com dels diferents enfocaments, mètodes per a la seva identificació i experiències en la normalització, en disseny de la formació, avaluació i acreditació en base a les competències professionals.

A més a més, es presenta una proposta de seqüència categorial per a poder orientar l'anàlisi de les competències professionals del professorat d'Educació Física de Secundària a Catalunya. Aquesta proposta categorial ha estat elaborada a partir de la Grounded Theory amb un mètode fenomenològic, interpretatiu i inductiu dins d'una metodologia qualitativa i a partir d'entrevistes semiestructurades a un grup de referència.

Finalment es contrasten els resultats amb autors de referència, permetent una interpretació sobre el rol que s'espera de l'Educació Física i del seu docent a l'etapa de Secundària a Catalunya.
Enmarcada en un momento muy dinámico y cambiante de reflexión alrededor del proceso de creación de un Espacio Europeo de la Educación Superior (EEES) y en la revisión constante del sentido y orientación de la Educación Física, el objeto de estudio de esta tesis se localiza en el análisis de las competencias profesionales del profesor de Educación Física de Secundaria en Catalunya y de las repercusiones que se derivan de cara a su formación.

Cuando se hace referencia a las repercusiones e implicaciones, se pretende decir, en términos ideológicos y funcionales, que se encuentra en la conceptualización e identificación de las competencias profesionales un referente válido para hacer esta reflexión y consecuente revisión de los estudios de grado en base a las competencias.

En este sentido, en este trabajo se realiza un análisis en profundidad del concepto de competencia profesional, así como de los diferentes enfoques, métodos para su identificación y experiencias en la normalización, en el diseño de la formación, la evaluación y la acreditación en base a las competencias profesionales.

Además, se presenta una propuesta de secuencia categorial para poder orientar el análisis de las competencias profesionales del profesorado de Educación Física de Secundaria en Catalunya. Esta propuesta categorial ha sido elaborada a partir de la Grounded Theory con un método fenomenológico, interpretativo e inductivo dentro de una metodología cualitativa y a partir de entrevistas semiestructurades a un grupo de referencia.

Finalmente se contrastan los resultados con distintos autores, permitiendo una interpretación sobre el rol que se espera de la Educación Física y de su docente en la etapa de Secundaria en Catalunya.
In the frame of a very dynamic and changing reflection around the development of the European Higher Educational System and in the constant revision of the sense and orientation of the Physical Education, the object of this study of is in the analysis of the professional competences of the High School Physical Education teacher in Catalunya (12-16 years old) and its repercussions derived in front of their training.

When the repercussions and implications are referred, it is said, from ideological and functional terms, that they are a valid referent in the conceptualization and identification of professional competences to make this reflection and consequent revision of the universitary degree based on competences.

In this sense, in this deep work analysis of the concept of professional competence is made, as well as different approaches, methods for their identification and experiences in the normalization, in the design of the formation, the evaluation and the accreditation based on the professional competences.

In addition, a proposal of categorial sequence is presented to allow the orientation of analysis of the professional competences of the Physical Education teaching staff of Secondary school in Catalunya. This categorial proposal has been elaborated from the Grounded Theory through a phenomenological, interpretative and inductive method within a qualitative methodology and from semiestructurated interviews to a reference group.

Finally the results with different authors are compared, permitting to make an interpretation of the roll that is expected of the Physical Education and its teacher in the High School of Catalunya.

Dans un contexte de modernisation de l’Administration Publique capverdienne, la formation des fonctionnaires constitue un aspect clé de la réussite de ce projet institutionnel. Les réformes réalisées dans le secteur public exigent une adéquation permanente du personnel pour accompagner le nouveau cadre politique, juridique et institutionnel.Une meilleure compréhension du rôle des formateurs devient indispensable pour mieux saisir l’ampleur, la réussite et les contraintes des projets de formation au sein de la fonction publique capverdienne.Nous proposons, dans cette thèse de comprendre les rôles et la place des formateurs dans ce défi de développement institutionnel du secteur public et dans la professionnalisation des fonctionnaires. À partir de leurs perceptions, de leurs rôles et des difficultés dans l’exercice de l’activité de formation nous avons analysé leurs representations : Existe-t-il une identité professionnelle des formateurs au sein de la fonction publique capverdienne ? Un processus de professionnalisation est-il en cours de développement ? Un groupe professionnel est -il en cours de structuration?Nous avons combiné deux phases d’une enquête de terrain auprès des responsables des services et auprès de formateurs pour mieu comprendre la place de ces acteurs au sein de l’Administration de l’État
In a context of modernization of the Public Administration of Cape Verde, the training of officials is a key aspect of the success of this institutional project. The reforms in the public sector require ongoing appropriateness of staff to accompany the new, legal and institutional policy.A better understanding of the role of trainers is essential to better understand the scope, success and constraints of training projects in the Cape Verdean government.We propose in this thesis to understand the roles and the place of trainers in this institutional development challenges of the public sector and the professionalism of civil servants. From their perceptions of their roles and challenges in carrying out the training activity, we analyzed their representations: Is there a professional identity of trainers in the Cape Verdean government? Is a process of professionalization in the process of developpement? Is a professional group being structured?We combined two phases of a field survey of service managers and trainers to understand better the place of these actors within the State Administration

Critical thinking (CT) can be described as using resources, identifying assumptions, asking questions, comparing alternatives, and finally coming to a conclusion. Critical thinking can be used in daily life, general work, or in specialty situations and is a valuable skill in health professions. Athletic training integrates CT into evaluations, treatments, rehabilitation programs, and other activities. Critical thinking is needed in the profession of athletic training to increase accuracy of diagnosis and evaluation and to improve patient outcomes. The purpose of this study was to establish CT baseline scores for athletic training professional and post-professional students. Results revealed that the post-professional students in this sample scored higher on the Health Science Reasoning Test than professional students.

This study identified the perceived professional development needs of secondary business educators in West Virginia related to professional and business education content competency areas. A population of 408 secondary business educators was randomly assigned to two groups to evaluate their perceived professional development needs. A total of 104 (51.40% of 202) respondents reported their perceived need for professional development for professional competencies based on Policy 5310: Performance Evaluation of School Personnel of the West Virginia Department of Education. Also, a total of 89 (43.0% of 206) respondents indicated their perceived need for professional development for business education content competencies based on the NBEA's National Standards for Business Education. Data analyzed using frequency analyses revealed that the highest rated perceived professional development needs related to professional competencies were found in the areas of Programs of Study, Classroom Climate, and Instructional Management Systems. It was further determined that the highest rated perceived professional development needs related to business education content competencies were found in the areas of Information Systems, Career Development, and International Business. The one-way ANOVA analyses did not find differences among teachers' perceived professional development needs based on years of teaching experience or educational level for professional competencies or for business education content with the exception of the competency areas of Accounting and Business Law. In both of these areas, the post-hoc statistical analysis revealed differences among the educational levels of teachers, with respondents who had an Ed.S degree reporting a higher level of need than those with bachelor's or master's degrees. Overall, teachers perceived a higher need for professional development activities in the business education content areas than in the professional competencies. Findings of the study indicate that professional development activities should be relevant to teachers' needs. This study found specifically that business education teachers were most interested in technology-driven subject matter, technology integration into classroom learning, and general economic awareness and career awareness of international and technological occupations. In addition, all areas of methodology, professional competencies and content area competencies, should integrated into professional development activities to prepare teachers to effectively disseminate the content to ensure student learning.
Ph. D.

"The role of human resource management (HRM), or simply human resource (HR), practitioners has changed dramatically, especially in the last 10 years. As a result of this change in role, as detailed in the literature review, HRM practitioners require appropriate competencies to maintain effectiveness and enhance the value of their contribution to their organisation..." --p. 1.
Master of Business

"The role of human resource management (HRM), or simply human resource (HR), practitioners has changed dramatically, especially in the last 10 years. As a result of this change in role, as detailed in the literature review, HRM practitioners require appropriate competencies to maintain effectiveness and enhance the value of their contribution to their organisation..." --p. 1.
Master of Business

Context This research centres on the acquisition of professional competencies by graduates who have recently entered the construction industry. Many professional competencies involve critical thinking and subjective decision-making under conditions of uncertainty and variability; and therefore require higher-order abilities to accomplish. The acquisition of these competencies has been shown to be problematic, difficult to achieve and to take longer than anticipated. The aim of this research was to determine if acquisition could be enhanced and/or accelerated. Research Design The research design adopted a mixed methods approach. The study commenced by identifying and defining the problematic competencies through a process of qualitative research. This was followed by analysis of existing learning theories and non-traditional learning techniques that had been applied in other contexts through a search of the literature and published accounts of applications. The analysis identified constituent parts of theories and practice which were developed into an innovative learning model. The model was tested through a process of quantitative research conducted using a controlled experiment with a sample of new-entrant graduates employed by professional firms. Findings The research produced a new model of learning comprising a unique combination of learning theories, practices and applicational constituents which acted in a synergistic way to enhance the acquisition of higher-order professional competencies. The research identified synergy as an important factor in the design and efficacy of the model, hitherto not recognised. Conclusions The research has shown that higher-order professional competencies can be acquired faster and more effectively. It has developed and extended the learning theory of Bancroft, Burguillo, Lui et al and others through the identification of synergy as a significant factor. The research concludes by demonstrating that the learning model can reasonably be transferred to other new-entrants within the built environment industry and generalised to the development of graduate new-entrants in other professional sectors.

As a theme for my diploma thesis I chose „Suggestion of a Model of a successful Manager" for company Unicorn Inc. This model can be used by Unicorn´s owner not only for existing employees but also for hiring new managers and for opening new branches as well. Thanks to my model he will be able to compare existing soft skills of managers who are already on board and he will also know which characteristics, knowledge, experience and processes he should focus on when selecting candidates for managerial positions and posts. The research results, that will be carried out on employed managers, will show which soft skills are neccessary to be focused on when internal empoloyee trainings are carried out. Consequently I will suggest steps that will increase managers´ efficiency which will lead to an increase of efficiency in the whole company.